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Handbuilt Ceramic Teapot GS Lesson Plan

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Handbuilt Ceramic Teapot GS Lesson Plan GOLD SEAL HAND BUILT CERAMIC TEAPOT LESSON K Subject(s) Rigor/Relevance n 6 o 5 w C D Visual Art, Ceramics, Framework l 4 e 3 d History 2 g A B e 1 Grade Level 10-12 1 2 3 4 5 Application Instructional Visual Arts: Students understand and apply media, techniques, and Focus processes. Application: Students demonstrate understanding and application of media, techniques, and processes. Tools and Technology: Students use appropriate tools and technologies to model, measure, and apply the results in a problem- solving situation. Students communicate the reasoning used in solving these problems. Problem-Solving and Critical Thinking Skills: Students apply a variety of problem-solving strategies and critical thinking skills to investigate and solve problems from across the curriculum as well as from practical applications. Visual Arts: Students will demonstrate knowledge of structures and functions. Students understand the visual arts in relation to history and cultures. Students will choose and evaluate a range of subject matter, symbols, and ideas Reading: Students read a variety of grade level materials, applying strategies appropriate to various situations. Listening: Students listen for a variety of purposes appropriate to the grade level. Communication: Students communicate and apply visual art concepts. Student • Students will design and create a hand built teapot. Learning • Students will learn the history of teapots and the relevance of teapots in the present. • Students will demonstrate knowledge of previously learned techniques and methods used in ceramics. • Students will develop advanced hand building skills. • Students will develop advanced creative design skills using the elements and principals of art. • Students will use problem solving skills and critical thinking skills in regards to the form and function when creating their teapot. • Students will discuss copyright laws. • Students will display their teapots and evaluate each other’s work based on the elements and principles of design. 1 Performance Overview Students will develop an understanding of the history of teapots as well Task as its relevance today. They will explore various teapot images through different resources comparing traditional designs to contemporary teapots found throughout the world using the internet, books, and magazines. Copyright laws will be discussed. Students will design and construct an original functional teapot. Students will have previous knowledge of hand building techniques including slab, coil, and pinch methods. Craftsmanship as well as glazing techniques and choices should be aesthetically pleasing. Students will display their teapots and evaluate each other’s work based on the elements and principles of design. Description 1. Students will read the “Teapots” handout (pg7 below). 2. Class discussion of the history of teapots, the different compositions used to make teapots, various uses for teapots, how to make tea in a teapot, why tea is good for your health, as well as copyright laws will follow reading assignment. 3. Students will proceed to explore resources for images of contemporary and traditional teapots in order to get ideas for their teapot. Document sources that inspire you. 4. From their research students will develop their original design sketch of a teapot using contemporary or traditional designs. This sketch will be used as a reference to the construction of their ceramic teapot. Student sketch must meet teacher approval. 5. Student’s teapots will be constructed in their choice of either slab, pinch, or coil method. 6. Teapots must be designed and constructed with a handle, lid, and a spout. 7. Remind students that all attached pieces must be scored and slipped to create a well crafted piece. 8. The teacher will give a demonstration of how to construct a ceramic teapot. 9. Assessment sheets (pg 6 &7) will be distributed and discussed with students 10. Examples of teapots by previous students and artists will be examined. 11. Students will then start constructing their teapots using their approved sketches. 12. Students will first construct the base (body) of the teapot using slab, coil, or pinch method. 13. Students will then construct a functional and well designed spout. 14. Students will estimate and measure the placement of the spout on the base of their teapot. They will mark where they are attaching the spout where the student will pierce holes in the teapot base as a straining device. When holes are cut and smoothed, students will attach 2 the spout. 15. Students will create and form a functional and well balanced handle (carved, pulled, coil, or slab) and attach to desired location of the teapot. 16. Students will add a clay foot or feet to bottom of the base of teapot. 17. Next students will create a functional lid to fit the top of the teapot. Remind students they need to add a flange in the mouth of their teapot(a ledge in the opening of the teapot for the lid to rest on) or a flange on the bottom of the lid (a thin wall of clay added to the bottom of the lid that fits inside the mouth of the teapot) in order to hold the lid securely in place. 18. Students will use a damp sponge in order to smooth cracks and rough edges. 19. Students will control drying of teapots by lightly covering piece with open plastic bag. 20. Students will select glazes, underglazes, and/or underglaze pencils to finish piece after first firing. 21. Students will add their designs from their sketches onto their teapots and finish with glazes that is aesthetically pleasing. 22. Students will be asked to demonstrate vocabulary knowledge by using the appropriate terminology when referring to their pieces. 23. Students will display and critique one another’s work. Essential E8 Prepare and deliver individual speeches that address the needs Skills of the target audience by gathering information, rehearsing, making eye contact, speaking loudly enough, and delivering information in a well-organized fashion. E2 Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. E4 Use resources (dictionary, grammar books, thesaurus, online references, etc.) as needed to edit. E31 Apply an understanding of graphics, layout, white space, italics, graphs, charts, and other visual aids to enhance informational reading, writing, or presenting. E3 Follow oral directions. E10 Participate in (sometimes leading) one-on-one or group discussions by asking questions, asking for clarification, taking turns speaking, agreeing and/or disagreeing courteously, making informed judgments, and working toward a common goal. S4 Make observations and accurate and precise measurements using senses, tools, and technology. SS6 Solve problems effectively by characterizing a problem through identification of variables and relationships and moving to a solution. SS31 Identify connections between particular historical events and larger social, economic and political trends and developments. M3 Use proportional reasoning to solve real-world problems. 3 Scoring Guide See Attached Attachments/ Contemporary Teapots author Susan Peterson The Craft and Art of Clay author Susan Peterson Resources “Ceramic Monthly” Magazines (list here) The Eccentric Teapot: Four Hundred Years of Invention author Garth Clark Student Exemplar: Raquel Shaw Images of teapots researched on the internet (i.e.) www.allteapots.com/ www.theteapotshoppe.com/ www.etsy.com/category/ceramics_and_pottery/teapot https://www.artfulhome.com/teapots.html www.teapots.net/ www.he-and-she.com/info/teapot.html Standards National Visual Art Content Standards Content Standard 1: Understanding and applying media, techniques, and processes. Content Standard 2: Using knowledge of structures and functions. Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas. Content Standard 4: Understanding the visual arts in relationship to history and cultures. Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Content Standard 6: Making connections between visual art and other disciplines. Submitted by: Leslee Smith, Huntington High School, [email protected] 4 Scoring Guide Hand Built Teapot Assessment Name ___________________________ Date _________________ Criteria Points 5 4 3 2 1 Strong ideas Poor ideas and Excellent and design for Average ideas Weak ideas design for ideas and meeting and design for and design for meeting design for project meeting the meeting project meeting requirements. project project requirements. Design Sketch ____ project Sketch is requirements. requirements. Sketch is requirements. nicely Sketch is Sketch is poorly Sketch is well developed and average in weak in developed and developed and nicely development development executed. well executed. executed. and execution. and execution. Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates outstanding strong average little Originality of no originality originality of originality of originality of originality of ____ Piece of design and design and design and design and design and form. form. form. form. form. Student Student Student Student Student demonstrates demonstrates demonstrates demonstrates demonstrates Craftsmanship excellent strong average weak technical poor ____ technical skill, technical skill, technical skill, skill, technical skill, manipulation, manipulation, manipulation, manipulation, manipulation, and execution. and execution. and execution. and execution.
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