Oaxacan Clay Sculptures

Stephanie Murnane

Student Teaching Internship

September 15, 2003

Lesson: Oaxacan Clay Sculptures ( Mexico ) School: Robert Frost Elementary

Media: Clay and Acrylic Paint (Westerville City Schools)

Grade Level: 4^th Cooperating Teacher: Cyd Adams

Time Frame: 7 – 40 minute classes

Lesson Overview:

Students will be creating ceramic artworks inspired by the woodcarvings from Oaxaca , Mexico . Students will begin with a drawing exercise, followed by work in ceramics, painting, and ending with critique and assessment.

Goals:

1. Students will learn about the history of the Oaxacan people and be able to locate and identify the Oaxacan

region on the world map.

2. Students will be able to visually identify Oaxacan woodcarvings by looking at style, repetition, and color.

3. Students will create a three-dimensional ceramic lizard or frog in the traditional style of the Oaxacan

people.

4. Students will learn various vocabulary including words relating to the Oaxacan culture, Principles of art,

and ceramic terms.

5. Students will incorporate terms into their work through written response critique and everyday use in the

classroom.

Evaluation Strategies:

1. Students will keep eye contact, listen, and show interest while being presented with materials,

demonstrations, and lectures.

2. Students will actively participate and remain attentive during demonstrations and discussions.

3. Students will use craftsmanship in creating their sculptures, keeping in mind that cracked or unconnected

joints, poor or careless painting will be unacceptable.

4. Students will utilize all materials/media properly and safely.

5. Students will work diligently on his/her project and complete the project in a timely manner as deemed by

the instructor.

Vocabulary:

Art Terms:

Repetition – Something that repeats itself

Pattern – Repeating shapes, lines, or colors in a design

Rhythm – The regular repetition of lines, shapes, colors, or patterns in a work of art.

Contrast – The difference between the colors or shapes of two things that makes one or

both stand out.

Ceramic Terms:

Score – The act of marking into the clay, creating hash marks so that two pieces of clay

may be joined together.

Slip – Water and clay mixed together to create a substance used for adhering clay pieces

together (like a glue)

Score and Slip – The process of joining two pieces of clay together.

Oaxacan Terms:

Oaxaca (Wa-HAH-ka) – The dry and mountainous state in Mexico . It is the largest and

poorest state.

Oaxaca Valley – Just outside the city of Oaxaca . People there create many crafts

including: jewelry, pottery, cloth, candles, baskets, fireworks, and woodcarving.

Copalillo – The name of the tree where wood is used by carvers to create figurines.

Machete – The tool used by the Oaxacan people to carve figurines.

Manuel Jimenez – Man who made a revolutionary change in traditional Oaxacan carving.

He was the first to use the Copalillo wood and also created an international market for selling Oaxacan woodcarvings.

Visual Art Examples:

- Teacher made clay examples

- Authentic Examples from Mexico

- Laminated posters of frog and lizard

- Directions for making Frog and Lizard (example for drawing)

- “How To” Clay posters for score, slip, dividing clay into parts, etc.

- Books from local library and personal library:

1. Oaxaca by Shepard Babash

ISBN:

2. Dream Carver by Diana Cohn, Illus. by Amy Cordova

Chronicle Books

ISBN: 0-8118-1244-8

Supplies:

Every Day:

Visual Art Examples (listed above)

Worksheets:

How to Draw a Lizard or Frog

Oaxacan Culture Worksheet

Clay Helpers List

Paint Helpers List

Art Terms Worksheet (Pattern and Repetition)

Assessment/Critique Worksheet

Ceramics:

Clay Sponges Kiln

Clay Tools Pans (to wash hands) Paper Towels

Slip Placemats (Fabric) Trays

Containers for Slip Smocks Plastic Bags

Paint:

Tiny/Small Paint Brushed Water Containers

Large Paint Brushes Paper Towels

Acrylic/Watercolor Paint Newsprint for placemats

Sponges Modge Podge and Brushes (if top coat is desired)

Assessment:

Student will be assed using the following rubric for grading.

Points:

Unsatisfactory = 1

Satisfactory = 2

Very Good = 3

Excellent = 4

Possible Points: 20

Students will be given their grade based on worksheets, participation, and craftsmanship and creativity of artwork produced. The following explains expectations for student progress and grading.

Assessment Rubric
	Unsatisfactory	Satisfactory	Very Good	Excellent
Craftsmanship And Creativity In Ceramics	Student’s work was not smooth and not joined properly.	Student’s work was somewhat smoothed and joined properly.	Student’s work was very well done, joined properly and mostly smooth.	Student’s work was excellent. All joints were properly adhered and surface was smooth all over.
Craftsmanship And Creativity In Painting	Student’s work was not painted in Oaxacan style, Messy paint or not painted completely. Student technique is below average.	Student’s work was somewhat properly painted. All of work is covered, but work is somewhat sloppy. Student technique is Average.	Student work completely well. All of work is covered and properly painted. Student showed very good technique.	Student work was excellent. All parts are painted properly. Student showed excellent technique.
Incorporation of Art Terms (Vocabulary) into Painting Design on Project	Student did not incorporate rhythm, repetition, contrast, or pattern into their design. Student work is below average.	Student showed somewhat use of vocabulary in project. Student work is average.	Student showed good use of vocabulary incorporation. Student work is very good/above average.	Student showed excellent use of vocabulary incorporation. Student work is Excellent. All art terms are utilized.
Reflection / Critique Worksheet	Student did not complete the worksheet or completed less than half and the work was below average. The work was not creative or original.	Student completed only half the work and the work was below/average. Little creativity/ originality was utilized.	Student completed ¾ or all of the work but the work was above average. Some creativity/originality was utilized.	Student completed all the work and the work was above average/excellent. Student used lots of creativity and originality.
Participation (Cooperation and Enthusiasm)	Student did not participate in any activity/discussions and showed no enthusiasm/coop.	Student participated in some activities/discussions and showed little enthusiasm/coop.	Student participated in most/all activities/discussions and showed some enthusiasm/coop.	Student participated in all activities and showed abundant enthusiasm/coop.

1 2 3 4

Organizational Overview and Time Frame:
Day 1 – Introduction & Worksheet

9:10 – 9:20am Students enter room and sit in assigned seats.
Go over itinerary for lesson plan (what goes on and on what day)

9:20 – 9:35                   Introduction to Mexico, Oaxaca, and the culture.
                                        Activities include:
                                        - Find Mexico on the Map
                                        - Find Oaxaca / Oaxaca Valley on the map.
                                        - Pronounce Vocabulary on Worksheet.
                                    Pass out worksheet on Mexican Culture
                                        - Talk about Woodcarving
                                        - Talk about what we’re going to do

9:35 – 9:45                   Pass out worksheet on How to Draw your Frog or Lizard
                                    Pass out diagrams for How to Draw
                                        - Allow students to decide which figurine they want to make.
                                        - Give time for students to create their drawing of a frog or lizard.

Organizational Overview and Time Frame:
Day 2 – Studio Day I

9:10 – 9:15                   Class enters and sits in assigned seats.
                                    “What are we doing today class?”                                                “CLAY!”                                    Itinerary for the day:
Pass out clay, DO-AS-I-DO demonstration to begin joining the basic body shape of the frog or lizard. Will go over score and slip.

9:15 - 9:20                   Pass out clay

9:20 - 9:25                   Explain the “Division of Clay” Posters
                                                - Have students do as I do and split the clay into pieces.

9:25 – 9:40                   DO-AS-I-DO
Go through the body making of the clay animal step by step using demonstration. End with score and slip demo on how to join the clay together.

9:40 - 9:50                   Cleanup – Helpers for the day
9:50                             Dismiss Class

Organizational Overview and Time Frame:
Day 3 – Studio Day II

9:10 – 9:15am                          Students enter classroom and sit in assigned seats.
                                                Go over itinerary for the day: Studio Time to work in clay.

9:15 – 9:20                               Get out supplies – Helpers

9:20 – 9:25                               Review Score and Slip

9:25 – 9:40                               Studio Time: Make sure students are working productively
                                                    and properly.

9:40 – 9:50                               Cleanup – Helpers

9:50                                         Class Dismissed

Organizational Overview and Time Frame:
Day 4 – Studio Day III

9:10 – 9:15am                          Students enter classroom and sit in assigned seats.

                                                Go over the itinerary for the day: Studio work in smoothing, adding creative appendages.

9:15 – 9:20                               Get out supplies – Helpers

9:20 – 9:25                               Brief demonstration on adding appendages onto sculpture. Ideas: horns, tongues, scales, eyes, spikes, toenails, etc.
                                                Be Creative: Make your sculpture more fantastical then realistic.

9:25 – 9:40                               Studio work time

9:40 – 9:50                               Cleanup – Helpers

9:50                                         Class Dismissed

Organizational Overview and Time Frame:
Day 5 – Repetition, Pattern, and Painting. An introduction and worksheet.

9:10 – 9:15am                          Students enter classroom and sit in assigned seats.
                                                Go over itinerary for the day: Learning and Worksheet
                                                Explain that clay projects are drying so that they can be fired.

9:15 – 9:30                               Show pictures of painted Oaxacan pieces. Ask students what they see…
                                                Student Responses:
                                                            Lines
                                                            Dots
                                                            Bright Colors
                                                            Repeating lines/colors
                                                Ask students:
                                                            Do you know what it means to repeat a line?
                                                Student Response:
                                                            Repetition (or pattern)
                                                HANDOUT worksheet on vocabulary.
                                                    - Ask students to give you definitions for the words.
                                                    - Do any of these words look familiar?
                                                    - If yes, then ask where they would see these words put to use in everyday life.
                                                    - Go over pattern, contrast, repetition, rhythm
                                                ART CRITICISM - Ask them what they like the most about the Oaxacan pieces in relation to these words. Ask them to use the words when describing the Oaxacan art.

9:30 – 9:45                               Ask students to design the colors and lines for use on their
                                                sculptures. They should use color to specifically show their intent for painting. Make sure students use bright colors. Also, have them choose a base color first for their sculpture.

9:45 – 9:50                               Cleanup

9:50                                         Dismiss class

Organizational Overview and Time Frame:
Day 6 – Painting Studio I

9:10 – 9:15                   Students enter class and are told to get art smocks before having a seat. They will not need their art boxes, so put them on the floor.

9:15 – 9:20                   Helpers identified for the day. Given jobs and begin passing out supplies.

9:20 – 9:40                   Painting Studio – Students are to paint a base coat all over their sculpture. 20 minutes on one side, 20 minutes on the other. They should have already chosen a bright color to use as the base of their sculpture.

9:40 – 9:50                   Cleanup – Helpers – Give itinerary for next class.

Organizational Overview and Time Frame:
Day 7 – Painting Studio II

9:10 – 9:15                   Students enter room and are told to get an art smock before sitting down. Students are told the itinerary for the day.

9:15 – 9:20                   Same helpers are painting day I – pass out supplies.

9:20 – 9:25                   Review repetition, rhythm, contrast, and pattern. Go over student worksheets. Pass them out to students and tell them to refer to them as they work. Students should be using a very tiny brush and only doing detailed work today.

9:25 – 9:40                   Students working

9:40 – 9:50                   Cleanup – Helpers

9:50                             Dismiss Class

Organizational Overview and Time Frame:
Day 8 – Critique Day and Reflection

9:10 – 9:15                   Students enter classroom and sit at assigned seats.
                                    Students are released by tables to go and get their finished work and bring it back to the table.

9:15 – 9:20                   Explain today’s activity: Students will be looking at their own work and writing about it. Students will then be getting up and looking at other student’s work and talking about it as well. There will be a short open discussion about the work during the end of class.

9:20 – 9:30                   Students write 5 sentences about their work and answer question on a worksheet.

9:30 – 9:45                   Short open discussion about work – Students ask questions to other students about their work. Students tell about the best work in the class – What they like the best, who used the best craftsmanship, etc.

9:45 – 9:50                   Closing remarks and goodbyes.

9:50                             Dismiss Students – Everyone gets a treat for participating.