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Stephanie
Murnane ARTE
407/ Saturday Art Program Lesson:
African D’Jembe Drums Media:
Clay Time
Frame: 2 sessions (3 hours) Lesson
Overview: 1.
Main concept/ Content: Learning about clay, 2.
Source of Art/ Focus/ Theme: African art ceremonies, crafts, music, and
drums. 3.
Mode of Expression/ Product: clay stoneware drums with fake leather
drumheads laced on with
twine. 4.
Process/ Media/ Activity: stoneware, clay tools, slab construction over
drape molds, colored
slip decoration, clear glaze and a twine and fake leather "drum." Lesson
Objectives: Knowledge:
1.
Students will learn about
through discussion and in-class visuals. 2. Students will learn terms about the stages of clay, along with the concepts of slab construction, drape molds, glazing, colored slips, and connecting
using the slip and score method.
3.
Students will learn about pattern.
Skills: 1. Students will learn how to make a clay drum using slabs, drape molds, and the slip and score method of attachment. 2. Students will demonstrate knowledge of pattern by painting patterns on
their clay drums using colored slips. 3. Students will be able to paint their drum with an even coat of clear glaze
(second day of project - this may be omitted) 4. Students will be able to string the fake leather to the clay drum using twine (second day it instructors glaze drums for student - if not, will have to go
back to on a third Saturday.)
Attitudes: 1. Students will be attentive in discussion and follow directions in order to
create a clay drum using proper clay construction techniques. 2.
Students will use their time wisely in order to complete the construction of
their
drum in one class period.
Students will be evaluated on if they
finish their drum in the time given using the construction and decoration
techniques taught in class. Vocabulary: Greenware
- clay before it is fired for the first time - Even if it is completely dry,
it can be brought back to clay by adding water. Stoneware
- clay after it has been fired once - will never go back to its original form. Pattern
- a repeated set of lines,
shapes, designs etc. Slip
- watered down clay - used
for attaching clay to clay. Score
- scratching into the
surface of the clay - used with slip to make strong attachments. Colored
slip - watered down clay
that is colored - can he painted on greenware to create designs. Slab
- thin, rolled out clay (like if you were making cookies) D’jembe
– Type of drum being used for this project. Visual
Art Examples / Connections:
color copies of African drums
African drum
(if I can rent from store, or borrow from Dave.) Teacher Examples Maps - World & Africa
Instructional
Support Materials/ Supplies and Equipment: For
students:
For teacher: Pre-rolled slabs slab roller (if
available) 11 wood boards to store drums clay - enough for 11
drums 11
small trash bags
2 large trash bags slip
several large towels colored
slip
4 large sponges clay
tools
paper towels 11
paintbrushes for slip
butcher paper crayons
push pins chalk
Passports/portfolios twine
(day 2
African music
circumference (day 2)
soap stencils
for parts of drape mold –11x2 stencils
masking tape drape
mold forms (bowl with cardboard
tube)
bucket for clay 22 small containers
for slip Environment
/ Room Arrangement: Either
the same "u" formation we have been using, or groups of three.
Supply table will remain the same, the table as you enter the room will serve
as storage for completed drums, and the desks at the center of the “u”
will be where teachers show demonstrations.
Organizational
Overview and Timeframe:
Pre-10:00: African music will be
playing as students enter room - have either a coloring sheet or let students
color on butcher paper which is covering desks. 10:00
- 10:10: Gather coloring materials, have students put coloring sheet into
portfolio. Call class to order, take roll, and introduce Africa. Show students
where Africa is, talk about traditions of functional, yet artistic crafts like
drums and masks that were used in ceremonies. Introduce the basics of the
project - give a general overview of the project and process while showing
students images and teacher examples.
10:10 - 10:20: Instructors will pass
out one slap per student, stencils, and clay knives. Demonstrate how to place
and cut around the stencils - and lift the excess clay. As students do this,
walk around with a clay bucket for excess.
10:20 - 10:30: Show students how to
attach pieces to mold: drape, score, slip, and smooth. Do bowl first, then
tube - slip and score all three joints. Pass out molds, slip brushes, slip,
clay needles (introduce and define each as you demonstrate).
10:30 - 10:55: Students will attach
and smooth all edges. Instructors will offer help and extra clay when needed.
Make sure all joints are scored, slipped, and smoothed out well. 10:55
- 11:05: gather slip, define and explain pattern and slip – have students
show examples on board.
11:05 - 11:25: Pass out colored slips
– students will paint patterns onto surface of drum. Students who finish
early will be in charge of cleaning up. Give a five-minute call at 11:20. Make
sure students scratch name into drum using needle tool.
11:25 - 11:30: Students will clean
up, and then sit down. During clean up, instructors will gather the drums and
put them on the long table at the front of the room. Explain what will happen
next Saturday (either clear glazing then move on to Mexico, or instructors
will clear glaze and students will string on drums) Have a good week! Dismiss
as parents arrive.
Classroom
Management:
Wednesday before - 3:00: go to BGHS
and roll/ cover 11 slabs. Put damp towels in with clay and re-dampen when
needed to keep clay moist for Saturday.
Arrange
room, set up visuals, put out slabs and other materials, pour slip into cups,
and cover desks before class.
After
class, take paper off of desks, clean up clay, put drums onto shelves in the
kiln room to dry / be fired. Fire (and glaze and fire again - if this is the
plan) before next class.
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