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Lesson

Plan

Title: Ceramic Tableware

Tiffany Trotter
Length: 6 days

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.
Do students know the history of tea and coffee?
Do students know the definition and various aspects of tableware?
Do students understand the relationship between form and function within tableware?
Do students know how to throw on the potters wheel?

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)
Welcome! We are going to continue our journey as potters with tableware. Tableware makes up a large
portion of works that working potters create. While at first creating tableware may seem restricting it
presents the interesting intersection of form and function; where design and purpose successfully align. In
addition to exploring the history behind tea and coffee as well as surface design we will be learning how
artists create art that serves a specific purpose and how that purpose affects what they make.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and
transferable. 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.
form, function, design, patterns, rhythm, style,

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, transferable and universal. Align Standards,
Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring
Understandings.
Artists use the inherent characteristics and expressive features of art to communicate meaning in all forms
of art.
Artists and designers balance experimentation and safety, freedom and responsibility while developing
and creating artworks.

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)
Given examples, SWBAT identify and describe three surface design techniques by utilizing them on their
tableware set.
(Blooms: Understanding, Standard: Transfer, GLE: 3, Art learning: Technique, Literacy, Numeracy)
Given class discussions, SWBAT explain three key points of tea and coffee history by accurately completing
a worksheet.
(Blooms: Understanding, Standard: Comprehend, GLE: 2, Art learning: Art/Art History, Literacy,
Numeracy)
Using clay tools and techniques, SWBAT create a seven-piece tableware set utilizes form and function.
(Blooms: Create Standard: Create, GLE: 2 -Art learning: Inherent Characteristics of Art and Design,
Numeracy)
Given the prompt, SWBAT create seven detailed sketches utilizing shape, form and detail.
(Blooms: Create, Standard: Create, GLE: 1, Art learning: Inherent Characteristics and Expressive Features,
Numeracy)
Given the prompt, SWBAT describe the relationship between form and function by completing the artist
critique worksheet.
(Blooms: Apply, Standard: Reflect, GLE: 3, Art learning: Reflect and Assess, Literacy)

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.)

Access (Resources and/or Process)

Extensions for depth


and complexity:

Access (Resources and/or Process)

Individual Process Critique


Different materials as option

Individual Process Critique

Expression (Products and/or


Performance)
Writing about it, talking about it

Expression (Products and/or


Performance)
Talk about details

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.


Tableware, form, potters wheel, loop tool, wire tool, fettling knife, etc.

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.
Clay,
Potters Wheel,
Clay Tools,
Sketchbook,
Paper,
Ceramic Glazes

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.
Worksheets
Slips of paper
Critique Statement
Critique Reflection
PowerPoint examples
YouTube Videos (The story of tea and coffee)

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
- create worksheets
- create PowerPoint
- gather materials

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a
bulleted format.
Don't eat materials,
Use caution when using tools,
Use safety precautions when handling clay,
No admittance in kiln room

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.
Welcome! We are going to continue our journey as potters with tableware. Tableware makes up a large
portion of works that working potters create. While at first creating tableware may seem restricting it
presents the interesting intersection of form and function; where design and purpose successfully align. In

addition to exploring the history behind tea and coffee as well as surface design we will be learning how
artists create art that serves a specific purpose and how that purpose affects what they make.

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.
What is tableware?
What are important elements of tableware?
How does function relate to tableware?
What are different pieces included in tableware?
What are additional elements you could consider that are not tableware?
How do function and design relate?
Who will use this tableware?
Is it for use or decoration?
In what situations will it be used?
Is it intended for personal or public use?
How do form and function relate?

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,
understandings, etc. will be taught.) Identify
instructional methodology. KNOW
(Content) and DO (Skill)

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


explore ideation by making
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

Time

Begin with rubrics and assignment description


of tables.
Welcome! We are going to continue our
journey as potters with tableware. Tableware
makes up a large portion of works that
working potters create. While at first creating
tableware may seem restricting it presents the
interesting intersection of form and function;
where design and purpose successfully align.
In addition to exploring the history behind tea
and coffee as well as surface design we will be
learning how artists create art that serves a
specific purpose and how that purpose affects
what they make.

Ideation

2 mins.

You all have rubrics and a description of the


assignment on your tables but I want to go
over my expectations and what well be doing
in the next few class periods. Today, we are
going to talk about tableware, learn some
history behind tea and coffee, look at examples
and create at least seven sketches. For this
assignment you will be making seven different
pieces, all of which should create a cohesive set
and four of which must be thrown of the wheel.
Tomorrow, I will demo wheel throwing and the
next few days will be work days with an inprogress critique and a demo on finishing and
surface design.

Because we are going to be making tableware


for this assignment were going to begin by
learning about the history behind tea and
coffee. We are going to watch two short videos
but first I want you to fill out the front side of
your worksheet and we will fill out the
backside after the video.

9 mins.
Clarifying and analyzing the
meanings of words or phrases

Now that we know a little bit about tea and


coffee, lets talk about what you all wrote on
your worksheet. What does you think
tableware means? (Objects/utensils used to
eat) What are some examples? (Cups, mugs,
plates, etc.)

2 mins.

Great! Now were going to do a short activity.


Everyone chose of piece of paper from a hat.
Each slip of paper has a different piece of
Studio Habits
tableware written on it. When you get your
paper I want you to organize yourself in groups
with other people who have the same type of
tableware as you. For example, if John has a
fork and Sally has a spoon, they would be in the
same group. Once in your groups you have 90
seconds to come up with a list of elements that
you would need to consider when making your
tableware piece. For example, if I was making a
chair I would need to consider how tall it was.
Is it made for an adult or a child. At the end of
90 seconds each group will present and each
member of the winning team gets an additional
point towards our in-class contest. GO!
Gaining insight into the artistic
process.

12 mins.

5 mins.
Excellent work! Now were going to look at
some examples of different designs and forms.
18 mins.
After presentation students are release to work
time.

Clean up time.
- Put any unused materials back where
they go.
- Make sure that the ground around
your table is clean.

Evaluating and analyzing


actions.
2 mins.

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.)
Artist Presentation and Critique:
Students will be assigned pairs and each pair will look at each students artwork. Each student will present
their artwork and talk about the items on the critique rubric including: what they built, how they built it
and why. Their partner will then give them feedback about their artwork remembering to give reasons (I
like . because.). Then the pair will switch and the other student will present their work following the
same process. At the end of the process both students fill hand in their artist statement and a reflection on
the critique.

Post-Assessment (teacher-centered/objectives
as questions):
Have students achieved the objectives and grade
level expectations specified in your lesson plan?
Did students identify and describe three surface
design techniques by utilizing them on their
tableware set?

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.
Rubric to be attached

Did students explain three key points of tea and


coffee history by accurately completing a
worksheet?
Did students use clay tools and techniques to create
a seven-piece tableware set that utilizes form and
function?
Did students create seven detailed sketches
utilizing shape, form and detail?
Did students describe the relationship between
form and function by completing the artist critique
worksheet?

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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