Athboy Community School, Co. MeathNumber of Pupils: Boys-354, Girls-237

Angela Clarke, PME 2 SP Assessment Block One

Tuesday 10 4th January 2017

Fractals Shapes and forms that look similar under any magnification. Fractals are a natural phenomena which display patterns which recur at smaller and smaller scales

The Fibonacci sequence is nature’s numbering system, also known as the golden selection and the golden spiral .Fibonacci’s equiangular spiral which does not alter its shape as its size increases (known as self-similarity or miraculous spiral). Fibobacci Day- 23rd November

Numbers - Fibonacci inspired clay vessel Six Lessons, Duration of each lessons: 75mins

Aim of scheme To design and make a clay vessel through the exploration of line, shape, pattern, symmetry, the mathematical inquiry of nature and a variety of clay techniques, based on the theme of numbers.

This scheme fits in to a broad range of students interests and is on the prescribed syllabus for the junior cert curriculum

Specific Vocabulary: Patterns, nature, form, clay, ceramic, vessel, fibonacci sequence, fractal, phenomena, tessellations

Planning:Introduction to the class- Small photosPlan for diverse needs of learners - 24 studentsDanny (ADD), Stephanie (learning problems), Sophie (SNA),Chelsea and Mya (High level of ability), Aishling and Oliver (concentration issues)

Expected Learning outcomes - At the end of this scheme All students will explore ideas about numbers through investigative inquiry of numbers in nature and use drawing and clay techniques to communicate their ideas based on the theme.Most students will be able to use drawing and clay techniques to communicate ideas and to talk, think and feel about their own work.Some students will collect visual and other information to help develop their work, comment on the similarities and differences in their own and others work, adapt and improve their own work.

To support students learning I first considered1. Differentiation2. Prior learning3. That this scheme would be relevant (experiences culture and backgrounds) 4. That students understand why completing each task on time is important5. That future learning is explicit -6. Possible ways of adapting this scheme 7. Cross curricular links, Numeracy, Literacy, Science, Technology, Art, Graphics

The Matchmaker by Gerrit Van

Honthorst (Lightbox)

Teaching strategies for successful outcomes of this scheme

Personal connection with students whenever possible

Give students opportunities to work independently, in groups and to give each other feedback

Talk to students - Involve students in the decisions, the setting of deadlines and adjust scheme as required

Ask questions - Enable students to develop higher order thinking, problem, solving skills

Listen and give immediate and specific feedback

Demonstrations - Clear instructions, Small groups or individual instruction where appropriate.

High Expectations - I expected the students to be responsible

Scaffold learning to accommodate growing knowledge Let students know that I will help them to achieve successful outcomes

Classroom strategies:

Visual aidsPrimary sources- Examples of objects from nature Shells, Flowers, Fruit, Cones, lemons,Pinapple, leaves eg Fern, etc

Collection of vessels from around the world

Secondary source – Images of the natural mathematical patterns such as the Fibonacci sequence (nature’s numbering system ) the golden selection and the golden spiral Images of Fibonacci’s equiangular spiral which does not alter its shape as its size increases (known as self-similarity or miraculous spiral). Images of Fractals

State assessment rubric- performance indicators and grade level accomplishments

Presentation boards: Fibonacci facts, Supporting study artists, Brief history of clay vesselsDifferentiation: worksheets, instructional handouts, secondary source images, rubbings

Classroom climateA safe and pleasant learning environment- no hands rule, traffic systems

Resources

Investigating and making - Drawing /Analysing from primary source

Evaluating and developing work – Presentation, Drawings and Pattern designs will be displayed Worksheets – How to draw a golden spiral. Complete the natural pattern, square boxes to create patterns

Lesson one To engage with the natural environment with mathematical inquiry. To classify natural shapes and describe natural properties. knowledge (cognitive domain)

To demonstrate an awareness of line and shape through observational drawing, and how shape can create design and patterns in relation to nature. skills (psychomotor domain)

To make connections between nature items and possible ideas for their ceramic vessel, developing the theme numbers in nature. To engage in preliminary work involving critical thought and specifically deciding on their own idea based on the theme. attitudes (affective domain).

Lesson two

To observe how line and numbers can be used to define shape, pattern, and form in art. To be able to perceive positive and negative shapes in relation to numbers. To develop their ability to represent numbers as abstract shapesTo be aware of how geometric patterns can be repeated shapes to create tessellations. knowledge (cognitive domain)

To demonstrate an awareness of line and shape, how shape can create design and patterns in relation to numbers. skills (psychomotor domain)

To make connections between numbers and possible ideas for their ceramic vessel, developing the theme numbers in nature.To engage in preliminary work involving critical thought and specifically deciding on their own idea based on the theme. attitudes (affective domain).

Evaluating and developing work

Exploring and developing ideas

Investigating and making

Sarah KabotMiroJasper Johns Cy TwomblyCharles Demuth

Lesson threeTo make a pinch-pot, coils and to explore clay as a medium for creating a ceramic vessel. knowledge (cognitive domain) To use clay safely and effectively.

To use a range of objects such as string, lace, buttons, nails, etc to create different textures, lines, shapes and patterns on the clay. To create a clay samples using found objects to indicate pattern and texture. skills (psychomotor domain)

To be aware of structure; how clay can be manipulated and combined to create structure, and the importance of structure to create form. To generate a range of ideas involving critical thought and specifically deciding on their own idea based on the theme. attitudes (affective domain).

Evaluating and developing work

Investigating and creating designs

Exploring clay and developing ideas

Lesson fourTo critically evaluate their own work to date through discussion and to be able to look at their design ideas to see what needs to be added to improve their design. To make connection between the clay samples and possible ideas for their own vessels. attitudes (affective domain).

To use clay safely and effectively. To make a clay slab as a medium for creating a ceramic vessel. skills (psychomotor domain)

To use a range of objects such as plastic numbers, string, lace, buttons, nails, etc to create different textures, lines, shapes and patterns on the clay. To be aware of structure; how clay can be manipulated and combined to create structure, and the importance of structure to create form. knowledge (cognitive domain)

Evaluating work

Lesson fiveTo consider the development of the surface of the vessel further by adding colour. To be aware how colour can be manipulated and combined to create shape and pattern and to be aware of how colour can enable realisation of their design. knowledge (cognitive domain)

Make connections between the previous drawings and possible ideas for developing further the theme. attitudes (affective domain).

Realising of the design. To effectively make a finished ceramic vessel. skills (psychomotor domain)

Evaluating and developing work

Investigating colour and making

Exploring and developing ideas about colour through groupwork.

Jasper Johns

William Morris

Lesson sixTo be aware of the development and construction of a ceramic vessel. knowledge (cognitive domain)To be able to effectively make a ceramic vessel by applying media, techniques and processes. skills (psychomotor domain)

To reflect upon and assess the characteristics and merits of their work and the work of others. To communicate their experiences and ideas. attitudes (affective domain).

Evaluation

Challenging aspects:1. I had no host teacher for the first two weeks, so small things like access to

rooms and codes for computers were problematic.

2. Availability of sufficient quantities of materials such as clay and paint glazes was a small issue, but I adapted the success criteria to reflect this.

3. Absenteeism was a problem with a significant percentage of my students.

Successful aspects:1. I had students ranging in abilities and learning needs, this gave me an opportunity to

develop a good understanding of how best to adapt my teaching to suit their needs.

2. My schemes introduced new concepts and processes to the school and were constructive for both the students and art department staff.

3. I felt my teaching has improved and was effective and appreciated, which I found very rewarding.

4. I achieved the learning outcomes that I had planned for.