Practical Teaching Tip: Another way to label ceramic glazes

Back in January I created a post called "Practical Teaching Tip: Classroom Organization"  in this post I talked about a way that I have been making sample tiles of the glaze and then gluing them to the top of the jar of glaze. One of the issues I faced with this was that the tiles would fall off (and then I am constantly re-gluing them on the top of the jar).

New Solution: This past week I got a few new underglazes and didn't have time to make sample tiles. What I ended up doing was printing off color pictures of the underglaze from the website and then taping them to the top of the jar. WOW how did I not think of that before? The only issue is that the samples listed on the website for underglaze show the tile with a clear coat on top, so unless the students have seen a piece come out of the kiln without the clear coat they wouldn't know that you have to put a clear coat to make the glaze food safe. However, since I have other sample tiles without the clear coat and the students know about underglaze and its properties, this isn't an issue in my class.

In conclusion, this is definitely an easier way to show the students what the glaze should turn out like, rather than making a sample tile that will probably need to be re-glued a couple times. There is a photo below of my *NEW and UPDATED* Practical Teaching Tip on labeling glazes. Enjoy :)

You can see above the underglazes that have my sample tile (not glossy) and the image printed from the website which shows the underglaze with a clear coat

Project for a Substitute Teacher: Art Vocabulary Application Worksheet

I find planning for a sub more difficult than when I am just here at school, that's one of the reasons I try not to take off much work! When I do, however, I find myself debating, "How much do I trust the kids? How much do I trust the sub? Am I going to come back to art supplies all around the room? Are they going to finish the assignment in 5 minutes and then have nothing to do?" I have a slue of horror stories about subs, but the great thing is that I will have at least one honest kid who will tell me what really went down while the sub was here :) 

Anyway, I am always on the lookout on activities for my students to do while I am gone (just in case). I am taking some of my kids on a field trip this Friday, so last week I was searching for something for the rest of my kids to do while I'm out. (It is also the day before spring break, so I needed to make sure that there is enough rigor in my plans so that they can focus and not get all crazy.) Luckily, I have found an awesome sub who is an artist, so letting them use limited art supplies hasn't been an issue. While searching the web and Pinterest I had a hard time finding something that I liked, so I just created my own. 

Lesson: Art Vocabulary Application Worksheet for Sub

Materials: worksheet, list of vocabulary words, pencil, colored pencils, hand held pencil sharpeners, scissors, magazines, glue sticks (I keep the art supplies on their tables and assign a table leader to make sure everything gets put away properly)

Each student will get a packet of the same worksheet copied 4 times. The worksheet has 4 different boxes. The first box prompts the students to look up the definition of the word in the art textbooks at their table, the next box has the student draw an example of the word, the following has the student cut an image from a magazine that illustrates the word and the last box requires the student to use this vocabulary word in a sentence. The students will repeat this process on the 3 other pages attached to the packet with different words that they have selected from the list. When I return, I will look through the packets and select the best examples, then I will have that student teach the class that art vocabulary word and the students will take notes. Then, the students will have a quiz on those vocabulary words.

Benefits: 

• There are a lot of different tasks that the students have to complete in a limited amount of time, leaving less time for them to horse around.
• The students are going through the basic learning cycle by looking up the definition, applying it and then teaching the class.
• They still get to use some art supplies. If I have them do a writing assignment inevitably I hear "Why are we doing reading and writing in art class?"
• It puts the responsibility of learning back onto the students. I'm not giving a 20 minute lecture over essential art vocabulary, but they are teaching themselves and the class about the words. 

Art Vocabulary Application Worksheet

List of Art Vocabulary Words

Practical Teaching Tip: Rolling out Ceramic Slabs

This year I applied for a grant to have a visiting artist come into my class and work with my students to create a community service project. The artist specializes in ceramic tile and murals. The location my students selected to install the mural is a child care center in our community that focuses on students with special needs. After many sketches and visits to the school, we devised a plan. Each student is going to create a ceramic tile to boarder a window. In the community room of their building there are 3 large windows. One is shaped like a triangle, one is the shape of a semi-circle and the other is a square. Each window is going to have a different theme (outer space, our world, and locally our state Florida).

Practical Tip: I don't have a slab roller. Usually my students just roll out their slabs with dowel rods and a rolling pin. The artist brought a little contraption that I would like to share. Her husband used some scrap materials from his wood shop, but of course you could use other wood materials. Basically, there is a bottom piece with slats stapled to the sides. Then she used canvas to cover the wood so that the clay would not stick. She also used foam shelf liner.

The board with slats stapled to the sides

The set up: board, canvas, foam shelf liner, rolling pin and wooden stencils

Students Rolling out their Slabs

Step 1: Get your piece of clay, wedge it and then begin to flatten it out with your hand.
Step 2: Next, put the clay on the canvas inbetween the slate, and roll the slab out with a rolling pin (you should flip the clay to stretch it and change the direction of the particles so that it does not warp).
Step 3: Finally, gently roll the foam shelf liner on the back (you do this so that it creates a texture on the back of the tile. This helps to aid in drying, helps to prevent warping of the tile, and gives it grooves so that when you attach it to a wall it has grip.
Step 4: Use a stencil to cut out your tile. We used  a piece of wood the size of the tile, so that they would be consistent throughout all of their tiles.

Special Note: at first I had my students put the foam shelf liner under the clay and then roll their clay out. Since our clay was fresh it was really wet and was getting stuck to the foam shelf liner, so that it why in Step 3 I say to make the texture after.

Practical Teaching Tip: How to make Slip and other Slip Tidbits

Ceramics teachers have many methods to slipping and scoring 2 pieces of clay together. I have heard of teachers just using vinegar as a binder or teachers mixing their own slip. My preference is to mix my own slip. The important aspect of making slip is to make sure that you are using your clay body to create the slip.

Materials to make slip:

• Bone Dry pieces of clay (make sure it is completely dry and smashed up)
• Water container
• Water
• Vinegar
• Food Processor or Blender
• Squeeze bottler
• Spoon

Step 1: Gather pieces of bone dry clay and smash it into smaller pieces. I used to keep a 5 gallon paint bucket in the front of the classroom for dried out pieces of clay, but then the students started putting pieces of clay that were not bone dry (just dry enough that they didn't want to use it). SO I now keep that bucket hidden from the students and do my own collecting.

Bone Dry Clay before it has been smashed

Step 2: Once you have a pieces of bone dry clay smashed up, put them in some type of container. Fill the container up with water so that it covers the clay completely. Let sit over night

Step 3: Dump out or scoop off the top layer of excess water.

This is how the clay should look, completely soaked and settled to the bottom. The excess water will be on top.

Step 4: Begin scooping the clay into the food processor or blender. I used to use a blender, but it died and the food process works much better at chopping up the clay to a nice consistency. I mix 75% water and 25% watered down clay mixture. At this point I also add a couple cap fulls of vinegar. I don't have a specific amount of vinegar that I use, a little goes a long way. The vinegar acts as a bonding agent/glue for the slip. You do not have to add the vinegar, but I find that it holds the slip together better.

Step 5: Run the blender or food processor until the slip is the consistency of runny yogurt. You may need to add more water along the way.

Storage of the Slip: The slip with vinegar is only good for a couple weeks. After that it can start to grow mold and smell (more than it does already). I don't make a lot at a time for this reason. Take out containers are great to store the slip (i.e. clear wonton soup containers).

Additional Tip: I used to pour out the slip for each table in my classroom to share and cover the containers at the end of the night with saran wrap. The issue I faced with this is the slip drying out after a few days. My new trick is one that I found on Pinterest where you put the slip into squeeze bottle containers- this works great!!!! (I had some left over from tie dying) The squeeze bottles are less messy and all the students have to do is squeeze the slip out to the area that they need to attach. Just make sure if you use squeeze bottles that the opening is cut enough so that the slip can come out easy and make sure that the slip is a little more watered down than yogurt. One other (funny) issue is that if there are air bubble built up in the clay or if there is a chunk of clay that tries to come out, when the student squeezes the bottle the slip kind of flies out and my kids say that it "poops" out- high schoolers for ya!

Hope these tips were helpful!

How do you make your slip? 

Do you even use slip or just vinegar? I love to learn about new ideas in your room!

Practical Teaching Tip: The "I'm Done" Binder

In my classroom my students are usually working on a couple assignments at a time. Finishing up one and starting to glaze another one. There are times though, after they have finished their artwork and sketchbook assignment, that there is some down time. If I just tell the students to do homework from another class or read a book, it usually doesn't happen and extra talking and disruption emerges. By nature I am a busy body, so I don't like there to be any down time. When this instance does occur I have created a solution the "I'm done" Binder.

What is the "I'm Done" Binder?

I'm so glad you asked :) The "I'm Done" Binder is composted of 8 different assignments that the student can complete at their desk independently. They range from coloring pages, to art word searches, to art word finds and even some origami. All I did was search the web, Pinterest and gathered collections from other art teachers and compiled them into one place.

 Easy peasy make life easy :)

Practical Teaching Tip: Formative Assessment A-B-C Exit Slip

If you are like me and teach at a public school, I am sure you have felt the push to include more reading, writing, math and science into our art classrooms. A couple weeks ago we had a meeting with teachers from different content areas and the focus was on different types of formative assessments. I found this one interesting and decided to share it with all of you!

A-B-C Activity (not a real official name, but oh well)

How it works.... 

I am going to do a lesson on George Segal and my students are going to create "tape people". I am sure you have heard of this project before, if not I will be sharing photos and such in the following weeks. Generally, when I introduce a project I start off by showing the students a PowerPoint Presentation about the projects where I share artists, student work, professional artist work, etc. After I show the PPT, as and exit slip I am going to have the students complete this activity.

With their table they are going to write down words that can be associated with George Segal. The goal is for them to come up with at least 1 word for each letter of the alphabet. After the students have completed the paper (about 5 minutes or so). I will put my paper up on the projector and I will call on groups at random to tell me what they put for the first letter of the alphabet and then keep doing this until we have gotten through the entire alphabet. Then the tables can add these words to their sheet.

Here is the blank sheet before they begin.

After I introduce this lesson I will post photos and updates :)

I would love to hear your input!

• How do you include Formative Assessments into your classroom? 
• How do you tie the 'core' classes into your curriculum?

Practical Teaching Tip: Grading Rubrics

I know there are many schools of thought when it comes to assessment. However, for me I have found that utilizing detailed rubrics have been most productive in a high school setting.

Reasons detailed grading rubrics works:

• Students have a clear understanding of what I am looking for when I grade their projects
• Students are able to complete mid-project checks or formative assessments based on what they need to change or work on before they turn the project in
• Students can use the rubric to grade one another
• Parents have a clear understanding of how I am accessing their student's artwork
• My opinion about whether I think the art is "good" does not come into play
• It is very easy and fast to grade a project when all you have to do is check off boxes
• When I grade projects I do it during class through a critique so the students know what their grade is right away

Here are some examples of the way I set up different rubrics. The first section to the left is the criteria to which I am grading the project. The columns to the right is the amount of points awarded.

Sample Glaze Rubric

 (my ceramic projects get graded once for the project before it goes into the kiln and then again after it has been glaze fired)

3D: Glaze Rubric                                  
 Project Title:                                                                      

Name:                                                                                                                Class Period:                                            Grade:        /35

1.        Sketch a diagram of your piece on the back, color it with colored pencil and label the names of the glazes.

2.        What color scheme or variation of one did you choose? Circle: Primary, Secondary, Warm, Cool, Neutral, Complimentary, Analogous other:                                                                                

3.        What glazing technique did you use? Circle: Stencils, sgraffito, staining, under glaze, wax resist, layering, glass or mixing

Criteria	Weak (1)	Poor (2)	Average (3)	Good (4)	Excellent (5)
Color Scheme: Choose one of the following above or a variation. Overall the colors go well together.
2+ Coats: Student used 2 coats (or more depending on what the label stated) of glaze on entire piece.
Wax on Bottom: Student sealed bottom signature with wax. Glaze that accidentally got on the wax should be wiped away with a wet sponge.
Technique: Student included one of the techniques listed above
Bisque Ware was Properly Cleaned: Student washed piece before it was glazed, there is no crawl.
All areas are painted neatly: There is no bare clay body showing, all areas are cleanly painted.
Completed Questions Above	1	-	2	-	3

How do you grade art? I would love to hear NEW ideas :)

Happy Friday Art Lovers! Take time this weekend to make some art for yourself even if its just a drawing in a sketchbook.