Clay Castles, 3rd Grade
UNIT: CLAY CASTLES
Medieval Castle Construction using Slabs
3rd Grade, 6-7 Weeks
INTRODUCTION TO UNIT:
This unit builds on third graders’ study of structures, introducing them to another type of architecture, medieval architecture. Students share their knowledge of castles and learn about the purpose of their architectural structure. They build on their knowledge of clay techniques, using slabs to form a structure, and are introduced to glazing as a medium.
PROBLEM/ACTIVITY STATEMENT:
Plan and design the structure of a medieval castle with a bird’s eye viewing drawing of the interior space. Build the structure of the castle using clay slabs and the “score and slip” technique. Complete the clay castle by adding details with the clay tools and adding color using glaze. Design and complete a personalized “Coat of Arms,” to display with the castle. Write a short story about who lives in the castle and how its structure is protecting its inhabitants.
RELATIONSHIP TO LIFE:
Castles are present throughout the life of a child, often in the form of a fairytale or magical place in books, movies, or television shows. While students are familiar with the idea of castles and who may live in them, most have never seen a real castle and know little about the architecture or purpose behind the structure of a castle. Medieval castles in Europe were built from around 1000 AD to 1550 AD for the purpose of protecting their inhabitants from enemy invasion. Castles were first made of wood, then made from stone, so that they could be especially strong and withstand fire. Usually castles were built on top of a hill with a moat surrounding it, and a drawbridge that could be raised and lowered for added protection from intruders. Students discuss how their individual homes are meant to protect them, and discuss what elements of their home (a lock on their front door, a backyard fence, a security system, their parents or babysitters) protect them and keep them safe. Students learn about the architectural elements of castles and point out where they see them and what similarities and differences exist among the exemplar castles. Students have the opportunity to make their own castles out of clay, design a “Coat of Arms” for their castle, and write a narrative about the people inside their castle.
GOALS: Students should...
Understand: For shape and form, explore the use of shapes and forms in 3D works. Identify simple shapes of different sizes in the environment and in artwork (MACF Standard 2.4)
Know: How to use appropriate vocabulary related to methods, materials, and techniques (MACF Standard 1.3).
Be able to: When viewing or listening to examples of visual arts and architecture, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?” (MACF Standard 6.1)
Be able to: Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media (MACF Standard 1.2).
OBJECTIVES:
COMMON CORE CONNECTION:
Students read, listen, and comprehend factual information about Medieval Castles in “Cathedral” by David Macaulay. Students also complete a brief writing prompt that allows them to create a story about their castle, explaining who is inside it, where it is built, and how it is protecting its inhabitants. The following 3rd grade English Language Arts Standards are integrated into this unit:
QUOTES:
“Mr. King live son top of a BIG hill. He wants to build himself a BIG castle.
Mr. King likes BIG things.” - “Mr. King’s Castle” by Genevieve Cote
“The castle was to be built on a high limestone outcrop, which extended into the water. This took advantage of the natural defense properties of the river and, at the same time, because of the height of the outcrop, where the castle site was accessible from the land, he located the town. It would act as a landward barrier and together with the river would create the castle’s first ring of defense...” -“Castle: The Story of Its Construction” by David Macaulay
FORMAL CONCEPTS:
ARTISTIC BEHAVIORS:
•Introducing children to art develops their visual awareness and provides a springboard for personal image-making.
•Working from art allows students to see ways in which artists have graphically solved problems symbolically or compositionally.
RESOURCES AND MATERIALS:
Student Sketchbooks
Pencils
Clay
Rolling pin
Clay tools
Clay storage
EXEMPLARS:
“Mr. King’s Castle” by Genevieve Cote
“Castle: The Story of Its Construction” by David Macaulay
Castle Plan
“Conway Castle” Conway, Wales
“Caernarfon Castle” Gwynedd, Wales
“Windsor Castle” England
“Wartburg Castle” Germany
MOTIVATION:
Students listen to the stories in “Castle” and “Mr. King’s Castle” and have the opportunity to share their knowledge about castles. Students share and discuss the elements in their individual homes protect them from danger. Students plan and build their castles in clay and design their own “Coat of Arms” to be displayed with their castle.
QUESTIONS:
Topic Questions:
PROCEDURES/ DEMONSTRATION:
VOCABULARY:
LESSONS/ WORK PERIOD:
Lesson 1 - Medieval Mania:
Students are introduced to the assignment and learn about the architectural structures of medieval castles. The teacher reads portions of David Macaulay’s book “Castle,” pointing out certain illustrations and diagrams in the book that help explain the specific structure of the castles. Students compare the exemplar castles to identify the different parts of a medieval castle. Time is allowed for students to plan their clay castles in their sketchbook. After reviewing what a bird’s eye view is, and examining a photograph and diagram of the floor plan of an exemplar castle, students make a bird’s eye view drawing or floor plan of what their castle will look like, deciding how many walls, windows, and doors their castle will have.
Lesson 2 - Castle Construction:
In this lesson, students review the clay techniques they already know, and learn some new ones. The lesson begins as a discussion regarding how students will build a castle out of shapes. The teacher reads “Mr. King’s Castle” and discusses how to use simplified shapes to make a strong castle out of clay. The teacher demonstrates how to make clay slaps using a rolling pin, and how to make the basic structure of the castle by attaching slabs together through the score and slip technique. The teacher also demonstrates and reviews how to use the clay tools to cut the slabs and add details to the structure. Students build a strong clay castle that has windows, doors and additional structural details such as towers. Slab and castle building may take several class periods to complete. Clay need time to dry before it can be bisque fired in the kiln.
Lesson 3 - Glazing:
Students’ clay castles are bisque fired in the kiln and ready to be glazed. In this lesson, students are introduced to glazing as a way to add color and shine to their clay castles. During this class period, students choose a color for their castle and finish glazing it.
Lesson 4 - Coat of Arms:
Students are introduced to a coat of arms and what they were used for in medieval times. As students finish certain parts of the assignment at different times they can work on an individual coat of arms for their castle. The teacher supplies templates of different possible shapes for a coat of arms. Students choose the shape they are interested, a color palette that matches their castle (according to the color glaze they used), and an animal to represent their castle at the center of the coat of arms. Students can color in their coat of arms using colored pencils.
CLOSURE:
Students complete a writing prompt that allows them to establish a narrative inspired by their castle and coat of arms. Students establish who is inside their castle, where the castle is located, and what the castle is protecting.
ASSESSMENT, EVALUATION, AND GRADING:
Restatement of objectives: Did the student...
Medieval Castle Construction using Slabs
3rd Grade, 6-7 Weeks
INTRODUCTION TO UNIT:
This unit builds on third graders’ study of structures, introducing them to another type of architecture, medieval architecture. Students share their knowledge of castles and learn about the purpose of their architectural structure. They build on their knowledge of clay techniques, using slabs to form a structure, and are introduced to glazing as a medium.
PROBLEM/ACTIVITY STATEMENT:
Plan and design the structure of a medieval castle with a bird’s eye viewing drawing of the interior space. Build the structure of the castle using clay slabs and the “score and slip” technique. Complete the clay castle by adding details with the clay tools and adding color using glaze. Design and complete a personalized “Coat of Arms,” to display with the castle. Write a short story about who lives in the castle and how its structure is protecting its inhabitants.
RELATIONSHIP TO LIFE:
Castles are present throughout the life of a child, often in the form of a fairytale or magical place in books, movies, or television shows. While students are familiar with the idea of castles and who may live in them, most have never seen a real castle and know little about the architecture or purpose behind the structure of a castle. Medieval castles in Europe were built from around 1000 AD to 1550 AD for the purpose of protecting their inhabitants from enemy invasion. Castles were first made of wood, then made from stone, so that they could be especially strong and withstand fire. Usually castles were built on top of a hill with a moat surrounding it, and a drawbridge that could be raised and lowered for added protection from intruders. Students discuss how their individual homes are meant to protect them, and discuss what elements of their home (a lock on their front door, a backyard fence, a security system, their parents or babysitters) protect them and keep them safe. Students learn about the architectural elements of castles and point out where they see them and what similarities and differences exist among the exemplar castles. Students have the opportunity to make their own castles out of clay, design a “Coat of Arms” for their castle, and write a narrative about the people inside their castle.
GOALS: Students should...
Understand: For shape and form, explore the use of shapes and forms in 3D works. Identify simple shapes of different sizes in the environment and in artwork (MACF Standard 2.4)
Know: How to use appropriate vocabulary related to methods, materials, and techniques (MACF Standard 1.3).
Be able to: When viewing or listening to examples of visual arts and architecture, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?” (MACF Standard 6.1)
Be able to: Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media (MACF Standard 1.2).
OBJECTIVES:
- Demonstrate an understanding of the purpose of medieval castles and the reasons for their specific architectural elements and locations.
- Analyze the exemplar images for similarities and differences between architectural structures.
- Identify the elements in a modern day home that exist for a form of safety or protection from intruders.
- Plan and design a castle using a bird’s eye view drawing or floor plan.
- Demonstrate an understanding of how to make clay slabs using a rolling pin and how to attach them using the “score and slip” technique, in order to construct a strong structure for a clay castle.
- Complete the clay castle adding detail with clay tools and color with glaze.
- Plan and design a personalized “coat of arms” to be displayed alongside the clay castle.
COMMON CORE CONNECTION:
Students read, listen, and comprehend factual information about Medieval Castles in “Cathedral” by David Macaulay. Students also complete a brief writing prompt that allows them to create a story about their castle, explaining who is inside it, where it is built, and how it is protecting its inhabitants. The following 3rd grade English Language Arts Standards are integrated into this unit:
- CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
- CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
- CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- CCSS.ELA-Literacy.L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
QUOTES:
“Mr. King live son top of a BIG hill. He wants to build himself a BIG castle.
Mr. King likes BIG things.” - “Mr. King’s Castle” by Genevieve Cote
“The castle was to be built on a high limestone outcrop, which extended into the water. This took advantage of the natural defense properties of the river and, at the same time, because of the height of the outcrop, where the castle site was accessible from the land, he located the town. It would act as a landward barrier and together with the river would create the castle’s first ring of defense...” -“Castle: The Story of Its Construction” by David Macaulay
FORMAL CONCEPTS:
- Line can be used to invent forms
- Texture can add detail to an object
- Unity can be achieved through the repetition of line, shape, color, texture, space, or form in a composition
ARTISTIC BEHAVIORS:
•Introducing children to art develops their visual awareness and provides a springboard for personal image-making.
•Working from art allows students to see ways in which artists have graphically solved problems symbolically or compositionally.
RESOURCES AND MATERIALS:
Student Sketchbooks
Pencils
Clay
Rolling pin
Clay tools
Clay storage
EXEMPLARS:
“Mr. King’s Castle” by Genevieve Cote
“Castle: The Story of Its Construction” by David Macaulay
Castle Plan
“Conway Castle” Conway, Wales
“Caernarfon Castle” Gwynedd, Wales
“Windsor Castle” England
“Wartburg Castle” Germany
MOTIVATION:
Students listen to the stories in “Castle” and “Mr. King’s Castle” and have the opportunity to share their knowledge about castles. Students share and discuss the elements in their individual homes protect them from danger. Students plan and build their castles in clay and design their own “Coat of Arms” to be displayed with their castle.
QUESTIONS:
Topic Questions:
- What is a castle? What is a castle made of? Who lives inside a castle?
- Where is a castle located? Why is it located in certain places?
- What is the purpose of a castle’s architecture?
- What elements of a castle protect its inhabitants from danger?
- Where have you seen castles before?
- What types of stories (books, fairytales, television shows, movies) do you know that involve castles?
- What elements of your home protect you from danger?
- What do they exemplar castles have in common?
- What is the texture of a castle? Does it look smooth or bumpy?
- Are there a lot of details on the castles? Is it very decorated?
- How would you compare the architectural structures and decorations of a castle to the cathedrals we studied?
- What will the plan of your castle look like from a bird’s eye view?
- How many slabs will you need to build your castle?
- How many doors and windows will your castle have? How many towers will your castle have?
- How will you glaze your castle? What color(s) will you use?
- What will you include in your own personal coat of arms? What colors will it include?
PROCEDURES/ DEMONSTRATION:
- Teacher reviews what a “bird’s eye view drawing” entails, and demonstrates how to draw a floor plan of a castle that shows the shape of the castle, the number of walls needed for the castle, and where the windows and doors are located.
- Teacher demonstrates how to make clay slabs using a rolling pin and how to attach slabs, reviewing the “score and slip” technique. Teacher also demonstrates how to cut the slabs and add details using the clay tools.
- Teacher demonstrates how students will store their clay in order to keep it moist between class sessions. Students place a damp paper towel on top of their clay castle, and then cover it with a plastic bag.
VOCABULARY:
- Castle- a fortified building that rulers used to defend their land against invaders.
- Battlement- the top of a castle wall
- The Keep- the main tower of a castle
- Turret- a little tower on top of a bigger tower
- Moat- a deep ditch filled with water surrounding the castle walls
- Drawbridge- a bridge built across the moat, to be raised and lowered for added protection from intruders
- Coat of Arms- heraldic bearings (as of a person) usually depicted on an escutcheon often with accompanying adjuncts (as a crest, motto, and supporters) (Merriam-Webster Dictionary)
- Slabs- Thin and flat pieces of clay that can be joined together to create geometric forms.
- Glaze- a layer or coating of a vitreous substance which has been fused to a ceramic object through firing. Glaze can serve to color, decorate, strengthen or waterproof an item.
LESSONS/ WORK PERIOD:
Lesson 1 - Medieval Mania:
Students are introduced to the assignment and learn about the architectural structures of medieval castles. The teacher reads portions of David Macaulay’s book “Castle,” pointing out certain illustrations and diagrams in the book that help explain the specific structure of the castles. Students compare the exemplar castles to identify the different parts of a medieval castle. Time is allowed for students to plan their clay castles in their sketchbook. After reviewing what a bird’s eye view is, and examining a photograph and diagram of the floor plan of an exemplar castle, students make a bird’s eye view drawing or floor plan of what their castle will look like, deciding how many walls, windows, and doors their castle will have.
Lesson 2 - Castle Construction:
In this lesson, students review the clay techniques they already know, and learn some new ones. The lesson begins as a discussion regarding how students will build a castle out of shapes. The teacher reads “Mr. King’s Castle” and discusses how to use simplified shapes to make a strong castle out of clay. The teacher demonstrates how to make clay slaps using a rolling pin, and how to make the basic structure of the castle by attaching slabs together through the score and slip technique. The teacher also demonstrates and reviews how to use the clay tools to cut the slabs and add details to the structure. Students build a strong clay castle that has windows, doors and additional structural details such as towers. Slab and castle building may take several class periods to complete. Clay need time to dry before it can be bisque fired in the kiln.
Lesson 3 - Glazing:
Students’ clay castles are bisque fired in the kiln and ready to be glazed. In this lesson, students are introduced to glazing as a way to add color and shine to their clay castles. During this class period, students choose a color for their castle and finish glazing it.
Lesson 4 - Coat of Arms:
Students are introduced to a coat of arms and what they were used for in medieval times. As students finish certain parts of the assignment at different times they can work on an individual coat of arms for their castle. The teacher supplies templates of different possible shapes for a coat of arms. Students choose the shape they are interested, a color palette that matches their castle (according to the color glaze they used), and an animal to represent their castle at the center of the coat of arms. Students can color in their coat of arms using colored pencils.
CLOSURE:
Students complete a writing prompt that allows them to establish a narrative inspired by their castle and coat of arms. Students establish who is inside their castle, where the castle is located, and what the castle is protecting.
ASSESSMENT, EVALUATION, AND GRADING:
Restatement of objectives: Did the student...
- Demonstrate an understanding of the purpose of medieval castles and the reasons for their specific architectural elements and locations?
- Analyze the exemplar images for similarities and differences between architectural structures?
- Identify the elements in a modern day home that exist for a form of safety or protection from intruders?
- Plan and design a castle using a bird’s eye view drawing or floor plan?
- Demonstrate an understanding of how to make clay slabs using a rolling pin and how to attach them using the “score and slip” technique, in order to construct a strong structure for a clay castle?
- Complete the clay castle adding detail with clay tools and color with glaze?
- Plan and design a personalized “coat of arms” to be displayed alongside the clay castle?