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#MUGSHOTS

BY: MELISSA GUARINO

# MUGSHOTS
By: Melissa Guarino

Big Idea: Across cultures and throughout time humans embellish ceramics.
Ceramics and Crafts: 9-12 grades
6-7 sessions 80 minutes

OVERVIEW
Students will create a ceramic mug that will incorporate a relief of a face. The
students will design a facial relief of their choice that can be human, animal or
fantasy. The students will learn to plan and create a three dimensional form.
Students will understand how two-dimensional templates are used to create threedimensional works. The students will learn how to construct a useable mug using
slab construction. Students will learn about form and function as they design and
create their useable mug.

LESSON RATIONALE
Students will learn the process of designing and creating a three dimensional object
with the purpose of being a useable object as well. They will understand the
challenges that designers face when creating an object for use that is also
aesthetically pleasing. Students will engage in creative problem solving as they
work towards creating a mug that is pleasant to use, safe to use, and is
aesthetically pleasing.
KEY CONCEPTS
Artists transform ordinary everyday items into extraordinary works of art.
Designers consider form and function when designing mugs.
ESSENTIAL QUESTIONS
How can artists improve their skills?
Why do artists make household items that are whimsical?

What considerations do designers and artists need to think about when designing a
usable item?

PA STATE AND NATIONAL STANDARDS


A. Pa Standards for Arts and Humanities
9.1.8.A: Know and use the elements and principles of each art form to create
works in the arts
and humanities.
Elements: Color, form/shape, line, space, texture ,value
Principles: Balance, contrast, emphasis/focal point,
movement/rhythm
proportion/scale, repetition, unity/harmony
9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate art
elements and
principles to produce, review and revise original works in the arts.
Visual Arts: paint, draw, craft, sculpt, print, design for environment,
communication, multi-media
9.1.8.E: Communicate a unifying theme or point of view through the
production of works in the
Arts.
B. National Standards for the Arts
VA:Cr1.1.8a: Document early stages of the creative process visually and/or
verbally in
traditional or new media
VA:Cr2.1.8a: Demonstrate willingness to experiment, innovate and take risks
to pursue ideas,
forms, and meanings that emerging in the process of art
making or designing.
C. Pa Standards for other disciplines
3.4.10.C2: Analyze a prototype and/or create a working model to test a
design concept by
making actual observations and necessary adjustments.
3.4.10.C3: Illustrate the concept that not all problems are technological and
not every problem
can be solved using technology.
OBJECTIVES, THE STUDENTS WILL
Knowledge:
Explore the role of a designer by creating a mug that is both aesthetically pleasing
and useful.
Obtain a greater understanding of the physical properties of clay by constructing a
mug.

Learn how to plan and execute the creation of a three-dimensional object.

Skills:
Sculpt a face by adding or removing clay.
Secure the handle to the mug by reinforcing seams with the proper use of coils and
slip.
Construct their mug walls to be uniform in thickness by using dowels, slabs, and
rolling pins.
Ensure the mug is pleasant to use by smoothing out the rim and the handle.
Enhance the appearance of their mug by choosing glaze colors that unify the theme
or features of the mug.
Apply glaze evenly by using three coats to avoid streaks and bare spots.
Dispositions:
Recognize that designers and artists always consider form and function when
creating items for use.
Reflect on the mug design process.

ASSESSMENT
Pre Assessment:
Students will be assessed upon the completion of their thumbnail sketches and final
refined design that they will construct. This will be worth five points towards their
class activity grade.
Formative:
Students will be assessed during the construction of their mugs by teacher
observation making sure that they are on task and using class time.
Summative:
Students finished mug will count as evidence of a completed work of art and will be
assessed by a rubric containing a system that evaluates the uniformity of the mug
walls, the smoothness of the rim, walls and handle, the security of the handle, the
quality of the sculpted face, and the application of the glaze. The project is worth
fifty possible points.

INSTRUCTIONAL PROCEDURES

Day 1
Hook:
Students will enter the room and be seated. The teacher will have a PowerPoint
prepared for the students to introduce the mug making project. The teacher will
show exemplar. (10 minutes)
Development:
Students will complete a series of thumbnail sketches to develop their ideas. Once
they have chosen a design concept, they will determine the dimensions of their
mug (height and diameter) render a to-scale illustration of their mug using graphite
pencil. Using a 9x12 piece of paper, the students will fold their paper in half. They
will draw a front view of their mug showing the details of the face, and a side view
showing the details of the handle. The students will make a notation of their
dimensions on their designs. (65 minutes)
Close:
Students will be asked to save their developed design so they may work from their
plans. Remind them to bring in a plastic bag to next class. The teacher will
conclude in informing the students that the most original mug will receive a prize at
the conclusion of the lesson.
Day 2
Hook:
The students will gather around a central table for a teacher led demonstration on
how to construct the mug cylinder. The teacher will explain how to make a

template, roll a slab and cut out the walls, wedge clay, and base. The teacher will
explain how to make a face relief on the mug surface. (15 minutes)

Development:
Students will return to their seats to create their templates. Once they have their
designs and templates, they will share their designs with the teacher before
beginning fabrication. Once they have approval, they may begin rolling out slabs.
(60 minutes)
Close:
Students will clean up their work space and store their works in progress in the
designated cabinet.
(5 minutes)
Day 3-4
Hook:
Students will enter the room and will have a review of the criteria for grading. They
will be reminded of the due date for firing the mugs. (2 minutes)
Development:
Students will utilize class time to construct their mugs. (70minutes)
Close:
Students will clean up their work space and store their works in progress in the
designated cabinet.
Day 5:
Hook:
Students will be reminded that this will be the last day to complete their mugs. (2
minutes)
Development:
Students will utilize class time to finish their mugs. (70 minutes)

Close:
Students will clean up their work space and place their finished mugs on the drying
shelf.
Day 6: ( to be commenced once all mugs have been bisque fired)
Hook:
Students will enter the room to see their fired mugs ready for glazing on their
designated shelf. The students will be instructed to gather their works at their
seats. A quick review of glazing techniques will be given by the teacher. (5-10
minutes)
Development:
Students will utilize the class time to glaze their mugs. (60-70 minutes)
Close:
Students will clean up their workspace and place their glazed mugs on the kiln shelf.
(5 minutes)
Day 7
Hook: (to be commenced once all the mugs have been glaze fired)
Students will enter the room and their mugs will be displayed on a central table.
The students will be instructed to gather their finished, graded mugs. Once the
students are seated, teacher will instruct students with smartphones or devices to
take a selfie with their mugs or a photo of their mug by itself and to post it to the
schools Instagram, Facebook and or Twitter feed with the hashtag, #mugshot,
#facemug, #schools name, #schools name art project, or any other hashtag that
the students contribute. (10 minutes)
Development:
Following the social media post, the class will test their mugs by filling them up with
water. If possible, the teacher will provide each student a packet of hot chocolate to
enjoy with their mug. The teacher will award the prize for the most original mug
which will be determined by the teacher. (30 minutes)
After the conclusion of the lesson, the teacher will begin the introduction for the
next lesson. (40 minutes)
Close:
Students will take their mugs and hot chocolate home with them at the end of class.

SUPPLIES
Pencil
9x12 Paper
Scissors
Ruler
Compass
Clay
Rolling Pin
Thickness guide sticks
Clay tools
Slip
Canvas board
Plastic bag
Glazes
Kiln
TEACHER PREPARATION AND RESOURCES
PowerPoint presentation
Teacher exemplar
Purchase hot chocolate
Purchase or make prize for most original mug
EXTENSIONS
Students that finish early may work on their extra credit ceramic or craft projects.

RUBRIC FOR #MUGSHOTS


Superior
10
Mug walls
are uniform
in
thickness,
Mug handle
is safely
secured
and
smooth.
Rim is
smooth and
free of
bumps and
ridges.
Mug face
reflects
craftsmans
hip.
Facial
features
refined.
Glaze
colors add
to the
appearance

Above
Average
9

Proficient
8

Needs
Improveme
nt
7

Unacceptable/Incom
plete
6

of the mug
and are
applied
evenly. Use
of food safe
glaze.

Design sketches to scale showing front and side views. Yes_______ No _______
-2 points
Comments:_________________________________________________________________________
_____________________________________________________________________________________
___

GRADE:_____/ 50
PTS

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