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LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number 2, Grade Level: 9th , Pinch Pot/Coil Pot Monsters, and Duration: 4-5 days.

II. Lesson Rationale: Students will learn about the historical and cultural significance of hand-
building techniques. Using basic hand-building techniques students will construct both a pinch and coil
build pot. Students then will transform both of their constructed pots into monsters by adding
physical features that operate within with each students personal definition. These two sculptures will
be graded by craftsmanship and a brief paragraph that provides justification for the student's design
decisions and how they relate to their personal definition.

III. Key Concepts:


Hand-building techniques, Symbols, defining features.

IV. Essential Question:


How can the addition of certain physical features distinguish creatures from monsters?

V. Lesson Objectives:
The student will be able to construct both a pinch and coil pot.

The student will be able to transform their pots with the addition to of physical features that is in
alignment with their personal definition of what a monster is.

VI. Specific Art Content:


Stages of Clay, Hand-building techniques,Traditional Chinese and African hand-building techniques,
Contemporary Clay artists.

VII. Resources & Materials for Teacher:


Clay, working tables, wooden spoons, brushes, slip, basic clay shaping tools, spray bottle.

VIII. Resources & Materials for Students:


Clay, working tables, wooden spoons, brushes, slip, basic clay shaping tools, sketchbook, pencil, spray
bottle.

IX. Instruction and Its Sequencing:


Day of the Lesson Day 1
1. Introduction/Motivation: 10-15min
The teacher will briefly highlight ancient cultures that worked with hand-building techniques.
Examples: Ancient Asian and African Cultures used hand-building techniques to produce
ceramics vessels.
See link:http://www.all-about-african-art.com/african-pottery.html
http://www.visual-arts-cork.com/pottery.htm#africa

Teacher will continue to talk about the long legacy of hand-building ceramics by giving
examples of contemporary artists: Barbara Walch and Kevin Nierman.

2. Guided Practice 10-15min


The teacher will explain the setup of class to the students.
Students are to create both a pinch and coil pot and use those forms as the frame to construct a
monster. They will transform their pots by adding features that are in alignment with their
personal definition.
The teacher will demonstrate how to use construct a pinch and coil pot. The teacher will outline
and describe the processes that he or she is using to construct their pots.

After the teacher completes their demonstration the teacher will show the students an end goal
to strive for. The teacher may choose to show their personal examples to give students a better
idea of what the end goal will look like.

The teacher will briefly walk students through an example of design decisions that are in
alignment with a definition of a monster. The teacher will use the class definition from previous
period.
Example definition: A monster is a fictional creature that is often threatening to people.

Teacher: If I was to make a sculpture of a rabbit, could we consider it a monster based on our
definition?

The teacher will continue to explain that in addition to the sculptures the students will be
expected to write a brief paragraph that justifies the students design decisions for their monsters
in relationship to their definition.

3. Independent Practice
Students will begin to construct either a pinch or coil pot.
Students will use rest of the class period to work.

4. Closure
The teacher will gauge the progress made in the first day. The teacher will make
announcements accordingly.
*Remind students to think about what features they want to add and how it will be in alignment
with their personal definition.*
The teacher will instruct students will to place their in-progress sculptures and that they may
need to spray them with water to keep them in a workable state.

5. Formative Evaluation
The teacher will evaluate if the students are using their time productively.

6. Classroom Management Procedures


The teacher will monitor the classroom and check to see if students are using the materials and
tools safely and effectively.

Day 2:

1. Introduction/Motivation:
The teacher will take the first 5 minutes to show a video on how to slip and score
https://www.youtube.com/watch?v=MYcqtiCwK5c

2. Guided Practice
The teacher can choose to show more examples of types of monster that could be made using a
pinch or coil pot as the foundation.
The teacher will assist students individually who are struggling with the form or having issues with
developing the monster itself.

3. Independent Practice
Students will construct their pinch and coil monsters using the entire class period.

4. Closure
The teacher will tell students to begin cleaning up 6 minutes before class time is over.

5. Formative Evaluation
The teacher will evaluate if the students are using their time productively.

6. Classroom Management Procedures


The teacher will monitor the classroom and check to see if students are using the materials and
tools safely and effectively.

Day 3:

1. Introduction/Motivation:
There will be a brief introduction where the teacher will instruct the students to resume working on
their projects and inform those who are in need of help to come forward.

2. Guided Practice
The teacher will continue to help students on individual basis

3. Independent Practice
Students will construct their pinch and coil monsters using the entire class period.

4. Closure
The teacher will instruct students who have completed a sculpture to place their sculpture in the
designated place to begin drying.
The teacher will tell students to begin cleaning up 6 minutes before class time is over.

5. Formative Evaluation
The teacher will evaluate if the students are using their time productively.

6. Classroom Management Procedures


The teacher will monitor the classroom and check to see if students are using the materials and
tools safely and effectively.
Day 4:

1. Introduction/Motivation:
The teacher will talk about specifics like where to turn in a finished sculpture. The teacher may use
this time to address any concerns that he or she has observed.

2. Guided Practice
The teacher will continue to help students on a individual basis

3. Independent Practice
Students will construct their pinch and coil monsters using the entire class period.

4. Closure
The teacher will remind students that they are to turn in their written justifications with each of
sculptures

5. Formative Evaluation
The teacher will evaluate if the students are using their time productively.

6. Classroom Management Procedures


The teacher will monitor the classroom and check to see if students are using the materials and
tools safely and effectively.

Repeat Day4 if there is a need for more time.

X. Summative Assessment and Evaluation:


Category: Excellent Sufficient Emerging Score
Craftsmanship Both artworks are Artworks have Student displays __ out of 75
well constructed minor flaws in the little effort in
with little to no form. Surface is concern to the
flaws in form. - unclean or scarred. artworks form.
Does not require a
finish-
Definition for 1st Students definition Students definition The students __ out of 15
key essential is clear and is well crafted, but definition suffers
question concise. could benefit from from
more details contradictions and
or has no details.
Written Students gives Student does not __ out of 10
Justification proper reasoning give proper
for design reasoning for
decisions design decisions
XI. Interdisciplinary Connections:
NA

XII. References & Resources:


Information about ancient cultures pottery:
http://www.all-about-african-art.com/african-pottery.html
http://www.visual-arts-cork.com/pottery.htm#africa
Contemporary Artists' websites:
http://barbarawalchpottery.com/?cat=3,
http://www.kidsnclay.com/Page4.html,

XIII. Art TEKS


117.302. Art, Level I (One Credit), Adopted 2013.
(c)Knowledge and skills.
(1)Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating original artwork.
(2)Creative expression. The student communicates ideas through original artwork using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills.

(3)Historical and cultural relevance. The student demonstrates an understanding of art


history and culture by analyzing artistic styles, historical periods, and a variety of
cultures. The student develops global awareness and respect for the traditions and
contributions of diverse cultures.

(4)Critical evaluation and response. The student responds to and analyzes the artworks of
self and others, contributing to the development of the lifelong skills of making informed
judgments and reasoned evaluations.

XIV. National Art Standards


Anchor Standard 1: Generate and conceptualize artistic ideas and work
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding