Lesson Plan # 4 // Title: Clay Functional and Nonfunctional // Length: 3 days

Note: Before you plan and write art experiences; pre-assess your students based on the proposed
concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know
and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your
students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing
what you would recognize as proficient skill/knowledge.

Have the students ever used clay before?

Do the students know different clay techniques such as; pinching, coil building, slab building?
What do the students remember from last class period?
What do the students know about functional and nonfunctional art? Do they know the
difference?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the
students take on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)

This week you are taking on the role of a potter. Potters take material from the earth, like clay,
and turn it into objects that can be used in everyday life. As a potter, you are working to build
something from clay that explores function and non function!
Day 1: Using clay, build some sort of bowl, plate, cup, mug, etc. that incorporates clay
building techniques, as well as any techniques from past classes or that you want to
experiment with, that is inspired by your favorite food or drink.
Day 2: Use clay and building techniques to create a non-functional sculpture. In this sculpture
you will design and create your own creature that you might find in another world or in a scary
movie.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used
in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line,
Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the
standards, content specific curriculum, etc.

Inspiration, Techniques, Transformation, Function, Non-function

Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring
understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are timeless,
transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to
Enduring Understandings.

1.) Artists use their inspiration and art techniques to transform materials
a.) I can use my inspirations and art techniques to change materials
2.) Artists transform materials to explore functional and nonfunctional art
a.) I can use materials to explore functional and nonfunctional art
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect

3. Invent and Discover to Create

4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms
Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms:
_____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1.) Using their sketchbooks, SWBAT compose ideas for a clay eating/drinking object, that is
inspired by their favorite food/drink, in detail (Blooms: Creating, Standard: Comprehend, GLE:
Artists make choices that communicate ideas in works of art, Art Learning:
Conceptual/Ideation/Personal Grounding)
a.) I can use my sketchbook to explore ideas for what I want my clay project to
look like
2.) Using clay, SWBAT construct a functional 3-Dimensional clay object, used for
eating/drinking and inspired by their favorite food/drink, with confidence (Blooms: Creating,
Standard: Create, GLE: Use familiar symbols and basic media to identify and demonstrate
characteristics and expressive ideas of art and design, Art Learning: Expressive Features and
Characteristics of Art)
a.) I can create a 3-D clay object that is inspired by my favorite food/drink
3.) After watching demos, SWBAT apply pinch, coil, and slab techniques to their clay project,
with confidence (Blooms: Applying, Standard: Create, GLE: Use familiar symbols and basic media to
identify and demonstrate characteristics and expressive ideas of art and design, Art Learning:
Materials/Techniques, Literacy)
a.) I can show understanding of art techniques by using them to build with my
clay
4.) Using their sketchbooks, SWBAT design an idea for a creature they will build out of clay,
in detail (Blooms: Creating, Standard: Comprehend, GLE: Artists make choices that communicate ideas
in works of art, Art Learning: Conceptual/Ideation/Personal Grounding)
a.) I can use my sketchbook to design a creature
5.) Using clay, SWBAT explore nonfunctional sculptures by building their own creature, with
detail (Blooms: Creating, Standard: Create, GLE: Use familiar symbols and basic media to identify and
demonstrate characteristics and expressive ideas of art and design, Art Learning: Expressive Features
and Characteristics of Art)
a.) I can explore nonfunctional art by building a creature sculpture
6.) After being shown examples. SWBAT identify different art works and their artists, with
accuracy (Blooms: Remembering, Standard: Transfer, GLE:Historical and cultural ideas are evident in
works of art, Art Learning: Art History/Culture, Literacy)
a.) I can identify famous artists and their art
7.) Given art materials, such as paint, crayon, colored pencils, etc., SWBAT use finishing
techniques to decorate their fired clay pieces, with proficiency (Blooms: Applying, Standard: Create,
GLE: Use familiar symbols and basic media to identify and demonstrate characteristics and expressive
ideas of art and design, Art Learning: Materials/Techniques)
a.) I can use art materials and techniques to decorate my clay pieces
8.) After a gallery walk, SWBAT discuss their own, and other students art, constructively
with art language ( Blooms: Evaluating, Standard: Reflect, GLE: Artists, viewers, and patrons use the
language of art to respond to their own art and the art of others, Art Learning: Critical
Reflection/Aesthetics, Transfer, Literacy)
a.) I can talk about my art and other students art using art words

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the
strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well

as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation:
(Multiple means for students to
access content and multiple
modes for student to express
understanding.)

Extensions for depth and

complexity:

Access (Resources and/or Process)

We will provide visual, physical,
and auditory examples for all
students so that all the different
learning styles are met.

Expression (Products and/or Performance)

Students will be provided a wide
array of techniques so that they can
choose which method they use to
complete the project.

Access (Resources and/or Process)

We will provide visual, physical,
and auditory examples for all
students so that all the different
learning styles are met.

Expression (Products and/or Performance)

Students will be provided a wide
array of techniques so that they can
choose which method they use to
complete the project. If students need
further challenge, we will encourage
them to select a new technique, add a
second technique, or choose a new
subject to work with that they dont
feel as strong with. Also, we will
encourage them to use two or more
techniques within one form. Also,
ask them questions such as What
does ___ mean to you? Or Did you
fully express your idea of _____?
How so? to deepen their
understanding and push their ideas
further

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the
lesson.

New Vocab: Resist, Gallery Walk, Layering, functional, nonfunctional

Literacy will be integrated with: discussion about clay and clay techniques, Gallery Walk &
reflective discusiion written discovery for the discovery board.
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials
students will use.) List all materials in a bulleted format.

Sketchbook
Pencils
Markers
Clay
Clay tools
Slip
Found Objects

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.

Discovery Board
Clay techniques Power Point
Demo Examples
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Prepare Materials
Lay out newspaper on tables
Hang up discovery board
Prepare visual examples for students

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

No inappropriate use of scissors/ material

Wash Hands properly after class
Wash all materials (paintbrushes, paint palettes, etc.)
Do not eat/drink materials

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and
excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get
them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might
include: telling a story, posing a series of questions, role-playing, etc.

Students will enter the room to pictures of clay art pieces open in a powerpoint at the front of
the room. Each table will have clay set out to be distributed among the students. Students have
expressed a desire to get to work with clay in past class sessions, seeing clay will excite them
and the teachers will introduce class by saying;
Day 1: Who is excited to work with clay today!?
Say; Who here has worked with clay before? What kind of things can you make from
clay? Where does clay come from? Does anyone know any techniques for building with
clay? Can anyone tell me what these pots would be used for? What they might hold? And
how you came to that conclusion?
Day 2: We talked last week about function, so what do you guys think nonfunctional means?
Does art have to serve a function? Can art just be for looking at? Who knows any famous
examples of nonfunctional sculptures?
Day 3: Now that your clay pieces are all fired and finished up, we need finish them. Does
anyone know how we might decorate clay? What purpose does it serve to decorate clay?
Does anybody know any techniques used to decorate clay?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of
thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them
develop ideas and plans for their artwork.

Day 1: Write in your sketchbook:

Make a list of your favorite foods and drinks in your sketchbook.
Re-read your list and decide what your favorite food from that list is
Think about that favorite food/drink: What does it smell like?
Taste like? Look like? Is it hot or cold? Where does it come from? What
ingredients are needed to make it?
Now that you have a favorite food/drink picked out, design and draw a cup,
bowl, plate, etc. that is inspired by that food/drink.
Consider before making: What kind of shape or size best fits
my favorite food or drink? Would I rather eat/drink my favorite food from
something round, square, flat, etc? How can I use stamping and pattern in my
clay piece? How big or small do I want it to be?
Day 2: In sketchbook:
Identify characteristics of the planet/world your creature comes from
Does it have oxygen there? Is there water? What is the weather
like? What kind of food do they eat?
This will help to determine qualities and characteristics your
creature.
Identify characteristics of your creature:
How many eyes does it have? How many legs or arms does it
have? What does it eat? What does it do for a job? What color is its skin?
Once you have identified key characteristics about your creature, sketch your
ideas for it in multiple views
How would it look from each side? What would it look like from
below? From above, etc?
Day 3: In your sketchbook:
Draw your two clay pieces at least twice.
This will allow you to understand the exact shape and detail of
your piece. Consider exactly how tall/short, curvy/flat, etc. that your pieces are.
Once you have drawn your pieces:
Explore different finish ideas and technique by coloring each
drawing in a new/different way. This will allow you to consider color, texture,
wash, and detail examples before you actually color them onto your clay pieces.
Choose your favorite finishing example for each
piece and then apply it to your actual pieces themselves.
Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what student
will understand as a result of the art experience

Day
1

Instruction - The teacher will... (Be specific

about what concepts, information,

Learning - Students will... i.e.:

explore ideation by making

Time: 1 class
period

understandings, etc. will be taught.) Identify

instructional methodology. KNOW (Content)
and DO (Skill)
Teachers will:
Introduce students to
examples of food/drink inspired plates,
bowls, cups, etc. through powerpoint
images:
- Show:
-

Fish plate from Apulia, 340 BC

Say: If someone really liked fish they
might build a plate and decorate it like
this with images of fish How might
they also use fish to inspire their
plate?
-

Modern Pig plates that can be bought in

stores
Say; If you really like ham or bacon
then maybe you would somehow
incorporate a pig shape into your
piece What other ways can someone
represent pigs in a plate or bowl for
their favorite food?
-

Guacamole chips and dip bowl and

plate from pinterest
Say: Whoever built this bowl really
like eating chips dipped in guacamole,

connections, comparing,
contrasting; synthesize
possibilities for each painting
technique; etc. (Be specific
about what will be the
intended result of the
instruction as it relates to
learning.) UNDERSTAND

Start 8:30am
Intro powerpoint:
5 minutes

so they built a plate with a bowl in the

center to hold their food; as well as
decorated it with an avocado theme.
-

Tony the Tiger Bowl from Kellogs

Say: I really love Frosted Flakes
cereal, and their mascot is tony the
tiger, so I could have a bowl that shows
tony the tiger or is decorated with tiger
stripes.
-

Pumpkin mugs from Pottery Barn

Say: During fall people really like to
drink and eat things that are flavored
with pumpkin spice, so they might
drink or eat out of a pumpkin themed
plate, bowl, or cup.
-

Ideation activity:
15 minutes

Ideation activity:
- Students
will construct ideas, using
markers, colored pencils, pens,
pencils, etc., in their
sketchbook to design their
food/drink inspired bowl
Designs will use line,
shape, form, texture,
pattern, etc. to
communicate the
inspiration students
drew from their
favorite food/drink

Demo:
10 minutes
S

tudents will start by

listing their favorite

foods in their
sketchbook
-

Teaching Demo:
- Teachers
will demo clay building
techniques that students can
use to construct their pieces
S
coring and slipping:
Show students how
to create scoring and
add water or slip to
glue the clay
together. Say; When
the clay has grooves
like this they grab
onto each other
better, and when you
add the water or slip
to it, it helps the clay
to glue itself together
naturally.
C
oil building: Show
students how to roll
coils, attach them,
and smooth them out
S
lab building: show
students how to roll
out clay and use parts
of the slab to build
walls, floors, and
shapes onto each
other to create
objects
P
revious techniques:
Suggest to students
how they could use
pattern, stamping,
and found object
techniques from last
class to create
texture, line, and
shape in their clay

Work time:
30 minutes

Clean up:
10 minutes
Discovery Board:
5 minutes

pieces
-

Day
2

Student work time:

- Release the
students to work with the clay
to build the pieces they
designed in their ideation
sketchbooks.

Non functional clay creature sculpture:

Intro to nonfunctional
sculptures
Show:

Start: 8:30 am
Intro examples/talk:
5 minutes

M
ichaelangelo- David
(16th Century
Marble)

S
ay: This is a great
example of a
sculpture/statue that
is a nonfunctional
piece of art. Notice
the amount of detail
this nonfunctional
sculpture has in it.

G
argoyles from old
cathedrals

ay: These gargoyles

were used to decorate
and watch over at
gothic cathedrals.
They dont have a
function such as
drinking out of or
eating, but they are
still used as art

G
reen Man garden
sculpture

S
ay: This specific
sculpture was made
simply as a
decoration for
gardens or the inside
of a house

J
ack Skellington
Sculpture- Tim
Burton

O
ther figure
sculptures- Tim
Burton

ay: Tim Burton is

the artist and creator
of the Nightmare
Before Christmas
movie, as well as
many others such as
Corpse Bride. He
originally starts by
making sculptures of
his characters and
then eventually
builds them as
sculpture figures that
he can move to make
his movies. This is an
example of how
nonfunctional art can
be expanded or
transformed to
become functional.
Ideation Activity:
Students
will use their sketchbooks to
identify characteristics of their
creature and where it comes
from: by either drawing or
listing characteristics such as;
Skin color, amount of eyes,
amount of legs, what it drinks,
does it breathe, where it lives
(in water, on land, in lava,
etc).

Ideation: 15
minutes

sing these
characteristics, and
art materials, students
will then design their
own creature/creation
from multiple views
such as; left view,
right view, top view,
from below, head on,
from behind, etc.
Work time:
Release the
students to use materials and
ideas to construct their 3Dimensional nonfunctional
creature sculpture.

Work time: 40
minutes

Clean up time: 10
minutes

Clean up time:
Each student
will be given a specific job to
efficiently get supplies,
messes, and projects cleaned
up and put away correctly.
Class discussion:
Teachers
will select a few students to
discuss what they did or
learned in their art experience
today

E
very student will
write a short
discovery reflection
for the discovery
board

Day
3

Glaze day:
Teachers will:
Introduction demo:
Class will start with the
students being introduced to different
finish techniques: crayon and ink wash,
glaze, underglaze, and paint

Demo the
different techniques that can
be used to finish the clay
pieces:

Demo: 10 minutes

Crayon and Ink: The

crayon provides a
resist, as well as
color, so when you
paint on the wet ink it
will only stain areas
not covered by
crayon

Glaze: glaze is a fine

gritty rock like
material mixed with
water and when it is
fired it will melt into
a glass like covering
on the surface of the
clay. It can be
completely clear or it
can be colored.

nderglaze:
Underglaze is a
chemical and water
mixture that can be
used to stain clay
before firing/after
first firing to paint
designs and color
onto

Paint: Paint can be

used to color on clay
after firing but does
not provide function.
Painted clay is not
safe to eat off of.
Say: If you
want to take your clay pieces
home today, but do not want
to be able to eat/drink from
them, choose to finish your
pieces with anything but clay.
If you want to be able to
eat/drink off of your pieces
then you will need to use
glaze.

Ideation activity: In your sketchbook

Draw your two clay pieces at

least twice.
This will
allow you to understand the
exact shape and detail of your
piece. Consider exactly how
tall/short, curvy/flat, etc. that
your pieces are.
Once you have drawn your
pieces:
Explore
different finish ideas and
technique by coloring each
drawing in a new/different
way. This will allow you to
consider color, texture, wash,
and detail examples before
you actually color them onto
your clay pieces.

Ideation Activity:
15 minutes

C
hoose your favorite
finishing example for
each piece and then
apply it to your actual
pieces themselves.

Work time: 30
minutes

Class work time:

Students will spend class work
time applying newly learned finish
techniques to decorate their clay pieces.
Decoration
designs will come from ideas
explored in the ideation
activity
Gallery Walk and Reflection:

Students will start the

reflection activity with a guided gallery
walk.
Each student
will set their clay pieces up at
their assigned seating tables.
The students will then walk
around the room looking at
their peers works while being
directed to pay attention to
certain details.
Teacher will
say: Look at the color choices.
Look at the different textures
and structural style of each
piece. Notice the size. Is it
small or big? What do you like
about this piece? What do you
think should be fixed or
changed?
After the walk the students
will join in a circle and discuss their
favorite pieces and what they
noticed/liked about it/what they would
change.
The student
will first talk about their art
and explain their process.
After that they will introduce
their favorite piece and discuss
what they noticed or liked
about it.

Gallery walk: 5
minutes
Reflection: 10
minutes

Clean up time: 5
minutes

Clean up time:
Students will clean up the
materials and messes made during art
time. Each student will have an
assigned job.
Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and
refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity
that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to
objectives, standards and grade level expectations of the lesson.)

Discovery Board: have students write one thing they learned and place it on board - have
students share a couple

 Class reflection: Students will participate in a gallery walk. They will look at their peers work
and explore other ideas from their classmates. After they have seen all the work, the students will pick a
favorite piece from the gallery and discuss why they liked it so much. Address what was done well and
they would like to see done on it. Students will have to point out techniques they think the other students
used and where. Students will also have to describe the environment or use of the objects to one another
and how they achieved that.
Students will then answer some of these questions in their discussion about their own work
from the gallery walk:
How did you plan this piece out in your sketchbook?
How did your favorite food influence this piece?
What kind of characteristics did you include in your creature?
What kind of planet/world does your creature come from?
Which technique(s) did you use to construct your piece and why did you
choose to build it that way?
What coloring techniques did you use to finish your pieces?
Why did you chose to color your pieces that way?
Post-Assessment (teacher-centered/objectives as
questions):
Have students achieved the objectives and grade level expectations
specified in your lesson plan?

Did the students explore their

favorite foods and design a clay
eating/drinking form using their
sketchbook?
Did the students use
inspiration from their favorite
foods/drinks to construct a clay
eating/drinking form?
Did students apply coil, pinch,
and slab building techniques in the
construction of their form?
Did the students explore
different characteristics in order to
design a new creature?
Did the students build a new
creature that has distinct
characteristics specific to the world
they come from?
Did the students properly use
coloring/finishing techniques and
materials to decorate their clay pieces?
Did the students properly use
art language to discuss their own art
and their peers art?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level
expectations specified in your lesson plan? Include your rubric,
checklist, rating scale, etc.

Advance
d (4)

Proficien
t (3)

Developi
ng (2)

Basic (1)

Ideation

Students
develop
multiple
ideas for
each
project.
Students
explore
multiple
views
and
possibiliti
es in
detailed
sketch
drawings

Students
develop
required
amount
of ideas
for each
project.
Students
explore
required
amount
of views
and
possibiliti
es in
detailed
sketches

Students
develop
some
ideas for
each
project.
Students
explore a
couple of
views
and
possibiliti
es with
some
detail in
their
sketches

Students
develop
very few
ideas for
each
project.
Students
explored
very little
possibiliti
es and
include
very little
detail in
their
sketches

Pottery
Food
Items

Students
have
properly
used and
challeng
ed
multiple
clay
building
techniqu
es in
their
piece.
Inspiratio
n from
food/drin
k is
evident
and
innovativ

Students
have
properly
used
clay
building
techniqu
es in
their
piece.
Inspiratio
n from
food/drin
k is
evident
and
connecte
d.

Students
have
somewh
at used
clay
building
techniqu
es
properly.
Inspiratio
n from
food/drin
k is
somewh
at
evident
and
somewh
at
connecte

Students
have
barely/no
t
properly
used
clay
building
techniqu
es in
their
piece.
Inspiratio
n from
food/drin
k is
barely/no
t evident
and
makes

ely used,
and
makes
connecti
ons.

d.

little or
no
connecti
on.

Creature
Sculptur
e

Students
have
built a
realistica
lly
detailed
new
creature
that has
multiple
characte
ristics
and has
an
obvious
connecti
on with
the
planet/w
orld it
comes
from.

Students
have
built a
detailed
new
creature
that has
different
characte
ristics
and has
a
connecti
on to the
planet/w
orld it
comes
from.

Students
have
built a
somewh
at
detailed
new
creature
that has
a few
characte
ristics
and is
somewh
at
connecte
d to the
world it
come
from.

Students
have
built a
creature
with very
few
details or
characte
ristics.
The
connecti
on to the
planet/w
orld it
comes
from is
missing.

Reflectio
n Piece

Students
use
multiple
art words
to
describe
their own
piece in
detail as
well as
describe
one of
their
peers
works in
detail.

Students
use art
words to
describe
their own
piece
and
describe
their
peers
works.

Students
use a
few art
word to
describe
their art
and their
peers
works.

Students
use very
few or no
art words
describe
their own
art or
their
peers
works.

TOTAL:
__/16

Total:

Total:

Total:

Total:

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically
address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes,
omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued
practice, reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.
8/9/15 Fahey