Final Project
Allison Dowling
Title of Lesson: Build-A-Bird
Grade Level: 5th Grade Art


I. Summary of Theme and General Description
A. Theme: To create a “new” bird species with their adaptive features out of clay.
B. General Description: Birds throughout the world have acquired evolutionary survival features and tactics. After brief research, students will create a new bird creature that contains several adaptive features. Through sketching and then modeling the bird out of clay the student will experience continued growth in drawing skills and also 3D clay sculpture.

II. My audience is: 5th grade students

III. Subject: Art & Content:
A.) Artists frequently look to nature & biology for inspiration and then couple that with imagination to create their own work of art.
B. )Textures- the way something looks or feels can be created by the use of art materials.
C. )Pattern- design made by repeating a motif or symbol (can be seen in feathers of birds)
D. )Birds are different because of the environment they live in; scientists can understand animals through their features.
E. )Clay- is a material made from the earth (dirt, mud, etc) that can be used to model something in 3D.
F. )3D- Something having three dimensions e.g. width, length, and depth.
G. )Adaptation- Adaptation is the process whereby a population becomes better suited to its habitat. This process takes place over many generations of the species.
H.)Glaze- a protective, colorful, coating whose primary purposes are decoration or protection.

IV. Learning Objectives & PA Academic Arts and Humanities Standards:
A.) TLW combine parts from different birds to create a new bird and habitat based on the parts he/she chooses (ex. type of beak determines what type of food it eats). A preliminary drawing will be done to plan the design of the bird. [5.1 Production A, B, and E. Use of the elements and principles to create art works]

B.) To increase awareness of birds different survival features. [5.2 Historical and Cultural Contexts A: Explaining or analyzing historical, social, & cultural contexts: L; Identifying, explaining and analyzing common themes, forms and techniques.]

C.) TLW continue to develop drawing skills through observational drawing. TLW observe several different species of birds to draw from. [5.1 Production A and H. Use of the elements and principles to create, review art works; Proper handling of materials, equipment and tools safety]

D.) TLW develop skills in the following:
● Drawing a new bird species with adaptive features from research and observation.
● Proper clay handling and how to form their bird’s 3D body.
● Glazing and decorating their fired bisque clay bird.
[5.1 Production A, B, C, E, and H; 5.2 Historical and Cultural Contexts A, and L; 5.4 Aesthetic Responses C and D.]

E.) TLW demonstrate recognition of vocabulary terms [9.1 Production C; 9.3 Critical Response D.]

V. Cultural Exemplar
A. Pictures of many different species of birds
B. Lesson Samples
C. Bulletin Board
D. Vocabulary listed on dry erase board
E. “Create-A-Bird Interactive Poster” is our cultural exemplar
which is a compilation of prints of paintings and photographs from various artists
in the NEPA region.

VI. Supplies and Equipment
A. Paper
B. Pencils
C. Pictures of birds to draw from
D. Clay
E. Kiln
F. Glazes and underglazes
G. Paintbrushes
H. Pipe cleaners
I. Found objects to decorate with.
J. Fishing Line to hang birds with
K. Hot Glue Gun

VII. Scope and Sequence of Experiences
A. Session 1: Introduction: The Build-A- Bird project will be introduced and the “Create a Bird Interactive Poster” will be discussed. Together as a class we will create a few new species. We will also talk about adaptive features of birds. I will tell the students what the new project will be made out of and that we need to do a preliminary sketch of their “new” bird species. Drawing paper and pencils will be distributed to begin work on the sketches. I will also have my bird photo file out to work from. Students will have the rest of the class period to begin designing their “new” bird species. Students may bring in pictures of birds for extra credit to draw from.
B. Session 2: Finish Designs of the bird species. Students will be required to write some information about their birds on the back of his/her paper. The information should include the environment or habitat the species will be living in, what are some of its adaptive features, what color will it be, how will you decorate your bird, etc. With time permitting the students will share with the class their ideas.
C. Session 3: Clay Modeling: Class will begin with a demonstration in clay handling and shaping the bird’s bodies. I will instruct the students on building on a hoop for a piece of fishing line to go through so the bird can “fly”. Also students should poke holes in the bodies of the bird where they want to hot glue feet, feathers, eyes, etc. Students will work on building their bird bodies until it is time to clean up. Every bird MUST have the students 3 initials and MUST show it to the teacher to make sure that it is legible. The teacher/or a fast working student should make extras for any student that is absent if there is time. Also, the teacher will fire the birds and have them ready before the next session.
D. Session 4: Glazing Demonstration: Students will get back their bisque fired clay birds and a glazing demonstration will be given. I will discuss under glazes, regular/clear glazes, and how glazes will change in the kiln. Students will glaze their birds. If there is extra time after clean up they will draw what the bird’s habitat will look like. The teacher should have all birds fired for the next class session.
E. Session 5: Decorating the Birds: A demonstration on how to make pipe cleaner feet will be given and also we will discuss how to cut and adjust the feathers for the size of the bird’s body. We will hot glue the decorations onto the birds. We can also tie on clear fishing line to “fly” the birds. The finished products will be put into the display case for all to see! If anyone finishes early they will work on the habitat for the showcase.
F. Session 6: Project Wrap up & Vocabulary Test: Students will evaluate themselves and their projects based on a rubric. This will be turned in for a grade. The students will be given a vocabulary test. Students will also be asked to write a paragraph about their birds and draw a picture of the finished product. All three items will be turned in for a grade: rubric, vocabulary test, and writing reflection.

VIII. Reflection on Special Populations:
This is a hands-on activity that can be adapted to anyone’s needs. This is also an open-ended project that can lead to many different possibilities. Step by step instruction of how to work with materials will be given during a demonstration for a clear understanding. Then the learner gets to experiment with the material until they are comfortable. I will be walking around offering advice and help to anyone who needs it. I feel confident that any level of learner could adapt to this lesson and enjoy it.

Compelling Whys
5Cs
KTAV
GASC
Temperament Styles
Fun
The students will have fun creating a new bird species using adaptation features and parts of other birds already on earth. Working with clay is fun for all ages.
Compare & Contrast
In this lesson students will compare real birds that they already know about to birds they are creating from their imagination.
Also, clay will be introduced as a medium that is used in many different things including cups and dishes. We are using clay to make a new piece of 3-D artwork.

Kinesthetic
Kinesthetic learners will really enjoy this lesson because working with clay is a completely hands on experience. They have time to explore the new medium using trial and error exploration when learning how to manipulate the object into its form of the new bird. I will be demonstrating throughout this lesson.
Concrete
Activities that help this type of perceivers learn will be:
*Creating a life like project using clay which is a hands-on material.
*Replicating parts of real birds to create a new one.
  • Students will see the teacher working with the clay during a demonstration.
*The project’s sample will be shown to help the students understand the project’s outcome.
*Vocabulary lists and a test will give the new definitions a clear review.
Intuitive Feeling
Intuitive feelers are imaginative so this lesson taps into their ability to have individual expression through their project.
(NF’s) are able to use personal experiences to design survival adaptations on their birds design. This will give meaning and individual expression to the lesson.
Freedom
Freedom of choice about their bird’s features, and ultimately what this new bird species will look like.
Conceptualize
Brainstorming activities will have the students labeling different body parts on birds, along with names of the different birds. The students will also name their bird species.

Tactual
This lesson will appeal to tactual learners who like to make projects that you can touch.
*Clay is easy to handle and they are permitted to work at their own pace when being introduced to the clay.
*Sketches with notes about their birds will be required. They will answer questions like: What environment will your bird live in? What features for survival does your bird have? What is the name of your bird? What parts of other birds did you use in imagining this bird?
*Approval of sketches will also be required to assure teacher/ student that they have completed a satisfactory bird design.
Abstract
Abstract perceivers will learn through the following activities:
*Listening to teacher lead lectures.
*Sketching and writing down their ideas.
*Brainstorming and discussing their ideas with the class.
Even though they will be out of their comfort zone, they will still get to communicate their ideas through writing, labeling, and sketching first. Sometimes stepping out of your comfort zone can be fun!
Intuitive Thinking
This lesson will bring out the inner (NT) scientists. Through hearing about new ideas and coming up with their own there are sure to have interest in this nature based lesson. Brainstorming will give them a chance to share their ideas with their peers.
Power
The student is in control of the outcome in this project. They have the power to use their imagination and create what they think is the best design for a bird species.
Comprehend
Comprehension will be addressed by drawing sketches of their birds before creating them out of clay.

Auditory
Auditory learners’ needs will be addressed when the students listen to my demonstrations, lectures, and instructions. We will brainstorm together as a group to talk about options or ideas for our birds. Also, the bird’s chirping could be a survival adaptation. Bird song music will be played during work time.
Sequential
Sequential learners should feel comfortable in this lesson by using the following:
*Demonstrations that give step-by-step instruction
*A set of directions
*Structured Assignment with clear, planned objectives that are listed on the white board.
*Following the lesson/task through to completion.
Sensing Judging
Getting prepared for the final product is an important element for the SJ’ers. Through discussions, and preliminary sketches we make sure we are organized and ready to begin making our bird out of clay.
Belonging
All of the birds will be on display together in a show case.
Combine
All new information is combined with old knowledge of birds and adaptations when the students use pictures of real birds to come up with the ideas for their new birds. Using creativity to create this project is a great way for students to combine the new information with old.
Visual
A visual learner should have no problem relating to this project. The student uses pictures and their imagination to create a mental visual image of their bird. Watching demonstrations will help this learner’s experience.
Global
Global learners will enjoy this lesson with the following activities:
*Brainstorming about the many different options each student has to make a different bird. There are countless options!
*This project requires students to interpret the lesson in their own way because each bird has to be different.
  • They will be experimenting with the new medium of clay which might result in trial-and-error results.
Sensing Perceiving
Naturally the SPer’s are artisans so this class/lesson should be in their comfort zone already. To nurture this temperament style they are allowed to work individually to come up with a creative and inventive solution.
Survival
The lesson is based on adaptation features for best chance at survival. The purpose is to have students be aware of why different species have different adaptations, including us!
Also, my classroom is a safe and inviting place to be supportive in an educational endeavor.






Build_A_Bird_3.jpg
My Students from Howard Gardner School, Scranton, PA


Build_A_Bird_4.jpg

Build_A_Bird_2.jpg
"Maximus Fancymus"


Build_A_Bird.JPG
Hard at work-Couldn't get this picture to rotate-sorry!