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Lesson Plan Format (an adaptation of the MoPTA lesson plan format for KCAI students)

File Naming Conventions: Save document with date of most recent revision first as part of the title example:
Name

Name of Lesson :
Building Ceramic Sculpture
Name of Teacher Candidate :
Katherine OHara

4-23_GadgetCreatures_Your Last

Class :
Grade :
School Placement :
Hocker Middle School

3D Art
8th

Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
In the 8th grade at Hocker Middle School, all students will make ceramic sculptures inspired by a ceramic artwork made by a ceramic artist.
This lesson will hone students skills in hand building techniques in clay. It will also have students apply and refine the skills in surface
treatments they gained in the previous lesson; primarily texture.
Learning Objectives (the lessons objectives and learning outcomes for meeting curricular and student needs;
bulleted) The students will:
-Students will discuss selected works of ceramic art from the United States, identifying influences and impact of culture and the use of texture
in each.
-Through guided research, students will select and respond to a work of ceramic art by envisioning an original piece of ceramic sculpture
inspired by the artwork they selected. Students will demonstrate their responses by providing an image of the work they selected on a google
slide turned into google classroom and completing a planning sheet that includes a sketch of their envisioned work.
-Through experimentation, innovation, and risk taking, students will stretch their skills in their exploration of the ceramic medium in their
creation of a 3D sculpture. Students will apply appropriate joining techniques in the creation of their ceramic sculptures. Students will apply the
discoveries made in the previous lesson on texture, synthesized with appropriate joining techniques and envisioned artwork to further the
meaning/idea of their art.

Missouri Visual Art Standards (bulleted)


V.1.A.8 Identify works of art from United States
I.2.A.8 Modeling with clay: create a three- dimensional artwork demonstrating appropriate joining.
II.1.D.8 Identify and use invented texture

National Core Visual Art Standards (bulleted)


VA:Cr1.1.8a Document early stages of the creative process visually and/or verbally in traditional or new media
VA:Cr2.1.8a: Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that
emerge in the process of art- making or designing
VA:Re.7.1.8a: Explain how a persons aesthetic choices are influenced by culture and environment and impact the visual
image that one conveys to others.

Re9.1.8a Create a convincing and logical argument to support an evaluation of art.

Studying Artists / Understanding Art (Learning outcomes includes artists, historical


and cultural context; can include books for elementary)
The students will: (bulleted)
-Students will research living artist using provided research resources.
-Students will view artworks from American artists.
Creating (Instructional Strategies; HOW it will be taught ):

Expressing (Learning Activities; WHAT the students will do):

List and bullet sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral or written directions,
modeling, guided practice, independent practice,etc
-Lecture (introduce project and explains project criteria)
-Listening to lecture (introducing topic)
-Questioning (check for understanding of project criteria)
-Whole Group Discussion (students will develop ideas
-Demonstration (show students how to do each technique with each
regarding influences and impact of culture and the use of
medium)
texture in each in viewed artwork and d
uring lecture/demo
-Visual Aid (teacher exemplars)
to gauge prior knowledge in experimentation with art
-Independent practice (on planning sheet and sculpture)
materials)
-Conferencing (during work time)
-Answering questions (Throughout lesson to check for
understand and develop critical thinking skills)
-Writing (during independent practice on planning sheet
to aid in envisioning of final sculpture)
-Guided research (students will find an image of a
professional ceramic artwork to respond to)
-Independent Practice (both in planning worksheet and
guided research, also through experimentation, innovation,
and risk taking, students will synthesize appropriate joining
techniques and the envisioned artwork from their planning
sheet to serve the meaning/idea of their art and engage in the
stretch/explore studio habit of them mind.

-Making sculptures using hand building techniques and


texture
Evaluating Artworks : (the overarching things that you will grade; the rubric in the assessment section will be more specific) (bulleted)
-Students used the appropriate hand building techniques to create their desired form.
-Students stretched their skills and explored the medium to enhance the meaning/feelings/ideas in their artwork.
-Students used texture to enhance the meaning/idea of their artwork.
Exhibiting Artworks (be thoughtful) : (bulleted)

-Artworks will be ready for exhibition after the next lesson. They will be displayed in hallway display case with learning statement.
Assessment Procedures : (assessments used before, during, and after the lesson) (bulleted)
Before : Students will have completed a pre-assessment survey prior to the beginning of this unit. Instructor will ask questions to check for
understanding during lecture and demonstration. Planning sheet also serves as a pre assessment, as it asks students to state which building
techniques/tools they plan to use for sculpture.

During: Instructor will walk around the classroom and observe students at work, conferencing and asking questions.
After : (please attach assessment tool to end of this lesson plan)
Lesson Structure and Procedures: The sequence of events of the lesson elements. Please list each sequence by day or class period.
Consider: * Four Studio Structures * Eight Studio Habits of Mind * Procedures should be linked to objectives * Materials Management
50 min. class periods
Day / Class #1
Preparation Before Class (materials management): Planning sheets printed and google classroom assignment for google slide. Clay is
portioned. Plastic bags and paper towels prepared for storing clay at the end of class. Tools are prepared on table trays.
Engagement / Opening: Brief lecture on contemporary ceramic artists. Introduce guided research portion which will be documented on a
google slide with an image of a ceramic artwork student would like to respond to and planning sheets on which students will provide a sketch
of their envisioned artworks, select building techniques, and plans to incorporate texture. google slide.
Connection to Prior Learning: Applies hand building techniques students learned in primary school. Also applies the experimentation in
texture done in the previous lesson.
Modeling: I will model the following techniques for students: slab building, slip and score, coil building, pinch pot, drape molds, and storage of
artwork.
Procedures : Students come in and sit in their assigned seats. Students will view slideshow and listen to lecture on American ceramic artists.
Introduce planning sheet and google slide. Give students time to complete planning sheet/google slide in independent practice. Once about
of students are finished with planning sheets/google slide, students will gather around a table for a demo/lecture/discussion on the hand
building techniques. I will ask questions for understanding during the lecture. After the lecture, student who have finished their planning
sheets/google slide will be given clay to work on their sculptures with.
Independent Practice: Students will work on their planning sheets/google slides independently. Students who finish their planning
sheet/google slide will begin independent work on their clay sculptures.
Clean-up: 15 min before the end of class, students who are working with clay will clean their ceramic tools, return table trays to the counter,
and wipe off tables. Students will store their work on designated carts in plastic bags with wet paper towels.
Conclusion: Students will remain in their seats until dismissal.
Day / Class #2

Preparation Before Class (materials management): Clay is portioned. Plastic bags and paper towels prepared for storing clay at the end of
class. Tools are prepared on table trays.
Engagement / Opening: Students will will watch a short video reviewing coil building techniques.
Connection to Prior Learning: Reinforces the skills learned in the demo/lecture from day one of the lesson.
Modeling: The video shown will model hand building techniques.
Procedures : Students come in and sit in their assigned seats. Students will view a video of coil building techniques with the sound off.
Instructor will walk around the classroom narrating the video, pointing out particular parts of the technique that students had trouble with the
previous day. Instructor will remind students about expectations for independent work time: finish planning sheet/google slide and work on
sculpture as well as behavior expectations.
Independent Practice: Students finish their planning sheets/google slides independently. When student finish their planning sheet/google
slide will begin independent work on their clay sculptures. Students who have already begun work on their sculptures will continue.
Clean-up: 15 min before the end of class, students who are working with clay will clean their ceramic tools, return table trays to the counter,
and wipe off tables. Students will store their work on designated carts in plastic bags with wet paper towels.
Conclusion: Students will remain in their seats until dismissal.
Day / Class #3
Preparation Before Class (materials management): Plastic bags and paper towels prepared for storing clay at the end of class. Tools are
prepared on table trays.
Engagement / Opening: Students will will watch a short video reviewing slab building techniques.
Connection to Prior Learning: Reinforces the skills learned in the demo/lecture from day one of the lesson.
Modeling: The video shown will model hand building techniques.
Procedures : Students come in and sit in their assigned seats. Students will view a video of slab building techniques with the sound off.
Instructor will walk around the classroom narrating the video, pointing out particular parts of the technique that students had trouble with the
previous two days. Instructor will remind students about expectations for independent work time: work on sculpture as well as behavior
expectations.
Independent Practice: Students will continue work on clay sculptures.
Clean-up: 15 min before the end of class, students who are working with clay will clean their ceramic tools, return table trays to the counter,
and wipe off tables. Students will store their work on designated carts in plastic bags with wet paper towels.
Conclusion: Students will remain in their seats until dismissal.
Day / Class #4
Preparation Before Class (materials management): Plastic bags and paper towels prepared for storing clay at the end of class. Tools are
prepared on table trays.
Engagement / Opening: Students will will watch a short video reviewing pinch pot techniques.
Connection to Prior Learning: Reinforces the skills learned in the demo/lecture from day one of the lesson.
Modeling: The video shown will model hand building techniques.

Procedures : Students come in and sit in their assigned seats. Students will view a video of pinch pot techniques with the sound off. Instructor
will walk around the classroom narrating the video, pointing out particular parts of the technique that students had trouble with the previous
two days. Instructor will remind students about expectations for independent work time: work on sculpture as well as behavior expectations.
Remind students that this is the second to last day to work with wet clay.
Independent Practice: Students will continue work on clay sculptures.
Clean-up: 15 min before the end of class, students who are working with clay will clean their ceramic tools, return table trays to the counter,
and wipe off tables. Students will store their work on designated carts in plastic bags with wet paper towels.
Conclusion: Students will remain in their seats until dismissal.
Day / Class #5
Preparation Before Class (materials management): Plastic bags and paper towels prepared for storing clay at the end of class. Tools are
prepared on table trays.
Engagement / Opening: Students will will watch a short video reviewing drape mold techniques.
Connection to Prior Learning: Reinforces the skills learned in the demo/lecture from day one of the lesson.
Modeling: The video shown will model hand building techniques.
Procedures : Students come in and sit in their assigned seats. Students will view a video of drape mold techniques with the sound off.
Instructor will walk around the classroom narrating the video, pointing out particular parts of the technique that students had trouble with the
previous two days. Instructor will remind students about expectations for independent work time: work on sculpture as well as behavior
expectations. Remind students that this is the last day to work with wet clay.
Independent Practice: Students will finish work on clay sculptures.
Clean-up: 15 min before the end of class, students who are working with clay will clean their ceramic tools, return table trays to the counter,
and wipe off tables. Students who planned to use underglaze and/or slip as surface treatment will store works in plastic bags with wet paper
towels. Students who are using paints and/or oil pastels will place their works on designated shelves in the kiln room.
Conclusion: Students will remain in their seats until dismissal.
Resources and Supplies : (include all supplies per student; be specific as to amount and size) (include hard copy materials such as handouts,
prints, PPTs, etc.)( plan for storage)(bulleted)
Planning sheets, Student laptops, Internet connection, Clay (1.5# per student), Ceramic tools (loop tools and wood tools of various sizes,
butter knives, forks, rolling pins, water dishes) Lazy Susans, 18x24 canvas boards for working clay on, Plastic shopping bags, paper
towels, laptop, projector, internet connection for videos

Technology : (instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning)(bulleted)
Projector, laptop, student laptops, google classroom, and google slides
Differentiation / Accommodations / Modifications / Increase in Rigor : (to help meet the needs of all learners, learning differences, cultural
and language differences, etc.) (include all listed below)
Differentiation: Expectations for this assignment will be given verbally and in writing. Demonstrations will be both visual and verbal.
Accommodations: Students with physical limitations will be given an appropriate workspace and tools. Large handled tools will be provided for
students with dexterity limitations. Air drying clay will be provided for students with allergies. Students with extreme physical limitations will

not be evaluated on their use of texture and/or proper joining techniques, depending on the nature of the limitation. Students who object to
getting their long fingernail dirty in clay will be welcomed into a discussion on how physical adornment must be considered in its relationship
to ones ability to fulfill workplace and school expectations. This aint victorian England. Women do more than just stand around and look
pretty.
Modifications: ELL students and students with writing IEPs will receive modified planning sheets.
Increase in Rigor: Students who show exceptional skill will be approved to pursue more ambitious projects or make a second sculpture which
they revise their applications of building techniques/texture to further their concepts.
Classroom Management: (strategies consistent with the learning needs of the lesson that also meet student behavior needs to help keep
students actively engaged) Includes: behavior management plan, time management, transitions, and lesson/class wrap-up
Behavior Management Plan :
Procedures:
-Do now work when students enter the classroom.
-For demonstrations, push in chairs and walk silently to a place where students can see the instructor using the materials.
-When cleaning up, clean tools first, hands second, table third.
Rules:
1. Show respect to everyone by using appropriate language, a quiet voice, being on task, and doing what is asked of you in a
timely manner.
2. Use all materials only in the way they are designed to be used: SAFELY. This includes cleaning and storing them!
3. Keep your workspace clean and organized.
4. If your cell phone/laptop is a distraction, it becomes MINE.
5. Bring everything you need to work during class to class (pencil, notebook, assignments). If you do not have a
notebook/pencil, talk to the instructor.
Consequences:
1. Verbal Redirection
2. Loss of clay privileges/contact parent or guardian
3. Buddy room/loss of clay privileges/contact parent or guardian
Time Management /Transitions :
1. Students will enter classroom, sit in their seats and engage in bell work or lecture/demonstration (day one: 35 to 40 min, days two to
five, 5 to 10 min. depending on students need for review)
2. Independent work time/conferencing time (40 to 45 min.)
3. Clean up time (10 min)

Lesson/Class Wrap-up (same as conclusion)


1. Students will remain in their seats until dismissal.
Extensions : (activities for early finishers that extend students understanding of and thinking about the learning objectives by applying their
new knowledge in a different way)(bullet, minimum of 2)
Students who finish early in a way that meets learning objectives will be given the option to make a second sculpture or work on a
self-directed art project. This will be handled in conferencing on a student-by-student basis. These students will be given access to materials
that are not already dedicated for other lessons/excess materials.
Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts; may be incorporated in next session as connection to prior learning or throughout the unit)
This lesson will lead directly into the next lesson: surface embellishment of 3D ceramic sculptures.
Reflection : If you had the chance to re-teach this lesson, what would you do differently ?)(complete this section in final draft after lesson has
been taught) (5 or more complete sentences)

Learning Statement: (Summary of what has been taught in this lesson and its purpose to be displayed with the artwork; to inform the school
community of the learning involved in the lesson.) (Bold or italicize 3 or more key concepts or vocabulary.) KCAI Addition
Eighth grade students viewed works of art from the United States and discussed the influence of culture and environment on aesthetic
choices. In response to the work of a professional ceramic artist, students created original 3D sculptures which demonstrated appropriate
joining in one or more of the following hand building techniques: coil, slip and score, slab, and/or drape molds. Students envisioned this
artwork through documentation of their creative process. Students developed the theme/idea of their work using texture through
experimentation, innovation, and risk taking.

Images of Student Work: (5 Examples) (Complete this section in final draft after lesson has been taught.) KCAI Addition

Vocabulary
Vocabulary: Tempera Paint, Watercolor Paint, Oil Pastels, Slip, Underglaze, Paper Resist, Squeeze Bottles, Texture

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