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STEPP Lesson Plan Form

Teacher: Howard A Webb


Date: November 7, 2016
School: Lesher Middle School
Grade Level: Sixth (6th)
Content Area: Visual Art ELO
Title: Empty Bowls Made from Drapes: Pottery Slab Drape-mold Construction
Lesson #:_1_ of _4_

Content Standard(s) addressed by this lesson:


Standard 1. Observe and Learn to Comprehend
1. The characteristics and expressive features of art and design are used in
unique ways to respond to two- and three-dimensional art
Standard 3. Invent and Discover to Create
2.

Explore various media, materials, and techniques used to create works of art

Standard 4. Relate and Connect to Transfer


2.

Visual arts impact community, cultural traditions, and events

Inquiry Questions:
1. What is a symbol?
2. How is a symbol universal, personal, and cultural?
3. How do symbols relate to art?
4. What are some symbols that are part of your culture, and what do they mean to you?
5. What preparations do you need to make before you begin creating a piece of art?
6.

How will you determine when your piece of art is finished?

7.

Think ahead and predict how you will you use the tools, materials, techniques and
processes available to you?

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8. Consider how the skills and knowledge that you develop during this project may be
used in other art projects, in your education, and in your life. How will you use it and
build on it during future work?
9. How do you know which tool, material, technique, or process to choose when
creating a work of art?
10. Explain how the medium, clay, affects the aesthetic and tactile qualities of the
finished product. How would it be different in another medium?

Concepts and skills students master:


1. The knowledge and skill required to create a ceramic vessel using slab construction
and the drape-mold technique.
2. The capabilities and limitations of clay as an artistic medium.
3. Develop knowledge related to the symbolism of various cultures and how those
symbols may be utilized in art.
Evidence Outcomes:
Every student will be able to: follow a series of instructional steps in sequence to manipulate
plastic clay and use the associated tools and materials to form an aesthetically pleasing and
functional ceramic vessel.
This means: that I will I, the student, will physically manipulate rolled clay slabs following the
instructions regarding drape-mold ceramic construction methods and surface treatment to make
an artistic and usable bowl for donation to the Empty Bowls, Larimer County Food Bank project.
Assessment of Evidence Outcomes:
1. Each student will construct a ceramic bowl using clay slabs and the drape-mold
construction method.
2. The finished product each student creates will be relatively free from imperfections
and defects as discussed in class, such as large cracks, rough surfaces, or kiln damage
caused by improper constitution.
3. The quality of the finished product will be an indication of each students attention to
discussion and instruction, but will take into account varying levels of ability and the
inconsistencies that can arise when working with ceramic clay.

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Planned Lesson Activities


Activity Name

Empty Bowls Made from Drapes

Approx. Time

The first phase of the lesson takes place during a single class period. This will include discussion, lecture, and
demonstration. It is possible that productive students will not be able to complete the construction during the
initial class period, even if the instruction goes quickly. Subsequent class periods will be used for more
construction time and for the instruction and work time related to the surface treatment and finishing processes
associated with the constructed drape-mold bowls. Work will take place exclusively under Mrs. Frains
supervision during class periods when I am not available.
A discussion about the clay work that the students have already engaged in will help set the stage for the
work that is about to begin. We will discuss, as a group, the things that have worked during pinch and
coil construction. We will discuss problems that have occurred during this work. Finally, the discussion
will help determine if any students have prior knowledge or can make an accurate speculation about slab
and drape-mold construction. This information will be recorded using a graphic organizer.
The class will see examples of slab drape-mold construction created by students of a similar age, as well
as work by advanced and professional ceramicists. The purpose of showing these examples is to give
students a paradigm to which to aspire, and so that they are able to see the potential of the medium.
These examples will also provide some preliminary insight into the process, pitfalls, and potential.
Before the students begin the construction of their bowls, we will hold a short discussion about the
charity and people for whose benefit the students are making these bowls. Students will gain an
understanding of the service component of their work, and of the fact that others will examine it closely.

Anticipatory Set

Teaching/
Presentation:
-direct instruction
-presentation
model
-concept teaching
-cooperative
learning
-inquiry

1. Input: I will conduct a discussion that will help students identify problems that they have experienced in
making forms using clay. This will include an explanation and a demonstration on my part that is
designed to help them use plastic clay more effectively. I will then conduct a demonstration, in which I
will show how to perform each phase of the construction process. This demonstration will again include
a description of how to avoid problems such as over-thinning, adding to much water, not constructing a
solid rim, and uneven surfaces. Proper technique will also be demonstrated in the YouTube film,
Making Bowls with Hump Molds at Murray Hill Pottery Works Part 1,
https://www.youtube.com/watch?v=5a7q8GNVd6A
The teacher provides information needed for the students to gain the knowledge through lecture, film,
etc.

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2. Modeling: Modeling will occur at different points during the instruction process. This will include
looking at examples of student and professionally produced drape-mold pottery, the viewing of an
instructional video, and during the in-class demonstration that I perform. The students will learn
relevant terminology, the physical properties of the medium, and will experience an explanation and
demonstration of the fine motor skills needed to work with the medium.
3. Checking for Understanding: The group of students will participate in a question and answer during all
phases of the demonstration in order to gauge their general level of understanding, and to share
information with students who do not have a clear understanding of the lesson. The students will be
observed as they progress through the steps of making their drape-mold construction bowls. If a
students work shows signs that the student does not understand the instructions, the issue will be
addressed with the individual or the class as necessary.
4. Questioning Strategies: The discussions and the question and answer sections of the lesson with
precede and follow the building portion of the lesson are the primary opportunities for questioning.
These dialogic exchanges give the students the opportunity to engage at different levels of Blooms
Taxonomy as they are asked to think increasingly critically about what they are learning. Most of the
questions will relate to the students experiences, with the medium. They will describe problems and
successes that they have experienced while working with clay. They will then hypothesize as to the
reasons for these experiences. Finally, they will discuss, as a group, techniques and practices that they
need to employ in order to be successful in their work.
Teaching Strategy:
Guided Practice
&
Differentiation

Most students will only have the opportunity to create a single bowl using the drape-mold construction method.
However, this work will occur over two or more class periods for some students. During that time, I will
interact with each students at different phases of construction. This will not give me the occasion to ensure
mastery, but I will be able to ensure that each student develops a cursory knowledge of the process and
knowledge, which he or she may build on during subsequent lessons and learning opportunities.

Teaching Strategy:
(Independent
Practice)

The students who are learning this material and constructing ceramic drape-mold bowls are members of an
ELO class. They are not expected to achieve a mastery of the techniques or knowledge associated with this
ceramic technique. The skills that they are acquiring are building from the simplest pottery making practice, the
pinch form, to progressively more complicated construction methods. What they are learning will give them a
base line knowledge for future interests and learning. When they have completed this project and the associated
materials, they will be finished learning about the subject in the context of this class. As such, they will have

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limited opportunities to engage in independent practice in the course of this lesson or class.
Closure

Closure for the initial instructional and demonstration lesson will be marked by the beginning of the preparation
and construction phase of the lesson. Before they begin working, they will be given the opportunity to ask about
anything about which they are unclear. Each student will gather the necessary materials from their locations as
described during the instruction and demonstration. Then, each student will begin to build his or her own slabconstructed vessel according to the steps and techniques that they have just learned.
Closure at the end of the entire project will consist of an in class critique of the finished bowls and class
participation in preparing the bowls for donation to the Larimer County Food Bank. The critique will include a
brief lesson on the evaluation of artwork according to the Colorado Department of Education Standards for 6th
grade Visual Arts. The evaluation process is part of a standards objective, which occurs at some point during
each lesson in which the students create a piece of art.

Materials

A printed instruction sheet with ordered steps for each table.


Enough clay for each student, plus extra clay for second attempts and extra work.
24 inch square of canvas for each student to use as a work surface.
2-inch diameter, 20-inch long PVC pipes for use as rollers for the creation of slabs (enough for two for each
table).
-inch diameter, 24-inch long dowel rods for use a slab thickness guides (enough for two sets per table).
2 soft ribs for each table (used to smooth and form the clay slab to the mold).
A toothpick for each student (for scoring the clay when joining two parts).
Paper towels or corn meal to keep the slab from sticking to the mold surface (thin clear plastic a possible
alternative).
Plastic sheeting or bags to keep clay plastic between classes.
Ceramic kiln and kiln supplies.
Ceramic glazes for surface treatment and decoration.
A small water container for each table.
A soft sponge for each table for smoothing the clay surface.
Cleaning supplies to clean the work area after each class.

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Accommodations
&
Modifications

Assessment

Individual attention and assistance will be provided for students who experience greater than average difficulty
following the instruction or working with the medium. This may include physical assistance of some aspects of
the work. These students will also have access to a video presentation and/or written instructions for review and
use during construction. When appropriate, these students may work in pairs with students who possess a firm
understanding of the work.
Students, who demonstrate a proclivity toward the work, will be instructed to refine their own work, will be
given the opportunity to make a second bowl to account for potential kiln failures, and will be given the
opportunity to provide support for classmates who require assistance in their work. If time and material allow,
these students may be given the opportunity to create a vessel using an object of their choosing as a mold, or to
watch video materials related to the subject on a laptop computer.
Each student will produce a tangible object that is a demonstration of his or her understanding of the discussion,
instruction and demonstration in this project. The finished product will also indicate the students understanding
of the medium, plastic clay slabs. Each student will also demonstrate his or her attention to their work and effort
to complete it according to the guidance that they received in class while working. Individual, strengths,
challenges and limitations will be considered in the evaluation, as will the nature of working with this medium.

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Post Lesson Reflection


1.

To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
The overwhelming majority of the students were successful in the completion of their
individual work. The bowls that these students created were functional and relatively
aesthetically appealing. I would like to have seen a higher degree of refinement in many
cases, but I was unable to be present during the following work period. These students
accomplished their work with a minimum of additional support and instruction. Several
students were less successful in their work. The nature of the challenges that these
students experienced appears to reflect a failure to employ the information covered
during the discussion and lesson in most cases. Specifically, the capabilities and
limitation of clay, as described in the learning objectives, and in the following of the
described and exhibited procedures. There is also an association between individual
academic challenges and project difficulty.
Those students who were initially unsuccessful in their work were given the opportunity
to remake their projects during a subsequent class period, and were provided with
additional support during this process. Though each of these students was ultimately
successful on the second attempt, when closely monitored and assisted, the difficulties
each student initially experienced appeared to continue to be an issue. The most common
challenges to achievement, based on my observation are listed below.

Manipulating the clay in a manner inconsistent with the instruction,


discussion and demonstration.
Trying to complete the work in too rapidly.
An unusual level of distraction.
A failure to employ the procedures and techniques as they were outlined in
the instruction, discussion and demonstration.

The objectives related to the discussion, selection and use of various cultural symbolism
had to be addressed during later lessons. There was not enough time to cover this material
completely. I also reasoned that combining this material with the lesson related to the
construction of the drape-mold bowls might detract from the instruction. I had planned to
include the material during the construction phase because patterns and images are
sometimes added to a slab before it is draped onto a mold. This technique was not an
option in this particular project, and the discussion and exercises associated with the
required symbol use are part of a student process journal.

2.

What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I prepared a PowerPoint presentation for this lesson that proved to be somewhat
cumbersome. I would still use this visual the next time that I present this material, but I
would omit roughly half of the slides. I found that I had included slides meant to organize

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the lesson more than to provide a reference for the students. These organizational aids
were difficult to navigate, and in more than one case, were redundant. Instead, I will use a
private bulleted list to help me organize my lesson and to ensure that I cover all necessary
material.
There are approximately forty-(40) students in this particular class. Proper instruction
requires a demonstration of the techniques required to be successful in the completion of
the project. There seems to be loose correlation between students who were challenged
by the work, and those who were on the fringes of the circle of students during the
demonstration. However, it is conceivable that those students who were less engaged by
the lesson chose not to observe the demonstration closely.

I will consider video recording the demonstration segment of future


lessons so that a large body of students is able to view each step
unobstructed. This might take the form of a flipped video infused
instructional presentation. Doing so, would also make it possible for
students to review the demonstration on a laptop computer, to prepared
before the class period begins, or to keep pace with the rest of the class
from home if they are absent.
I might also consider having one or two students conduct the same
demonstration steps at opposite ends of the table so that more students
could see what is happening. I think that doing so might reveal some
potential pitfalls that I might not consider and would help create interest in
the work.

It is difficult to establish a failure to follow instructions if I cannot make certain that each
student has equal access to those instructions.
I feel that I did an inadequate job of explaining that the clay will adhere to the form over
which it is draped. This is in part due to my unfamiliarity with the procedures that have
been followed in the completion of this product in the past. This aspect of the lesson
seems to be an issue for several students. I would include an explanation how to prevent
the clay from adhering to the form, and have the students confirm their understanding of
this issue through a quick evaluation exercise. Alternatively, the timing of the process
could be modified to allow the clay to dry and shrink, releasing itself from the mold.
I would also change my plan for when to address the surface treatment and cultural
symbol discussion. I believe that the discussion and demonstration are aspects of this
lesson that should not be omitted or reduced in scope. However, these activities consume
too much time to allow for extra material during a single class. I also think that it is more
important to have the class focus on the procedures, techniques, and multiple steps
required to complete the work properly. Introducing a second topic during this class
would be counterproductive in my estimation. Instead, I will have the class research
cultural symbols that they are interested in using in their work independently. They will
record their ideas on a sheet in their process journals. When each student has finished this
work, we will hold a discussion of the symbols that each student is considering. We will
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then discuss how they will create the desired surface treatment on their finished clay
forms.
3. What do you envision for the next lesson?
The majority of students understood the instruction and followed them, to at least an
acceptable degree. A few students experienced differing degrees of difficulty. The
challenges these few students experienced seem to have been based on a failure to follow
or to properly apply the instruction in a few cases. Others seem to have had difficulty due
to documented individual educational challenges or simply due to the nature of the
medium. I think that a follow up discussion is important to help those who had
difficulties understand the reasons behind the problems that they encountered. I will
conduct a short follow up lesson and dialogue in which students can discuss and analyze
their successes and failures. I will then ask students who have completed their own work
successfully to pair up and to provide a level of support for those who must remake their
own bowls. In this particular lesson, it is mandatory that each student construct a
functional bowl for the Larimer County Food Bank.

Figure 1 & 2 Glazed Drape-mold Bowls

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Figure 3 Drape-mold Bowls in the Kiln

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