Unit plan

Unit Title:
Year Level:
Lesson Duration and Times
Teacher:
Semester/Term
Year:

Clay basket fusion

Year 9
1 hour 3 times per week
Lauren Wilson, MENTOR Bronwyn Packwood
Term 2
2015

Description:Thisshouldcapturethebigidea/issues/experience,significantknowledgeand
understandingthatwillbedevelopedthroughtheunitandsetuptheframeworkforthelearning
journey
In Years 9, learning in Visual Arts builds on the experience of the previous year.
It involves students making and responding to visual arts independently and in
small groups, and with their teachers and communities.
By the end of Year 9, students are able evaluate how representations
communicate artistic intentions in artworks they make and view. They evaluate
artworks and displays from different cultures, times and places. They analyse
connections between visual conventions, practices and viewpoints that
represent their own and others ideas. They identify influences of other artists
on their own artworks.
Students manipulate materials, techniques and processes to develop and
refine techniques and processes to represent ideas and subject matter in their
artworks.
Students build on their awareness of how and why artists realise their ideas
through different visual representations, practices, processes and viewpoints.
They refine their personal aesthetic through working and responding
perceptively and conceptually as an artist. They identify and explain, using
appropriate visual language, how artists and audiences interpret artworks
through explorations of different viewpoints.
The main focus for this unit is developing students clay making ablilties and
processes. Exposing them to different pottery terminology and techniques.
Students will explore different clay making techniques, develop
The main focus materials used are clay.

Rationale:Thisshouldexplainwhythisunitisrelevantfortheparticulargroupoflearners.It
shouldincludedetailsabouthowthisbuildsonpriorunitsandlearning.Whoarethelearnersin
thisgroupandwhataretheirneeds?
Thestudentcohortismadeupofavaringdegreeofartistability.Studentsextendtheir
understandingofsafevisualartspracticesandchoosetousesustainablematerials,techniquesand
technologies.Theirunderstandingoftherolesofartistsandaudiencesbuildsupontheirexperience

fromthepreviousband.
Theyresearchandanalysethecharacteristics,qualities,propertiesandconstraintsofmaterials,
technologiesandprocessesacrossarangeofforms,styles,practicesandviewpoints.Students
adapt,manipulate,deconstructandreinventtechniques,stylesandprocessestomakevisual
artworksthatarecrossmediaorcrossform.

LearnerContext:Eachsubheadingmustbeaddressedinthelearnercontext.
Whatdoesthelearneralreadyknow?
Findoutfromthelearnerandstateherewhatthestudentpriorknowledgeisinthisareatoassist
withyourplanning.Manystudentshaveused/experinemtnedwithclayinpreviousyears,andso
theyhaveabasicknowledgeandunderstadingofhowclayworksandtheprocessesinvolvedin
claymaking.Duringthisunitstudentsknowledgeofclaywillbeextendedanddevelopedasthey
begintounderstandsomeofthedifferentclayterminologiesanddifferentprocesses.
Whatdoesthelearnerneedorwanttoknowinrelationtothisunit?
Theleanerneeds/wantstoknowhowworkwithclayandhowtousedifferentpotterytechquiues
differenttypesofpotterycanbemade.
Howdothelearnersbestlearn?Studentslearnbestwhenprovidedwithexplicitanddetailed
directionsandexamples.Handonpracticallearningandparticipationisanotherdesiredteaching
strategythatstudentsrespondwellto.

FOCUS QUESTIONS
What are the specific content knowledges (procedural and declarative) and
understandings that will drive the unit? Why, how, what questions.
What is clay?
What is pottery?
What is slip?
What is the slap process?
What is the coil process?
What is the pinch process?
What is a kiln?
What is scoring?
What does the term fired mean?

LITERACY CONCEPTS AND STRATEGIES

What are the specific literacy concepts covered in the unit and what strategies
will be used to demonstrate teaching and learning? ie, spelling, grammar,
vocabulary, text form/type. (First Steps resources)
Student will understand and use the The Score, slip, blend process when
creating their clay pots. The score, slip, blend process will be introduced to
students in the first clay room lesson and will be refourced during every lesson
in the clay room, as will the key clay terms:
Score
Slip
Slab
Coil
Pinch
PRODUCT & ASSESSMENT
How will I check the learner has made progress?
Formative: provide studnets with one on one disussions about their work and
how they can develop/ improve on it more. Also provide assistance when
students are struggling to grasp a technquie/ process and provide a visual
feedback through teacher demonstration.
Summative: assessment sheet
How I will I inform learners and others about the learners progress?
Provide students with continuing verbal one on one feedback in class
Assessment
Australian Curriculum outcome
Plan and design artworks that represent
artistic intention (ACAVAM128)
Definitionsofterms
Manipulate materials, techniques,
Potdesign
technologies and processes to develop
Listofweavingmaterials
and represent their own artistic
intentions (ACAVAM126)
Potconstruction
Weavingprocess

Develop and refine techniques and

processes to represent ideas and subject
matter (ACAVAM127)

Specific Student Needs and Adjustments:

If designing unit for a particular cohort, consider ways to profile learner
needs, list specific considerations and requirements
N/A
Key Resources for Unit
People, texts, AV, technology, websites etc.)

YouTube clip: coil pot constration http://www.youtube.com/watch?

v=YB6GFo0M92g
Power point presentation: slideshare http://www.slideshare.net/djmunson/introceramics-powerpoint

Learning Journey sequence of lessons/strategies

WE
EK

TOPICS/CONTENT

Studentstolistenandwatcha
pppintroductiontoclay.
Studentthenwatchashort
YouTubecliponclaypot
construction.

Studentsintroducedtokey
terms
Pinch
Coil
Slip
Slab
Score

TEACHING
STRATEGIES

Students to listen and watch power point

presentation on an introduction to clay and
pottery. During the ppp students are
introduced to pottery terms and processes
that they will be working with.
Teacher Hand out task sheet. Explain the
next project combining a clay pot with basket
weaving.
Students are to write down definitions
of the key terms in their visual diary.

Studentsintroducedtothe
joingprocessof
Score,slipandblend.

Definitionoftermsin
visualdiary

A4sizedesignofpotin
visualdiary

Students to design a pot based on the

examples given on the task sheet.
Designs must be A4 in size and coloured
with chosen colour scheme.
Teacher to run through clay room rules

CLAYROOM

ASSESSMENT

Teacher to demonstrate the basic processes

involved in making the pot.
-Make base with slab technique
-Make side/walls with coil technique
-Join using the score, slip blend process.

Creating the clay

pot, using the slab
and coil
techniques.

RESOURCES

You tube clip

Power point
presentation
Smart board
Projector

Visual diary
Pens/pencils
Easers

Clay
Clay tools
-Wire clay
cutter
-Knife
-Modelling tool
Rolling pins

Slip

Student to work independently creating their

pots using the slab and coil techniques
Paintingtheirpots
3

Studnets develop a list of materials they can

use to weave onto their baskets.
Students to paint their pots studnets must
follow the design and choosen colour scheme

List of materials
that could be used
for weaving.
Painted pots
following their
design

Teacher demonstration on how to tread the

reeds onto the pot.
Threading the
Students to tread reeds on pots. Studnets can
reeds
get creative and experiment with different
ways to add the reeds or interweave them.
4
Weavingthebasketelements

Teacher demonstration on how to weave.

Studnets to weave choosen materials form
list onto their pots, students can get creative
and add beads or any other found materials

Weaving the basket

follow their design

Visual diary
Pen/pencil
Paints
Water
Brushes
newspaper
Reeds
Pots
Design in
visual diary
Choosen
materials for
weaving
Eg- wool
Leaves
yarn