Professional Documents
Culture Documents
IX. Instruction and Its Sequencing:
Day of the Lesson: Day 1
1. Introduction/Motivation:
A short PowerPoint presentation of hand building ceramics is presented to the students at the
beginning of class. A video from YouTube will also be shown to the students demonstrating
some hand building techniques.
2. Guided Practice
After the presentation, the teacher will spend some time explaining the types of clay, the terms
for the different stages of dryness, the types of tools involved in slab building, what slab building
is, and the techniques for slab building. This process will most likely take 2 days.
Teacher will show the images of different types of clay:
Stoneware, earth ware, and porcelain.
Teacher will explain and define the different stages of dryness in clay:
Slip, plastic or wet, leather hard, bone dry, bisque, glaze ware.
The teacher will pass around the tools that are most effective in slab building:
Rolling pin, sculpting knife, slipping and scoring tools, slip, cutting wire, water, cups, and molds.
Slab building will be explained and pictures will be shown as to the different types sculptures
that can be made.
Techniques of slab building will be demonstrated:
Pinch pots, coil method, slab method.
3. Independent Practice
Afterwards the students will have to demonstrate their knowledge of this lesson by writing down
the terms covered in this lesson. The teacher will pass around a sheet of paper that that has all
the terms for the students to define.
4. Closure
Students will be given a 5-minute warning to wrap up their assignment for the day and that it is
due at the end of class next class period so they will have extra time to work on it.
5. Formative Evaluation
The knowledge the student retains will be demonstrated through the practice of writing it down
and defining the terms and techniques shown by the teacher.
2. Guided Practice
The teacher will go over the terms with the students once everyone has finished their writing
assignment.
3. Independent Practice
The students will spend the rest of class working on their writing assignment.
4. Closure
10 minutes before class, if everyone has not turned in their assignments, the teacher will
discuss the terms and definitions with the students so they may gain a better understanding.
5. Formative Evaluation
The knowledge the student retains will be demonstrated through the practice of writing it down
and defining the terms and techniques shown by the teacher.
Content Student has shown a Student has shown Student has shown
understanding deep understanding of good understanding little to no
the material presented. of the material understanding of
presented. the material
presented.
XI. Interdisciplinary Connections:
Science, geology, chemistry.
(1) Foundations: observation and perception. The student develops and expands visual
literacy skills using critical thinking, imagination, and the senses to observe and explore
the world by learning about, understanding, and applying the elements of art, principles
of design, and expressive qualities. The student uses what the student sees, knows,
and has experienced as sources for examining, understanding, and creating original
artworks. The student is expected to:
(A) identify and illustrate concepts from direct observation, original sources, personal
experiences, and communities such as family, school, cultural, local, regional, national,
and international;
(B) understand and apply the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artworks using art vocabulary
appropriately;
(3) Historical and cultural relevance. The student demonstrates an understanding of art
history and culture by analyzing artistic styles, historical periods, and a variety of
cultures. The student develops global awareness and respect for the traditions and
contributions of diverse cultures. The student is expected to:
(B) identify examples of art that convey universal themes such as beliefs, cultural
narrative, life cycles, the passage of time, identity, conflict, and cooperation;
(C) explain the relationships that exist between societies and their art and architecture;
and
(D) explore career and avocational opportunities in art such as various design,
museum, and fine arts fields.
7th
VA:Cr.1.2.7a
Develop criteria to guide making a work of art or design to meet an identified goal.
8th
VA:Cr.1.2.8a
Collaboratively shape an artistic investigation of an aspect of present- day life using a
contemporary practice of art and design.
6th
VA:Re.7.1.6a
Identify and interpret works of art or design that reveal how people live around the world
and what they value.
7th
VA:Re.7.1.7a
Explain how the method of display, the location, and the experience of an artwork
influence how it is perceived and valued.
8th
VA:Re.7.1.8a
Explain how a persons aesthetic choices are influenced by culture and environment
and impact the visual image that one conveys to others.