Learning Plan 1

Jacob Mallett
Art Foundations
Grades 9-12
Title: Crazy Coil Pots
Pacing: 5-6 Days
Concept: Form and Texture
Concept Questions: How can you create a form and design by manipulating coils? What
kinds of tools and objects can you use to make texture in clay?
Established Goals: (Virginia Beach Objectives (VBO) from Unit Overview)
Art Production:
AF.6: Students will demonstrate craftsmanship in a work of art (e.g., informed use of
technical skills and knowledge when applying media techniques and processes).
AF.8: Students will maintain and use a process art portfolio (e.g., sketchbook/journal
and working portfolio) for planning, documentation, reflection and as a resource in the
art making process.
Art History:
AF.12: The student will define various various art careers in the field of art and design.
Analysis, Evaluation and critique:
AF.15: The student will interpret works of art and design for meaning (e.g., intentional,
symbolic, implied and/or metaphorical).
Aesthetics:
AF.19 Student will apply criteria to describe aesthetic qualities found in works of art and
design.
Enduring Understanding
Aesthetics: Art can have diverse values, meanings and definitions.
History: Art is a reflection of time, place and culture.
Criticism: Artworks are objects for interpretation.
Production: Meaningful art making is about exploration, asking questions, problem solving
and developing a knowledge-base.
Essential Questions/Learning Plan Questions:
Can an artist create meaningful art through exploration of processes and techniques?
ASSESSMENT
Pre-assessment: Students understand line, chap and value as elements of art.
Ongoing assessment:
Class participation
Journals
Thumbnail sketchbooks
Listening
Summative assessment: Students will learn a technique of hand building with clay to
create a three dimensional work of art through exploration of processes and techniques of
creating form and texture.
Students will KNOW- Hand building clay processes and techniques for creating texture.
Students will UNDERSTAND that- Art can be created through exploration of techniques.

Students will DO - Create a ceramic pot using the coil building method and creating a
design and texture through experimentation of techniques.
KEY CRITERIA:
Participation in class discussion
Completion of a clay pot with texture
Completion of an artist statement using key words and a writing prompt.

SEQUENCE OF TEACHING & LEARNING

Day 1
T- Present Power Point on clay and coil pots. Ask questions about images in the
presentation to engage students in discussion.
T- Introduce project and demonstrate techniques. Cut clay from block and roll a piece into
a sphere. Show students how to compress the clay to avoid air pockets and explain how
this will affect their work. Pat clay down to create a base. Tell students how it should be
about the width of their pinky finger. Any thicker or thinner could cause problems wight
the structure. Roll out a coil and explain how to position hands correctly and remind
students that it takes practice to get it right. Show students how to score and then slip
parts together. Explain that this process is necessary to hold clay together. Roll more coils
and slip and score them to build a pot. Show students how to smooth inside of pot to
ensure the coils will hold together. Show students techniques of manipulating coils to
create an interesting design in the pot. Show students different techniques of creating
texture on the surface of the clay. Talk about procedures such as where the clay and tools
will be kept and that they need to work on a board. Go over expectations such as size (6
inches tall and 3 inches wide), it must have texture on the surface and student must create
an interesting design by manipulating coils.
S- Students will create a base by rolling a sphere and patting it down. Students will then
roll a coil and slip and score it down and smooth the inside to make sure coil is attached
well. Student must have instructor check coil before ether can continue making and
attaching coils.
T- stop the class 15 minutes before end of class to go over clean up procedure.
S- Students will clean tools in a bucket of water and then put them in another bucket to
dry. They will put their clay in the cabinet and then wipe up any clay crumbs from work
area. They will then wipe down work area with a sponge.
VOCABULARY
Kiln
Clay
Primary Clay
Secondary Clay
Glaze
Texture
Form
Slip
Score
Coil building
RESOURCES/MATERIALS
Power Point
Projector
Computer
Clay tools

Slip
Slip brushes
Wooden boards
News paper
Bags
Glaze brushes

DIFFERENTIATION STRATEGIES
x

21ST CENTURY SKILLS

x
x
x
x
x

TEACHER REFLECTION

Flexible grouping
Open-ended activities
Exploration by interests
Negotiated criteria
Anchoring/Extension activities
Independent
Tiered activities/products
Journal prompts
Multiple levels of questions
Scaffolding
Choice: Learner profile, Readiness, Interest

Critical thinking
Open-ended activities
Problem solving
Information literacy
Listening
Collaboration
Communication
Social Responsibility
Sustainability
Interdependence
Health literacy