Feel It Out

Feel It Out.pdf

Dublin Core


Feel It Out




Teenagers deal with emotion all the time. They are in a moment in their life where it seems that everything is dealt with based on their emotions. Having them look at different forms of expressing emotion will help them connect words, lines, colors, and textures to certain emotions. They will explore all of these different things and create their own take on an emotion through filling a press bowl with their chosen emotion.


Stephanie Kaminer


“Morning Lily,” Edda Renouf (CMA)
“Arm Chair,” Wenzel Friedrich (CMA)
“Snail,”Nagakura Kenichi (CMA)
“Unidentified Portrait,” Richard Samuel Roberts (CMA)


Handheld Art


Columbia Museum of Art

Unit Plan Item Type Metadata


10 classes


Visual Arts Standards:
VAH1-1.5 Use a variety of art materials, tools, and equipment in a skillful, safe,
and responsible manner.
VAH2-1.3 Communicate ideas through the effective use of a variety of materials,
techniques, and processes in works of visual art.
VAH4-6.2 Compare and contrast concepts, issues, and themes in the visual arts
and other subjects in the school curriculum.

Integrated CCSS:
CCSS.ELA: Literacy. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


● Evaluate written work and artwork and the way they express emotion.
● Create original bowl design depicting emotion.
● Evaluate their own work and the work of their peers using guiding critique questions


sketch paper, pencils, bowl molds, clay, clay tools, glazes, written evaluation

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