ceramic lesson plans: "an all american berry pie"

Student versions of ceramic berry pies

Title: “An All American Berry Pie” ceramic version

Topic: learning to work with clay, sculpture

Grade: 3^rd grade

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: two class periods 
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 2 - Manipulate paper to create low relief (e.g., curling, folding, tearing, and cutting), Modeling with clay or a similar material:, Roll coils: flatten material into a slab

Grade 3 - Manipulate paper to create forms (in-the- round), Cut a symmetrical shape from a folded piece of paper, Modeling with clay or a similar material:, Create applied and impressed textures

Strand II: Elements and Principles – Form

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

Grade 2 - Identify and use geometric forms: sphere, cube, cylinder, and cone

Grade 3 - Identify and demonstrate sculpture-in-the-round

Strand II: Elements and Principles – Texture

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

Grade 2 - Identify and use actual texture

Grade 3 - Identify and use invented textures 

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 ceramic masks

Resources Needed:

• Sample for the chalkboard or interactive whiteboard. (I will attach below)
• Pattern for ceramic pie shell. ( I will attach below)
• 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)  
• The History of Pie by Laura Mayer 
•  "Blueberries For Sal" by Robert McClosky. If you don't own the book, you may view the story on youtube here.

Materials Per Student:

• A paper towel
• Amount of clay approximating the size of tow tennis balls per student is used for the modeling of this object. The first ball is rolled out into a slab by the instructor in advance of the actual project, and the second ball is used by the students to create berries for the pies.
• A variety of clay printing and modeling tools (wood chips, shells, pencils, clay stamps, etc...)
• Each student will need one burlap place mat to keep his/her working space clean and also to prevent clay from sticking to their counter space while he/she works
• A bowl or cup to keep berries in while students work.
• A shallow dish filled with very little water should be put in the middle of each table for students to dip their fingers into and drip small amount of water onto their clay pieces while they are attaching berries to their pie “shells” and to other berries.

Activity Prior To The Lesson? Teachers may read aloud “Blueberries For Sal” by Robert McCloskey or they may also choose to share an interesting article about pies from the internet, a letter, or childhood memory with the students.

      This ceramic project is also a wonderful addition to a homeroom literacy activity that is planned around “Blueberries For Sal.” The ceramic versions of the following project can be accomplished with salt clay just as effectively. Because salt clay is normally baked in a regular oven; art projects made with it may be taught by those teachers whom do not have access to a fancy kiln.

Step-by-Step Studio Activity Specifics:

1. Prior to class the teacher will need to roll out clay ceramic slabs. I’ve included a pattern for students to use for cutting out their pie pieces with a plastic knife.
2. Students will need to roll out approximately 30 to 40 blueberry-sized balls or approximately 30 cherry sized balls each per one clay pie slice. The teacher should give each student a bowl or cup to keep their clay berries in while they work. This will eliminate some confusion over “rolling” berries during this exercise.
3. The teacher will then pass out to students the supplies they need to begin the assembling of their ceramic pies.
4. The teacher will demonstrate to the students how to cut out the paper patterns, place these on top of the rolled slabs and cut around each pattern.
5. Students will then observe the teacher first before assembling their own pie.
6. Stack berries along the edges of the larger triangle slab, leaving approximately one inch at the flat end of the triangle free from berries. This end will be shaped upward and pinched together with the shorter triangle after the berries have been secured in the first step.
7. The berries should always be stacked using the methods I have discussed in previous ceramic projects. Poke holes or slashes into the clay, add little drops of water and then press each berry firmly into place. This allows the ceramic clay to properly “bond” itself to the clay you are sculpting.
8. Students only need to stack berries on the outer edges of pie slices that will be visible. Add a moist towel to the inside of the pie so that when the top of the slice (smaller triangle) is attached, it will not collapse inward. This towel will burn up during the firing of the pie in the kiln.
9. The students may then slash the outer edges of the top triangle, moisten and press down the top onto the berries. Then lift the back edge of the lower triangle up and pinch it into place with the top triangle. Create this seal with a fork or a nice pinched edge.
10. Students may add fork pricks into the top of their ceramic pies to “mimic” the steam holes of an actual pie.
11. Some students may add whipped cream or additional berries to their pies to make their pies look fancier!
12. After the ceramic pies have been fired, give each student a small set of watercolors to paint their creation.
13. Add touches of clear glossy sealer to the berries to make them look real if you’d like. I even let students paint on white glitter glue on the top of their pies. This looks like sugar.

Clay Vocabulary:

• 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

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.

Assessment: The teacher will grade the studio assignment and worksheet according to a rubric included with the standard grading charts of the district.

Student samples of ceramic pies

Side view of ceramic pies

Grimm's pie pattern for ceramic pie project

All articles and lesson plans are copyrighted 2011 by Grimm

ceramic lesson plans: pinch pots with animal features

Drawing of simple pinch pot ideas.

Title: Ceramic Pinch Pots With Animal Features

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 K - Uses scissors with control, Modeling with clay or a similar material to create a sphere

Strand I: Product/Performance for Subject Matter: Functional Art

B. 3. Communicate ideas about subject matter and themes in artworks created for various purposes

Grade 3 - Create a container (e.g., paper box, clay pot, fiber basket)

Strand II: Elements and Principles – Shapes

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

Grade K - Identify and use shapes, Categorize shapes as large and small

Grade: kindergarten and 1^st

Population: At Ellisville Elementary School there are approximately 110 first graders and 100 kindergarteners. 90% of these students are white and 50% of them are female. Approximately 5% of the students in both grades is African American and the remaining 5% is either Asian, Hispanic or Indian (from India).

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: two class period

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 ceramic pinch pots

Resources Needed:

• "Children of Clay: A Family of Pueblo Potters" by Rina Swentzell
• 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) 
• Video from theartproject by Chad Brown
• Sample illustration for the chalkboard/interactive whiteboard at top of the page

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:

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

Motivation- Looking and Talking Activity: The teacher will demonstrate the process of first making a pinch pot and then adding on animal features.

Step-by-Step Studio Activity Specifics:

1. Roll the moist clay ball between your palms.
2. Use your thumbs to make a shallow dent no deeper than ½ inch into the clay ball.
3. Remove your thumb and insert it again into the shallow hole slowly and push deeper into the clay ¼ inch.
4. Remove your thumb and insert it again into the hole slowly pushing deeper into the clay approx. ¼ inch deeper.
5. Remove your thumb.
6. Hold the clay ball with your left hand if you are right-handed or with your right hand if your are left-handed.
7. Insert your dominant hand’s thumb into the hole and wrap your four remaining fingers over the top of the clay ball. Keep these fingers together and pinch with your thumb on the inside of the hole towards your fingers. This will make the interior wall of the clay ball thinner as you gently turn the ball while pinching slowly. Teachers can demonstrate this movement also at this time by using a plastic, transparent cup to show students what they can only feel (not see) while pinching into clay. See photo just above Step-by-Step for reference.
8. Once the hole is widen enough to fit both of your thumbs into it, switch to pinching with both hands simultaneously. Wrap both sets of four fingers around the clay ball and continue to pinch and turn until your ball looks more like a pot. (The teacher may refer to this step as “driving a car” for very young students.)
9. Once the walls of the pot are an even thickness, (approx. ½ inch) shape the bottom of your pot by gently tapping it on your desktop to form a flat surface.
10. Divide a second lump of clay into five equal parts. Use all of the clay up until it is gone.
11. Roll all five lumps into five smooth balls.
12. Turn pinch pot upside down.
13. Scratch the bottom.
14. Fill the scratches with drops of water.
15. Press four of the five balls into the scratches to create four feet on the bottom of your pinch pot.
16. Turn the pot right side up.
17. Scratch the edge of the top.
18. Fill the scratches with water droplets.
19. Press the fifth ball into place where ever you wish the head to go.
20. Form tail, ears, and any other features and then attach in the same way.
21. Carve in facial features.
22. Your teacher will fire the pot.
23. Glaze three coats of every color in order to properly cover ceramic pots.
24. Try not to apply glaze to the bottom surface edges of footed pots if it can be helped.

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.

Assessment: The informal assessment is made during class. The teacher watches the students closely during class and grades them for their participation, dexterity  and enthusiasm.

Student rolling out "legs" for her pinch pot animal.

pinch pots in kiln after firing

all articles and lesson plans are copyrighted 2011 by Grimm

ceramic lesson plans: slab masks

 (Ceramic slab masks by elementary students in an art exhibit)

Title: Ceramic Masks

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

Strand I: Product/Performance for Subject Matter: Fine Art

A.3. Communicate ideas about subject matter and themes in artworks created for various purposes

Grade 4 - Portrait: Create facial features in correct proportion, Exaggerate, distort, or simplify features to create an abstract portrait

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 ceramic masks

Resources Needed:

Mask diagram for whiteboard.

•     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)  http://www.youtube.com/watch?v=F5O2mJELhRg&feature=mfu_in_order&list=UL
•     Hot glue gun and hot glue sticks
•     Power point about masks from many different cultures
•     Sample for the chalkboard/interactive whiteboard

Materials Per Student:

• Both a large and small paint brush
• A selection of tempera paints in egg carton, one carton per four students
• Glitter glue
• A large container of water, one per four students
• A paper towel
• Amount of clay approximating the size of a tennis ball +  one half of a second 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
• Every table will need a large wooden rolling pin
• Additional trims such as: feathers, beads, sequins, chenille wire

Vocabulary/Terminology:

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

Motivation- Looking and Talking Activity: The teacher will demonstrate the following methods for creating a drape bowl before the students begin.

Step-by-Step Studio Activity Specifics:

1. Sketch out a design for a mask on 8 ½ x 11 inch typing paper.
2. Fold your drawing in half and choose the better side of your design to cut.
3. Cut out the paper design for your mask from this scratch typing paper. This will be the pattern you use to trace around later.
4. Roll out a large slab gently and slowly from the ball of clay the teacher gives you onto your burlap placematt.
5. The slab measure an even, smooth depth of approx. ½ inches and be large enough for you to trace your mask pattern onto.
6. Trace with a pencil or toothpick around the paper pattern on top of the clay slab.
7. Cut out your mask design using a plastic knife.
8. Remove the excess clay from around the mask shape. Don’t forget to also cut out the eyes, nose and mouth holes if you have drawn any of these out for your design.
9. Add clay details by first scratching the surface and then dripping water into those scratches before pressing clay details onto your clay masks’ surface.
10. Your teacher will then lift your mask and place it properly on a sheet of glass, plywood etc... for drying.
11. After the masks have been fired in the kiln once students may paint them with bright tempera paints.
12. After the paint has dried, students may add odds and ends to their masks to create texture and interest. The teacher will need to be in control of the hot glue gun in order for this to be done properly.

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.

Assessment: The teacher will grade the studio assignment and worksheet according to a rubric included with the standard grading charts of the district.

A slab butterfly mask made by my younger child. This one was glazed not painted.

all articles and lesson plans are copyrighted 2011 by Grimm

ceramic lesson plans: animals

Above are clay animals by young students.

Title: Ceramic Animals

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 2 - Manipulate paper to create low relief (e.g., curling, folding, tearing, and cutting), Modeling with clay or a similar material:, Roll coils: flatten material into a slab

Grade 3 - Manipulate paper to create forms (in-the- round), Cut a symmetrical shape from a folded piece of paper, Modeling with clay or a similar material:, Create applied and impressed textures

Strand I: Product/Performance for Subject Matter: Functional Art

B. 3. Communicate ideas about subject matter and themes in artworks created for various purposes

Grade 3 - Create a container (e.g., paper box, clay pot, fiber basket)

Strand II: Elements and Principles – Form

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

Grade 2 - Identify and use geometric forms: sphere, cube, cylinder, and cone

Grade 3 - Identify and demonstrate sculpture-in-the-round

Strand II: Elements and Principles – Texture

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

Grade 2 - Identify and use actual texture

Grade 3 - Identify and use invented textures

Grade: 2^nd and 3rd

Population: At Ellisville Elementary School there are approximately 100 3^rd graders and 100 second graders. 90% of these students are white and 50% of them are female. Approximately 5% of the students in both grades is African American and the remaining 5% is either Asian, Hispanic or Indian (from India).

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: 3 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 ceramic animals

Resources Needed:

• Download the Mexican folk art article from hearstmuseum.berkeley.edu/outreach/pdfs/mexican_folk_art.pdf
• Power point based upon the article from the Hearst Museum

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:

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

Motivation- Looking and Talking Activity:

•         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)  http://www.youtube.com/watch?v=F5O2mJELhRg&feature=mfu_in_order&list=UL

Step-by-Step Studio Activity Specifics:

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.

Assessment: Fill out the formal scoring guide included below according to age appropriate standards.

all articles and lesson plans are copyrighted 2011 by Grimm