Author:
Melody Casey
Subject:
Arts Education
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
5
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Focus on World Pottery: Exploring Culture and Focus on Form (Lesson 2 of 3)

    GEDB Focus on World Pottery: Exploring Culture and Focus on Form (Lesson 2 of 3)

    Overview

    In this lesson, the students will examine a variety of pottery forms; discuss their meanings, functions, and the different cultures that created them. This lesson will explore ways that pottery characteristics can give clues about how the forms were used in the past and their value based on the cultures that created them. We will also include the pottery made by the students in the first class to compare their choices for form, function and discuss if their ideas were influenced from their past knowledge of pottery. We will discuss, compare and critique each group’s responses. This lesson was developed by Belinda Coston as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

    Lesson Plan

    Description

    In this lesson, the students will examine a variety of pottery forms; discuss their meanings, functions, and the different cultures that created them. This lesson will explore ways that pottery characteristics can give clues about how the forms were used in the past and their value based on the cultures that created them. We will also include the pottery made by the students in the first class to compare their choices for form, function and discuss if their ideas were influenced from their past knowledge of pottery. 5. CX.1.5 Explain how traditions and values influence ideas, issues and themes found in art. We will discuss, compare and critique each group’s responses.

     

    Content

    Student Engagement/Motivation

    The students will be grouped by table to look at and discuss the pottery forms we made in the first lesson.(they will look at forms from groups other than their own) Review what we learned in the last class: What did we make? How did we make it? What characteristics  were  used to create the pottery form?  What is its function?

    As a class, we will discuss these questions out loud: What do you think influenced the choice of forms/function made by the groups? Are there similarities and differences between the forms made by the different groups in the class?  All answers are accepted for discussion.

    The students will engage in small group work to look at pictures of pottery forms from other cultures.

    (See specific culture forms worksheet)

     

    Learning Targets and Criteria for Success

    Students will be able to:

    • recognize pottery forms created from different cultures.

    • identify how pottery artworks reflect specific value and history of different artist and different cultures.

    • recognize the importance of their own personal choices and experiences and how it reflects the artthey make.

     

    Supplies/Resources

    6 Net books for research

    http://native-american-indian-facts.com/Native-American-Indian-Art-Facts/Native-American-Indian-Pottery-Facts.html

    Analyze/Categorize worksheet

    Pictures and characteristics of pottery from selected cultures

    Previously made pottery forms

     

    Learning Tasks and Practice

    Students will be given a chart worksheet and six picture cards (CC1) to analyze and categorize different pottery forms, their characteristics, functions and cultures. The pottery characteristics worksheet (Worksheet 1) will also be used to describe the forms (on the picture cards).  Each table (small group of students, will use a chrome book to research the forms on the picture card) and list details about three of the six  pictures (time restraints allowed) based on the characteristics of the form, the culture it derives from, its function/purpose and type of form. Through Google, they will research the history, personal influences and values that contribute to each culture’s pottery creation.

    We will also took the information that we researched and sorted it on a comparison/contrast chart. We color-coded each culture and worked together to sort the information on a chart at the front of the room. We compared the form, anatomy charactersitics, if it was religious, and its function.

     

    Technological Engagement

    Net books for research

     

    Collecting and Documenting Evidence of Learning

    The teacher will record information for one pottery form with the class to show how the form should be filled in.(see example on worksheet) The clay pottery forms created earlier by the small groups will also be included on the worksheet. Under each category, list relevant information that identifies each art form (see ex. on the categories worksheet) from the selected cultures.

    The students will work together splitting the responsibilities to research, read and record in each category on the worksheet. Selected websites will be provided for the students (time management) to allow time for students to discuss information. Google search will be used to type in key words from the picture cards to explore the culture listed. Specifiy the culture and the form to find info for their classification forms. Use the sort pottery worksheet to assist in classifying the information. (see attachments)

    The teacher will walk around and monitor each group while they work. Listen to discussions between students and offer assistance where needed. Ask questions while the students research information to assure they understand what they are researching.  Assist with pinpointing where information could be found by offering key words to google and printing pages of research information. Ask students to question what they see in the art piece, what? Why? How?

     

    Student Self-Reflection and Action Steps

    The students will reflect on what they learned to compare their thoughts on pottery forms and their cultures. They will also reflect on a single piece of pottery that is in their household and discuss the similarities to what they learned of the other cultures.

    Teacher will lead students in a discussion of their group’s information recorded on the worksheet. Allow students to continue working, while sharing what they have so far. Choose one culture and ask groups to share what they recorded in the categories on their worksheets.

    Compare and contrast what was written: Did you recognize pottery forms created from different cultures? Are there similarities in their function (use)? What functions are similar? Do you understand how pottery artworks reflect specific value and history of different artist and different cultures? Do traditions and values influence the pottery of different cultures?Do you understand the importance of your own personal choices and experiences and how it reflects the pottery formyour group made? How? When compared to the pottery form your group made in the first activity, do you see similarities in your choices of your personal forms and those of other cultures?

    We will discuss and share feedback on these questions as a class.  In our next class we will also talk about pottery decorations and how it plays a significant role in classifying cultures.

     

    Feedback/Instructional Adjustments

    The students expressed interest in looking at more  pottery froms from other cultures. Time restraints  only allowed for groups to look at the six pictures  I chose and select 3 to chart on their worksheet..Of course there are lots of different pottery forms, lots more cultures and more information to research. Going forward, this lesson can be extended to allow the students each a specific culture and research that culture more in depth.

     

    Extended Learning Opportunities 

    This lesson can be extended by allowing the students to do research of a specific culture, other than their own and  find out more information that highlights this specific culture. They can verbally share what they researched with the class as a report.

     

    Teacher Reflection of Learning

    There is so much information about pottery on the internet. The students had very little time to research and share. Of the information the students researched and shared, there was a variety of cultures explored and introduced. I feel that the students learned how similar the cultures were and that we share in the similarities of style, traditions and history of pottery.