Professional Documents
Culture Documents
I. Lesson Number 2, Grade Level: 9th , Pinch Pot/Coil Pot Monsters, and Duration: 4-5 days.
II. Lesson Rationale: Students will learn about the historical and cultural significance of hand-
building techniques. Using basic hand-building techniques students will construct both a pinch and coil
build pot. Students then will transform both of their constructed pots into monsters by adding
physical features that operate within with each students personal definition. These two sculptures will
be graded by craftsmanship and a brief paragraph that provides justification for the student's design
decisions and how they relate to their personal definition.
V. Lesson Objectives:
The student will be able to construct both a pinch and coil pot.
The student will be able to transform their pots with the addition to of physical features that is in
alignment with their personal definition of what a monster is.
Teacher will continue to talk about the long legacy of hand-building ceramics by giving
examples of contemporary artists: Barbara Walch and Kevin Nierman.
After the teacher completes their demonstration the teacher will show the students an end goal
to strive for. The teacher may choose to show their personal examples to give students a better
idea of what the end goal will look like.
The teacher will briefly walk students through an example of design decisions that are in
alignment with a definition of a monster. The teacher will use the class definition from previous
period.
Example definition: A monster is a fictional creature that is often threatening to people.
Teacher: If I was to make a sculpture of a rabbit, could we consider it a monster based on our
definition?
The teacher will continue to explain that in addition to the sculptures the students will be
expected to write a brief paragraph that justifies the students design decisions for their monsters
in relationship to their definition.
3. Independent Practice
Students will begin to construct either a pinch or coil pot.
Students will use rest of the class period to work.
4. Closure
The teacher will gauge the progress made in the first day. The teacher will make
announcements accordingly.
*Remind students to think about what features they want to add and how it will be in alignment
with their personal definition.*
The teacher will instruct students will to place their in-progress sculptures and that they may
need to spray them with water to keep them in a workable state.
5. Formative Evaluation
The teacher will evaluate if the students are using their time productively.
Day 2:
1. Introduction/Motivation:
The teacher will take the first 5 minutes to show a video on how to slip and score
https://www.youtube.com/watch?v=MYcqtiCwK5c
2. Guided Practice
The teacher can choose to show more examples of types of monster that could be made using a
pinch or coil pot as the foundation.
The teacher will assist students individually who are struggling with the form or having issues with
developing the monster itself.
3. Independent Practice
Students will construct their pinch and coil monsters using the entire class period.
4. Closure
The teacher will tell students to begin cleaning up 6 minutes before class time is over.
5. Formative Evaluation
The teacher will evaluate if the students are using their time productively.
Day 3:
1. Introduction/Motivation:
There will be a brief introduction where the teacher will instruct the students to resume working on
their projects and inform those who are in need of help to come forward.
2. Guided Practice
The teacher will continue to help students on individual basis
3. Independent Practice
Students will construct their pinch and coil monsters using the entire class period.
4. Closure
The teacher will instruct students who have completed a sculpture to place their sculpture in the
designated place to begin drying.
The teacher will tell students to begin cleaning up 6 minutes before class time is over.
5. Formative Evaluation
The teacher will evaluate if the students are using their time productively.
1. Introduction/Motivation:
The teacher will talk about specifics like where to turn in a finished sculpture. The teacher may use
this time to address any concerns that he or she has observed.
2. Guided Practice
The teacher will continue to help students on a individual basis
3. Independent Practice
Students will construct their pinch and coil monsters using the entire class period.
4. Closure
The teacher will remind students that they are to turn in their written justifications with each of
sculptures
5. Formative Evaluation
The teacher will evaluate if the students are using their time productively.
(4)Critical evaluation and response. The student responds to and analyzes the artworks of
self and others, contributing to the development of the lifelong skills of making informed
judgments and reasoned evaluations.