ceramic lesson plan: drape bowl

Teacher's sample of a drape bowl. A shell was used to make the patterns in the clay.

Title: Ceramic Drape Bowls

Topic: learning to work with clay, sculpture

Goals & Objectives:

Students will model clay with control.
Students will build upon past knowledge in order to craft an original, three-dimensional artwork.
Through observation, investigation and discipline, students will create an art object demonstrating the use of the elements and principles of design.
Students will use ceramic vocabulary when referring to the processes of shaping clay objects.

GLEs:

Strand I: Product/Performance for Sculpture, Ceramics, Other Media

A.2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems.

Grade 4 - Build or layer materials to create a relief, Apply a variety of paper folding techniques, Modeling with clay or a similar material;,Make organic forms

Grade 5 - Combine simple forms to create a complex object/form (in-the-round), Use paper joining techniques such as tabs and slits, Modeling with clay or a similar material:, Build a form using a coil techniques

Strand II: Elements and Principles – Form

C. 1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 4 - Identify and demonstrate relief sculpture, Identify and use organic form

Grade 5 - Identify and use the illusion of form: cube, sphere, cylinder, and cone

A.2. Select and use principles of art for their effect in communicating ideas through artwork.

Grade 4 - Identify and use radial balance

Strand V: Historical and Cultural Contexts That Describe Characteristics of Artworks

B.1. Compare and contrast artworks from different historical time periods and/or cultures

Grade 4 - Compare and contrast two artworks on: Subject matter, Media, Use value and space, Theme, Purpose of art in culture, Place

Grade 5 - Compare and contrast two artworks on: Time, Place, Subject matter, Media, Use of elements, Theme, Purpose of art in culture, Use of materials and technology

Grade: 4^th and 5th

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: three class periods

Facility & Equipment Requirements:

One computer lap top
Room with good lighting
Large tables, approximately ten, each seating four students
Two sinks
Dry erase board
Drying racks
Cabinets for storage
Projector for viewing computer video, CDs and DVDs
Kiln for firing porcelain drape bowls

Resources Needed:

Drape Bowl Diagram

"The Potters of San Marcos"
The Potters of San Marcos Power Point
Tips for beginning potters by Murry's Pottery. This video collection is appropriate for very young students. Murry shows basic techniques, child appropriate language, kind voice, secular presentations, excellent visuals and explanations. (15 videos)
Sample for the chalkboard/interactive whiteboard

Materials Per Student:

Both a large and small paint brush
A selection of glazes in egg carton, one carton per four students
A large container of water, one per four students
A paper towel
Amount of clay approximating the size of a tennis ball per student is used for the modeling of this object
A variety of clay printing and modeling tools (wood chips, shells, pencils, clay stamps, etc...)
Each student will need one burlap placemat to keep his/her working space clean and also to prevent clay from sticking to their counter space while he/she works

Vocabulary/Terminology:

pinch - to form clay between the fingers and the palm
coil - a rope-like formation of clay
slab - a evenly rolled or pressed layer of clay
bisque - is clay that has been fired but not yet glazed
ceramics - are objects created from stoneware, porcelain or terra cotta
clay - soil, water and sand
fire - is the name for the heat that is used in a kiln
glaze - a glass paint used on pottery
kiln - a special oven used for hardening clay
greenware - pottery that is not yet fired in a kiln
leather hard - the hard condition of clay when it is almost air-dry
score - roughen the clay's surface so that a bond may be formed between two surfaces
sculpture - a three-dimensional art work
slip - a liquid clay used to glue two pieces together
texture - press into the clay surface with objects to create a pattern, design or rough surface
radial design – a type of design based upon a spinning, circular pattern

Motivation- Looking and Talking Activity: Students will read in small groups and fill out a worksheet. The article is “How China Cups And Saucers Are Made.”

Step-by-Step Studio Activity Specifics:

The teacher will begin the studio lesson with a demonstration including the following steps. Then the students will repeat the very same steps.
Roll your clay ball in the palms of your hands, do not flatten the clay but compact it into a smooth firm ball for two minutes.
Gently press and turn, press and turn the ball into a hamburger shape onto your burlap mat. Repeat this process until the hamburger shape is a bit larger than the palm of your hand.
If your clay shows signs of cracking, you may add water droplets to the surface of the clay and rub them into the clay as you work.
Slowly press in the middle of the clay shaped hamburger then turn the clay clockwise, pressing down and out to shape a pancake like slab. Do this step repetitively, and slowly until the round slab shape measures approximately five to six inches in diameter.
Press into the clay with a variety of clay printing tools to create a radial design.
Crush soft paper towels and place a firm wad on top of the designed surface.
Turn the pancake shaped slab over.
Shape the drape bowl into a “taco” like shape.
Shape feet. This may be balls, stilts, rings, or pinch pot type
Remember to scratch and attach surfaces using also droplets of water to create a firm bond.
Leave the paper stuffing in place until the clay of the bowl has set. (overnight)
The teacher will remove papers before firing.
After the coil pot has been fired, students may glaze three coats of every color at the very least in order to properly cover ceramic pots.
Try not to apply glaze to the bottom surface edges of footed pots if it can be helped.
Students may later glue a circular felt round to the bottom of their ceramic pieces to avoid leaving scratches on furniture.

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
Student will be provided with written instructions so that they read about the discussions and demonstrations
The instructor may use a amplification devise provided by the school or student’s parents

Modifications for the student with limited vision or blindness:

Students will be allowed to observe samples of art projects with their hands and for extended periods of time
Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
Student will be given ample time to exist classroom before large crowds gather outside of the classroom.

Modifications for students with mild brain injury:

Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.

Health & Safety Concerns: There are no health and safety concerns for this project.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.