Collect the following equipment: Your coil pot designs

Slides:

Advertisements

Similar presentations

Lesson Plans By Majid Hussain.

Advertisements

What have you learnt this lesson that can be linked to a previous lesson.

ESW: Communication Level 2/3 Active Citizenship.  What human right is being broken?

How should we assess students in Geography at KS 3? Why do we assess? What is the difference between summative and formative assessment? What is the cartoons.

What Kind of Student are You Self Discovery. Before You Start  This is not a test, this is a chance to tell the truth about what kind of student you.

Peer Assessment Slides Use the following slides to provide a platform for ‘assessment for learning’ in your classroom. This PowerPoint has was produced.

Goal Setting GANAG Monday, January 14, G G s of GANAG Goal Goal - Set a learning goal based on the standards. A ccess Student Prior Knowledge N.

Workshop 2 Core Skills Development Welcome to. Review of action planning Discuss engagement in learning process Describe what they learned between workshops.

WARM UP. LESSON 81, SOLVING INEQUALITIES WITH VARIABLES ON BOTH SIDES Equations and Inequalities.

Remix clay in a walker pug mill.. The purpose of wedging is to get rid of the air pockets trapped in the clay.

“ You showed resourcefulness” “You answered a question well”

Stem and Leaf Plot.

Ceramic Basics Slab.

Lesson #4: Short Writing Tasks

DISCUSSION 5 minutes Look at the laminate of a traditional mask from around the world on your desk. In groups of 3 or 4, determine: 1) What country/culture/continent.

PEER ASSESSMENT Swap your sketchbook with another person who is on the same differentiation level as you. 3 minutes Assessment Criteria: Creative and original.

Come up with at least 3 points to support your argument.

5 minutes Look at the images of bugs on the sheet and copy the mark making they can see into the boxes on the sheet.

15 minutes Take out your Prep Work and read it through. 5 people will be selected at random to show their work under the visualiser and tell the class.

15 minutes DISCUSSION Get into your tribal groups (established last lesson) and take out your prep work sketches - minimum of 3. Now discuss which parts.

Think of a word that best describes Delaunay’s work.

Sweet Potato and red pepper soup

HOW TO MAKE A PINCH POT.

I can use feedback to develop

5 minutes 1. How does your work link to Hundertwasser’s?

5 minutes REFLECTION In small groups (3 or 4), look back at the research and drawings you did in prep work week 1 (zyama.com research). Write down the.

Get yourselves ready for painting!

Purpose Statements for Teachers

5 minutes 1. How does your work link to Hundertwasser’s?

POP or NOT? G A Clue? – There are more Not’s than Pop’s C E H F B

Take a few minutes to look at your research page about Bridget Riley.

5 minutes DISCUSSION Looking at this piece of work by Julian Opie, in groups of 3 or 4, discuss the following: How has Opie recorded the facial features.

Discussion In groups decide on a definition of: ARCHITECTURE

3 minutes Look at their design brief prepwork.

Why have I shown you this video?

“The straight line is the tool of the devil”.

5 minutes TASK Complete the diagram of the human eye by adding the names of any parts that you know.

TASK Follow the instructions on the sheet

How to make Felt Lesson 11.

IMPROVE TO INCREASE TIME

Level 1 / 2 exam prep and survivial guide

FROTTAGE Discussion in groups of 2 or 3… What does this word mean?

PREPARATION Get yourselves ready for painting:

5 minutes On your table there is a small laminated disc with a texture on it. Find where your texture fits on one of the images that are placed around.

15 minutes You will have just 15 minutes to work in your teams and to finalise anything that needs to be done before you present to the rest of the class.

eye, nose, mouth and ear in LINE only

Top Tips OBJECTIVES: To revise how to approach the mocks.

5 minutes PREPARATION: You should now have a FINAL DESIGN PLAN which is ready to create. To begin with, think which stage of the final piece you need.

DISCUSSION In small groups, decide which fraction to use to explain:

You will receive a print out of your Opie ICT portrait.

TASK 1 10 minutes At the top-left of your next right-hand sketchbook page draw a grid of 9 squares, each measuring 3cm x 3cm. 3cm 3cm What is ‘MEDIA’?

You need the following equipment: Your coil pot designs open

10 minutes Are you ready? Ask one of your peers to check over your design to see if it is finished and do any final, last minute improvements as a result.

PUT A LAYER OF NEWSPAPER DOWN ONTO THE DESK TOO!!

What is a ‘portrait’? DISCUSSION

Collect your final shell painting from the side of the room.

Review & Exam Question practice

RECAP: Look back at your final design. Think about how you will create this using collage. 3 minutes.

PREPARATION Get the room ready for painting:

Take one of your designs and a piece of A4 tracing paper.

Complete the elements of this sheet in lesson 7-12!

Take out your Morandi inspired drawings

What makes a successful design?

10 minutes Apply a coloured ink wash onto your page in the centre using the brusho inks.

How can you improve your letter? What will make it more successful?

GET ORGANISED!! You will need the following equipment for the lesson:

Presentation transcript:

Collect the following equipment: Your coil pot designs 3 minutes Collect the following equipment: Your coil pot designs Sheet of sugar paper Clay tool Ball of clay

REVIEW PREVIEW What activities did you do last lesson? What skills, knowledge or understanding did you learn? Consider what skills you would like to develop this lesson through the following activities PREVIEW 2

Learning Objectives You will: Further develop your ability to make a coil pot Learn to evaluate your own and others’ work and give constructive criticism What I’m looking for… A structurally sound and complete coil pot showing a likeness to your final design and the influence of Hundertwasser

Complete your coil pot Carefully score your name and form group into the underside of your pot before leaving it to dry. Make sure you have your design in front of you to help you build your pot and you blend all of your coils together on the inside! 40 minutes 4

Review Think about your coil pot and tile. 5 minutes Think about your coil pot and tile. What do you think worked well? What could you do to improve your work? What would you do differently? (would you be more careful? Would you make your design simpler?) How does your work link to Hundertwasser?

Remember to tick the ‘improved’ column so we can reassess it. PREP.WORK As we are fast approaching the end of this project you will be given a couple of weeks to revisit some of your earlier sketchbook work in order to improve it using the teacher feedback! Remember to tick the ‘improved’ column so we can reassess it.

5 minutes Turn to the back of your sketchbook and thinking about the learning objectives from the start of the lesson, tick each statement that you feel confident you have learnt. Now at the right-hand side, write down one specific thing that you have learnt today that you didn’t know before. Learning Objectives You will: Further develop your ability to make a coil pot Learn to evaluate your own and others’ work and give constructive criticism