Sunteți pe pagina 1din 15

Hammersmith

CourseName

LessonPlan

CoilStructures

3DDesign

Length:2Weeks
GradeLevel

9th12thgrade

EnduringUnderstanding(s):

PreparedGraduateCompetency(ies):

Artistsusetheinherentcharacteristicsandexpressivefeaturesofarttocommunicate
meaning.
(Comprehend)

Comprehend:
Makeinformedcriticalevaluationsofvisualmaterialculture,information,and
technologies
Recognize,interpret,andvalidatethatthecreativeprocessbuildsonthedevelopment
ofideasthroughaprocessofinquiry,discovery,andresearch

(Statementssummarizingimportantidea(s)andcoreprocess(es)thatarecentraltoanarttopicandhave
lastingvaluebeyondtheclassroom.Theysynthesizewhatstudentsshouldunderstandnotjustknowordo
asaresultofstudyingaparticularareaofart.Moreover,theyarticulatewhatstudentsshouldrevisitoverthe
courseoftheirlifetimesinrelationshiptoart.Thesestatementslinktwoormoreconcepts.)

Artistsanddesignersexplorematerialstomakeartinallitsforms.
(Create)

(List,inbulletform,whichPreparedGraduateLevelCompetency[ies]willbeaddressedinthislessonasit
[they]relate[s]totheenduringunderstanding[s].)

Reflect:
Recognize,compare,andaffirmthatthemakingandstudyofartanddesigncanbe
approachedfromavarietyofviewpoints,intelligences,andperspectives
Usespecificcriteriatodiscussandevaluateworksofart
Create:
Createworksofartthatarticulatemoresophisticatedideas,feelings,emotions,and
pointsofviewaboutartanddesignthroughanexpandeduseofmediaandtechnologies
Recognize,articulate,andimplementcriticalthinkinginthevisualartsby
synthesizing,evaluating,andanalyzingvisualinformation
Transfer:
Identify,compareandjustifythatthevisualartsareawaytoacknowledge,exhibitand
earnaboutthediversityofpeoples,culturesandideas

Objectives/Outcomes/LearningTargets:Studentwillbeableto...(Measurable)
(Alignedto:BloomsStandardsGLEs/and,whenappropriate,Numeracy,LiteracyandTechnology.Shouldbewrittenas:Objective.Blooms:_____Standard:_____GLE:_____.Numeracy,Literacy,
and/orTechnology)

Givendemonstration,TSWBATsuccessfullyglazeaceramicpiecetofinishtheircoilpot.

(Blooms:Analyze,Standard:Comprehend,GLE:1.1Visualarthasinherentcharacteristicsandexpressivefeatures,Literacy,Technology)

Using the coil method TSWBAT create a 10 vessel that follows a chosen theme.

(Blooms:Analyze,Standard:Create,GLE:3.2Assessandproduceartwithvariousmaterialsandmethods,Numeracy,Technology)

Hammersmith

Afterviewingavarietyofstructures,TSWBATcreate3preliminarysketchesthatfollowatheme.

(Blooms:Create,Standard:Create,GLE:3.3Makejudgmentsfromvisualmessages,Numeracy,Technology)

GivenaPowerPointpresentation,TSWBATdepictathemetoinspiretheircoilpot.

(Blooms:Remembering,Standard:Reflect,GLE:2.1Reflectivestrategiesareusedtounderstandthecreativeprocess,Technology)

Usingprovidedtemplate,TSWBATdiscussartpiecestoreflectontheirworkandtheworkofothers

(Blooms:Evaluate,Standard:Transfer:GLE:4.2Communicationthroughadvancedvisualmethodsisanecessaryskillineverydaylife,Literacy)

PreAssessment:(HintTurnobjectivesintoquestions.)

(Thiswillneedtobedonepriortoteachingyourlesson.Outlinethemethodyouwillusetodeterminetheskill/knowledgelevelofyourstudentsbasedontheconcepts/objectivesofthelesson.Bespecificindescribingwhat
youwouldrecognizeasproficientskill/knowledge.

Whohasmadesomethingwithclaybefore?
Whatdostudentsknowaboutclay?Whatisacoil?
Whatarewaysinwhichartistsbrainstorm?Whyisitimportanttobrainstorm?
Whatdoyouknowaboutcoilpots?
Accommodationsandmodifications:
(Explainspecificallyhowyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskillandcognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowthbeyond
whatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysicaland/orcognitivechallenges.Studentsmuststillmeettheobjectives.Thecurriculumdoesnotchange;access,process
andproductarereconsidered.NOTaboutdoingmoreorless.)

Studentswhoaremoreadvancedandhavemadecoilpotsbeforewillbesuggestedtocreateamorecomplexprofilefortheirpiece.Theseadvancedstudentscould
alsoexperimentwithdifferentthickness,lengths,andplacementsoftheircoils.
Studentswithlimitedmotorfunctionscanhaveassistancebyteacherorstudentwhenitcomestorollingcoils.Teachercanrollcoilsaheadoftime.
Vocabulary/LiteracyIntegration:
(Listtermsspecifictothetopicanddescribehowliteracyisintegratedintothelesson.)

Coil,Vessel,Theme,Directions,Critique,Exposedcoils,unexposedcoils
LiteracyIntegration:Thestudentswillberequiredtoparticipateinacritiquewhichrequiresthemtowritetheirthoughtsabouttheworkofothers,andthen
studentswillgetthechancetodiscusstheirdiscoveries.

Hammersmith
Materials:
(Mustbegradelevelappropriate.Listeverythingyouwillneedforthislesson,includingartsuppliesandtools.(Thesearethematerialsstudentswilluse.)Listallmaterialsinabulletedformat.)

Canvas
Water
Clay
Butcherpaper/newspaper
Computer
SmartBoard
PowerPoint
Glazes
Brushes
Dixiecups
Papertowels/scratchpaper
Claytools
o Needletool,RubberRib,Varietyoftoolstocreatetexture

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.)

Premadecoilsfordemonstration
Premadecoilpotsthatarecompletedatdifferentstages(greenware,bisque,glazed)
PowerPoint

Hammersmith

Hammersmith

Preparation:
(Whatdoyouneedtoprepareforthisexperience?Liststepsofpreparationinabulletedformat.)

Day1:Powerpointdemonstration(teacher)ideationsketches(Students)
Day2:Sketchesandchosenthemesdue(students)demomaterialsanddemostationforcoilpot(teacher)
Day310:Workdays
Day11:GlazingDemo

Hammersmith

Day12:GlazeWorkTime
Day13:Critique
Safety:
(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)

Studentsneedtomakesurethattheyareusingalloftheequipmentproperlysotheydonothurtthemselves.Studentsmustplacenewspaperorscrappaperdownas
aprotectivesurfaceforglazing.Studentsmustproperlydisposeofandcleanupglaze.Donotingestglaze,washoffofskinifglazecomesincontact.Glazeis
okaytotouch.
Actiontomotivate/anticipatoryset:
(Describehowyouwillbeginthelessontostimulatestudentsinterest.Howwillyoupiquetheircuriosityandmaketheminterestedandexcitedaboutthelesson?Whatinquiryquestionswillyoupose?Bespecificabout
whatyouwillsayanddotomotivatestudentsandgetthemthinkingandreadytoparticipate.Beawareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:presentingaskit,
tellingastory,posingaseriesofquestions,roleplaying,etc.

Motivation:StudentswillviewaPowerPointfullofinterestingthemesandcoilpotstomatch.Thecoilspotswillbeinspiredbyinterestingthemesandalso
everydayobjects(backpacks,shoes,etc.)Studentswillbeabletofindanimagetoshowtheirthemeortheycanbringinapersonalitem.Iwillexplaintheprocess
asatimetocreateunique,fun,andindividualizeddesigns.Themecaninfluenceformordesign.Studentswillseecompletedcoilpotstoshowfinaltransformation
ofideastoclay.
Ideation/Inquiry:
(Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideaisunderstoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.Listanddescribeinquiryquestions
andprocessesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.)

1.ThestudentswillviewaPowerPointdemonstrationtohookattention.
2.Thestudentswillsketchideasforcoilpotsandhaveinterviewwithteachertofinalizeideas.
3.Studentwillbecreatingacoilpotwithadesignatedthemeandthepotswillbeglazed.

Procedures:(Alignwithinstructionalmethodologiesandapproximatetimesforinstruction.)
Giveadetailedaccount(inbulletedform)ofhowyouwillpresentthelessonlogicallyandsequentially(includeapproximatetimeforeachactivity).Includemotivationandideation/inquirywhereappropriate.)

Day1:
Teacher
1.
DayOne:

1. Attendance&Announcements
2. IntroduceProject:CoilVessel
3. Wewillbeginthisnewprojecttomasterthecoiltechnique,and
createourfirstprojectoutofclay.Youallwillbecompleting
coilvesselwithachosentheme.Yourthememaydictateform,
function,ordesign.
4. PowerPointpresentationtosparkideas(attached)

Students
ListeningCritically
Studentswilllistentoclassintroductionandconductindividual
researchtocreateathemetheywillbebuildingtheircoilpot
from.

Time
5minutes
15minutes

Hammersmith

5.
6.

7.

8.
9.
10.

Talkaboutthedifferencesofexposedcoilsvs.unexposed
coils(smoothed)
discussthemeideas,everydayideas,exposedcoils,
unexposedcoils,possibleoutcomes,mistakes
Discussdifferentcoiltechniques(spirals,varyingthickness,
negativespace,etc.)
Showpreviousclassexamplesprovidedbymetoinspireand
hookstudentsin.
Explainideationsmethods:
Usingyoursketchbookyouwillbecreatingatleast6sketches,
3preliminarysketcheswillbediscussedwithteachertoshow
yourideasandthoughtprocessesonthisproject.Sketchesmust
beatleasthalfapageandmustbelabeledwiththetheme.For
example:anelephantcoilpotcaneitherlooklikeanelephantin
itsform,oremulatethetextureofelephantswrinklyskinand
notdictatetheform.)
Discussremainderofproject:
Oncethemesandsketcheshavebeencheckedbyteacher,you
willbeclearedtostart.Pleasedonotstartwithoutcheckingoff
yourideasandhavingoneononediscussiontoapprovecoil
ideas.Okaysothatpresentationshouldhavegivenyousome
ideasofwhatyoumaywantyourcoilpottolooklike.Doyou
wantyourcoilstoshowcompletely?Doyouwanttohave
somedecorativecoilsinthepiecethataremoreformalthan
functional?Iamhavingyoucompletesomanysketches
becausethemoreideasyouhavetochoosefrom,thebetteryour
coilpotwillbewhenitcomestoartisticproblemsandproblem
solvingalongtheway.IcanttellyouhowmanytimesIthought
myfirstideawasthebestanditendedupbeingdisappointing
andIwishIwouldhavedonesomethingelse.Idonotwantyou
drawingjustonenicesketchandrushingtherest.Takeyour
time!Createandincorporateimportantdetails.Pushyour
themes!Ialsohavesomesuggestionsfortheshapesofyourpot.
Trytocreateinterestingshapes,andcreatepotsthatare
compositionallyinteresting.(ruleofthirds,slinkypots,etc.)
Allowtherestofclassforresearchandprojectdiscussion.
Studentsmustshowteacheratleast3sketcheswithmatched
themestodiscussandnarrowideasdowntoonecoilsketch.
CleanUp:Studentsknowtheircleanupduties&dailycleanup

10minutes

ThinkingIndependently

50minutes
10minutes

Hammersmith

routine.
2.

DayTwo:
1. Demonstrationofcoiltechnique:
2. Teacherwilldoademoofrollingcoils
3. Showstudentswheresuppliesare(tools,waterdishes,howto
getslip)
4. Rollaquickslabandcutoutcirclefromthebottom(Students
willbeaddressingslabtechniqueslateron)
5. Demonstratehowpropercoilsarerolled
6. Showmessupandreroll(airbubble,toothink,toothick,push
toohard,puttoomuchtimeononespot,twisttomakeweak
spot,etc.)
7. Slipandscorepiecestogetherusingclaytools
8. Showhowplacementofcoilcancontroltheshapeofthepot
9. Showsmoothingtechniques(scraping,paddling,smoothing
withfingers,inside,outside)
10. Explaintheclayallotment(eachtablegetsonebag,takegood
care,whendonefordayitbelongsonbottomclassshelf,roll
clayupinballandmoisten,thenreturntoclassbag)
11. Demonstratepressingdifferenttextures(somecreatedwith
objects(shoes,keys,foil),somedrawnonwithtools,&some
withaddedclay)
12. Studentswillthenbeexcusedtotheirseatstocreatetheirown
coilpotthattheyhavesketchedanddiscussedwithteacher.
Thegoalforthesecoilpotsistoemulateachosenthemewhile
alsoallowingtimeandpracticetomasterthecoiltechnique.
Havefunandpushyourlimits!Idonotwanttoseeanyslinky
pots!!.
13. Pleasegoaheadandgetstartedonyourcoilvessel.Remember
thegoalistobeatleast10high,withcoilsgoinginmultiple
directions.Rememberexposedcoilsandunexposedcoils,
andthinkabouttheprofileofyourcoilpots.
Doyouwantthedesignsorganic,geometric,deep,or
shallow?Patternedorrandom?Therearelotsofthingsto
considerwhenyouremakingthese.
14. StudentWorkTime

ListeningCritically
Lecture&demonstration

2030minutes

40minutes

Hammersmith

15. WhenclassisoverIwilldiscusstheimportanceofcoveringa
piecewell.Iwilltalkabouthowwewantthemtobemoistso
wecancontinueworkingonthepiece,especiallyduring
weekendtime.Didyounoticewhilewewereworkingonyour
coilvesselssomeoftheclaygothardertoworkwithbecause
itwasdryingout?Thatiswhatclaydoessomakesureyouare
coveringnotonlyyourpiecesbutalsoyourclay.Ifyoudonot
properlycoveryourpieceitwillchangetothegreenwarestate
andbeunavailabletoworkon.Makesureonceyougettowards
finishingyoucleanupandclaybitsthatwillfiresharpandalso
thatyournameisonthebottom.
16. CleanUp:Studentsknowtheircleanupduties&dailycleanup
routine.

3.

10minutes

DayThreeTen:
*Beginningofclasscheckpots*
1. Intro and attendance
2. Everyone please check your coil pot but keep it covered well!
We will be watching a Maria Martinez video, who is an
advanced potter who is very skilled at creating coil pots. Please
come up with ten quick facts, questions, or notes to discuss and
show teacher. It is not going to be hard I just want to check for
understanding and listening to see what things you learned from
her. Hopefully you can relate to her using the coil technique and
maybe you can find something to help with your own.
-make sure the pots are wrapped very well because they will
continue working in the future.
3. Clean Up: Students know their clean up duties & daily clean up
routine.

4.

Independentpractice
Studentswillwatchcoildemonstration.
Studentswillbegincoilpotproject.

DayEleven:
1. Introduction & Attendance
2. Announcements: Today will be a work day! Please continue
working on your texture tiles and feel free to raise your hand

ListeningCritically

Independentpractice

5minutes
20minutes

65minutes

10minutes
ListeningCritically
Visualdemonstration

1520minutes

Hammersmith

and ask questions.


3. Iwillwalkaroundtheroomofferinghelp,andgivingideasfor
texturestheycanuse.
4. Asstudentscontinuetobuildtheircoilpots,studentswillcome
intochallengesandfrustrations.Reassurestudentsthroughout.
CleanUp:Studentsknowtheircleanupduties&dailycleanuproutine.
5.

ThinkingIndependently

60minutes

10minutes

Daytwelve:
*firecoilpots*

1. Attendance&Introduction
2. HomeRoomvideoannouncements(inthesharedmycomputer
folder)
3. Glazedemonstration:

ListeningCritically
Demonstration

15minutes
20minutes

a. -Students must cover entire table in butcher paper


and or newspaper.
b. using paint sticks mix glaze entirely before using
c. -Grab your coil pot and place at seat
d. Take handout of glaze notes
e. Show students step by step instructions on how to
glaze (clean off dust so glaze with adhere properly,
discuss techniques: dipping, dripping, brushing,
and also blocking off areas.)
f. Demonstrate wiping off bottom and discuss why
there must be no glaze where pot will touch kiln
shelf. Glaze will fuse the shelf and student will
have to break piece off shelf and grind shelf down.
If too much glaze is applied to piece, crawling will
happen and glaze will crawl right off the piece and
onto the shelf. If there is too much glaze on shelf to
be grinded off, student must purchase new kiln
shelf.
g. Discuss glaze contamination: DO NOT mix glazes
or even brushes! Use dixie cups to take a small
amount of glaze back to your seat.
h. Student glazing day

45minutes

Hammersmith
DevelopingConfidenceinReason
Studentswillmatchcolorstotheirreference.

4. Walk around and ask questions about glazing


choices.
5. When students finish their glazed piece, show
them which shelf to store it on. If the piece is
wet they must put newspaper underneath it.
*ALL BOTTOMS MUST BE CLEANED
COMPLETELY. If they are not the piece will not
be loaded into the kiln.
6. If students finish very early then they can work
on glazing extra fun day pieces.
7. Clean Up: Students know their clean up duties
& daily clean up routine.
6.

DayThirteen:CritiqueDay
1. Introduction and Attendance (video announcements)
2. Discuss critiques
(Remember: This is majority of the students first art class
and first critique ever. Many do not know how to
participate in a critique and will need
encouragement/ideas)
Whatisacritique?Whohasparticipatedinacritique?Tellmewhatitwas
like?
Goodcritiquevsbadcritiquetalk
Whohasparticipatedinagoodcritique?Bad?
Languageandwhattolookfor
Whatkindoflanguagedoyouuseinacritiquetoparticipate?(EX:Ilike
thisWhy?)
DiscussParticipation:Ihavemyclasslistandwillbetakingnoteofwho
participatedinthisclassdiscussion.20%offinalprojectgradeisthis
critique/youmustparticipatewithcomments&/orquestions,youmay
choosetostaysilentbutyouwillbelosing10pts.
(Thinkaboutit:Youdonthavetotaketheinputofanotherclassmateifitis
notforyou,positivelanguageforfeedback,criticallanguageforfeedback,
puttingyourthoughtsintoquestions)
*Pulloutexampleandbegintodiscussformalaspectsofcoilpottogive

10minutes

NotingSignificantSimilaritiesandDifferences
Studentsdiscussindividualchoices.

10minutes
58minutes
ListeningCritically
Demonstration

Hammersmith
studentsideas*

25minutes

3. Have students walk around the room. Encourage to make


notes about interesting coil vessels or ones that caught their
DevelopingConfidenceinReason
eye.
Studentswillmatchcolorstotheirreference.
4. Students will receive a peer critique handout to guide a
scavenger hunt critique. This critique will be mixing
informal and formal techniques to discuss thoughts and
ideas to reflect upon.

30minutes

Studentsmustfindanexampleofacoilpotthatdemonstrates
Effectivelyusedexposedcoils
(Coilsarevisibleinaninterestingway,coilsareevenorintentionallyvary
sizes)
Effectivelyusedunexposedcoils
(Evensmoothness,looksintentional)
Usedglazeseffectively
(Noclaybodyshowing,applicationeventhroughout,glazeenhancespiece)
Showsbeautifulcraftsmanship
(Nofingerprints,claybumps,cracks,orclaybodyshowing)
Showsaclear/obviousthemepresent
(Directconnectiontotheocean,trees,animal,etc.)
Isacreativecoilpot
(Originaldesign,interestingtolookat,possiblyyourfavorite)

5. Remember, you may share with others at the end of what


you found interesting. Please do your best to focus on what
you feel connects best with yourself. Please aim for 3-5
complete sentences per piece.. Dont forget to explain
WHY!
6. Remind students, No one should finish doing this
quickly. Spend up to five minutes on each vessel, writing
down all the thoughts that come to your mind. Think about
what you are trying to say before you start writing. These
thoughts can be about what you like, just explain why.
These thoughts can be questions, or even just how you
feel about the piece.
7. Regroup class together and allow 5 minutes for group
discussion at tables about which pieces stood out to them.

NotingSignificantSimilaritiesandDifferences
Studentsdiscussindividualchoices.

5minutes
1520minutes

Hammersmith

8. Attention: Ideas for group discussion. Students will


hopefully volunteer to share their thoughts at the end, to
facilitate in an in class discussion, touching on more formal
aspects of a critique. (Here I will need to reassure
students / give ideas of aspects of pieces that students can
talk about.)
9. Students will complete self-assessment: Please fill out your
self-assessment only if your coil vessel is ready to be
turned in. If you are re-firing your vessel, please wait and
turn in self-assessment with final piece.
10. Student will turn in self-assessment along with peer
critique sheet

10minutes

Studentreflective/inquiryactivity:

(Samplequestionsandactivities[i.e.games,gallerywalk,artiststatement,interview]intendedtopromotedeeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.Howwill
studentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,standardsandgrade
levelexpectationsofthelesson.)

Studentswillsetoutcoilpotsandparticipateinacritique.Inthiscritiquestudentwillwritedowntheirthoughtsandideasontheirclassmatespieces,usinga
providedcritiqueguide.Attheendofclasswewillregroupforagroupdiscussion,discussinganyideas,thoughts,orsuggestions.Studentswillalsocompletea
selfevaluationfortheircoilpots.Thisistoensureteacherandstudentareonthesamepageabouttheproject.
*PleaseRefertoPeerCritiqueSheet&SelfEvaluationAttached*

PostAssessment(teachercentered/objectivesasquestions):

PostAssessmentInstrument:

TeacherCenteredAssessment

StudentCenteredAssessment
Whenstudentsfinishcritiquingclassmatestheywillgradethemselvesalongwiththeteachergrading
themtoensurebothteacherandstudentareonthesamepage

Name:____________________________________________

(Havestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyour
lessonplan?)

Name:____________________________________________
EvaluationforCoilVessel
__/20Directions
Wereallthebrainstormingactivitiesandpreliminary
sketchescompletedontime?
Dothecoilsgoinmultiple/differentdirections?
Doesthepiecemeettheheightrequirementof810?

(Howwellhavestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?Rubric,checklist,rating
scale,etc.)

SelfEvaluationforCoilVessel
__/20Directions
Wereallthebrainstormingactivitiesandpreliminarysketchescompletedontime?
Dothecoilsgoinmultiple/differentdirections?

Hammersmith
__/20Craftsmanship
Isthecoilpotwellmade?
Arethecoilsneatlyplacedandnotsloppy?
Didyourpiecesurvivethroughallfirings?
Doesthechosenglazegowellwiththepiece?
Wastheplacementofglaze/colorswellthoughtout?
Istheentireclaybodycoveredwithglaze?
__/20Design
Isthepotcreativeandinterestingtolookat?
Doesthechosenthemegowiththedesignofthecoilpot?
Doesthedesignseemtobeintentionalandnothappenby
chance?
__/20EffortandAttitude
Wasclasstimeusedwisely?(Studentalwaysworkingto
completeproject,notdisturbingothers.)
Werethedeadlinesmetthroughouttheprocessofthe
project?
Didthestudentalwayscomeontimepreparedtoclasswith
ideasandsupplies?
Doesthestudentparticipateincleanupwithoutbeing
askedandhelpothers?
Didthestudentaskquestionstobettertheirprojects?
__/20Critique
Wasparticipationincritiquevoluntary?(Constructive
commentsandquestionsthroughout)
Didyoufilloutpeercritiquewithfullsentencesanddetail?

Total:___/100

Doesthepiecemeettheheightrequirementof810?
__/20Craftsmanship
Isthecoilpotwellmade?
Arethecoilsneatlyplacedandnotsloppy?
Didyourpiecesurvivethroughallfirings?
Doesthechosenglazegowellwiththepiece?
Wastheplacementofglaze/colorswellthoughtout?
Istheentireclaybodycoveredwithglaze?
__/20Design
Isthepotcreativeandinterestingtolookat?
Doesthechosenthemegowiththedesignofthecoilpot?
Doesthedesignseemtobeintentionalandnothappenbychance?
__/20EffortandAttitude
Wasclasstimeusedwisely?(Studentalwaysworkingtocompleteproject,notdisturbingothers.)
Werethedeadlinesmetthroughouttheprocessoftheproject?
Didthestudentalwayscomeontimepreparedtoclasswithideasandsupplies?
Doesthestudentparticipateincleanupwithoutbeingaskedandhelpothers?
Didthestudentaskquestionstobettertheirprojects?
__/20Critique
Wasparticipationincritiquevoluntary?(Constructivecommentsandquestionsthroughout)
Didyoufilloutpeercritiquewithfullsentencesanddetail?
Total:___/100
AdditionalComments:

Wouldyoukeepthispiece?Whyorwhynot?

AdditionalComments:

Whatdidyoudowell?

Whatwouldyouimproveon?

Whatdidyoulearnorexperiencefromthisproject?

Hammersmith

Isthisagoodprojectfor3DDesign?

SelfReflection:

Afterthelessonisconcludedwriteabriefreflectionofwhatwentwell,whatsurprisedyou,andwhatyouwoulddodifferently.Specificallyaddress:(1)Towhatextentwerelessonobjectivesachieved?(Utilizeassessment
datatojustifyyourlevelofachievement.)(2)Whatchanges,omissions,oradditionstothelessonwouldyoumakeifyouweretoteachagain?(3)Whatdoyouenvisionforthenextlesson?(Continuedpractice,reteach
content,etc.)

Thislessonwentverywell,especiallysinceitwasmanystudentsfirsttimeeverworkingwithclayasamaterial.Herethestudentsreachedtheobjectivesbyusingideationto
createatheme,incorporatingcoils,slip,andscoretechniquestobuilda10vessel,andalsousinginherentcharacteristicsandfeaturesofarttocritiquethecoilpots.Duringthe
critiqueprocess,thestudentscompletedaselfassessmenttoensureallobjectivesweremetentirelyandalsosothestudentandIwereonthesamepagefortheirfinalgradeforthe
coilproject.Itsurprisedmehowchallengingitwasforstudentstocomeupwithatheme.Iimaginedtheideationprocesstobetheeasiestpartbutmanystudentsweresoinvested
intheirideastheyhadahardtimemakingadecision.Thisshowedthattheideationprocesswaschallengingforallstudents,whichofmanywastheirfirstartprojectever.I
createdaheightrequirementsostudentswouldstepoutoftheircomfortandpushtheirbuildingabilities,whichcouldhavebeenmoresuccessful.Duetotheheightrequirement,
somestudentscameintobuildingandtechnicalskillissuesthatcameapparentduringthebisquefiring.Somecoilpotscracked,fellapart,andexploded,whichItriedtoavoidbut
itwasinevitablefromlackofexperiencewithclayandalsothetimerestrictionswehadforafiringcycle.Whatworkedreallywellwashowinvestedthestudentswereinthis
projectoncetheydecidedonatheme.Thestudentswereallengagedandpersistentthroughouttheprojectstepsandprocesses.Manystudentswentaboveandbeyondwiththis
projectwhichworkedverywell.Somestudentspushedheight,form,andalsoglazechoices,whichendedupmakingtheirpiecesmostsuccessful.IfIweretoteachthislesson
again,IwoulddoeverythingthesameexceptIwouldalsocreateawrittenoutlineofthePowerPointsothestudentshadtherequirementsinfrontofthematalltimes.Students
wererequiredtotakenotesbutnotallofthemwrotedowneverythingtheyneeded.Withanoutlinethestudentswouldbeabletomakesuretheyfullycompletedeachrequired
stepinthebuildingprocess,whilealsofollowingallrequirements.Allforms,decorations,andglazingtechniquesturnedoutverywellandbetterthanexpectedforstudentsfirst
clayproject.Overallthiswasaverysuccessfullesson,especiallyasabeginningproject,andIwouldteachthisclayprojectagainforcontinuedpracticeinclay.