Cup Cakes
Term: 2 Year: 2014
Carnegie Primary School's year 3 students created Clay Cup Cake sculptures, making use of an Arts diary to chronicle their progess.
Unit: Creating Clay Cup Cakes
Year Level: 3
AusVELS level: 3
Duration of Unit: 7 (art lessons)
Term: 4
Year: 2013
Learning Focus from AusVels Level 3:
-They investigate a range of arts forms and styles using technologies in visual arts.
–They show evidence of arts knowledge when planning arts works and identify techniques and features of other people’s work that inform their own art making
–They maintain a record of their planning in their Arts Diary and refer back to it during the process.
–They select and combine a range of arts elements and use a range of skills, techniques and processes, media, materials, equipment and technologies.
–They create and present works that communicate experiences, ideas, concepts, observations and feelings.
–They refine their work in response to feedback and self-evaluation.
Unit Learning Focus:
They investigate a range of arts forms and styles using technologies in visual arts.
-Students will gain inspiration from artists such as Wayne Thiebaud.
They show evidence of arts knowledge when planning arts works and identify techniques and features of other people’s work that inform their own art making.
-Students will gain inspiration from cook books and images from the WWW to inform the design process.
They maintain a record of their planning in their Arts Diary and refer back to it during the process.
-Students will use their Arts Diary to plan their art work and to keep records on their research, planning, development and changes made.
They select and combine a range of arts elements and use a range of skills, techniques and processes.
-Students will explore the use of tools and practise moulding, shaping and joining clay to create their cup cake.
They create and present works that communicate experiences, ideas, concepts, observations and feelings.
-Students will create clay cupcakes that reflect their own personality and exhibit their interests and talents.
They refine their work in response to feedback and self-evaluation.
-In pairs and in groups, students comment on their own and other’s art works, showing understanding of the process using clay.
Unit Assessment Standards Level 4 AusVels:
Creating and making
At Level 4, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings. They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making. They refine their work in response to feedback and self-evaluation.
Exploring and responding
At Level 4, students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.
Teaching & Learning Activities
Week 1:
Exploring & Responding
Introduction: Explore the art work of Wayne Thiebaud and his cake paintings.
Discuss:
Why did he paint cakes?
How does this painting make you feel? Is your mouth watering?
Would you hang this painting in your home?
Using IPads search for inspirational images of cupcakes.
Answer the following:
Which images inspire you?
Why?
Could they be recreated using clay?
What colours would you use when painting?
Discuss the images as a class. Share responses to the above questions.
Brainstorm, as a class, while looking at a wide variety of images.
Creating & Making
Students begin their design of their cupcake in their Arts Diary.
-Images of decorated cupcakes displayed in arts room.
-iPads
-Grey Lead and Visual Diary
Students will use their Arts Diaries to keep notes and sketches.
Take incidental notes while students are sharing with the class and while observing group work.
Week 2:
Creating & Making
Review the discussion from last week.
Discuss any conclusions or new ideas.
Share any images that have been found.
Continue design of Cupcake in Arts Diary.
Choose a Clay Buddy to work with whilst creating your cupcake. Share your design with your Clay Buddy explaining how you will create all the parts.
Discuss:
How can you make this using clay?
Are there any modifications or changes you need to make?
Share cupcake designs with whole class.
Seek feedback.
-Arts Diary and images of cupcakes.
Week 3, 4 and 5
Creating & Making
Revise Pinch Pot creating and provide demonstration.
Revise Clay joining techniques: Scratch and slip etc.
Students begin making pinch pots and joining them together.
Promote students helping their Clay Buddy.
Wrap clay in damp Chux wipe and seal in a container between lessons.
After clay has dried fire in Kiln.
-Earthenware Clay
-Clay tools
Week 6
Creating & Making
Students have their Clay cupcakes that have been fired in the Kiln.
Refer to Arts Diary to select colours to paint.
Exploring & Responding
As students complete their artworks complete a reflection/self-evaluation about creating their art work; what influenced the choices they made in their final piece. Have students share their reflection with a classmate.
-Viponds Paints
-Brushes
-Palettes
-Visual Diary
-Final art work and notes in visual diary.
-Photograph work with the student.
Week 7:
Exploring & Responding
Class presentations
During the class critique and group discussions students evaluate their own and other people’s art works showing some understanding of oil pastel mark making techniques and an emerging understating how to use art elements and principles.
-Slide show of art work and display of completed art work
-Use rubric to complete section addressing this standard.
Link with other domains
English – literacy and use of art language, use of visual language recorded in visual diaries.
Link with Personal, Social and Physical Domain
Interpersonal Development
-Interaction with peers
-Working as a group member
Personal Learning
-Through reflection they discuss learning strategies they have used during the process and ways they can improve or better manage their personal learning
Link with Interdisciplinary Domain
Communication
-As the artist and the viewer.
-Oral and visual presentations of ideas.
-Enquiry and Discussion in responding to the arts lessons.
-Communicating to a particular context – an exhibition audience.
ICT for Creating
Reflection, evaluation and metacognition
Using visual diaries to document thinking processes in the creation of artwork and why they made specific choices.