Class: 2nd year

Title of scheme: Mad Hatters tea party

Aim of scheme: To explore form, shape structure and colour through the construction of a sculptural tea pot/ tea cup based off the theme Mad
hatters tea party.
Class profile: 25 pupils mixed ability
Duration of lessons: 40 mins and 80 mins
L
Lesson
No
1 1/8
Single

Content
Explore theme
Mad hatters tea
party through
mind mapping.
CC- English,
Literature,
history.

Learning Outcomes
At the end of the lesson students will be
able to:
-Explore the theme Mad hatters tea
party through mind mapping.
-Write into their notebooks what a
vessel is.
-Record personal impression of SSLeonardo Da Vincis work in their
notebooks.

Teacher tasks and

Pupils Task
TT: Question students on
the term vessel discuss
what a vessel is, what its
function is etc
PT: Write down the
definition of a vessel in
their notebooks.
TT: Introduce theme and
project brief to students Show V.A finished piece.
TT: Show SS - Leonardo
Da vinci Question
students on work focusing
on Imagery and words
used.

Support
studies and
Visual Aids
V.A Finished
piece - Clay
tea pot
V.A Mind map
SS: Leonardo
Davinci

Evaluation/
Assessment
Procedures
Group
discussion of
work Everyone must
list 3 ideas/
observations
from their
mind maps.
Teacher/ pupil
will write a list
of these words
on the board.
H.W - Bring in
an object to
draw based on
the theme.

PT: Record personal

impression of SS Keywords used, do they
like the drawings? What
worked well and why?
TT: Show V.A Mind map explanation of task
TT: Demo how to begin a
mind map
PT: Explore the theme
through mind mapping
TT/PT: Group evaluation of
mind maps.

2/8
Doubl
e

Exploring our
objects form and
shape through
observational
drawing.

Students will be able to:

-

Compare and contrast in their notebooks the SS

Matisse and Leonardo Da Vincis drawings.
Explore the shape of their object through continuous
line, blind and contour drawing.

TT: SS- Matisse, Leonardo

Davinci.
TT: Introduce lesson by showing
V.A of Observational drawings of
my object. Explanation of task.
TT: Definition of line, tone, form

SS: Matisse,
leonardo da vinci
V.AObservational
drawings of my

Does the drawing

show evidence of
an exploration of
form and shape?

Date

3/8
Single
Date

Exploring shape,
form and function of
pieces through
Initial design sheets.
-

Investigate and explore the form of their object

through a series of tonal studies
Record the texture of their object through contour
drawing.

shape.
TT: Demo how to do contour,
blind and continuous line
drawing.
PT/TT: Evaluation
TT: Demo how to draw using
tone.
PT: Observational drawing of
object using pencil.
PT/TT: Evaluation of work
TT: Demo how to draw object
tonally using colouring pencils.
PT: Observational drawing of
object using pastels?
PT/TT: Evaluation of work

object.

Students will be able to:

TT: Show V.A finished design

sheet - Explanation of task
TT: Show SS: Product design
worksheets.
TT/PT: Discussion around
function of initial design sheets
TT/PT SS: Alison Britton: Discuss
work in relation to form
TT: Demo how to split page up
for initial design ideas.
TT: Demo how to brainstorm
design ideas.
PT: Complete at least 4 drawings
of initial design ideas.
PT/TT: Group evaluation students
must present to the class
WWWW, EBI based on the
criteria given.

V.A - finished
design sheet

Discuss the work of Alison britton in relation to form

on a mind map.
Generate initial design ideas for their sculptural
teapot/teacup based off their observational drawings.
Develop at least 4 different designs with annotations,
focusing on form and shape.
Evaluate their drawings and choose the appropriate
design for their final design based on the criteria
given.
Develop presentation and critiquing skills by
describing their choice of design (O)

V.R - Finished
teapot
SS: Product
design
Worksheets.

Criteria for
evaluation :
(Students should
come up with
criteria list in
class)
Guidelines:
Does the drawing
show form, shape,
structure?
Does it fit with the
theme?
Is it a teapot with a
handle and a
spout/teacup with
a handle?
Does it contain
exaggerated
forms?

4/8
doubl
e

Exploring form,
function colour, shape through annotated
final design sheets.
-

Date

5/8
single

6/8

Exploring form
and shape
through sculpting
the clay.

Exploring form

Student will be able to:

Self-evaluate their initial design ideas based on set
criteria and choose one to work from for final design.
Explore the shape, form and colour through
annotated final design sheets.
Draw sculptural piece from front, profile and back
and annotate their drawing.
Evaluate their work and that of their peers using set
criteria.

Students will be able to:

Use the technique of pinch pot/ coiling
Create a form through sculpting.

Students will be able to:

TT: Show V.A Final design sheet.

Explanation of task.
TT: Show SS: Disney design
sheets
TT: Demonstration how to layout
the page.
PT: Create design from initial
design ideas and create final
design sheet showing All aspects
of object (front back sides
underneath etc) and annotate.

V.A Initial design

ideas.
SS: Disney design
sheets.

Is the drawing
annotated,
showing all
angles?
Does the drawing
show evidence of
form, shape,
colour and tone?
Is the piece fitting
with the theme?

TT: Show visual aid - final

piece.
SS:
TT: Demonstration How to
make a pinch pot and how
to make a coil pot.
TT: Show V.A showing
instructions for pinch pots
and coil pots.
PT: Begin making clay
piece using these
techniques if necessary.
TT/ PT: Evaluation of work Students discuss work in
group evaluation WWWW, EBI

V.A Final
piece

TT: Texture v.a

V.A

V.A
Handouts
how to
make a
pinch pot

Self evaluation
Did the
students
correctly use
the pinch pot
techniques
Does the piece
show evidence
of form?

Peer

double shape and

texture through
sculpting the clay

Mind map the work of Laura McNamara

Complete their sculptural pieces through clay
manipulation.
Add their exaggerated features to their base
pieces through clay sculpting.
Add texture to their pieces where necessary
through clay manipulation.
Evaluate their work and that of their peers
using set criteria

questioning

Texture

PT/TT: mindmapping
descriptive words

SS: Laura
mcnamara

TT: Ppt. SS: Laura

McNamara
PT/TT: Mind map SS in
relation to texture.
TT: Discuss success criteria
for the day.
TT: Demo slip and
scratch, additive features,
texture.
PT: Completion of clay
pieces using techniques
shown in demo.
PT/TT: Evaluation of work
Peer evaluation. Relate to
success criteria.

evaluation:
Success
criteria:
Additive and
subtractive
features of the
work (Lids,
handles,
objects)
Exaggerated
features.
(Wonky
features/fantasy
features)
Texture different types of
texture
Is it a functioning
teapot/teacup? Does it resemble
the features of a
tea pot/teacup?
What makes it
functioning?
What is different
about it? Why do
you think they
made it this
way?
WWWW, EBI?

7/8
single

Exploring colour
through painting
their clay pieces.

Students will be able to:

-Record the colour of their sculptures
through painting with acrylic paint.
-Mix paint to create tints and shades.
-Use these tints and shades to enhance
form of object.
-Evaluate their work and that of their
peers through set criteria.

TT: SS ????
TT/PT: Q: what do you
think of the pieces etc
TT: Ppt. V.A Colour
mixing. Explain colour
mixing, tints and shades.
TT: Demo - how to mix
paint to create tints and
shades.
Q: What do I have to do to
this colour to make it a
tint? What do I have to do
to this colour to make it a
shade?
PT: Mix paint.
TT/PT: Evaluation
TT: DEMO How to apply
this to their piece to
enhance form refer to
tone (shading using paint)
darker colours in sections
where the light will not hit
it. Lighter shades where
the light will hit the
sculpture) etc etc
TT: Write criteria on
board :
Tints and shades
Enhanced form
PT: Paint their pieces
regarding set criteria..

V.A - Tint
and shade
SS:

Group
evaluation of
worksuccessful
tints and
shades
Successful
examples of
enhancing
form

PT/TT: Evaluation of work.

Self and peer evaluation
WWWW, EBI
Students should refer to
set criteria and also their
final design drawings did
sculpture include all
features of design?
8/8
double

Painting

Students will be able to:

Paint their vessels and finishing their
pieces
Add texture through painting where
necessary

TT/PT: Recap on previous

lesson - tints and shades
PT: Finish painting their
pieces PT/TT: Group evaluation

V.A Finished Discussion of

piece
project as a
whole - looking
at initial
designs to
finished piece.
Criteria for
assessment relation to
theme, form,
colour, clay
skills, is it
smooth bumpy
etc