Fossil

Minnesota 6-8 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space are used in the creation of, presentation of, or response to visual artworks.

  • 1b. Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks.

  • 1c. Describe characteristics of Western and non- Western styles, movements and genres in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Demonstrate the characteristics of the tools, materials and techniques of various two-and-three- dimensional media for intentional effects in original artworks.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Compare and contrast the connections among visual artworks, their purposes, and their personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Analyze the meanings and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create original two- and-three-dimensional artworks in a variety of artistic contexts.
  • 4b. Revise artworks based on the feedback of others and self-reflection and artistic intent.
  • 4c. Develop an artistic statement, including how audience and occasion influence creative choices.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Assemble and prepare personal artworks for public exhibition.
  • 5b.Revise a presentation based on the feedback of others, self-reflection and artistic intent.
  • 5c. Develop an artistic intent, including how audience and occasion impact presentation choices.
  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze and interpret a variety of visual artworks using established criteria.

    • Additional Tie-ins

  • Science
  • World History
  • Clay skills
  • Clay Vocabulary: Slip

    • Pictures of fossils are shown in class. We focus on fossils that show skeletal remains of dinosaurs.

    The teacher demonstrates how to make the base and bones, as well as how to attach the bones to the base.

    Students start by making a base for their fossils and cover it with liquid clay slip, then add bone shapes to make the style and pose of a dinosaur skeleton.

    A checklist of bones is given to each student so he or she can mark off the important bones as they are made. Each Dino fossil must include at least the following:
  • Skull
  • Bottom Jaw
  • Neck/Spine/Tail bones
  • Ribs
  • Hips/Pelvis
  • Shoulder blade
  • Legs
  • And some indication of hands/feet/claws

    • Special care is given so that the pose reflects a story that they will later relate to the class about how this particular dinosaur met it's demise and/or how it was discovered.

    Plastic bags are used to keep the clay parts damp until next time.

    When the fossils are dry and fired, students use watercolor to tint the clay in earth tones.


    Fossil Above by Shelby R.


    Evaluation:
    2 point -- 4 inches diameter minimum
    3 points -- Includes all items on the checklist
    3 points -- Quality and workmanship (well put together)
    2 points -- Painted nicely to enhance the fossil look
    10 points total

    Fossil table