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Re: [teacherartexchange] Ceramics Lesson plan


From: Natalie Sakurai (gnatsak_at_TeacherArtExchange)
Date: Tue Nov 02 2010 - 08:09:43 PDT

You might also want to show examples of what an installation can look
like. Check out Shahzia Sikander's installation piece on Art21 (first
season). It doesn't deal with the human form necessarily, but is a
great example of adapting scale to a large space - and its beautiful.
Maybe you can visit an installation at a local gallery or museum as
part of your lesson.

Good luck!
Natalie (California)

   On Nov 2, 2010, at 7:51 AM, wrote:

> Hard to point you in the right direction without knowing what
> concepts, benchmarks, or curriculum you want this lesson plan to be
> about. Start by asking what it is you truly want the students to
> get out of the installation experience and let that direct the
> lesson would be my advice. To me the idea of an installation lesson
> could be driven by the concepts of space and form. You could talk
> about how artists use 3-d space to suggest difference emotions or
> ideas.
>> Subject: Ceramics Lesson plan
>> From: Joe Medina Date: Sun, 31 Oct 2010 18:05:30 -0700
>> X-Message-Number: 5
>> My name is Joe Medina and I teach high school photography in a AZ
>> border town . I am currently collaborating with our cermaics
>> teacher .
>> She wants to introduce installation work to her Intermediate ceramics
>> class . She was inspired by the Museum of Qin Terracotta warriors and
>> horses .... I believe she wants the work to revolve around the "
>> human
>> form " . We have already located a space for the installation
>> we
>> just need the "right" lesson plan . Her first idea was to have a
>> student create a piece around our school mascot but I thought
>> conceptually it was a little weak .
>> We are both looking for a conceptually engaging , rigorous and
>> relevant lesson plan and ideas for this assignment . If anybody has
>> any leads or ideas it would be greatly appreciated . Thank You
>> Sincerely
>> Joe Medina
>> Yuma High School
>> ----------------------------------------------------------------------
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