MIni-activity: coin banks
Grade: 8th
Name: Christine Huang
Date: 3/27/14
Theme Concept(s):
Art Production Concept(s):
Creative & Critical Behaviors Students Will Enhance:
Aesthetics, Art Criticism, Art History:
Teaching Strategies:
NJCCCS (Standards & Indicators):
-Visual and Performance Arts 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and or/presenting works of art in dance, music, theatre, and visual art. D. Visual Art. 8: The visual possibilities and inherent qualities of traditional and contemporary art materials (including digital media) may inform choices about visual communication and art-making techniques. 6: Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Writing Standards 6-12. The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Grade 8 students 1. Write arguments to support claims with clear reasons and relevant evidence: A. introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically; B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text; C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidence; D. Establish and maintain a formal style; E. Provide a concluding statement or section that follows from and supports the argument presented.
Materials and Supplies: clay, pencils, sketchbooks, research materials
http://www.piggybankpage.co.uk/Photos/Thumbnails/tudormoneybox.jpg
http://unclesams3coinbank.blogspot.com/2012/11/uncle-sams-3-coin-register-bank-history.html
http://simple.wikipedia.org/wiki/File:Sparschwein_Haspa02.jpg
http://timenewsfeed.files.wordpress.com/2013/11/koons-monkey.jpg
http://www.christies.com/lotfinder/sculptures-statues-figures/jeff-koons-balloon-dog-5739099-details.aspx
Artmaking Steps:
Aesthetics Steps/Questions:
Step 1: Students will fill out an evaluation sheet with the following questions:
Step 3: The class will convene and talk about students’ reflections.
Teacher's Sample
Name: Christine Huang
Date: 3/27/14
Theme Concept(s):
- • Persuasion: Persuasion is crucial in students’ lives and their futures. Recognizing persuasive techniques helps students to make better-thought-out choices. Students will not be swayed by negative influences. They will think before they “buy” into any claims or advertisements.
Art Production Concept(s):
- • Form: Students need to think about how to create the form of the object and how they’re artwork looks similar or dissimilar to the actual object.
Creative & Critical Behaviors Students Will Enhance:
- • Sketching: Different ideas that arise in the sketching stage helps to weed out problems that may occur, from technical to the actual design
- • Hand building – pinch pot/coil/slab technique: Students will use clay to create their coin banks.
Aesthetics, Art Criticism, Art History:
- • Jeff Koons
Teaching Strategies:
- • Introduction
- • Demonstration
- • Group Discussion
NJCCCS (Standards & Indicators):
-Visual and Performance Arts 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and or/presenting works of art in dance, music, theatre, and visual art. D. Visual Art. 8: The visual possibilities and inherent qualities of traditional and contemporary art materials (including digital media) may inform choices about visual communication and art-making techniques. 6: Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Writing Standards 6-12. The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Grade 8 students 1. Write arguments to support claims with clear reasons and relevant evidence: A. introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically; B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text; C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidence; D. Establish and maintain a formal style; E. Provide a concluding statement or section that follows from and supports the argument presented.
Materials and Supplies: clay, pencils, sketchbooks, research materials
http://www.piggybankpage.co.uk/Photos/Thumbnails/tudormoneybox.jpg
http://unclesams3coinbank.blogspot.com/2012/11/uncle-sams-3-coin-register-bank-history.html
http://simple.wikipedia.org/wiki/File:Sparschwein_Haspa02.jpg
http://timenewsfeed.files.wordpress.com/2013/11/koons-monkey.jpg
http://www.christies.com/lotfinder/sculptures-statues-figures/jeff-koons-balloon-dog-5739099-details.aspx
Artmaking Steps:
- Introduction to the concept of savings will be made.
- The history of coin banks and piggy banks. The class will also look at works made by Jeff Koons to discuss one of the principles of design, scale.
- Instructions will be given.
- Demonstration of sketching will be made.
- Students will work on their sketches. They can use their phones to find pictures of their objects.
- Students need to choose the sketch they like best and begin working with clay.
- At the end, students will let their works dry.
- Their pieces will be fired. Once finished, students can glaze.
Aesthetics Steps/Questions:
Step 1: Students will fill out an evaluation sheet with the following questions:
- What object do you want to save up money for?
- What made you want to buy this object?
- What is your plan to save money?
- After making your project, is it a suitable replacement for the actual object? Do you need the actual object now that you have made your own? Why or why not? (You will need to include at least 3 reasons)
- What details about the object did you learn from replicating the object?
- What were the challenging parts of this project? The easy parts?
- After you save enough money, would you reuse your coin bank for another object? Why or why not? (You will need to include at least 3 reasons)
Step 3: The class will convene and talk about students’ reflections.
Teacher's Sample