Magnets To Cover Washer

Teaching unit: Introduction to clay sculpture and restoration class and examination

COURSE SCHEDULE 2009/10 ACADEMIC

Issue Date: 23/12/2009
Area Qualification: FINE ARTS
Course: Introduction to Sculpture clay and restoration
Course: Elementary and secondary (All courses)
Duration: 4 hours
week Teacher: Rachel Marcos de León Mora

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I. Objectives.

The main objective of this course is to establish a first contact with the three-dimensional through modeling. This course aims to provide students with basic knowledge of the technical management of modeling clay to learn how to restore it later. To do this, students must:

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  know the process of using the clay and the tools with which to make this sculpture through modeling, either with sticks or with their own hands .
  
  
  

From the general character of the subject intended to be taught in primary and secondary school children, their application will vary according to age and the assimilation of concepts, both acquired as set out in the students themselves to make it possible to materialize the three-dimensional space and everything that contributes to the scope of such three-dimensional (sculpture specific materials, in this case clay). A job that can be extended to the development of other subjects that require the participation of a certain size.

practices are focused on "experimentation as a means of investigation." Deepen the study of both materials and artistic techniques applicable to the field of sculpture. The knowledge that covers the subject are essential concepts to understand and apply to any modeling sculpture project with mud.

teaching objectives are:

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  That the student develop their creative abilities in the field of sculpture.
  
  
  
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  introduce the student in developing a collective work.
  
  
  
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  familiar with common materials in terms of modeling sculpture is concerned.
  
  
  
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  That the student is capable of forming a whole from a series of parts.
  
  
  
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  The development
  student a series of basic notions of proportion through desproporción, es decir, que sean capaces de darse cuenta de si una escultura esta proporcionada o no.
  
  
  
• Que el alumno sea capaz de distinguir el volumen.

II. Contenidos.

Los contenidos no son fijos, sino que pueden ser modificados por distintos motivos:

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  Sugerencias del alumno.
  
  
  
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  Decisiones del profesor.
  
  
  

a) Metodología.

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  El trabajo se realizará mediante un método constructivo y aditivo de construcción.
  
  
  
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  The exercise should be conducted in 4 sessions.
  
  
  

b) Minimum contents.

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  Perform work within the school premises or school.
  
  
  
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  Deliver work date, they have some logical relationship with the parties and other groups that comprise the class, and therefore the collective exercise.
  
  
  

III. Subject development.

1. The active student.

The main idea that sits on this subject is that the student is the builder of his own knowledge to participate actively in the development of the subject. Students can make suggestions on how to conduct the practical exercise so you can achieve a goal that meets mainly its own pretensions.


2. The structure of the course will be:

Part A - Theory.

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  Introduction and the proposed exercise.
  
  
  
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  Sharing of results.
  
  
  

Part B - Practice.

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  Development of a practical work in groups (exquisite corpse) based on the opinions and suggestions of the student.
  
  
  

3. Organization theory and practice.

in a brief will explain how to develop theoretical exercise. Similarly, before proposing the same, they ask students who know about art, if they know an artist, and most importantly if they have heard of the sculpture and if they can explain what is it? However, before beginning the practice were introduced to the world sculpture with a brief explanation of the materials, with an increased focus on materials for clay modeling (chopsticks, molders, etc.).. All tools and materials that could be sharp or pointed objects are only used by the teacher or teachers who are in the classroom, or in his absence by pupils aged 15. All subjects will be focused on the work developed in the workshop.

The contents of concept will condition all the practical process that will take place in the classroom. Both blocks are referred to language research and artistic production of sculptures.

Later, with the completion the first practice will be discussed in a theoretical way to restore the cracked mud and immediately proceed to implement it.

IV. Evaluation form.

The final grade will be an ongoing assessment will be influenced by the participatory nature of the student, as well as its creative level when planning and to resolve the proposed exercise. Be taken into account the following principles:

Given the continuous assessment of the subject, and since only two exercises carried out during the workshop will require full and proper implementation of at least one of the two years of eligibility for the approved class of the subject. These activities will score while complying with the deadlines that will be defined along the course.


GIVEN IN CLASS FRANCISCO DE QUEVEDO CEIP

The past and 26 and November 27 I did my first internship as a teacher in college Francisco de Quevedo, the center located in Getafe (Madrid). It is located at Avenida Armed Forces No. 6, near the stop MetroSur Alonso de Mendoza.

The center is a public school of Madrid where he taught bilingual classes for children aged 3 years to 12, ie it is a school dedicated to impart knowledge to children in child training and either primary in their mother tongue as a foreign language. They also have workshops in theater, music, computer activities, and a section for the speech and pedagogy, and a Parent Teacher Association. (APA).

Classes are held in both English and English. And among teachers can find a group of native speakers of Anglo-Saxon language.

The school is located in an area of \u200b\u200bpurchasing power setting, since it receives students from different and varied economic status.

One of the notable aspects of this center is the integrity that exist in students from other places.

Also this school is a school with history, and who have studied generations of families who have remained in the memory of all thanks to the fringes that are hanging decorating one of the halls of the center.

classes I've had the opportunity to explain have been implemented with students from 6 to 7 years, 1 º and 2 º of Primary respectively. In the classroom there are children of many races and different countries of origin and a child with Down syndrome. The center's facilities are large and spacious classrooms, and housing more than 25 children per classroom and is necessary space so they can move well for them when making any type of exercise recommended by or in the event of bad weather and have to stay in the range of recreational play on them. No presence of water inside the classroom, because if any student needed it, the only place would find the services, located in each of the plants that make up the center and separate toilets for teachers . The light in the classroom is clear as the windows are large enough so that light can pass through them and thus illuminate the whole class. The electric light is used only in specific cases (bad weather). In any classroom there is a presence downtown crucifixes or objects that relate to religious symbols.

For Primary 1, children sit in pairs in large tables together. These are arranged in three rows with four tables in each row, in order to accommodate the 23 children who make up the class. However, in the class of 2 year of primary education, the classroom is arranged so isolated. Children are seated at tables in one place, separated by corridors of about 70 cm difference between a table and another. In this class there are about 25 children. Backpacks for these children in both classes are located next to the desk or otherwise caught in the back of the chair. By contario coats and clothes on hangers are willing placed at the height of the students. In addition, each desk is written on a sticker the name of each student so that children have a fixed site for the entire school year. Both types are decorated with drawings made by many students and teachers who also work by having the classroom as pretty as possible. Among the set of colors you can find cards which are the names of colors in both English and English, the numbers and letters among other things. Also in the door is a list of rules students must comply with a list of names of all students in the class accompanied by stars in some of the names. These stars are the reward of a well done exercise in a particular subject.


CONTENTS (CONTINUED)

This teaching unit is a thematic unit, its main objective is the discovery of the sculpture and the encouragement of creativity through fun exercises, original and unique.

As I said on the programming, the contents are not fixed, can be modified, both by making the teacher and the student shall be binding notwithstanding the fact to the practice in class, accompanied practices small or detailed review explaining some information about both the materials necessary for the exercise to be performed, as some historical knowledge about the sculpture.

will be taken into account all the progress of work. Just as the participatory nature of the students.

binding will deliver the exercise date, and the fact that the proposed exercise has a certain thematic continuity.




ACTIVITIES As the activities section to say that these will be made within the center, in a specific classroom workshop, and should put all the tables the same for its realization. This group activity, so it is both necessary and required good teamwork.

The proposed exercise is to develop an "Exquisite Corpse." In the case of working with children ages 6 to 9 years would be more appropriate not to use frames or sharp object to carrying out this practice as it could be dangerous, so in this case the exercise will be held in horizontal and not vertical. If the student exceeds the age of 10 may be used iron frames for the development of the year in question.

This exercise should be performed in at least two sessions of one hour then move to the next section of the course, which will be the restoration of the sculpture with vinegar (acetic acid).

For restoration with children under 9 years will be modeled just a small portion of mud that will insert a blunt object and left to dry so that they can then discover and learn how to restore the wounds caused by that particular object, because simply by virtue of not using the frame can not crack the mud and would not make much sense to make the restoration of a piece that does not.


CUTTING THEMES

By raising the use of clay UD material from the attempt to explain the origin of it and its applications in ancient times As well as its tactility and detail the possibilities offered by this material as used in modeling.


MATERIALS AND OTHER RESOURCES CAN BE HANDLED

materials have in mind when handling the mud or clay will stick, molders, etc. Before distributing these materials, it should explain that part sticks to find specific stores also can build themselves, if they are children under 10 years should tell you that these sticks have to do with the parental assistance people or adults to avoid future accidents. They shared

least one stick per child, trying to adapt to the area of \u200b\u200bexquisite corpse to be carried out.


CRITERIA

The final grade will be an ongoing assessment will be influenced by the participatory nature of the student, as well as its creative level when considering and resolving the proposed exercise. Be taken into account the following principles:

Given the continuous assessment of the subject, and since only two exercises carried out during the workshop, will be necessary to perform complete and adequate for at least one of two class periods to qualify for the approved of the course. These activities will score while complying with the deadlines that will be defined along the course.

What?

be assessed the degree of learning in the development of the work according to the knowledge already present in the student before conducting exercises and the subsequent knowledge that you can buy after the completion of these exercises.

How?

The way to assess these practices will be using each of the parts of the work, according to personal skills and the methodology used, always bearing in mind the difficulties that may arise when making certain part of the exquisite corpse.

SELF-ASSESSMENT PRACTICUM

Regarding the criteria of self-evaluation of teaching practice I think I could successfully carry out the objectives stated in the UT as well as the degree of involvement by both the students like me. I think the simple act of doing something different (the collective realization of a sculpture with clay) to what these children 6 and 7 years were not accustomed to has been really what has made them to be as collaborators and so creative. I also believe they have shown that illusion for wanting to do good exercise and it is worthy of admiration.


REMARKS / NOTES
conclusion of this practice say it has been quite fruitful, as I learned to handle situations that I never thought I could get to control, because children of this age are quite hyperactive and almost impossible to get to be quiet.

I think the fact this practice is one of those feelings that make you feel good about yourself, and help you grow as a person and as a future teacher. Therefore, I assume that this feeling had not existed if it were not for all that make up the subject of "Creativity and Art Education" especially with the help of María Jesús Abad Tejerina, whose advice has strengthened the theory that everything can be improved.