This is a ceramics lesson plan where students create a pinch pot and a coil pot that need to interact together to form a set or a unified work of art.
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THE PLAN
10+ sessions; 45 minutes per session
Students will construct a pinch and a coil pot (5" high, 3" diameter) using proper hand-building techniques that are thematically related. Students will incise surface details, slip and score three-dimensional constructed pieces to the pots, and have at least three glaze colors.
1. Discuss the characteristics of pinch and coil construction and the design challenge.
2. Show student project examples.
3. Students sketch their idea following the sketch requirements in the given packet.
4. Students begin constructing either their pinch or coil pots.
5. Attach additional constructed elements.
6. Create surface incisions.
7. Smooth all surfaces with water, brush, and sponge.
8. Glaze bisque pieces using the cross-hatching method to ensure solid coverage.
9. Complete critique sheet.
The following are the given criteria for the design challenge for this lesson:
•Design Challenge: How can you create two separate ceramic pieces that interact to form one complete work of art?
•CREATE 2 POTS THAT INTERACT IN SOME WAY
•1 PINCH POT (Minimum 3” HIGH, 3” DIAMETER)
•1 COIL POT (Minimum 5” HIGH, 3” DIAMETER)
•SURFACE INCISED DESIGNS
•2 CONSTRUCTED ELEMENTS (ATTACHED BY SCORING AND SLIPPING)
•ALL SURFACES SMOOTHED WITH WATER AND A BRUSH
•AT LEAST 3 DIFFERENT COLOR GLAZES
This lesson is assessed in two parts. The first is after the construction of the components. The second assessment is done after the glazing is completed. Both assessments are done with a rubric. The students also will complete a critique sheet when all of their work is completed.
Make sure to clearly demonstrate the coil and pinching techniques to the students. I had to demo three to five additional times to smaller groups so they could see how the clay was manipulated up close. Encourage students to create their work as two separate pieces, so when the first is completed it can be drying and bisque fired. The first portion can be glazed while the second piece is drying and being bisque fired.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
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