Download and display the Form and Textureposters available on this website.
View and discuss several images of clay pots.
Share information about pottery, for example, - pottery is one of the earliest crafts humans invented - prehistoric humans figured out how to use clay to line woven grass baskets - the clay shrunk inside the basket, but held its shape - they discovered they could make the clay hard and strong by heating it in fire - from as early as 400 BCE pottery was made in large quantities to be sold or traded - Egyptians created kiln - a special oven for baking clay - Greeks perfected the form and decoration of their clay pots - people in medieval times figured out how to make pots strong enough to cook with - pots can be made using a pottery wheel, or by using handbuilding techniques
Explain that they are going to learn how to make their own clay pot using a handbuilding techniques. - they will be rolling long snakes of clay called coils, which is why this pot is called a coil pot
Introduce the challenge.
Create a small, sturdy coil pot.
Use slip and score technique to join coils of clay.
Explain your process.
Express opinions about the works.
Demonstrate technical accomplishment and creativity.
Make sure everyone understands the challenge.
Establish success criteria with your students, for example, I know I am successful when I have: - constructed a pot using skillful handbuilding techniques - rolled straight, even coils - used score and slip joining technique correctly - created a pot that is sturdy and in good condition
Guide students through the steps outlined in this lesson plan.
Encourage students to always join clay using the score and slip technique.
Observe students as they work.
Provide individual assistance and encouragement.
Have students work with a partner.
Ask them to take turns discussing the completed pots. They must find: - 3 things that interest them about how the work was made; - what the artist found challenging; - what the artist thought was easy; and - how the artist felt about making this coil pot and why.
Once everyone has had a chance to share ask students to report back to the whole class.
Have students tell what they learned about their partner’s work/process.
Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
Observe students as they share and discuss their pots – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
Use a checklist to track progress. (Downloads - CoilPotl_tracking.pdf)
Have students use the self-assessment form to reflect on their work. (Downloads - CoilPot_self-assessment.pdf)