Art Lesson Plan

Title: African Coil Pots Unit: Coil Pots

Grade level (s): 1st Grade Medium: Model Magic
Suggested Time: 60 minutes

Instructional Objectives (2-3):

Students will be able to explain what a coil pot is.
Students will be able to create a coil pot of their own.

Elements of Art (1-3) line, color, shape, form, space, texture, value
Shape
Texture

Principles of Design (1-3) repetition, pattern, movement, balance, emphasis, contrast, unity
Pattern
Repetition

Materials and Equipment:

Model Magic
Computer
Internet Access
Videos or PowerPoints

General Vocabulary (4-5):

Additive Sculpture (Modeling)
Ceramics
Coil

Art Production (based on Madeline Hunter model)

1.anticipatory set 2. state objectives 3. Input: art history, instructions 4.demonstration, modeling
5. check for understanding 6. guided practice 7. independent practice 8. closure

1. Have a big coil pot sitting waiting in the middle of the class room.
2. Students will learn about ceramics and what a coil is. They will demonstrate their new
knowledge by building their own coil pots from model magic.
National Standards
VA:Cr1.1 Engage collaboratively in exploration and imaginative play with
materials.
VA:Cr2.1 Explore use of materials and tools to create works of design.
VA:Cr2.3 Identify and classify uses of everyday objects through drawings,
diagrams, sculptures, or other visual means.
State Standards (Kansas)
VA:Cr3.1 Use vocabulary to describe choices while creating art.
VA:Cn11.1 Understand that people from different places and times have made art
for a variety of reason.
 VA:Cr2.2 Demonstrate safe and proper procedure for using materials, tools, and
equipment while making art.
3. Directions
Ask the students if they would like to know what is sitting in the middle of the
room, or if they would like to guess what it is. Explain to the students what a coil
pot is and what it consists of. Show them a PowerPoint of African coil pots and
coil houses. Invite the students to gather around the coil pot you have sitting in
the middle of the class room.
Give a demonstration of how to form a coil pot using coils, spirals, and dots.
Explain to them that they will have to use each when they form their own coil
pots.
Hand out a model magic packet to each student. Have them open their packets
of model magic and grab a small chunk of the model magic. Work with them on
making their first coil. Finally let them finish their own coil pot by starting over on
the coil you just made or by using the coil you just made.
Allow time at the end of the class period for students to show their coil pots to the
rest of the class.
4. Before allowing the students to go off on their own it is best to show the students
what they will be creating. Form your own coil pot using coils, spirals, and dots. Instruct
them to use at least one of each when they form their own coil pots.
5. Ask the students if they remember what they have to use to form their coil pots. Have
them be able to tell you what they are forming with the model magic. Ask are you
suppose to eat it or sculpt a pot with it.
6. Have the student take out their model magic and take off a small chunk. Have them
build their first spiral with you. Be sure to walk around the classroom and answer any
questions the students may have.
7. They may now build their own coil pot using the spiral you made together or
smashing it and starting over. Instruct them once more to remember to use at least one
coil, one spiral, and one dot. Walk around the classroom and answer any questions the
students may have.
8. Allow the students to show their own coil pots to the class. Have them tell the class
their favorite part of the lesson. (They do not have to share their coil pot if they do not
wish to.)

Assessment (should relate to objectives):

Content:
Was the student able to form their own coil pot using at least one coil, spiral, and dot?
12345

Creativity:
Is it unique, original, did they think outside the box?
12345

Craftsmanship:
Is the project neat and carefully handled?
12345

Completion:
Did the they finish the project in a timely manner and was all of the time used
productively?
12345
Comments:

___/20

Modifications / Special Notes / Drawings

Student with ADHD
Have a schedule written on the board that has the order of which you are going to work.
Be sure to be specific. Be sure to make announcements when you are switching to the
next thing you will be doing and give the student plenty of time to adjust from one
activity to another. Give the student plenty of warning of when he or she will be out of
time when it comes to making their coil pot. It is always helpful to play an end of art
class song to help the student adjust to the next setting he or she may be placed in.
Allow the student to stand or kneel when creating his coil pot. They may need to get up
and move a little for them to feel comfortable.