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Lesson Plan Title: Pinch Pot Animals Length: 3 classes

Note: Before you plan and write art experiences; pre-assess your students based on the
proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may
also gather this information from (previous) teachers, by reviewing already completed artwork,
consulting curriculum materials, etc., to get a better understanding of what content students
already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the
skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson. (Hint:
turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

I will use a thumbs up/ down assessment to see how familiar the second graders are
with clay.

-How many of you remember how to make a pinch pot?


-Who knows what slip & score means?
-How many people know what a pinch pot animal is?

We will also participate in review of how to make a pinch pot during slideshow
presentation.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story.
In this narrative the students take on a role and create a learning product about a specific topic for a certain audience.
(RAFT – Role / Audience / Format / Topic)
Role: Zoo Keepers
Audience: Kids on a field trip to the clay zoo
Format: Assignment
Topic: Clay animal zoo

You are a clay zoo keeper. Design your favorite animal in a pinch pot to add to the
Clay Animal Zoo. We will place all of our animals together when they’re finished to
create a Clay Animal Zoo! There are students going on a field trip to observe animals
in the clay zoo.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable.
Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style,
Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement,
Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.

- Pattern
- Technique
-Expressions
-Identity
-Create
-Transfer

Enduring Understanding (s):


Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best
enduring understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts,
they are timeless, transferrable and universal.
-Using building techniques, students will build a work of art that incorporates identity.

-Using pattern students can create works that contain expressive elements.

-By implementing expressive features in their art, students will make a work that possesses elements
of their identity.

-Given a prompt, students will be able to create 2D plans to be transferred in 3D.

Standards: (All lessons should address all standards.)


1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to:
Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be
written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy,
and/or Technology)
1. Using pinch and slab techniques, swbat create an artwork that expresses identity in a 3D form.
(Bloom’s: Creating - Standard: Create - GLE: Create works of art that articulate more sophisticated
ideas, feelings, emotions, and points of view about art and design through an expanded use of media and
technologies - Art Learning: tools and procedures)

2. Given a prompt, students will be able to create sketches that synthesize their ideas to be created in 3D.
(parts to whole) (Bloom’s: Create - Standard: Reflect - GLE: Recognize, interpret, and validate that the
creative process builds on the development of ideas through a process of inquiry, discovery, and research
- Art learning: Ideation - Literacy)

3.Using their artwork students will be able to explain their artistic choices in design that express identity.
(Bloom’s: Analyse - Standard: Reflect - GLE: Critique personal work and the work of others with
informed criteria. - Art learning: Expressive features and characteristics in art - Literacy)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive
scale. Describe the strategies you will use for students who are already proficient and need growth beyond what you
have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges.
Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or


(Multiple means for students Performance)
to access content and multiple Students will be grouped in table As students are working, I will be
modes for student to express
groups with stronger students walking around the room to
understanding.)
with students who need more evaluate and lend further support
support. They will be encouraged when necessary.
to help each other to promote
collaboration skills.

Extensions for depth Access (Resources and/or Process) Expression (Products and/or
and complexity: Performance)

Students can request for animal Students will be shown examples


reference images to be printed of other students animal pinch
out. They can also use pots.
magazines available in the room
to look at animal source images.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy
is integrated into the lesson.

After the completion of the animal pinch pots, students will discuss within their table
groups what animal they chose and why. Prompt questions will be projected on the
smart board:
What does your animal mean to you?
How did you use line and pattern to create the form?
What technique did you use to create their work?
Why is it important to slip and score?

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These
are the materials students will use.) List all materials in a bulleted format.
-Powerpoint on Pinch Pot Animals
-SmartBoard
-Computer
-Forks
-Water Buckets
- Clay
-Sketchbooks
-Markers
-Colored Pencils
- Pencils
-Ribs
-Aprons
-Watercolor Paint
-Animal Reflection WKSHT

Resources:

List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make
reference to where the material can be found. (These are the resources used by the teacher to support/develop the
lesson.) List all resources in a bulleted format.

Pinch Pot Animals Powerpoint


(https://docs.google.com/presentation/d/137blOBvu6uQngkBKSQx1_WJNk6bkZT7ZL
7sX4q_Is7k/edit?usp=sharing)
-Powerpoint Reviews how to make a pinch pot, and examples of how other students
have created pinch pot animals.

-Collection of animals books within the classroom to use for reference images
-Printing reference images for students once they have selected their animal

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
-Create Powerpoint reviewing pinch pots and examples of what other students have
done.
-Inventory all materials and reorder as necessary.
-Set up demonstration station to show students how to slip, score, create texture, and
different clay building techniques
-Set up demonstration station to show students how to paint on fired clay.
-Create fired clay pinch pot animal to use during painting demonstration.

Safety:

Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted
format.

-No running within the classroom


-Tools used for scratching clay must be handled carefully
(if I see people trying to poke each other with forks they will have tools taken away and
will only be making a pinch pot)
-Students are not to go in the kiln room ever, especially while work is being fired.

Action to motivate/Inquiry Questions:


Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make
them interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you
will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of
learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of questions,
role-playing, etc.
I will begin the lesson with pre assessment questions:
-How many of you remember how to make a pinch pot?
-Who knows what slip & score means?
Once students realize they are going to be working with clay I will ask them what a
pinch pot animal is. This will get students wondering as most probably are unsure what
that is. I will explain what a pinch pot animal and begin my slideshow presentation
which has numerous examples of pinch pot animals. During examples students will be
prompted with the following questions:
Why is texture interesting to look at?
How does the colors in this piece make you feel?
These questions will stimulate students to start thinking about their own creation
decisions.

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood
as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions and
processes you will engage students in to help them develop ideas and plans for their artwork.

Students will engage in a slideshow demonstration of previous students work. During


the presentation I will prompt them with questions for a class discussion. Presentation
questions include:
Why is texture interesting to look at?
How does the colors in this piece make you feel?
How was this piece made?

Following the demonstration students will grab their sketchbooks so they can begin
sketching their pinch pot animals. They must draw at least 3 sketches before they can
begin creating in clay.
Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including
what student will understand as a result of the art experience

Da Instruction - The teacher will... (Be Learning - Students will... i.e.: explore Time
y specific about what concepts, ideation by making connections,
1 information, understandings, etc. will comparing, contrasting; synthesize 12:30-
be taught.) Identify instructional possibilities for each painting technique; 1:15pm
methodology. KNOW (Content) and etc. (Be specific about what will be the
DO (Skill) intended result of the instruction as it
relates to learning.) UNDERSTAND

We will begin with a preassessment -Compare and contrast pinch pot animal
of students clay knowledge: examples. 12:30 -
12:45
-How many of you remember how to Discussion/
make a pinch pot? Presentatio
-Who knows what slip & score -Synthesize ideas about what they want n
means? to make.
-How many people know what a
pinch pot animal is? 12:45 -
1:10
Following discussion, I will engage Sketchbook
students in a powerpoint discussion -Explore clay building techniques. s
that reviews:

-How to make a pinch pot


-Examples of other students pinch pot 1:10 - 1:15
animals with inquiry questions: Clean Up
Why is texture interesting?
How does this piece make you feel & -Plan their creation in 2D to be created
why? in 3D.
How was this pinch pot animal made?

Students will be instructed to grab


their sketchbook and sketch 3 ideas
to be made in clay the next class.
They can use colored pencil and
markers to also plan their color
choices.
Da I will invite students to Table 7 to do 12:30 -
y a demonstration. I will review for 1:15 pm
2 students how to make a pinch pot. I
will teach students then slab and
pinching techniques. Finally for the
demo, students will be shown to 12:30-
slip/score to attach things. Explore a variety of building techniques. 12:40
Demo
Students will be instructed to go back
to their table where the materials
have already been laid out:
-clay
-rib Transfer plans from 2D to 3D. 12:40 -
-fork 1:10
-water bucket Clay work

The rest of class will be work time. I


will be walking around the room to lend
assistance where necessary.
Synthesize ideas about what they want
to make. 1:10 - 1:15
At the summation of the period, Clean Up
students will be instructed to save any
clay that was not used by hydrating it
and putting it back in the bag, closed
tightly. Students will be shown how to
wash their tools in a bucket, before
rinsing them to conserve water.
Da 12:30 -
y After the pieces have been bisque 1:15 p
3 fired, students will paint their Explore application methods on their
creations using watercolor. work of art.

I will invite people to Table 7 where I


will show what different painting effects
look like on my fired clay piece. 12:30 -
Demonstration will include: dry brush, 12:40p
wet application, and a variety of Demo
brushstrokes.

The orange person at each table (we


assign a task for every person at each
table group) will be assigned to grab Transfer plans from 2D to 3D.
watercolor materials for each table. I
will hand out students clay pieces to 12:40 -
color their creations. As students are 1:10 p
working I will be walking around to Work time
lend assistance where necessary. &
Reflective
**Will likely have to be at the Activity
beginning of Day 4 but literacy activity
for those who do finish on Day 3**
After the completion of the animal
pinch pots, students will pair up with Articulate thoughts and ideas behind 1:10 -
another student who has finished and their work. 1:15p
discuss what animal they chose and Clean up
why. Prompt questions will be
projected on the smart board:
What does that animal mean to
them?
How did you use line and pattern to
create the form?
What technique did you use to
create your work?
Why is it important to slip and
score?

After students have completed


reflective activity, they will all place
their animals on Table 7 to create the
clay animal zoo.
Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper
thinking, reflection and refined understandings precisely related to the grade level expectations. How will students
reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and
techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of
the lesson.)

After the completion of the animal pinch pots, students will pair up with another student who
has finished and discuss what animal they chose and why. Prompt questions will be projected
on the smart board:
What does that animal mean to you?
How did you use line and pattern to create the form?
What technique did you use to create your work?
Why is it important to slip and score?

Post- Post-Assessment Instrument:


Assessment How well have students achieved the objectives and grade level expectations specified in
your lesson plan? Include your rubric, checklist, rating scale, etc.
(teacher-
centered/objecti
ves as
questions):
Have students
achieved the
objectives and grade
level expectations
specified in your
lesson plan?

1. Can students
create a 3D Criteri 4 3 2 1
form that a
expresses
Creat Creat Creat Creat Creat
elements of ed 3D ed a ed a ed a ed a
their identity? form form form form form
that that that that that
2. Given a expre clearly mostly some doesn
sses expre expre what ’t
prompt, can identit sses sses expre expre
students create y. identit identit sses ss
2D plans to be y. y. identit identit
transferred to y. y.
3D? Creat Creat Creat Creat Did
ed ed 3 ed 3 ed 1-2 not
3. Can students plans detail sketch sketch create
for ed es es sketch
articulate the
their sketch that that es for
artistic choices 3D es conne some their
in their work? Creati that ct to what 3Dm
on. conne their conne creati
ct to 3D ct to on.
their creati 3D
3D on. creati
creati on.
on.

Articul Can Can Can Can


ate clearly mostly some not
the articul articul what articul
artistic ate ate articul ate
choice choice choice ate any
s in s in s in choice choice
their work. work. s in s
work. work behin
d
work.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what
extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would
you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)

The students really seemed to enjoy the choice that was presented in this project. They could choose any
animal they want and place their pinch pot in any orientation they want. There was a variety of products
when the students completed their pinch pots. For future revisions, I want to focus more of showing students
how they can use their sketches to create in 3D. A lot of the students made sketches for their 3D creation, but
weren’t really using them during the actual clay building process.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.

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