Art Lesson Plan

Title: African Coil Pots Unit: African Culture Art

Grade level (s): 3rd 5th Medium: Creating Art
Suggested Time: Class Period

Instructional Objectives (2-3):

1. Being able to follow the Coil Pot technique
2. Ability to use creativity to create their own Coil Pot

Elements of Art (1-3) line, color, shape, form, space, texture, value
1. Line
2. Texture
3. Form

Principles of Design (1-3) repetition, pattern, movement, balance, emphasis, contrast, unity
1. Pattern
2. Repetition
3. Movement

Materials and Equipment:

1. Crayola Putty
2. Paper Towels
3. Computer

General Vocabulary (4-5):

1. Coil: A long roll of clay or fiber rolled evenly and then joined into a circle or spiral.
2. Ceramics: Sculpture or pottery made from clay.
3. Additive Sculpture: Technique of adding or building up clay, plaster, metal or other
pliable materials into three-dimensional forms. Also called modeling.
4. Three-dimensional: Artwork that has height, width and depth.

Art Production (based on Madeline Hunter model)

1.anticipatory set 2. state objectives 3. Input: art history, instructions 4.demonstration, modeling
5. check for understanding 6. guided practice 7. independent practice 8. closure

1. Anticipatory Set: Talk about how we have been doing different projects over various
African artworks and introduce Coil Pots to them by showing them different pictures of
various Coil Pots.
2. State Objectives:
1. Being able to follow the Coil Pot technique
2. Ability to use creativity to create their own Coil Pot
3. Art History/Instructions:
1. Talk about how Coil Pots date to a very long time ago and that Coil Pots have
been in the African Culture for a very long time. Talk about how their houses are created
in the same technique as the pots are.
2. Pass out the materials (a paper towel and 2 bags of Crayola Putty)
4. Modeling:
 1. Open packages of Putty and lay them on the top of the paper towel
2. Ripe a piece of putty and role it like a snake
3. Take one end of the putty and roll it by using the coil technique that was shown
to the students in the pictures
4. Keep doing this until you have created a pot like sculpture
5. Check For Understanding:
1. Ask students to tell their group members the directions and to make sure
everyone in the group knows them
2. Ask students what animal do you roll your putty out like?
3. Ask them to show their group members how to use the Coil technique and to
make sure everyone knows how to do it.
6. Guided Practice:
1. Tell students that we will be creating the base of their pot together to make
sure everyone understands the technique
7. Independent Practice:
1. After the base is completed let them finish the pot by themselves
2. Walk around the class and check if anyone needs assistance
8. Closure
1. Tell the students they did a great job and that we will leave our pots in a corner
of the classroom to wait until they dry.
2. After they fully dry then the students will be allowed to take them home
3. Have students write 3 sentences reflecting on what they like and dislike about
the African Coil Pot.
4. Have students discuss in their small groups what they wrote in their
reflections.

Assessment (should relate to objectives):

Students should be able to produce a pot like sculpture using the Coil technique and
write a 3-sentence reflection on what they liked and disliked about the African Coil Pot.
Students will be able to actively participate in the discussion over the reflections in their
small groups.

Coil Technique used for Pot

1 2 3 4 5

Producing 3-sentence reflection over what they liked and disliked about the African Coil
Pot
1 2 3 4 5

Ability to actively participate in small group discussions over reflections

1 2 3 4 5

Total:
___/15
Modifications / Special Notes / Drawings
1. For students who have sensitivity to textures, I would provide gloves so the students
would not have to feel the texture of the putty directly to their hand.
2. For students who have a hard time staying on task because of the other students in
the classroom, I would provide a less restrictive learning environment for them to work.
(Para would go with them for support)
3. For students with auditory challenges, I would provide a written handout of the
directions so that they can follow along.