Lesson Plan Format (an adaptation of the MoPTA lesson plan format for KCAI students)

Name of Lesson :
Chihuly Recycled Texture Slump Bowls
Name of Teacher Candidate :
Christina Reavis

Class :
Grade :
School Placement :
Brookside Charter

Art
4

Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
4th Grade students will learn about organic form by creating ceramic slab slump bowls influenced by the artist
Dale Chihuly. Students will experiment with recycled materials to create a textured surface to their clay slab
before slumping the clay over balled up newspaper to create a Chihuly-like form. Students will review and
reinforce learned clay techniques and procedures while learning about a contemporary artist. Students will also
gain art vocabulary knowledge of organic shapes and forms both visually and experientially.
MO - VA Art Standards
VA1.2A.4: Modeling with clay or a similar material; Make organic forms
VA2.1c.4: Identify and use organic forms
National Core Visual Art Standards
VA:Cr2.1.4a: Explore and invent art-making techniques and approaches
VA:Cr2.2.4a: When making works of art, utilize and care for materials, tools, and equipment in a manner that
prevents danger to oneself and others.
Learning Objectives (the lessons objectives and learning outcomes for meeting curricular and student needs)
The students will:
Students will create a slump bowl with an organic form in the style of Dale Chihuly
Students will experiment with recycled materials to create at least 3 different textures on slab clay
Students will use clay, clay tools, and classroom equipment safely and properly
Studying Artists / Understanding Art (Learning Outcomes) Include Historical context (can also include books
for elementary):
Students will view examples of Dale Chihulys blown glass installation work and identify organic forms.
Creating (Instructional Strategies):

Expressing (Learning Activities):

List sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral or written
directions, modeling, guided practice, independent practice, and reflection)(reference Lesson Structure and

Procedures
-Direct Instruction: Teacher introduces the work of
Chihuly, and the vocabulary of organic shapes/forms,
through a PowerPoint presentation
-Questioning: Teacher will ask questions of students
throughout instruction to promote engagement and
retention of information
-Modelling: Teacher models techniques and procedures
(putting newspaper balls under clay to make an organic
form, adding texture and pattern to clay with recycled
materials, carving initials on back of clay, and slumping
clay into bowl to dry).

-Guided Discussion: Students will respond to

teacher questioning throughout the PowerPoint
presentation
-Independent Practice: Students will create their
own slump bowl once they have observed the
demonstration of the instructor

Evaluating Artworks :
-Students will fill out a self-assessment rubric that evaluates their art piece based on their use of organic form,
their use of a variety of textures on the surface of the clay, their craftsmanship in smoothing and slumping the
clay, and their participation in following procedures and safe use of materials in the classroom.
Exhibiting Artworks (be thoughtful) :
Students will have their pieces photo documented once the bowls are fired and painted. These images will appear
on the school slideshows that occur at events and on the classroom televisions.
Assessment Procedures : (assessments used before, during, and after the lesson)
Before : Teacher verbally assesses student knowledge of organic form, surface texture, and Dale Chihuly.
During: Teacher will monitor student work during independent work time and address any misconceptions
individually or as a group as necessary.
After : (please attach assessment tool to end of this lesson plan)
Lesson Structure and Procedures: The sequence of events of the lesson elements. Please list each sequence
by day or class period.
Consider: * Four Studio Structures * Eight Studio Habits of Mind * Procedures should be linked to objectives *
Materials Management
Day / Class #1
Preparation Before Class: PowerPoint (info on Chihuly, organic form, and instructions for project), Precut slabs

cut in circles roughly the size or larger of the bowls used for slumping, newspaper, clay tools for smoothing and
carving initials, recycled materials for texturing, styrofoam or paper bowls for slumping
Engagement / Opening : Who has heard of the artist Dale Chihuly? Who can tell me what organic form is?
Connection to Prior Learning: Students completed a project with coffee filters last year inspired by the work of
Dale Chihuly. Students have been working with clay the last several weeks so some clay techniques, vocabulary,
and procedures are a review to them.
Procedures :
-Students enter the classroom and are seated at desks quietly (1-5 min.)
-Students view PowerPoint and engage in class discussion (5 min.)
-Teacher gives modelling demonstration (5 min.)
-Students recieve supplies and begin (Materials distribution: clay tools, newspaper sheets, and recycled objects
will already be at the tables. Students will be called up one at a time to get bowl and clay slab, which will already
be precut)
Modeling:
-Teacher will demonstrate balling up newspaper in bowl, texturing clay, carving initials in slab, and slumping clay
in bowl
Independent Practice:
-Students will follow procedures for the project based on the modelling demonstration
Clean-up:
-As students finish, they will raise their hands. The instructor will direct them to put their project on a tray for their
class, and students will clean up their area, wash their hands, and may read or use free draw paper and colored
pencils until it is time to line up. 8 minutes until students line up, The instructor begins to direct one table at a
time to put work on the tray, clean their area, and wash their hands. One student helper is asked to wipe down
tables. One student helper is asked to collect mats and tools neatly (if necessary).
Conclusion:
-Students are asked to answer a question for their table to be able to line up: What is the name of the artist we
talked about today? What is an organic form? Name 3 recycled materials you can use to make texture in clay. Etc.
Day / Class #2
Preparation Before Class: Bisque fired student work; acrylic paints - bright colors and metallics (optional)
Engagement / Opening : What kind of colors did Chihuly use in his work?
Connection to Prior Learning: Students will review the work of Dale Chihuly and review procedures with paint
use.
Procedures :
-Students enter classroom and sit down quietly
-Teacher shows examples of Dale Chihulys work and asks students to describe the kinds of colors he uses in his
work

Modeling:
-Teacher models how to apply and clean up paints: demonstrate using and cleaning brush between colors. Demo
how to erase colors with water, brush, and paper towel.
-Teacher demonstrates several painting techniques that are Chihuly-esque: dots, swirls, and waves.
-Teacher demonstrates how to paint the underside of the bowl first, then gently flip and paint the inside of the
bowl. Demonstrate how to gently lift the bowl with thumb and two fingers of each hand to take to the drying shelf.
Independent Practice:
-Students apply their own paints to their bisque fired slump bowls
Clean-up:
-As students finish, they will raise their hands. The instructor will direct them to put their project on a tray for their
class, and students will clean up their area, wash their hands, and may read or use free draw paper and colored
pencils until it is time to line up. 8 minutes until students line up, The instructor begins to direct one table at a
time to put work on the tray, clean their area, and wash their hands. One student helper is asked to wipe down
tables. One student helper is asked to paintbrushes and paints/glazes neatly (if necessary).
Conclusion:
-Students are asked to answer a question for their table to be able to line up: What is the name of the artist we
talked about today? What is one important rule for using paints? Where do paint brushes go when I am done with
them? Etc.
Resources and Supplies : (include all supplies per student, and items necessary for preparation and storage)
-lowfire clay cut into slabs and then cut into circles the size of the bowls (one circle for each student) - wire
cutter/roller/needle tool for prep
-styrofoam, paper, or other bowl (one for each student)
-clay tools that can be used for smoothing and carving initials - one basket per table
-recycled materials on a tray that can be used for adding texture to slab - one tray per table
-newspaper - 3 half sheets per student
-shelf with large tray
-acrylic paints/acrylic metallic paints
-paint prepped in small containers with lids set on trays
-paintbrushes/watercups
Technology : (instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning)
-laptop, PowerPoint, projector, camera for documentation, optional: video of teacher modelling procedures
inserting into PowerPoint
Differentiation / Accommodations / Modifications / Increase in Rigor : (to help meet the needs of all
learners, learning differences, cultural and language differences, etc.)
Differentiation: Students will receive information orally, visually, and experientially

Accommodations: Students who are struggling with clay techniques or procedures may receive one-on-one
instruction, or receive assistance from another student who is proficient in the skill.
Modifications: Students who need a simplified project can slump their slab into a bowl without newspaper.
Students who cannot use clay or have allergies will receive gloves or may use model magic.
Increase in Rigor: Students who are already proficient and are not challenged by the assignment will receive
instruction to use the slip and score technique to add extra details in their bowl
Classroom Management: (strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep students actively engaged) Includes: behavior management plan, time
management, transitions, and lesson/class wrap-up
Behavior Management Plan : Students are expected to stay in their seats unless given permission to leave,
speak at a quiet table talk volume during work time, remain silent and still during instruction time, and treat
people, tools, and materials with respect. Students who are not following these expectations will be given a verbal
warning, then sent to a safe seat. If students are not successful working at the safe seat, an escort will be called
over the walkie talkie to escort the student to the buddy room for the remainder of class.
Time Management /Transitions : The instructor will use several methods for getting students attention and
quieting the class: (1) Verbally count down to students being silent. (2) Use a chime (3) Clap a rhythm for students
to repeat back. 10 minutes to the end of class time, the teacher will begin having tables clean up and put work on
drying shelf.
Lesson/Class Wrap-up (same as conclusion): Once students are cleaned up and a couple minutes are left
until the classroom teacher arrives, the teacher will get the whole classes attention and ask questions to review
what students have learned. If a student gets a question correct, their whole table may line up silently. This is
done until all students are lined up or the classroom teacher arrives.
Extensions : (activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way)
Students use organic forms to make a collage or abstract drawing.

Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts; may be incorporated in next session as connection to prior learning or
throughout the unit)
Students design an installation piece like Chihulys that uses all of the classs ceramic pieces and can be viewed
by the school.

Reflection : If you had the chance to re-teach this lesson, what would you do differently ?)(complete this section
in final draft after lesson has been taught.)
Overall, the lesson went well. The lesson was age appropriate and the students were interested in the artists
work. If I did this again, I would not do as much preparation work ahead of time. I would split the lesson into two
class periods and have students make their own slabs.
Learning Statement: (Summary of what has been taught in this lesson and its purpose to be displayed with the
artwork; to inform the school community of the learning involved in the lesson.) (Bold or italicize key concepts
or vocabulary.) KCAI Addition
Students created ceramic slump bowls out of clay after viewing the work of artist Dale Chihuly. By slumping
clay over balled up pieces of newspaper, students were able to create organic forms like the artist Chihuly.
Studenst used recycled materials to create interesting texture and pattern on their clay. Once the bowls were
fired, students painted their pieces with vibrant colors to match the bright colors used by Chihuly.

Images of Student Work: (5 Examples) (Complete this section in final draft after lesson has been taught.) KCAI
Addition

Artist: ________________________

Dale Chihuly Recycled Texture Slump Bowl

Class: ________________________
No Effort

Outstanding
Technical Effort
-Student used newspaper successfully to create an
organic form like the artist Dale Chihuly

Medium Effort

-Student used at least 3 different textures on the

surface of their piece

-Piece is smoothed and finished

Creative Effort:

-The student used texture and pattern to add

interest to their piece

Class Effort:
-Used class time wisely

-Clay tools were used safely and correctly

5

Clean Up:
-Cleaned up quickly and quietly

-Hands were rinsed over bucket in sink

Total Score: ______ / 45

5
4

1
1

-Extra clay was put into recycling bucket or trash can

5

2
2

3
3

4
4