Lesson Plan Template

Title of Lesson: Percussive Pods (Music Calzones) (Jingle Jangle Ravioli)

Teacher: Amal Ghanimah, Elizabeth Chong
School: University High School
Grade Level[s]: 9-12
Date to be Taught: November 15, 2018

Big Idea that drives Lesson/Unit:

Students will learn the fundamentals of ceramics and functionalities behind key elements such as texture, form,
purpose, and composition. Students will learn how to integrate the subject of music into their artwork, while still
abiding by the necessary steps to properly work with clay.
Fine Arts Goals Met by the Objectives:
 VA:Pr4.1.I – Analyze, select, and curate artifacts or artworks for presentation and preservation.
 VA:Cr2.1.8 – 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:Cr3.1.II – Engage in constructive critique with peers, then reflect on, reengage, revise, and refine
works of art and design in response to personal artistic vision.

Vocabulary Acquisition:
 Texture: The surface quality of artwork
 Critique: As a verb, critique means to review or examine something critically
 Design: Purpose, planning, or intention that exists or is thought to exist behind an action, fact, or
material object
 Artistic Process: A general guideline for a process of creating artwork

Key Artistic Concepts:

 Constructive criticism
 Reflection
 Artistic process
 Observation and interpretation
 Composition
 Form
 Design
 Quality

Artmaking Materials Needed:

 Finished percussive pods

 Ceramic tools and found objects (if necessary)
 Paper
 Pencils

Contemporary/Historical/Multicultural/Literature exemplars:
 Ocarina
 Barry Hall – globular horns, made with stoneware clay
Blick example video of percussive pods (https://www.youtube.com/watch?v=cuY059s5dUs)

Procedures:
 DISCUSSION: (2 minutes)
o Schedule

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 Lesson Plan Template

 Remind students that today is the last day to make finishing touches on their work
before having a small critique during the majority of class. They will have the first 10
minutes of class to finish up their work. If already complete, students will write
reflections on their experience making the percussive pods.
 DESIGN/WORK SESSION: (25 minutes)
o Students will make finishing touches on percussive pods if necessary. (10 minutes)
 If complete, students will write a reflection on their artmaking process and finished
product. Teachers will ask students to think about questions such as the ones listed
below when writing their reflection.
 How do you feel about your finished work?
 What was the art-making process like for you? Challenging? Enjoyable? Easy?
Explain.
 If you were to make this again, what would you keep/change?
 What was the best and most difficult part of making this percussive pod?
 Any other comments?
o Students will clear their tables and leave only the percussive pods on top.
o Students will each take turns shaking their pods (if dry enough to shake and produce sound)
o Students will walk around the room and look at each pod
o Questions to ask the class as a whole:
 Would anyone like to share their reflection with the class?
 How did the opinion of others impact the way you designed your piece?
 What other interesting forms would you create if you were to make this again in the
future?
 CLEAN UP: (5 minutes)
o Teachers will collect reflections
o Students will put away percussive pods and clean any tools that were used
 CLOSURE: (3 minutes)
o Thank you all for letting us teach this class this past week. You all produced great ideas and
made incredible creations. We hope that though our time was short, you were able to walk away
from this project having learned at least one new thing about art and/or yourself.

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