Dave the Potter: Artist, Poet, Slave

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1 Dave the Potter: Artist, Poet, Slave Sarah E. Montgomery and Lauren Hanzelka University of Northern Iowa After reading Dave the Potter: Artist, Poet, Slave, students will discuss the life of Dave and the issues he faced growing up as a slave and an artist. Students will practice using descriptive language to create their own interpretation of the illustrations of Dave s experiences. Discussion of Dave s powerful poetry and his active citizenship during a time of struggle allows students to dig deeper into the life of this inspiring individual. To conclude the lesson, students are encouraged to design and create an arts-based service-learning project based on the question, How can we use our artistic talents to take action and help our community? Title and Author of NCSS Notable Trade Book: Book Summary: NCSS Standards: Materials: Objectives: Dave the Potter: Artist, Poet, Slave Written By Laban Carrick Hill and Illustrated by Bryan Collier NCSS Notable Trade Book 2011 New York, NY: Little, Brown and Company ISBN: Recommended Grade Levels: K-2 Approximate Time Required: Three 30 minute lessons Through many beautiful illustrations and a poetic tone, this book shares the story of Dave, a talented ceramic artist and poet who lived most of his life as a slave during the 19th century in the United States. Over the course of seven decades, Dave created approximately 40,000 pots, writing simple, yet profound poetry on many of them; thus, leaving behind his legacy in his ceramic creations. While few details are known about Dave, the dramatic text and unique illustrations weave together the compelling story of a man who overcame great adversity and used his artistic talents for a greater good. I. Culture II. Time, Continuity, and Change IV. Individual Development and Identity VII. Production, Distribution, and Consumption X. Civic Ideals and Practices Copies of Dave the Potter: Artist, Poet, Slave Projector board with writing utensils Paper, pencils, and artistic utensils Materials for art-based service-learning endeavor 1. Students will share their new understandings of the life and legacy of Dave the Potter. 2. Students will identify descriptive language used in the text and Volume 8 Number Summer 2013

2 Procedures: Exploration/ Introduction: Development: explain how it represents Dave the Potter s personal development and identity. 3. Students will use descriptive language and draw images as they make inferences about Dave the Potter from key illustrations in the text. 4. Students will analyze the deeper aims of one of Dave the Potter s poems. 5. Students will develop, implement, and reflect upon an arts-based service-learning initiative. 1. Begin by asking students to think of a special talent they have. Give students a few minutes to write or draw about their special talent. 2. Encourage students to share their special talent with a partner or small group of students. 3. Show students an image of Dave the Potter s pottery that you identify through Google Images. Choose a pot that has his name written on it and/or the year he made the pot. 4. Ask students to look very carefully at the image. Have a brief class discussion about what the item is, what it might be used for, and the writing on the item. 5. Tell students: This is a beautiful, large pot made in the 1800s by a talented man named Dave. Dave s pots are so special they are worth thousands and thousands of dollars and they are kept in museums. Dave was an artist. Dave was also a slave. 6. Ask students what it means to be a slave. Clarify misunderstandings and provide a context for the text by leading a class discussion on slavery. Highlight the information that most slaves were unable to read and were separated from their families. They did not know who their ancestors were, nor were they able to grow up with and build relationships with their grandparents, parents, siblings, etc. 7. Introduce Dave the Potter: Artist, Poet, Slave to students. (Optional: Give students ample time to view the cover of the book and to make inferences about Dave and his work prior to reading the book aloud to the class.) 8. Read text aloud to students, making sure to stop several times throughout the book to allow students ample time to closely observe the illustrations. Read portions of the details about Dave s life at the end of the book to the students. After reading the text and the notes from the author, discuss the following questions in small groups or as a whole class: What surprised you the most about this book? What did you find most interesting about this story? Volume 8 Number Summer 2013

3 What did you think of the illustrations? How did they help tell the story? What are some words you would use to describe Dave? What are some of the steps that Dave took to make a beautiful pot? How do you think that Dave learned to make pottery? How do you think Dave created such large pots? Most slaves could not read or write, but Dave wrote poetry. How do you think Dave learned to read and write? Many slaves would get in trouble if their owners found out they could read or write. Why would Dave write on his pottery if he could get in big trouble for it? If you could talk to Dave or ask him a question, what would you tell or ask him? Describe a connection between your life and this story about Dave s life and work. Why do you think the author decided to write this story? What is the overall meaning or message of this book? 9. Closure. Following this discussion ask each child to share one main idea from the book that emerged from the discussion. Have students write or draw their main idea and new understandings of the book. Use the corresponding rubric to assess their understanding. Note: Two options for expansion of the ideas developed here are presented below. Expansion (option 1): Option Tell students that this book is full of vivid descriptive language. Ask students to give examples of the descriptive language they noticed in the text. Write down examples of the descriptive language they identify on the board. Ask students to explain when this vivid language helped describe Dave as a person and as an artist. Support students recognizing how this language represents Dave s identity and personal development. 2. Turn to the page in the book that shows Dave with his eyes closed with the branches of a tree behind him. (It is in the middle of the book and opposite the image that is used on the cover of the book. Note. You can give students a choice to write and/or draw about this image or the image that is used on the cover of the book. You can also ask students to write and/or draw about several illustrations throughout the book if you have several copies of the book available. Groups or pairs of students can focus on specific images and share their insights with the class.) 2a, Ask students to carefully observe the illustration. Volume 8 Number Summer 2013

4 2b. Ask students to turn to a partner and use descriptive language to describe this illustration/what is happening in this illustration. 3. Leaving this illustration projected for the class to see, ask students to use words and images to answer, What is Dave thinking about here? Encourage students to use descriptive language and images to tell others about what Dave is thinking about. Encourage students to make key inferences about Dave and his feelings/thoughts from what they observe in the illustration. 4. Share student work and insights as a class. Make sure to highlight the faces on the tree behind Dave in the image, if students did not address these. Discuss what meaning the shape of this tree and the faces may have, noting that many slaves were taken away from their family members. Support students understanding how these faces and his thinking about these faces has shaped his identity and experiences. Option Turn to the last page of text of the story (before the factual writing about Dave s life). Read Dave s poem here to the class, either putting the page on a projected screen or writing the poem on the board. 2. Ask, What does this poem mean? Discuss the poem s meaning amongst the students in your class. 3. Highlight the injustices of slavery, reminding students about how families were torn apart. Note how Dave did not use his poetry, nor his pottery, in a way that expressed anger. Instead, as his poem here shows, he promoted peace and friendship instead of hate. (Point out how important it was that Dave wrote these poems at all since few slaves were literate. He took a big risk writing these poems and took this risk to promote friendship and peace.) 4. As a class, brainstorm all of the ways that Dave worked as an active citizen. Highlight some of the following ideas: Dave shared his pottery with others/made these for others to use. Dave created something for his community. Dave created a product that helped others make their daily lives easier. Dave promoted friendship and peace, not hate. Dave used his talents for the good of the community. Dave saw potential in himself. He believed in himself and used his potential to the fullest. Dave had a vision to make something beautiful out of what others might see only as dirt or mud. Dave made the best out of a negative, unfair situation. Volume 8 Number Summer 2013

5 Assessment: Suggested Extension Dave used his talent to take a stand and overcome adversity. 5. Point out that Dave was motivated. He used his imagination and was creative. He used his talents to benefit the community. He did not focus on himself, but worked to help others in his community through his artwork. 6. Ask, How can we use our artistic talents to take action and help our community? Help students brainstorm ideas for how they can become activist artists like Dave. How might they use their art to take action, be critical, and to educate others? 7. Facilitate students creation of a service-learning project where they use their artistic abilities to help their community. Perhaps your class could: Partner with the local animal shelter and creates artwork to advertise the shelter and the animals there who need a home. Create advertisements about an important school or community event. Create artwork that raises awareness about an important topic such as eating healthy, reducing food waste in the school cafeteria, the importance of reading, or reasons to exercise. Create artwork that is part of an Anti-Bullying or Environmental Stewardship campaign at your school. 8. Support students reflecting upon and celebrating their artisticallybased, service-learning efforts. Encourage students to think more deeply about the question, What does it mean to be an artist? and identify how Dave used his artistic talents to help and share his love with others. 9. Have students write or draw about how their service-learning efforts involved active citizenship like Dave s artistic endeavors. Use the corresponding rubric to assess student understanding. There are three assessment options for this lesson, which can be found on the corresponding rubric. First, you can assess the Development portion of the lesson by analyzing student s understanding of the text following the read aloud and discussion via their writing or drawing about main ideas from the text. Second, you can assess the Expansion: Option 1 portion of the lesson by analyzing student s understanding of Dave the Potter s identity and personal development via student writing or drawing of his thoughts/feelings from a key illustration in the text. Third, you can assess the Expansion: Option 2 portion of lesson by analyzing the student s civic understanding of how the class service-learning project involved active citizenship like Dave modeled through his artwork via student writing or drawing when reflecting on this experience. 1. Have students write poetry, in a haiku-like format about their life, about friendship, or providing suggestions for how to live life like Volume 8 Number Summer 2013

6 Activities: Additional References Digital Resources About the Authors Dave did. 2. Learn about the process of making pottery, the properties of clay, and the type of clay that Dave was able to use from his geographic region vs. the type of clay available in your geographic region. 3. Partner with your school s art teacher to provide students with opportunities to create ceramic art. Help students understand the patience one needs when working with pottery and also the strength and determination Dave had to have to work with almost 60 pounds of clay and making vessels that could hold gallons. 4. Teach students economic concepts by helping them create a useful product from a natural resource. Emphasize terms such as production, consumption, supply, demand, and the three types of productive resources. Or create a graphic organizer to accompany the text with examples of these concepts in action in Dave s life and work. Bolden, T. (2004). Wake up our souls: A celebration of African American artists. New York, NY: Harry N. Abrams. Burrison, J. (2010). From mud to jug: The folk potters and pottery of northeast Georgia. Wormsloe Foundation. Sidman, J., & Allen, R. (2010). Dark emperor and other poems of the night. Houghton Mifflin. Todd, L. (2008). Caroline clay: The life and legend of the slave potter Dave. New York, NY: W.W. Norton. Wood, M. (1996). Going back home: An artist returns to the South. San Francisco, CA: Children's Book Press. Online biography of Dave the Potter. Retrieved from Art/architecture; In a slave's pottery, a saga of courage and beauty by New York Times. Retrieved from Author of Caroline Clay: The life and legend of the slave potter Dave Retrieved from (includes information on Dave s life, pots, and poems) Sarah E. Montgomery is an Assistant Professor of Elementary Education in the Department of Curriculum and Instruction at the University of Northern Iowa, Cedar Falls, Iowa. She conducts research in the areas of literacy integration in social studies education and service learning. sarah.montgomery@uni.edu Lauren Hanzelka is an undergraduate student at the University of Northern Iowa in Cedar Falls, Iowa. She is graduating with a degree in Elementary and Middle Level Education and a minor in Literacy Volume 8 Number Summer 2013

7 Education Lesson Development Assessment The student s writing or drawing of a main idea from the text demonstrates: 1 Limited Understanding Student s work lacks a clear example of a main idea from the book. 2. Expansion - Option 1 2 Emerging Understanding Student s work demonstrates one example of a main idea from the book. 3 Evident Understanding Student s work demonstrates an extremely detailed example or more than one clear example of a main idea from the book. The student s writing or drawing about a key illustration in the text and the question, What is Dave thinking about here? demonstrates: 1 Limited Understanding Student s work lacks a clear example of Dave s feelings/thoughts from this illustration. 2 Emerging Understanding Student s work demonstrates one example of Dave s feelings/thoughts from this illustration. 3 Evident Understanding Student s work demonstrates an extremely detailed or more than one clear example of Dave s feelings/thoughts from this illustration. Volume 8 Number Summer 2013

8 3. Expansion - Option 2 The student s reflective writing or drawing on how the service-learning project involved active citizenship like Dave the Potter modeled through his artwork demonstrates: 1 Limited Civic Understanding Student s reflective work on the class servicelearning project lacks a clear example of how the class service-learning project involved active citizenship like Dave modeled through his artwork. 2 Emerging Civic Understanding Student s reflective work on the class servicelearning project demonstrates a one example of how the class service-learning project involved active citizenship like Dave modeled through his art. 3 Evident Civic Understanding Student s reflective work on the class service-learning project demonstrates an extremely detailed or more than one clear example of how the class service-learning project involved active citizenship like Dave modeled through his art. Volume 8 Number Summer 2013

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