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Ally Mitchell

Name of Unit: Ceramics


Duration of Unit: 6 Weeks Total, 1 Hour per Week: 6 hours
Established Goals:
Students will add to their knowledge of ceramics including technique, vocabulary,
and usage of tools.
Understandings:
Students will be able to
Recognize the different
ceramic tools and be able
to use them efficiently
Create their own ceramic
project by utilizing
different techniques and
tools
Make choices for surface
decoration.
Utilize proper vocabulary
regarding clay and glaze
Combine ceramic
techniques in one form.
Demonstrate knowledge of
attaching pieces of clay
and using more than one
kind of glaze.

Essential Questions:
How do we manipulate clay?
How can I use ceramic techniques I
have learned in the past with new
techniques?
How can I use principles of art to
enhance my projects?

Resources:
Grades K-5 Art Curriculum
NJCCCS Standards

Standards:
( x ) Standard 1.1 The Creative Process: All
students will demonstrate an understanding of
the elements and principles that govern the
creation of works of art in dance, music,
theatre, and visual art.
( x ) Standard 1.2 History of the Arts and
Culture: All students will understand the role,
development, and influence of the arts
throughout history and across cultures.
( x ) Standard 1.3 Performing: All students
will synthesize skills, media, methods, and
technologies that are appropriate to creating,
performing, and/or presenting works of art in
dance, music, theatre, and visual art.

( x ) Standard 1.4 Aesthetic Responses &


Critique Methodologies: All students will
demonstrate and apply an understanding of
arts philosophies, judgment, and analysis to
works of art in dance, music, theatre, and
visual art.
Learning Activities:
Week 1: Introduction to assignment, review of ceramics vocabulary, tools, and
techniques, sketching
Week 2: Demo of techniques, hand out clay & tools, begin working
Week 3: Continue working, assess students technique, help with questions, demo if
needed
Week 4: Finish clay building, finalize projects, talk about firing
Week 5: After projects have been bisque fired, demo glazing techniques, review
glazing vocab, begin glazing
Week 6: Allow students to finish glazing, final assessment includes grading of the
actual assignment
Assessments:
1. Peer Critique
2. Direct Observation
3. Indirect Observation

Lesson 1
Subject: Grade 5 Art
Ceramics

Topic:

Objective:
Students will be able to utilize proper vocabulary regarding clay and

ceramic tools and combine ceramic techniques in one form.


Essential Questions:

How can I use these tools to manipulate clay?


How can I use ceramic techniques I have learned in the past with new
techniques?
Materials:
Clay
Ceramic tools
Fill in the blank worksheet of tools
Paper and pencils for sketching
Content Standards:

( x ) Standard 1.1 The Creative Process: All students will demonstrate


an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.
( x ) Standard 1.3 Performing: All students will synthesize skills,
media, methods, and technologies that are appropriate to creating,
performing, and/or presenting works of art in dance, music, theatre,
and visual art.
( x ) Standard 1.4 Aesthetic Responses & Critique Methodologies: All
students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in dance, music,
theatre, and visual art.

Hook:
1. Hand out fill in the blank worksheets when students enter the room
2. Discuss each important ceramics tool and vocabulary word with the students,
explain the tools name, pass around the tool, and demonstrate what it is used for,
have students draw tool next to definition on their worksheet
3. Explain what each vocab word means and demonstrate them, have students
write this down on their worksheet
Process:
1. Introduce the lesson by handing out paper and pencils and asking students to
draw their favorite thing to eat for breakfast

2. Students are to sculpt their own idea of the perfect breakfast over the next 5
weeks using different ceramic techniques learned over time. Must have a plate or
bowl to hold the breakfast.
3. Have students come up with three different sketches to solidify their ideas
Closure:
1. Ask students to recall what ceramic techniques they have used in the past that
may be helpful on this project
2. Write responses on the board for the class to see and have some dialogue about
each technique they come up with
Questioning:
Level 1- Remembering
Having students recall different techniques they have used in the past
Level 2- Understanding
How could these techniques be used on this assignment?
Accommodations:
Explanation and demonstration for auditory and visual learners
Sketching and passing around the tools for kinesthetic learners
Assessment:
Direct Observation: Asking students to recall what ceramic techniques they have used in
the past and how they may be helpful on this project

Name:
Date:
Ceramic Tools & Vocab Fill in the Blank
Read the following vocabulary words.
Bisque Fire: Preliminary firing prior to glazing and subsequent firing at a higher temperature.
Ceramics: The art of pottery making.
Clay: A modeling material which is essentially a decomposed granite-type rock. It was formed by a process
which took millions of years, during which time this breakdown occurred.
Elements of Art: Color, line, shape, form, space and texture used to create a work of art.
Sketch: A quickly rendered rough drawing or painting, usually preliminary to the finished product.
Wedging: Kneading and cutting of the plastic clay, forcibly throwing down one piece upon the other in
order to obtain a uniform texture, free from air pockets.
Slip: A mixture of clay and water in the consistency of mush, that acts like a glue when it is put between
two pieces of clay.
Glaze: A mixture of ground minerals and fluxes, that is applied to fired clay. It results in a glassy coating
and forms a water-tight surface.

Read the following vocabulary words. Next to each definition draw your best
example of the vocab word.
Coiling: A hand method of forming pottery by building up the walls with rope-like rolls of clay and then
smoothing over the joints.

Texture. The nature of a surface (rough, smooth, etc.), either actual (tactual texture) or illusory (visual
texture)

Pin tool: A sharp instrument used to cut, pierce,and incise designs on clay.

Score: The scratching of the clay surface, prior to applying slip, so that the slip penetrates the clay and
bonds the two pieces better.

Pinch pot : A clay form created by manually pinching and manipulating a mass of clay into a desired shape.

Coil Pot: Creating the walls of ceramic forms by melding together ropes of clay.

Slab: Creating a ceramic form by hand-building walls using flat rolled-out pieces of clay.

Kiln: The device used in ceramics to fire (bake) our ceramic art work.

Rolling pin: A wooden instrument used to roll out slabs of clay to an even thickness.

Sponge: A device used with water to moisten the surface of the clay and smooth surface.

Spray Bottle: A bottle with spray attachment, filled with water, which is used to keep clay moist while
working the clay.

Lesson 2
Subject: Grade 5 Art
Ceramics

Topic:

Objective:
Students will be able to create their own ceramic project by utilizing different techniques

and tools and combine ceramic techniques in one form.


Essential Questions:

How can I use tools to manipulate clay?


How can I use ceramic techniques I have learned in the past with new
techniques?
Materials:
Clay
Ceramic tools
Content Standards:

( x ) Standard 1.1 The Creative Process: All students will demonstrate


an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.
( x ) Standard 1.3 Performing: All students will synthesize skills,
media, methods, and technologies that are appropriate to creating,
performing, and/or presenting works of art in dance, music, theatre,
and visual art.
( x ) Standard 1.4 Aesthetic Responses & Critique Methodologies: All
students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in dance, music,
theatre, and visual art.

Hook:
1. Have students raise their hands and name the cermic techniques they are using
in their perfect breakfast project
Process:
1. Hand out materials: clay, clay tools

2. Students are to sculpt their own idea of the perfect breakfast over the next 3
weeks using different ceramic techniques learned over time. Must have a plate or
bowl to hold the breakfast.
3. Help students one on one as needed
Closure:
1. Have students clean up: wash tables, tools, put away projects
Questioning:
Level 1- Remembering
Having students recall different techniques they have used in the past
Level 2- Understanding
How could these techniques be used on this assignment?
Level 3- Apply
Having students apply previously learned knowledge to new assignments
Level 6- Create
Having students make their own idea of the perfect breakfast
Accommodations:
Explanation and demonstration for auditory and visual learners
Hands on working with clay for kinesthetic learners
Assessment:
Direct Observation: watching students work and properly utilize ceramic techniques

Lesson 3
Subject: Grade 5 Art
Ceramics

Topic:

Objective:
Students will be able to create their own ceramic project by utilizing different techniques

and tools and combine ceramic techniques in one form.


Essential Questions:

How can I use tools to manipulate clay?


How can I use ceramic techniques I have learned in the past with new
techniques?
Materials:
Clay
Ceramic tools
Content Standards:

( x ) Standard 1.1 The Creative Process: All students will demonstrate


an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.
( x ) Standard 1.3 Performing: All students will synthesize skills,
media, methods, and technologies that are appropriate to creating,
performing, and/or presenting works of art in dance, music, theatre,
and visual art.
( x ) Standard 1.4 Aesthetic Responses & Critique Methodologies: All
students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in dance, music,
theatre, and visual art.

Hook:
1. Have students get right to work on their project, if there is a common question
throughout the class demonstrate it
Process:
1. Hand out materials: clay, clay tools
2. Students are to sculpt their own idea of the perfect breakfast over the next 4
weeks using different ceramic techniques learned over time. Must have a plate or
bowl to hold the breakfast.
3. Help students one on one as needed
Closure:
1. Have students clean up: wash tables, tools, put away projects
Questioning:
Level 1- Remembering
Having students recall different techniques they have used in the past
Level 2- Understanding
How could these techniques be used on this assignment?
Level 3- Apply
Having students apply previously learned knowledge to new assignments
Level 6- Create
Having students make their own idea of the perfect breakfast
Accommodations:
Explanation and demonstration for auditory and visual learners
Hands on working with clay for kinesthetic learners
Assessment:
Direct Observation: watching students work and properly utilize ceramic techniques

Lesson 4
Subject: Grade 5 Art
Ceramics

Topic:

Objective:
Students will be able to create their own ceramic project by utilizing different techniques

and tools, make choices for surface decoration, and combine ceramic techniques in one
form.
Essential Questions:

How can I use tools to manipulate clay?


How can I use ceramic techniques I have learned in the past with new
techniques?
How can I use texture to enhance my project?
Materials:
Clay
Ceramic tools
Content Standards:

( x ) Standard 1.1 The Creative Process: All students will demonstrate


an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.
( x ) Standard 1.3 Performing: All students will synthesize skills,
media, methods, and technologies that are appropriate to creating,
performing, and/or presenting works of art in dance, music, theatre,
and visual art.

( x ) Standard 1.4 Aesthetic Responses & Critique Methodologies: All


students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in dance, music,
theatre, and visual art.

Hook:
1. Discuss the element of design, texture, and demonstrate how it can be used in
this assignment
2. Remind students this is the last day of work time for wet clay
Process:
1. Hand out materials: clay, clay tools
2. Students are to sculpt their own idea of the perfect breakfast over the next 4
weeks using different ceramic techniques learned over time. Must have a plate or
bowl to hold the breakfast.
3. Help students one on one as needed
Closure:
1. Have students clean up: wash tables, tools, put finished projects on the drying
racks
Questioning:
Level 1- Remembering
Having students recall different techniques they have used in the past
Level 2- Understanding
How could these techniques be used on this assignment?
Level 3- Apply
Having students apply previously learned knowledge to new assignments
Level 6- Create
Having students make their own idea of the perfect breakfast
Accommodations:
Explanation and demonstration for auditory and visual learners
Hands on working with clay for kinesthetic learners
Assessment:
Direct Observation: watching students work and properly utilize ceramic techniques

Lesson 5
Subject: Grade 5 Art
Ceramics

Topic:

Objective:

Students will be able to make choices for surface decoration, utilize proper vocabulary
regarding clay and glaze, and demonstrate knowledge of attaching pieces of clay and
using more than one kind of glaze.

Essential Questions:

How can I use color to enhance my project?


Materials:
Glazing brushes
Glaze
Content Standards:

( x ) Standard 1.1 The Creative Process: All students will demonstrate


an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.

( x ) Standard 1.3 Performing: All students will synthesize skills,


media, methods, and technologies that are appropriate to creating,
performing, and/or presenting works of art in dance, music, theatre,
and visual art.
( x ) Standard 1.4 Aesthetic Responses & Critique Methodologies: All
students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in dance, music,
theatre, and visual art.

Hook:
1. Discuss glazing with the students
2. Have students watch a short video on brush glazing
https://www.youtube.com/watch?v=QsWIJP0mnrg
Process:
1. Hand out materials: glaze, brushes
2. Students are to glaze their the perfect breakfast projects.
3. Help students one on one as needed
Closure:
1. Have students clean up: wash tables, brushes, put glazed pieces on drying rack
Questioning:
Level 1- Remembering
Having students recall different techniques they have used in the past
Level 2- Understanding
How could these techniques be used on this assignment?
Level 3- Apply
Having students apply previously learned knowledge to new assignments
Level 6- Create
Having students make their own idea of the perfect breakfast
Accommodations:
Explanation and demonstration for auditory and visual learners
Hands on working with glazing for kinesthetic learners
Assessment:
Direct Observation: watching students work and properly utilize ceramic glazing
techniques

Lesson 6
Subject: Grade 5 Art
Ceramics

Topic:

Objective:

Students will be able to make choices for surface decoration, utilize proper vocabulary
regarding clay and glaze, and demonstrate knowledge of attaching pieces of clay and
using more than one kind of glaze.

Essential Questions:

How can I use color to enhance my project?


Materials:
Glazing brushes
Glaze

Content Standards:

( x ) Standard 1.1 The Creative Process: All students will demonstrate


an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.
( x ) Standard 1.3 Performing: All students will synthesize skills,
media, methods, and technologies that are appropriate to creating,
performing, and/or presenting works of art in dance, music, theatre,
and visual art.
( x ) Standard 1.4 Aesthetic Responses & Critique Methodologies: All
students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in dance, music,
theatre, and visual art.
Hook:
1. Remind students this is the last day to glaze
Process:
1. Hand out materials: glaze, brushes
2. Students are to apply their second and third applications of glaze to their the
perfect breakfast projects.
3. Help students one on one as needed
Closure:
2. Have students clean up: wash tables, brushes, put finished glazed pieces on
drying rack
Questioning:
Level 1- Remembering
Having students recall different techniques they have used in the past
Level 2- Understanding
How could these techniques be used on this assignment?
Level 3- Apply
Having students apply previously learned knowledge to new assignments
Level 6- Create
Having students make their own idea of the perfect breakfast
Accommodations:
Explanation and demonstration for auditory and visual learners
Hands on working with glazing for kinesthetic learners
Assessment:
Direct Observation: watching students work and properly utilize ceramic glazing
techniques

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