The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Cermanski

Course/Grade: Visual Arts I /Creative

Comprhensive

Week of:
March 18 to 23, 2015

Unit Name:
Coil pots/Visiting Artists

Common Core/ NM Content Standards:

NMVA-I, II, IV,V,VI,
Essential Question(s):

Connections (prior learning/prior knowledge):

What is clay?
What is a coil pot? How were they historically
used?
How can I make a functional coil pot?
What is a glaze?
How can I emulate glazes with acrylic paint?
Other considerations (modifications,
accommodations, acceleration, etc.):

Students who are advanced can do more

complicated pots
Students who need help will get more oneon-one assistance from teacher

Students are familiar with pottery since it is

such a prevalent art form in New Mexico.

Resources/Materials
Teacher: Examples of coil pots, works by Maria
Martinez, tutorial on how to make a coil pot
Large trash bag to cover student work

Students:
Clay
Clay tools
Board to work on (Masonite)
Small cup of water
Assessment (How will you monitor progress and know students have successfully met outcomes?)
Daily: Daily observations of students making pots
This Week: Final pot design
Unit: Final painted pot

Time allotted

Lesson activities for instructor and students

WEDNESDAY MARCH 18
Learning Target- TSW learn how to

make coils for coil pots. TSW know

this after he/she has laid down at least
2 correct coils.

I.
II.
III.
IV.

V.
VI.
VII.

THURSDAY MARCH 19
Learning Target- TSW learn how to

create a variety of designs in coil

pots. SW know this when he/she has
made at least one design in his/her
coil pot using a tool

What is a coil pot?

Discuss history
Show images of coil pots
Demonstrate how to make coil pot (see tutorial
on
http://www.lakesidepottery.com/Pages/Potterytips/Making-a-clay-coiled-pot-Lakeside-PotteryTutorial.htm
Discuss necessity to cover pots with plastic to
keep them from drying
Start constructing pots!
Create base first, then make coils and connect

(1F)Embedded Formative Assessment: One on one check

in on making a strong base
(1B)Closing Activity: How can we ensure a solid base for
our clay pots?
I.
Review history of coil pots
II.
Ask questions about process in making one
III.
Show students different design types
1. Adding embellishments
2. Creating texture with fingers, tools
IV.
Continue working on pots
(1F)Embedded Formative Assessment: One on one check
in on doing embellishments
(1B)Closing Activity: How can we keep the clay from
drying too fast?

FRIDAY MARCH 20
Learning TargetTSW learn how to
paint his/her pot while keeping colors
and lines balanced. TSW know this when
his/her pot can be turned on any side and
still appear balanced.

Show students images of painted pots

Paint pots
Use gesso first if lighter color is desired

MONDAY MARCH 23
Learning TargetTSW learn how to
bring his/her pot to completion. TSW
know this when all the elements are
unified.

Finish painting pots

Finish hybrid animals

TUESDAY MARCH 24

(1F)Embedded Formative Assessment: One on one check

in on painting
(1B)Closing Activity: How can we ensure the colors are
balanced on the pots

(1F)Embedded Formative Assessment: One on one check

in on bringing piece to completion.
(1B)Closing Activity: How can we know when a piece is
complete?
Do NowTake out pot and hybrid animal and prepare for

Learning Target- TSW learn how to

participate effectively in a critique

about ceramics. TSW know this after
he/she has said 3 or more strong
comments using art vocabulary used.

WEDNESDAY MARCH 25
Learning Target-TSW learn how to
create a dynamic art piece of choice.
TSW know this after he/she creates at
least one self-motivated piece of art.

THURSDAY MARCH 26
Learning TargetTSW learn how to
incorporate his/her personal story into an
architecture lesson taught by a visiting
artist. TSW know this once he/she shares
several aspects of his/her personal story.
FRIDAY MARCH 27
Learning TargetTSW learn how to
incorporate his/her personal story into an
architecture lesson taught by a visiting
artist. TSW know this once he/she shares
several aspects of his/her personal story.

critique
Critique!
If finished early, start free choice art.
(1F)Embedded Formative Assessment: Participation in
critique
(1B)Closing Activity: What did you learn about your piece
from the critique?
Do NowWhat media do you love to use? What subjects do
you enjoy expressing?
Students will create a piece of free-choice art. 50 points. Due
at the end of class.
(1F)Embedded Formative Assessment: One-on-one check
in on creating self-motivated pieces
(1B)Closing Activity: Share to class
Lesson:
Be the Museum by substitute teacher/visiting artist Leslie
HollandArchitecture + personal story

Lesson:
Be the Museum by substitute teacher/visiting artist Leslie
HollandArchitecture + personal story