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Department of Arts Administration, Education and Policy

LESSON PLAN

Teacher Candidate Mary Tarantine


School Elementary (5​th​)

LESSON NUMBER 2
Lesson Title Individuality through Coil Pots
Length of Class Period 45 minutes
Approximate Number of Students in Each class 20
Beginning Date for this ​Lesson
Ending Date for this ​Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING


5PE- ​Focus attention​ on selected artworks to identify and pose questions about aesthetic
qualities (e.g., sensory, organizational, emotional) in the works.

CONTENT STATEMENT – PRODUCING/PERFORMING


1PR- ​Integrate​ observational and technical skills​ ​to strengthen artmaking.
2PR- Use digital tools to explore ideas, create and refine works of art during the artmaking
process.
5PR- During collaborative art making experiences, ​demonstrate​ respect and support for peer
ideas and creativity.

CONTENT STATEMENT – RESPONDING/REFLECTING

2RE- ​Describe​ how personal experiences can influence artistic preferences.


4RE- ​Communicate​ how personal artistic decisions are influenced by social, environmental,
and political views.
5RE- ​Express​ what was learned and the challenges that remain when assessing their artworks.
6RE- Use criteria to assess works of art individually and collaboratively.

Performance-based Assessment Objectives


Students will ​integrate​ previous hand building knowledge to create a coil pot with a design that
signifies their personality.

Students will ​describe ​their individuality using different kinds of coils that make up their pot.

Student will ​demonstrate​ the use of multiple colored glazes and utilize them to ​communicate
their personality within the project.

Performance-based Assessment Strategies


(attach assessment documents if applicable)

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Students will ​focus attention​ on various amounts, shapes, and sizes of coils to render a design
that makes up a six-inch tall coil pot.

Students will ​express​ at least three different color glazes in association with their coil designs.

Students will write a reflection on why they are important to the world around them and
describe ​how their individuality can have positive influences in their class and the world.

Academic Language
Vocabulary
Coil pottery- A pottery common among Native Americans made by building up sides of pots with
successive rolls of clay.

Glaze- ​Coating of powdered ceramic materials, usually prepared and applied in water
suspension, which melts smooth and bonds to clay surface in glaze firing.

Kiln- A​ furnace or oven for burning, baking, or drying, especially one for calcining lime or firing
pottery

Individuality- The quality or character of a particular person or thing that distinguishes them from
others of the same kind, especially when strongly marked.

Score- T​o scratch hatch marks into a piece of clay as part of joining clay pieces together.

Slip- A​ liquefied suspension of clay particles in water.

Leather hard- A specific stage during the drying of a pot or other clay object.

Plastic (wet)- The best time for pinch construction, stamping, and modeling.

Bone dry- Clay is no longer cool to the touch and ready to be fired

Bisque- Finished ceramics that has been fired once

Additional Language Demands ​(​specific​ communication task)


Students will write a paragraph reflection about creating the coil pot and how it applies to
themselves: i.e. their personality/individuality.

Students will have group discussions, sketching, and brainstorming during beginning stages of
the project.

Students will present their glazed coil pot and reflection to the class.

Students will have an opportunity to respond to their classmates completed pieces.

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Accommodations for Special Populations
Instructions for the artist statement will be in a physical, typed-format to help students with who
need to audibly and visually process information

There will be a template highlighting clear and specific directions for the entire assignment

Students with writing disorders will be given an extension for their completed artist statement

Students who have social anxiety disorders will have a separate presentation period where they
will explain their project to me, instead of in front of the class

Art/Visual Culture Examples


I will use a variety of art/visual culture examples in a PowerPoint presentation:

Coiled Pot​, 1986 Louise Goodman

The Howl,​ 1991 Coille Hooven

Untitled, (Slip),​ 2016 Jessica Stoller

Brian Rochfort

Katie Spragg

Preparations
Materials/Resources for Teacher
-Pre-made coil pot
-Clay
-Kiln
-Computer
-Chalk board/White board
-Chalk/Markers
-Projector
-Presentation on artists
-Rubric
-1 Roll of duct tape
-1 Sharpie

Materials for Students


-Low fire clay in bulk
-20 Needle tools
-20 Scraping tools
-20 Metal forks
-10 Spray bottles
-40 Plastic bags
-20 Fettling knives

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-20 Wire cutters
-10 Sponges
-20 Wooden ribs
-20 Pencils
-20 Pieces of paper
-20 Erasers
-20 Direction Sheets
-20 Sketching journals

Safety Procedures
Students will be reminded to use all materials in hopes of manipulating clay to receive desired
effects. No tools shall be used to harm any students or themselves. Inherent concerns include,
accidentally cutting themselves with the sharper clay tools.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Similarly to creating the pinch pots from Lesson 1, the room set-up will be very similar,
considering the students are still using clay and the same tools. There will be three tables in the
room, and each table will have color-coded seats, and that is how the students will know who
their group is and where they will go each class period. There will be a larger table in the middle
of the classroom that will hold all of the supplies and also where I will be sitting. On the table
there will be different piles of each tool they will need for the project, as well as two, large-bulk
bags of clay. There will also be buckets that the students will store all of their supplies in each
time they leave class. The buckets will also be used to hold water while the students are
working. I will also have paper and pencils for them to use to write their reflections, but I won’t
hand those out until the project is completed.

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​
Day 1:

(8 minutes) There will be a PowerPoint presentation explaining all of the necessary details of
the project as well as an introduction to many renowned artists who have used coil building in
their own work. I will also pass out written directions for the project as well as the final reflection.
In the presentation I will start asking the question, “why is your individuality important?”

(5 minutes) I will introduce each tool they will receive and demonstrate how to use it correctly,
while explaining the safety hazards and repercussions of harming others with clay tools. Since
the student used these tools previously, I hopefully won’t have to spend too long on these
instructions.

(8 minutes) Next, there will be a demonstration of how to correctly create a coil pot using
necessary hand building techniques. Following this demonstration, I will show how to paint
glazes on to clay surfaces, and the best time to use glaze depending on the wetness of the clay.

(10 minutes) I will have each table take turns to collect all of their materials from me, where they
will be stored in a bucket with duct tape and their names written on the front.

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(9 minutes) From there, the students will gather with their table and discuss their own individual
plans for their coil pot, while doodling and sketching the kind of coil designs they wish to
demonstrate. The students will also begin to brainstorm why they want their specific coils to be
molded into their pot based off of their personality.

(5 minutes) Students will clean up their tables, put away individual buckets, notebooks, and any
extra supplies they had out. Before lining up at the door, students will have to opportunity to ask
me any questions they have on the assignment and talk about what their plans are for their coil
pots.

Day 2:

(5 minutes) After students settle at their tables, I will give instructions for them to collect their
bucket of tools and return to their seats. While this is happening, I will begin the pass out bags
of clay to each table.

(3 minutes) I will give brief instructions of what they will be working on throughout the class
period, allude to the previous demonstration, and ask if they have any questions.

(22 minutes) Students will begin working to shape and mold their coil pots using learned
skills/tools. They will individually gage how tall and wide they wish their pot to be while making
sure it will be able to stand on a table without falling down, and smoothing out any cracks or
bumps.

(10 minutes) Students will begin cleaning up everything. They will wash off their tools in the
sink, sponge off their tables, and making sure there are no remnants of clay anywhere. Students
will also wrap their coil pots in plastic bags and store them on their correct shelf with their bucket
of supplies.

(5 minutes) Students will sit back in their seats and tell me what they worked on in class that day
and what things they accomplished during their work time. Then, each table will be individually
dismissed.

Day 3:

(5 minutes) After students will settle in their seats, I will give them instructions to pick up their
wrapped coil pots and bucket of supplies, then sit back down at tables.

(5 minutes) I will give another brief demonstration about how to roll out various amounts,
shapes, and sizes of coils to render a design that makes up a six-inch tall coil pot. I will also talk
about drying time for clay, and how to wrap their projects to keep their coil pots wet/when to
leave them out to dry faster.

(25 minutes) Students will have a long amount of work time to complete coil pots and begin
working on glazing.

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(7 minutes) Students will go through the previous process of cleaning up their supplies in the
sink, washing off tables, wrapping their coil pots, and storing them correctly on the shelves.

(3 minutes) Students will sit back at their tables and give feedback on how they believe their
process is going so far. I will answer any questions and give quick encouragement before
dismissal.

Day 4:

(5 minutes) After students will settle in their seats, I will give them instructions to pick up their
wrapped coil pots and bucket of supplies, then sit back down at tables.

(7 minutes) I will give the class a breakdown of the day and suggestions to where each student
is at, in the creative process. Each student should try to finish their coil pots today and begin
their paragraph reflection. I will give instructions in reference to their reflection, outlining the
content of it, and addressing any questions that may arise. I will also have them take out the
written directions sheet from Day 1 for reference.

(25 minutes) Students will have this time to finish their coil pots, glazing, and work on their
reflection.

(6 minutes) Students will put out their coil pots on the drying rack, and participate in the usual
cleaning routine.

(3 minutes) After students return to their seats, I will give closing instruction on what we will work
on the following class, and to start preparing themselves for class presentations. I want to hear
about how they think their final work day went and answer any remaining questions.

I will fire coil pots so that they will be ready for final presentations

Day 5:

(5 minutes) As soon as students sit down, I will give instructions that they are working on
finishing their reflections today and will present next class period. I will then have students
collect their reflections and pencils.

(25 minutes) Students will have time to write a paragraph project reflection describing the
process of creating the coil pot, why they chose to show their specific designs, how they made
their coils, and why their colored glazes works alongside the final project and illustrate their
individuality.

(10 minutes) Students will clean all clay tools and buckets thoroughly from their previous
classes and return all supplies to me. They will make piles of each tool on a table so that I can
account for all of them.

(5 minutes) Students will return to seats. We will also have a brief discussion over the last five
class and talk about how they are feeling toward their projects and if they have any questions.

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Day 6:

(2 minutes) Students will settle in seats and I will give a quick debrief about the presentations.

(3 minutes) I will pass out the fired coil pots to each student while they will gather together their
reflection.

(35 minutes) Students will present their final creations to the class explaining how they created
their coil pots and why they made certain design/color choices based off of their individuality.
They will also explain how each individual coil makes up the entire pot, and has a role so that
the project won’t fall apart. Students will make allusions to how everyone has their own
differences, similarities, and personalities. They will describe how their individuality can have
positive influences in their class and the world. During this class presentation, each student will
have to respond to one other person’s project, describing why they thought their project was
successful or commenting on their creative choices.

(5 minutes) Students will return coil pots and reflections to the correct shelf for me to grade. I will
give the students feedback and affirmation about their presentations and completed work.

Clean-up Procedures​ (Room, Materials & Work Storage)


After each class, each table will be responsible for making sure their space is clean and
supplies are cleaned and accounted for. All projects will be wrapped in plastic to prevent from
drying and stored on shelf. All tools will be cleaned off in the sink and should have no remaining
clay residue. Tables will be sponged off as the last cleaning task.

Closure, Review & Anticipation​ (what’s next?)


Closure involves each student presenting their glazed coil pots and reading their project
reflection to the class. This will allow me to gage if they understood the meaning of the
assignment, if they used their own sense of individuality to create authentic designs by
manipulating the coils. I will also evaluate the color choices of each glaze they decided to use
and decide if it benefited the coil pot. During this class presentation, each student will have to
respond to one other person’s project, describing why they thought their project was successful,
or comment on their design/color choice.

To prepare the students for Lesson 3, I will have a Presentation depicting artwork from Claude
Monet, Lei Xue, Livia Marin, and Andile Dyalvan.
Supplemental Activity
Students will sit through a Presentation of different ceramic artists who use coils specifically in
their ceramic work. They will use sketching journals to brainstorm and come up with ideas of
different ways coils can create designs in pottery.

Teacher reflection focused on the lesson ​after​ it has been taught


N/a

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