LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:____Megan Tilley_________Date:______2/19/15 Periods 5 & 7
Unit Essential Question: Why are there limitations to clay during your coil building process? What would you recommend to someone doing this project after you? What have you learned about your creative process and what you can create with clay?_
Lesson Topic:_Handbuilding: Sculptural Additions Class:___Pottery: Periods 5 & 7_
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
This lesson practices a nurturing pedagogy to support all students in their ideas for their coil pot. I will be showing a demo on sculptural additions to their coil pot for those who want to use these techniques on their piece or just to learn more about hand building with clay. This also supplies an equal access for all knowledge but allows students to practice democracy in their choices to participate in the demo or to keep working on their projects instead.
STANDARDS (www.cde.state.com)
Content:
2.2: A personal philosophy of art is accomplished through use of sophisticated language and studio art processes.
3.1: Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas.
3.2: assess and produce art with various materials and methods.
Literacy and Numeracy:
1. Use logic and rhetoric to analyze and critique ideas.
Democracy and 21st Century Skills:
1. Manage time effectively while generating, evaluating, and implementing new ideas and novel approaches.
OBJECTIVES
Content:
SWBAT finish their coil pots and have a choice to participate in a demo on sculptural additions to their coil pots or to keep working on their project instead.
Literacy and Numeracy:
SWBAT reflect and analyze their project to make final decisions on their project and grade themselves according to the rubric for coil pots using the point system provided on the rubric.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to finish their coil pot on time for the purpose of learning to manage their time effectively.
ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Completion of coil vessel graded on the rubric criteria.
Participation in demo if they chose.
Literacy and Numeracy:
Self-grade project according to the rubric.
Democracy and 21st Century Skills:
Completion of coil vessel on time.
KEY VOCABULARY
Content
Coil vessel, Rubric, Creative process, Score & Slip, Extruder, Slab
Literacy and Numeracy
Aesthetics, Analysis
Democracy and 21st Century Skills
Any pottery terms we have used that apply to coil vessel project.
HIGHER ORDER QUESTIONS – for this lesson
Content
Why are there limitations to clay during your coil building process?
What are the key things to remember when adding sculptural additions to a clay project?
Literacy and Numeracy
What have you learned about your creative process and what you can create with clay?
Democracy and 21st Century Skills
Why is time management an important skill to learn and master?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Work time for 20 minutes before demo
Pre-Assessment
Check in with class on where they are. Double check to see how many students want/need to see the sculptural demo.
Building Background
Link to Experience: Link to construction of coil pot so far… What did you learned that was different from the last project to working with clay coils? How does the clay act differently or is it the same? What are some key things to remember when working with clay as it hardens?
Link to Learning: What are some techniques that are needed for sculptural additions that we have already used? What is new through this process that we haven’t used yet? ... link to next project, hard slab… working with leather hard clay.
Activity Name Studio Time with Sculptural Demonstration
Instructional Input Includes:
Individual work time
Models of Teaching:
One on one instruction/feedback
SIOP Techniques:
I do, we do, you do.
Guided Practice:
Studio days will be provided with one on one feedback.
Checking for Understanding:
Get one on one feedback during studio time and check in with students during class demos.
Independent Practice:
students will be allowed to come in after class hours… either during school in open periods or after school.
Accommodations, Modifications, and Student Adjustments
Provide a small discussion area where we can all hear each other well and are in close proximity.
Review and Assessments of All Objectives
How will you and how will the students know they have achieved the objectives of the lesson?
Content:
SWBAT finish their coil pots and have a choice to participate in a demo on sculptural additions to their coil pots or to keep working on their project instead.
Literacy and Numeracy:
SWBAT reflect and analyze their project to make final decisions on their project and grade themselves according to the rubric for coil pots using the point system provided on the rubric.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to finish their coil pot on time for the purpose of learning to manage their time effectively.
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Bisque Firing will be happening at the end of the day today or tomorrow depending on if any students need to come in during Advisory to finish up. Next week you will be glazing coil pots and working on your air plant projects at the same time, but make sure your coil pot is done and ready for the glaze firing on Tuesday at the end of 7th period. Our class critique will be the following class period.
Next Step
Glazing demo on Monday and finish glazing your pots next week….. make sure to glaze inside and outside to make it water tight and sealed. You will start your hard slab project next week after the critique (pot for an air plant or functioning clock).
Name:____Megan Tilley_________Date:______2/19/15 Periods 5 & 7
Unit Essential Question: Why are there limitations to clay during your coil building process? What would you recommend to someone doing this project after you? What have you learned about your creative process and what you can create with clay?_
Lesson Topic:_Handbuilding: Sculptural Additions Class:___Pottery: Periods 5 & 7_
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
This lesson practices a nurturing pedagogy to support all students in their ideas for their coil pot. I will be showing a demo on sculptural additions to their coil pot for those who want to use these techniques on their piece or just to learn more about hand building with clay. This also supplies an equal access for all knowledge but allows students to practice democracy in their choices to participate in the demo or to keep working on their projects instead.
STANDARDS (www.cde.state.com)
Content:
2.2: A personal philosophy of art is accomplished through use of sophisticated language and studio art processes.
3.1: Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas.
3.2: assess and produce art with various materials and methods.
Literacy and Numeracy:
1. Use logic and rhetoric to analyze and critique ideas.
Democracy and 21st Century Skills:
1. Manage time effectively while generating, evaluating, and implementing new ideas and novel approaches.
OBJECTIVES
Content:
SWBAT finish their coil pots and have a choice to participate in a demo on sculptural additions to their coil pots or to keep working on their project instead.
Literacy and Numeracy:
SWBAT reflect and analyze their project to make final decisions on their project and grade themselves according to the rubric for coil pots using the point system provided on the rubric.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to finish their coil pot on time for the purpose of learning to manage their time effectively.
ASSESSMENTS What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Completion of coil vessel graded on the rubric criteria.
Participation in demo if they chose.
Literacy and Numeracy:
Self-grade project according to the rubric.
Democracy and 21st Century Skills:
Completion of coil vessel on time.
KEY VOCABULARY
Content
Coil vessel, Rubric, Creative process, Score & Slip, Extruder, Slab
Literacy and Numeracy
Aesthetics, Analysis
Democracy and 21st Century Skills
Any pottery terms we have used that apply to coil vessel project.
HIGHER ORDER QUESTIONS – for this lesson
Content
Why are there limitations to clay during your coil building process?
What are the key things to remember when adding sculptural additions to a clay project?
Literacy and Numeracy
What have you learned about your creative process and what you can create with clay?
Democracy and 21st Century Skills
Why is time management an important skill to learn and master?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
Work time for 20 minutes before demo
Pre-Assessment
Check in with class on where they are. Double check to see how many students want/need to see the sculptural demo.
Building Background
Link to Experience: Link to construction of coil pot so far… What did you learned that was different from the last project to working with clay coils? How does the clay act differently or is it the same? What are some key things to remember when working with clay as it hardens?
Link to Learning: What are some techniques that are needed for sculptural additions that we have already used? What is new through this process that we haven’t used yet? ... link to next project, hard slab… working with leather hard clay.
Activity Name Studio Time with Sculptural Demonstration
Instructional Input Includes:
Individual work time
Models of Teaching:
One on one instruction/feedback
SIOP Techniques:
I do, we do, you do.
Guided Practice:
Studio days will be provided with one on one feedback.
Checking for Understanding:
Get one on one feedback during studio time and check in with students during class demos.
Independent Practice:
students will be allowed to come in after class hours… either during school in open periods or after school.
Accommodations, Modifications, and Student Adjustments
Provide a small discussion area where we can all hear each other well and are in close proximity.
Review and Assessments of All Objectives
How will you and how will the students know they have achieved the objectives of the lesson?
Content:
SWBAT finish their coil pots and have a choice to participate in a demo on sculptural additions to their coil pots or to keep working on their project instead.
Literacy and Numeracy:
SWBAT reflect and analyze their project to make final decisions on their project and grade themselves according to the rubric for coil pots using the point system provided on the rubric.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to finish their coil pot on time for the purpose of learning to manage their time effectively.
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Bisque Firing will be happening at the end of the day today or tomorrow depending on if any students need to come in during Advisory to finish up. Next week you will be glazing coil pots and working on your air plant projects at the same time, but make sure your coil pot is done and ready for the glaze firing on Tuesday at the end of 7th period. Our class critique will be the following class period.
Next Step
Glazing demo on Monday and finish glazing your pots next week….. make sure to glaze inside and outside to make it water tight and sealed. You will start your hard slab project next week after the critique (pot for an air plant or functioning clock).
Coil Pot Teacher's Example
![Picture](/uploads/3/9/2/1/39213427/1427648064.png)
This was my sample that I built along side the student to demo and inspire them to push their comfort zones to create a large coil pot that has interesting additions or points within the coils themselves. The pictures above are in progress photos. The final product is seen below and is titled "Wrapped Up"
Student Examples
Thoughts & Reflections After Class
Today I did the demo a little different than in other lessons. I decided to give the students a choice on if they wanted or needed to view the demo on sculptural additions to the outside of their coil vessel since only a few students really needed it. So those students who needed it or would like to view the demo were to come up to the front table. Those who wished to keep working on their coil vessel instead were able to do so. This worked out really well for all pottery classes and allowed students to practice democracy in the classroom. Many students are taking a lot longer to finish their coil vessels while others are zooming through so giving those students that extra 10 to 15 minutes to work during a demo was well spent. During the demo I realized that this was allowing students to experience a small amount of hard slab construction that is in our next project.
I am not sure I would change the way this lesson went. The only thing I can think of doing is trying to shorten and streamline my sculptural demo. The demo wasn’t that long, but even a few minutes can be instrumental for students to get their work done. The one thing I learned from this lesson that I would like to try to continue is to build the same project the students are assigned alongside them. This allows them to see the full artistic process live, which I think really helped some of the students plan out their projects better.
The second realization that I had while building a project alongside the students was that it not only kept up my passion and commitment for the project, but it inspired the students to create coil vessels that were on a whole new level from what I expected. This also helped support the democracy in the classroom as the students got excited about seeing it finished and started to route me on to finish, as well as get ideas from it to add to their own vessels, such as scale texture. These sculptural additions also helped challenge them to reach for the next level of achievement.
I am not sure I would change the way this lesson went. The only thing I can think of doing is trying to shorten and streamline my sculptural demo. The demo wasn’t that long, but even a few minutes can be instrumental for students to get their work done. The one thing I learned from this lesson that I would like to try to continue is to build the same project the students are assigned alongside them. This allows them to see the full artistic process live, which I think really helped some of the students plan out their projects better.
The second realization that I had while building a project alongside the students was that it not only kept up my passion and commitment for the project, but it inspired the students to create coil vessels that were on a whole new level from what I expected. This also helped support the democracy in the classroom as the students got excited about seeing it finished and started to route me on to finish, as well as get ideas from it to add to their own vessels, such as scale texture. These sculptural additions also helped challenge them to reach for the next level of achievement.