Author:
DONNA BIDDIX
Subject:
Arts Education
Material Type:
Assessment
Level:
Upper Primary
Grade:
5
Tags:
  • GEDB
  • Global Education
  • Vocabulary
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    GEDB Focus on World Pottery: Form and Function (Lesson 1 of 3)

    GEDB Focus on World Pottery: Form and Function (Lesson 1 of 3)

    Overview

    Students will explore pottery through specific characteristics to form a vessel and discuss its meaning and its function. They will develop an understanding for the value and meaning of their objects based on the form and how it determines the pottery function (use). Their personal connections to what they know will determine their choices for the pottery form and its function. 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

    Students will explore pottery through specific characteristics to form a vessel and discuss its meaning and its function. They will develop an understanding for the value and meaning of their objects based on the form and how it determines the pottery function (use). Their personal connections to what they KNOW will determine their choices for the pottery form and its function.

     

    Content

    Student Engagement/Motivation

    The lesson will begin with an explanation and definition of POTTERY (PowerPoint presentation) Discuss the definition and assess what the students know….Ask what? How? Why?

    Discuss with students a little history of pottery (culturally created), what forms can be made and what are the functions of items created.

    The teacher will lead the students into an icebreaker to explore clay “hands on “. We will learn to prepare and “warm” clay by kneading it. (Teacher will use document camera to show students how to physically “knead clay”) The students will then explore in small groups and create a basic pottery form and discuss the pottery’s (anatomy) body. Review pottery vocabulary with the students and go over the characteristics of pottery forms worksheet with them. (Worksheet A)

    I also introduced an Ipad App called "Lets Create Pottery" to interactively show the students what its like to create pottery on a pottery wheel.

     

    Learning Targets and Criteria for Success

    Students will be able to:

    • create ceramic artworks from characteristics that specify what its form is (what is it called in the pottery world?)
    • identify and interpret expressive properties of pottery 
    • form an opinion about their artwork’s  meaning, form, and function (use) 
    • analyze their personal connection to the pottery and how it relates to them/community
    • analyze similarities and differences between ceramic objects from different cultures including their own. 

     

    Supplies/Resources

    • Opening PowerPoint for discussion
    • Information about each object, printed for use by individuals/small groups(Characteristics of form worksheet)
    • Clay, shaping tools
    • Pottery assessment questions
    • Images of ceramic objects (for small groups of students) of pottery forms from different cultures for comparison

     

    Learning Tasks and Practice

    Guided Practice

    Small groups will be formed and pairs (2) of students will work together to explore the characteristics of pottery forms. The students will be given clay, rollers and plastic knives as tools to assist in the exploration.They will use their personal knowledge and create a form based on the details listed on the pottery worksheet. (5.v.2 Apply creative and critical thinking skills to artistic expression) The students will work together discussing the characteristics they will use to make their form (ex. Handles, cylindrical shape, lip) 5.V.1.2 Create art that reflects personal voice and choice.

    The teacher will walk around and monitor the students’ discussions, creating process and offer assistance where needed. Teacher will make suggestions to students for pottery creation and refer back to the powerpoint slide that listed manual techniques to create forms: Ex coils rolled from clay and stacked for a coil pot, rolled flat slabs to stand up and make a container or pinching with thumb to form a shape. The characteristic's sheet will give details as to what parts will be choosen to be on their form.  The teacher will monitor coversations between students and redirect if conversations are off task. Monitor the activity timewise as students work.

     

    Technological Engagement

    Document camera used to present a hand-on activity with students on clay kneading.

    Powerpoint presentation on Intro to Pottery (see attatchments)

    "Lets Create Pottery (Application for Ipads) (Google app)

     

    Collecting and Documenting Evidence of Learning

    Exploring Pottery Assessment ( see attachment)

    The students will be given this worksheet to assess the pottery form that was made by the group.A pottery assessment will be filled out to categorize the form made. (Worksheet B) They will complete questions asking about the form and its relationship to what it may be used for (function) What was the reasoning behind the choice of the form made? Is it personal? Do the choices determine what the function of the form will be? (its use)  and can these forms also be seen in other cultures other than our own?

    After filling out the Assessment form, the students will  view pictures of other cultures'  pottery forms : Chinese, Native Americam. Mexican, and American Folk Art Forms. They looked through the forms to find shapes similar to theirs, and compared characteristics that were noticable. They also discussed the anatomy forms and their characteristics and determined what it could have been used for. (see attached pictures)

     

    Student Self-Reflection and Action Steps

    The students will reflect on their group pottery shapes from the beginning of the lesson and analyze what they made.Why did you choose to make that form? Ask students what, why, and how choices were made. Discuss issues that worked when they created their form, what did not work, and help students to develop solutions for issues.5.v.2.1 Evaluate solutions to artistic problems, including their effectiveness. After creating their pottery forms, look at worksheets of different cultures and their forms, to see which one theirs would be similar to..

    (Mexican, American Folk art, Native American, Chinese and Greek) see attatchment example shape forms 

     

    Feedback/Instructional Adjustments

    I had originally wanted the students  to make their own individual  pottery forms. Time management prevented the students the opportunity to do this. Using small groups of two allowed the students to have more discussion between each other when they selected a form to create. I wanted the students to use personal backgrounds to talk about what they already knew of pottery(what they had heard or seen before) and use their personal notes to create a form that included knowledge  of both students.

     

    Extended Learning Opportunities 

    The students were allowed to revisit the clay and create their own clay forms to take home. Some students expressed an interest in exploring the clay form  IPAD app "Lets Make Pottery". Teacher also provided 2 battery opperated Pottery Wheels in class that the students were allowed to explore using. We planned to use a  later day for the students to rotate between stations. 1. Creating with clay, 2. using the pottery wheels(2),and 3. Using the  Ipad app Lets Make Pottery.

     

    Teacher Reflection of Learning

    I was really excited about how interested the students were in the clay process. The experience  dealing with clay on this level is fairly new for the students but they were excited to get their hands dirty. The students explored creating forms, using their background experiences and teacher shared information while engaging in learning what they could about how other cultures share some similarities in the historiy and traditions of global pottery.

    Vocabulary Comprehension Check