Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Kali Beatty

Grade 4th-5th

UNIT TITLE Me Tiles

Length of Class Period 1 hour
Approximate number of students in each class 25 students
Beginning Date for this Unit
Ending Date for this Unit

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal relevance and
interest when expressing themselves through visual art.
Authentic Application and collaboration: Students work individually and in groups to focus
ideas and create artworks that address genuine local and global community needs

PROGRESS POINTS (FROM ODE STANDARDS)

Identify and apply universal themes and processes to communicate meaning, moods, and visual effects
in personal and collaborative artworks.
Demonstrate technical skill, craftsmanship, and reasoning abilities in solving visual art problems using
appropriate tools, media, and technologies.
Provide and use feedback to improve and refine their artworks

CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)

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A). Prior to fifth grade students should have some sort of familiarity with hand building and the process of
ceramics, We will build upon that knowledge by discussing, in depth, different surface decorating
techniques. Whether they are aware of it or not, students will be aware of certain things that make them
unique in comparison to the others students, as well as the characteristics that bind them. Students should
be able to articulate this in a form of a list with ease.

B). In many cases, art can be looked at as a solitary activity. It is a misconception that the artist is one who
must work alone. Through community based art, individuals can come together, each bringing their own
unique talent and perspective to create cohesive pieces that benefit and represent the group. Through the
group work, individuals will develop the skills to more effectively coexist with others as well as realize
how their actions have a direct effect on the community. It is important for students to realize that they not
only have a role in the world or an impact on those around them, but for them to also feel like they belong
somewhere. Students in this age range are beginning to heavily focus on realism, and judging the merit of
work based on its exactness, so working on a project that hold significance to them while still encourages
more abstract symbolism within the piece can help divert the oncoming 'crisis of realism' stage.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Intertwining the community with the individual through art
Essential Questions (provocative, engaging, critical)
What is community?
How do you impact your community? How does your community impact you?
What different communities are you involved in?
Possible Integration
Language Arts- Students will have a writing portion to begin the project.
History- Students will study the history of community based art and how art has brought other
communities together in the past.
Math- Students will use precise measurements to create tiles.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Brainstorming Me
Lesson Description For this lesson, I will begin to introduce the idea of community, while still keeping
the focus on the individual. The goal will be for each student to produce a written
list of 5-10 characteristics/ interest/ aspects relating to themselves. The goal is to
not intentionally try to be different than other students, but to be true to what
makes up each student. Through this we can see that, even though the students my
have shared characteristics, they are also very unique.
After the list is generated, students will then choose a few to represent on the tile.

Lesson Two
Title Tile Making- Surface Work

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 Lesson Description We will begin this lesson with making 5inch by 5 inch tile out of clay. through
addictive and reductive surface work, students will customize each tile to reflect
themselves in some way. We will discuss ceramists that focus on surface work, as
well as varying surface decorating techniques
Lesson Three
Title Building Us
Lesson Description The final stage of the unit requires the students to be more involved in their
communities. Students will think of a location of significance in their community
and they will write to the people in charge of said location. The goal is for
somewhere to approve of the students, with the help of family and community
members, to install the tile murals in the location.

Explain how technology has been used in this unit

Technology will be used in projecting and discussing other community based artists and artworks as well
as historical and contemporary examples of community art.

LESSON PLAN

Teacher Candidate Kali Beatty

Grade 4th-5th

LESSON NUMBER 1
Lesson Title Brainstorming Me
Length of Class Period 1 hour
Approximate number of students in each class 25
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT PERCEIVING/KNOWING (FROM ODE STANDARDS)

3PE Investigate the role of cultural objects in our everyday environment

6PE Select and access contemporary digital tools media arts to investigate ideas and inform art making

CONTENT STATEMENT PRODUCING/PERFORMING (FROM ODE STANDARDS)

5PR During collaborative art making experiences, demonstrate respect and support for peer ideas and
creativity
CONTENT STATEMENT RESPONDING/REFLECTING (FROM ODE STANDARDS)

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2RE Describe how personal experiences can influence artistic preferences
4RE Communicate how personal artistic decisions are influenced by social, environmental, and political
views

Performance-based Assessment Objectives

1. Students will describe their personal experiences and investigate everyday environments in order to
generate a list reflective of their personality and interests
2. Student will demonstrate their collaborative skills in respectful and supportive conversations about
their generated lists.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. I will assess students ability to reflect upon their personal experiences and interests by collecting the
initial list of 5-10 characteristics they were to bring to class. This will also show if students are
understanding the types of things I am expecting to be on the list. I will collect the journals for this. The
list will be worth 10 points and graded on completion.
2. I will assess that students class participation by floating around during the small group discussion and
listening in and making note of their involvement. This will be factored into the participation portion of
the rubric.
3. I will assess students understanding of the usefulness of the documentary through their answers during
the large class discussion. Questions that I expect to be answered: Who is doing the work on Lily Yehs
pieces? Does this still make her an artist? Why is community involvement in the pieces important? How
do you think the community feels about the instillations? Active engagement in the discussion will again
be factored into participation.

Academic Language
Vocabulary (define each)
Community:
1.a feeling of fellowship with others, as a result of sharing common attitudes, interests, and goals
2. a group of people living in the same place or having a particular characteristic in common
Collaboration:
the action of working with someone to produce or create something
Individuality:
the quality or character of a particular person or thing that distinguishes them from others of the same
kind, especially when strongly marked
Symbolism:
the art or practice of using symbols especially by investing things with a symbolic meaning or by
expressing the invisible or intangible by means of visible or sensuous representations
Additional Language Demands (specific communication task)
Students will be expected to produce a list that will then be discussed in small groups as well as a larger
class discussion about how the lists compare and contrast and how the various components of the list can
be visually represented.

Accommodations for Special Populations

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For Thomas who has difficulty working in groups, I will encourage to participate in the group discussion
but won't force him. Separate seating will be available if group interaction causes the student too much
unnecessary stress. If the student requires extra assistance in the creation of the list due to a delay in
writing abilities, I will offer the option for them to dictate the list while I, or an aide, writes it. I will be
sure to encourage the student to do as much of the project on his/her own.

Art/Visual Culture Examples (list all artists, artwork or media used)

https://www.youtube.com/watch?v=afbFqdC5A9Q (Dandelion School Transformation Project in Bejing)
https://www.youtube.com/watch?v=2QEcK3JE6gY (Rwanda Healing Project)

Preparations
Materials/Resources for Teacher
Youtube videos:
https://www.youtube.com/watch?v=afbFqdC5A9Q (Dandelion School Transformation Project in Bejing)
https://www.youtube.com/watch?v=2QEcK3JE6gY (Rwanda Healing Project)
Projector
Metiles_pp1
Metiles_pp2
Me Tiles Grading Rubric
Materials for Students
Paper
Pencil
35 Worksheets with blank 5x5 squares
Safety Procedures
This lesson requires very few materials, I will just remind students to be respectful when working
together.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Students will have assigned seating in desks arranged in 5 groups of 5 with an extra single desk off to
the side for students who may want to work alone. Each group will have a person assigned a
task(getting journals out in the beginning, collecting work, cleaning materials, cleaning desks, etc..)
Lesson 1, Day 1: Students will pass out journals for beginning of class so students could take notes. I
will have the documentary prepared so we can begin promptly after the discussion
Lesson 1, Day 2: Students will pass out journals again. I will have the 5x5 worksheets ready to pass out
after the instruction.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
1 5 min Students settle in. The students in charge
of journals will pass them out.

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1 10 min I will introduce the project. This will be a Metiles_pp1
brief overview of the various components
of the project as well as the main ideas
1 5 min Questions to consider: https://www.youtube.com/watch?v=a
-What are the students doing in the fbFqdC5A9Q (Dandelion School
video? Transformation Project in Bejing)
-How are they working with other
students? -adults? -the artist?
1 10 min Discussion:
We will discuss each question. From this
students should understand the
relationship between students, adults, and
the artist. They should notice that
everyone is on relatively equal footing
during the work process and that lily is
directing but nut rigidly.
1 8 min Questions to consider: https://www.youtube.com/watch?v=2
-What are some reasons to create QEcK3JE6gY (Rwanda Healing
community projects? Project)
-How do you think the people felt about
the project?
1 10 min Discussion:
Again, we will discuss the questions, then
we will compare and contrast the two
video clips. The goal is for the students to
see there are a multitude of reasons for
community projects but the end products
focus is to join people together. "We all
can come in to bring out creativity and
our strength in equal footing. We go there
not just to live, but to learn."
1 10 min Students will begin working on their lists.
What is not done will be assigned as
homework.
1 2 min Appointed student collects journals
2 5 min Students settle in. Students in charge of
journals will pass them out.
2 10 min We will go over the main topics Metiles_pp1
discussed in the previous class
2 10 min Students will finish up and discuss their Metiles Project Rubric
lists and decide the final characteristics to
include in the tile. I will float between
groups to facilitate discussion and keep
student on task.
2 10 min I will show examples of symbolism in Metiles_pp2
art, and how they can portray things
without a literal visual translation
2 20 min Students in charge of getting paper will 5x5 blank worksheet
pass out the 5x5 blank worksheet to their
group

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 2 5 min Students will put their sketches into their
journals and clean up

Clean-up Procedures (Room, Materials & Work Storage)

There wont be many materials required for this portion of the unit so the clean-up would be rather
simple. Students will be responsible to check for any leftover papers or pencils in their surrounding
areas

Closure, Review & Anticipation (whats next?)

Next, we will begin discussion the different surface techniques in ceramics as well as different ceramic
artists. the students will then use this to begin their surface decorating.
Supplemental Activity
On days when the activity doesn't take up all of the allotted class time, I will have scrap paper available, or
the students can sketch in their journals. Their sketches will need to pertain to what was discussed in the
unit in some way, whether it be the topics or the art aspects.

Teacher reflection focused on the lesson after it has been taught

n/a

LESSON PLAN

Teacher Candidate Kali Beatty

Grade 4th-5th

LESSON NUMBER 2
Lesson Title Tile Making
Length of Class Period 1 hr.
Approximate number of students in each class 25
Beginning Date for this Lesson
Ending Date
for this Lesson

CONTENT STATEMENT PERCEIVING/KNOWING

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2PE Identify and communicate how historical and cultural contexts influence ideas that inform artists.

3PE Investigate the role of cultural objects in our everyday environment.

5PE Focus attention on selected artworks to identify and pose questions about aesthetic qualities (e.g.,
sensory, organizational, emotional) in the works.

CONTENT STATEMENT PRODUCING/PERFORMING

1PR Integrate observational and technical skills to strengthen art making.

4PR Select and use the elements and principles of art and design to communicate understanding of an
interdisciplinary concept.

CONTENT STATEMENT RESPONDING/REFLECTING

3RE Explain the reasons and value of documenting and preserving works of art and art objects in some
cultures.

4RE Communicate how personal artistic decisions are influenced by social, environmental and political
views.

Performance-based Assessment Objectives

1. Students will be able to identify how they, and other artist are influenced by culture and how that
influences art, and explain why, then, the preservation of culture is important.
2. Students will investigate and question the aesthetic qualities in art works and explain how things like
organization and design elements are integral to the piece.
3. Students will integrate what was learned through demonstration and discussions into their piece,
including the elements of design, in order to represent something larger.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will need to create one 5inx5in square ceramic tile. In order to meet the requirements, the
student will need to incorporate 2-3 surface decorating techniques, stay within the color scheme, and
symbolically represent themselves in the visual realm.
2. Student will be verbally proposing their ideas for the tiles, which will serve, not only as a chance for
them to practice speaking about work in an academic manner, but also as a chance for informal
assessment, to see if they are able to correctly use the language and vocabulary presented in the lesson.

Academic Language
Vocabulary

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Culture:
The sum of attitudes, customs, and beliefs that distinguishes one group of people from another. Culture is
transmitted through language, material objects, ritual, institutions, and art from one generation to the next.
Ceramicist:
A person who make ceramics, such as pottery.
Slip trailing:
Watered down clay is squirted onto more firm clay to create lines, textures, or shapes.
Sgraffito:
Applying a layer of colored slip to leather hard clay and them scratching away to create patterns and
textures.
Mishima:
Scratching lines into leather hard clay that you then inlay with colored slip.
Stamping:
Using something to create a raised or embedded design onto the surface of the clay
Additional Language Demands (specific communication task)
The students will be required to verbally propose what they want to include on the tiles. This proposal will
need to include the language and vocabulary presented within this lesson.

Accommodations for Special Populations

For Thomas, this portion of the project should not require that he needs much accommodation because it
lends itself to being done alone, which addresses his issue of working with others, and, since the list has
been completed, he will now just need to choose one or two things to include on the tile. I will spend some
extra time with him on making sure he is comfortable with the demands of the project and feels that he can
use at least one surface decorating technique.

Art/Visual Culture Examples

-natalieblakestudios.com (tile gallery>Abstract design) This is a good example of different tiles

working together to create one piece, also a good example of choosing a color palette.
-Photos of pieces by ceramicist Jennifer Falter. Her work is great for demonstrating sgraffito.
-Photos of piece Waves O Grain by Chris Gryder. This piece show tiles working together, various surface
decorating techniques, and the use of various colors.

Preparations
Materials/Resources for Teacher
Metiles_pp2
2 5inx5in slabs of clay
Set of clay tools (needle tool, carving tools, metal/wooden rib, stamps, etc)

Materials for Students

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25 5inx5in, leather hard slab of clay
5 sets of various clay tools (needle tool, carving tools, metal/wooden rib, stamps, etc)
Their sketches for what they wanted to include on the tile
Different slip colors
6 5inx5in template
Safety Procedures

Since we will be working with ceramics, there will be a few safety procedures that students will need to be
reminded of/introduced to: First, I will remind them that clay is not safe for consumption and they should
always wash there hands after handling it.
Second, I will discuss how to safely handle the tools, which can have points(the needle tool) and possibly
sharp edges for carving away

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Lesson 2, Day 1: I will have the powerpoint ready for the beginning of class, as well as a table set up for
me to begin the demonstration after I finish the introduction on surface work and tile projects. This table
should include at least two 5inx5in tiles so that multiple techniques can be demonstrated, one of which
should already have a layer of slip coving it for the sgraffito portion. There also needs to be a slab of clay
not cut to the right dimensions so this can be demonstrated for students to cut their own. The table should
also have at least one color of slip to show slip trailing, mishima, and a paper resist. There will be a few
different things to demonstrate stamping. A set of clay tools should also be available here. The needle
tools, 25 clay slabs(or less depending on the slab size), and 25 5inx5in tile templates should all be ready to
be passed out.
Lesson 2, Day 2: The pre-cut tiles should be ready for distribution in the leather hard stage. All tables
should have a set of clay tools for the students to work with. Slip, in the color palette chosen, should be
made available, depending on the classroom, it may be best for the teacher to pass this out in small
amounts, rather than having it already at the table or having the students self-serve.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
L2:1 5 min Students settle in. The students in charge of journals
will pass them out
L2:1 5 min I will briefly explain what we will be doing that day
and instruct them to having writing materials and
their journal ready for note taking
L2:1 10 min I will show the different ceramicists work and how they Metiles_pp2
all utilize the surface. I will introduce the vocabulary of
different surface decorating techniques that I will expand
on during the demonstration
L2:1 15 min Demonstration. I will show the various techniques, 1 un-cut slab
asking questions for understanding along the way (Does 2 5inx5in leather-hard
anyone remember what this is called? What do I do for tiles, one previously
Sgraffito? etc..) coated with a layer of
colored slip
1 set of clay tools

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 1 5inx5in tile template
L2:1 5 min Students will get smocks or aprons 25 smocks
L2:1 15 min The student with the assigned job will pick up slabs of 25 needle tools
clay, the needle tool and 5x5 templates for their group so 25 5inx5in tile
students can cut out the tiles. Once they are finished I templates
will wrap and store so they will be ready for decoration 25 (or less) slabs of
during the next class. Anyone who finishes early will be clay
encouraged to assist students that may need help. During Newspaper
this time I will also prepare the rags to clean the students Trash bags
hand

L2:1 5 min Clean up. Students will each have an assigned job at
their table. Remind students to be thinking about
their tiles and to bring something small in that is
important to them for stamps
L2:2 5 min Students settle in. Students in charge of passing out
journals will do so.
L2:2 5 min Q&A to test memory of techniques Metiles_pp2
L2:2 40 min Students who are in charge of passing out projects 5 sets of various clay
will pass out slabs. Students in charge of getting tools tools
will pick up a premade set of clay tools. This will be a Pre-cut 5inx5in slabs
work time. Students will use their sketches to begin Metiles_pp2 (Reminder
the surface work on their clay tiles. I will float to offer page)
any help in decorating. Leave open 'Reminder' Slide
on Metiles_pp2
L2:2 10 min clean up students will store their work, covered, on
shelves. Students will each have an assigned job at their
table.
L2:3 5 min Students will settle in.
L2:3 45 min Students who are in charge of passing out projects Student Projects
will pass out slabs. Students in charge of getting tools 5 sets of various clay
will pick up a premade set of clay tools. This will be a tools
work time. Student will finish the designs they began Metiles_pp2 (Reminder
in the previous work period. I will float to offer any page)
help in decorating. Leave open 'Reminder' Slide on
Metiles_pp2
L2:3 10 min clean up students will store their work, uncovered, on
shelves. Students will each have an assigned job at their
table.

Clean-up Procedures (Room, Materials & Work Storage)

After the clay portion, the clean-up is rather extensive, having bits of clay, and slip all over the table, tools
(and probably chairs and floor) the students will be assigned different tasks that they will be responsible
for (collecting tiles, excess clay, cleaning tools, cleaning tables) I anticipate having to go back over it for a
more thorough cleaning but they majority should be cleaned by the students. The clay tiles will be stored
sitting on newspaper on shelves for drying and safe keeping.

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Closure, Review & Anticipation (whats next?)

For the next lesson, we will begin discussing how to display art and how the pieces are different when
they are alone vs. when they are stored together, and what the importance of location has on the pieces.
This will also tie back into the documentary from day 1 of the lesson.

Supplemental Activity

On days when the activity doesn't take up all of the allotted class time, I will have scrap paper available, or
the students can sketch in their journals. Their sketches will need to pertain to what was discussed in the
unit in some way, whether it be the topics or the art aspects.

Teacher reflection focused on the lesson after it has been taught

n/a

LESSON PLAN

Teacher Candidate Kali Beatty

Grade 4th-5th

LESSON NUMBER 3
Lesson Title Building Us
Length of Class Period 1 hr.
Approximate number of students in each class 25
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT PERCEIVING/KNOWING

3PE Investigate the role of cultural objects in our everyday environment.

4PE Compare and contrast how form and style are influenced by social, environmental and political views
in artworks.

CONTENT STATEMENT PRODUCING/PERFORMING

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3PR Experiment with various ideas and visual art media to solve a problem that addresses a contemporary
social issue.

4PR Select and use the elements and principles of art and design to communicate understanding of an
interdisciplinary concept.

CONTENT STATEMENT RESPONDING/REFLECTING

2RE Describe how personal experiences can influence artistic preferences.

5RE Express what was learned and the challenges that remain when assessing their artworks.

6RE Use criteria to assess works of art individually and collaboratively.

Performance-based Assessment Objectives

1. Students will be able to assess the difference between community art and individual art
2. Students will investigate their everyday environments and use the various ideas about community art
and its impact on the people in the community to address the disconnect that people tend to have with
their environments.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will be expected to come up with one public location within their community that they think
would be a good place to display their tiles. This place should hold personal signficance to the students
that is expressed in the prompt. This will be checked during the journal check.
2. Students will write a letter to the person in charge of the location (manager, building owners, city hall)
asking if they would be willing to display the work. The letters will serve as another checkpoint in the
students understanding of community and community-based art so I will know what needs to be addressed
more.

Academic Language
Vocabulary
Intsillation- a work of art that usually consists of multiple components often in mixed media and that is
exhibited in a usually large space in an arrangement specified by the artist
Proposal- an act of putting forward or stating something for consideration
Mural- applied to and made integral with a wall or ceiling surface
Additional Language Demands (specific communication task)

Students will be required to write a proposal to a location of their choosing.

Accommodations for Special Populations

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For Thomas, this portion of the unit may present as particularly hard because of his difficulty working in
groups. I will continually asses his comfortability during times when there is extensive collaboration
happening. If he becomes too distressed, I will offer alternate tasks that could possibly done alone.

Art/Visual Culture Examples

We will revisit the examples of community instillations done by Lily Yeh that were discussed at the
beginning of the unit.

Preparations
Materials/Resources for Teacher
-Adhering medium to attach tiles to final location(will be determined based on location and type of wall)
-Additional materials to incorportate into the mural (broken tile, glass bead, stone, etc...) depending on the
design of the mural
-Photos of Lily Yeh pieces (Metiles_pp1)
-Field trip permission slip
-Example of proposal letter
-Camera to take a photo of the projects
-25 printed photographs of the projects
-Projector
Materials for Students
- Computer for proposal letter
- Photograph of tile to attach to the letter
- 25 sheets printer paper
- 25 Envelopes
- 25 Stamps
- Their finished tiles
Safety Procedures

During the writing portion, will just need to remind students of proper procedures on using the computers.
For the instillation portion, I will have to instruct student to use the plaster tools and the adhering material
as well as how students should behave in public spaces or spaces that arent the classroom.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Lesson 3, Day 1: I will have the premade proposal example ready on the powerpoint. Journals will be out
and ready to be distributed.
Lesson 3, Day 2: I will have the envelopes and stamps prepared as well as the photos of the students tiles
printed.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

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 Day Duratio Application Resources
n
L3: 5 min Students settle in. The students in charge of journals will
1 pass them out.
L3: 10 min I will discuss writing proposals to businesses and tell the Metiles_pp3
1 students that they will be writing a proposal. We will also
look at a sample proposal that will contain an introduction
portion that all students will copy.
L3: 40 min The students will workshop their proposals in their
1 journals.
L3: 5 min Clean up. Students will collect journals.
2
L3: 5 min Students settle in. The students in charge of journals will
2 pass them out.

L3: 5 min The class will go to the computer lab to type the proposals
2
L3: 30 min Students will type their proposals. The sample proposal. Metiles_pp3(Proposal
2 should be visable. page)

L3: 5 min We will put the letters and the photos of their completed 25 envelopes
2 pieces in the envelopes and place the stamps on them(I 25 postage stamps
will address the envelopes before sending) 25 photos of the
projects
L3: unknow Ideally, this day will be in the form of a field trip and Proper adhering
3 n cannot be completed until we have secured a location for material for the
the instillation. We will spend the day adhering the tiles to location.
the location in a pre-determined composition. This will Application tools for
also hopefully entail some community involvement as adhesive
well. This would most likely take longer that the time Finished projects
constraints of the class so that needs to be considered as Various mural
well. materials(broken
glass/tile, glass beads,
stones, etc...)
appropriate for the
design
Grout
Field trip permission
slips

Clean-up Procedures (Room, Materials & Work Storage)

The clean up for the classroom portion of this lesson will be simple since most of it is with just paper and
pencil or computer. The instillation cleanup will be more extensive and will just be making sure there are
no materials left at the location and that the only alteration was the instillation piece.

Closure, Review & Anticipation (whats next?)

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In their journals, students will need to write 2 things they learned about community and 2 things they
learned about art. This is graded on completion and is a good indicator to the effectiveness of the unit as
well as the themes that may need to be emphasized for students understanding.
Supplemental Activity
On days when the activity doesn't take up all of the allotted class time, I will have scrap paper available,
or the students can sketch in their journals. Their sketches will need to pertain to what was discussed in
the unit in some way, whether it be the topics or the art aspects.

Teacher reflection focused on the lesson after it has been taught

n/a

Be sure to attach to the full instructional unit

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 Me Tiles Project Rubric
Student Name
Journal Check

Student Characteristics list Tile Sketches Concept Absorbtion

(Example 1. Football Concerns? Use of symbolism: 2 of each? Y/N

Student)
2.Italian__ How are characteristics
John Smith represented?
3.Brother_
Concerns?
Concerns?

/10 /10 /10

_____/30

Tile

1 2 3 4 Comments

Surface Surface was Surface was Surface Surface

Techniques not decorated decorated but incorporated included 2
there was little only one surface design
thought put surface design techniques
into ceramic techniques
techniques

Use of Color Student did Student used Student used Student used
not use any colors that colors in the color in the
color and had were not a part color scheme color scheme,
with a specific
justification

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 no justification of the color for the
for this choice scheme application of
each color

Use of Student did Student Student Student

Symbolism not incorporate attempted to successfully successfully
symbolism incorporate implimented implimented
symbolism symbolism symbolism and
was able to
articulate why

Neatness Work was Work Work Work was

sloppy and did completed the completed done with
not complete bare minimum most of the great care to
the assignment requirements requirements meet
and was a bit and followed assignment
messy some of the requirements
techniques and follow the
discussed techniques
discussed

Participation Students did Students had Students Students were

not participate very little to participated consistantly
and were no most of the engaged
disruptive participation time

Collaboration Student didnt Student had Students Students

in classroom work well with some difficulty worked well initiated group
others and within the with other and work and
caused trouble group work was involved collaboration
within the but otherwise for most of the and was
group tried to be project always
involved involved

Collaboration/ Student did Student had to Student was Student was

Community not stay on be reminded to on task during on task during
Behavior task during stay on task project project
project several times instillation and instillation and
instillation and but was demonstrated demonstrated
was disruptive otherwise good behavior excellent
that was
to others helpful behavior that
helpful in
was helpful in
facilitating
community facilitating
interaction and community
art making interaction and
art making
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