Teacher demonstrates basic clay procedures including how to create a 'pinch-pot'.
Students practice making basic pinch pots.
Teacher demonstrates how to connect pinch pots together using score and slip. Teacher also demonstrates how to add details onto clay using score and slip.
Teacher demonstrates how to model clay using wooden tools, loop tools, rasps, etc.
Students sketch out ideas for what they want their pinch pot animal to look like.
Students construct pinch pot animals with teacher assisting where needed.
After a bisque fire, teacher demonstrates how to apply glaze and students glaze their pinch pots and then turn them in for a glaze fire.
Did students create a complex pinch pot animal? Did sculpture survive drying and glazing process?
Having to have a hole in hollow forms for air to escape is a myth. Just need to make sure piece is fully dry (open area of pinch pot assists in drying but is not necessary). Recommend to 'candle' kiln (preheat) for at least 12 hours every time you do a bisque fire.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students describe how different materials, techniques, and processes cause different responses
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
[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
[K-4] Students describe how different expressive features and organizational principles cause different responses
[K-4] Students use visual structures and functions of art to communicate ideas
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students explore and understand prospective content for works of art
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[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
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[5-8] Students know and compare the characteristics of artworks in various eras and cultures
[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students describe how people's experiences influence the development of specific artworks
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
THE FEATURES
Form
Ceramics
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