Académique Documents
Professionnel Documents
Culture Documents
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)
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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.
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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
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Preparation:
(Whatdoyouneedtoprepareforthisexperience?Liststepsofpreparationinabulletedformat.)
Day1:Powerpointdemonstration(teacher)ideationsketches(Students)
Day2:Sketchesandchosenthemesdue(students)demomaterialsanddemostationforcoilpot(teacher)
Day310:Workdays
Day11:GlazingDemo
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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
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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
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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
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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
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ThinkingIndependently
60minutes
10minutes
Daytwelve:
*firecoilpots*
1. Attendance&Introduction
2. HomeRoomvideoannouncements(inthesharedmycomputer
folder)
3. Glazedemonstration:
ListeningCritically
Demonstration
15minutes
20minutes
45minutes
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DevelopingConfidenceinReason
Studentswillmatchcolorstotheirreference.
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
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studentsideas*
25minutes
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)
NotingSignificantSimilaritiesandDifferences
Studentsdiscussindividualchoices.
5minutes
1520minutes
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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?
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__/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?
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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.