Art Lesson Plan

Title: African Coil Pot

Grade level (s): 3rd & 4th
Suggested Time: Two Class Periods

Unit: African Art

Medium: Model Magic

Enduring Understanding: People create and interact with objects, places, and design
that define, shape, enhance, and empower their lives.
Instructional Objectives (2-3):
1. Students will Model with clay (model magic): Build a form using a coil techniques . (MO)
2. Student will differentiate between shapes and forms (MO)
Elements of Art (1-3) line, color, shape, form, space, texture, value

Principles of Design (1-3) repetition, pattern, movement, balance, emphasis, contrast, unity

Materials and Equipment:

(1) Package of white model magic, Set of prang water colors & brush, (1) Paint Pallet,
(1) Water cup, paper towels, (1) Painting mat

Vocabulary (4-5):
sculpture, three dimensional, additive sculpture, ceramics, coil
Art Production (based on Madeline Hunter model)
1.anticipatory set
2. state objectives
3. Input: art history, instructions
5. check for understanding 6. guided practice 7. independent practice

4.demonstration, modeling
8. closure

1. Begin the class by showing the powerpoint presentation. Walk them through the
steps to making and African Coil Pot. Let students know that we are not working with
the same materials they are so our pots will not be fired. Instead they will just going
through the drying process.
1A. Show students several examples created before class (not painted).
2. Demonstrate making a coil.
3. Students will make a coil.
4. Demonstrate making a base.
5. Students make a base
6. Demonstrate adding on to the base and starting the pot.
7. Student add on to base and start the pot.
8. Demonstrate one more time how to add a coil. Remind them to keep their coil nice
and even by using slow and steady hand movements.
9. Students add their second coil.
10. Let students work on their own for a few coils.
11. When students have added two or three more coils demonstrate how to add fancy
designs by adding small coils around the top of the pot. Remind students that these
need to be close to the same size. Request that they make all of them first before
adding theirs to the pot. Check before letting them move forward.

12. Demonstrate adding all your coils along the top edge.
13. Students can try this technique or they can continue with their coils.
15. When the pots are finished make sure students have their names on a piece of
paper on the mat. Set the to the side to dry.
16. Finally have students line up by quietest table.
NEXT CLASS:
1. Have pots placed at students seats before they arrive at class.
1A. Pass around varying forms such as cubes and cylinders, then point to shapes
around the room. Discuss how a form is different than a shape.
2. Demonstrate how to paint pots with watercolors. Remind them to think about what
colors they want their pots to be BEFORE they start painting.
3. Show them a finished painted pot.
4. Demonstrate the correct way to use materials as you proceed.
5. Students paint their pots.
6. Have them set them to the side with their name attached to the mat.
6A. Students are required to rinse out their brush and put it and their paints away.
7. If time permits split the kids into teams to play the coil game with modeling clay.
Students will race to see how high they can stack a coil pot without letting it topple over.
Another criteria is that the coils are sizes that are similar. This could also be a part of
the assessment. Whoevers team is tallest gets a sticker on their shirt.
8. Finally let students line up, quietest table first.

Art History / Resources (2-4):

http://saharanvibe.blogspot.com/2008/12/making-african-pots.html
Aesthetic Questions (1-2):

1.

Can art be something for every day use?

Art Criticism / Analysis Questions (3-5):

1. Is the pot well constructed? Are the coils the same shape and size?
2. Does the paint cover the whole pot or are there spots that were missed?
3. Give yourself one compliment
4. Tell us one thing you might do differently next time.

Evaluation Criteria (should relate to objectives):

Each students pot will be evaluated with the rubric sheet attached.

Modifications / Special Notes / Drawing

Gifted Students can watch the demonstration and then preplan their artwork by
drawing out a design first before they start their piece. If they finish early they can build
something out of modeling clay. It will need to be separated back by color when they
are finished.

Sensory Processing Disorder: Student with an aversion to clay on their hands can
have loose plastic gloves to use.