Ms.

Bolintineanu
Clay Unit Overview and Percussive Clay Rattles Lesson Plan
Cielo Azul Elementary School
Second Grade

Lesson Overview
Students will learn how to handle clay and use several basic clay tools in this introductory
lesson. Students will learn how (and why) to wedge clay, how to roll and flatten it, how to
add surface texture, and how to join clay seams to create a simple three-dimensional object.
The students will examine the history of the rattle and how its been used throughout time
to make music and mark the passage of important life milestones. They will also learn the
basic steps of the clay firing and glazing process while choosing their own glazes. This
lesson has been adapted from art teacher Janelle Beaulieus teaching blog. A link can be
found at: http://www.arteducationblog.com/2013/02/2nd-grade-clay-rattles.html

Objectives:
Students will:
1. Wedge their own clay ball to remove air bubbles.
2. Learn how to evenly flatten clay pieces using basic clay tools.
3. Follow instructions for joining pieces of clay to create a small rattle.
4. Understand the history of rattle making throughout time and across cultures.
5. Demonstrate understanding of basic clay firing and glazing procedures.
6. Use art materials and supplies neatly and safely.

New Mexico Visual Arts Standards Addressed (2-3):

1.1A.2

Discuss how different elements of art impact images.

1.1B.1

Demonstrate increased skill with materials, tools and techniques.

1.1C.1-2

Take care of classroom art materials. Answer questions about safety.

4.4A.1-2

Demonstrate understanding of how artists create using various steps and sources of
inspiration. Interpret the possible sources of inspiration in works of art.

4.4B.1

Discuss and reflect about the process of creating art.

6.6A.1

Explore similarities and differences among art works from various cultures or periods of
history.

Preparation:
Samples, handouts, and other guides
Completed samples of a pendant (teacher can wear one)
Posters or white board drawings illustrating different clay techniques and
firing/glazing processes
Glaze samples
Photos of explosions and glaze runoff in kiln
Short PowerPoint of the history of rattle-making with photographs and examples
How-to sign for each table

Art Supplies and Materials
Clay
Glaze
Texture tools
Circle cutters or something circular to trace
Scoring implement
Slip
Rolling pin or other flattening tools
Plastic bags for covering/storing wet clay
Spray bottles with water for storing wet clay
Drying boards
Masking tape and sharpie marker for labeling student work
Paper towel

Vocabulary:
Texture: the feel of a surface; to give a surface a rough or raised texture
Wedge: the act of kneading and rolling clay to work out any air bubbles
Fire: cooking the clay at extremely high temperatures to try and harden the clay to
ceramic.
Clay: soft, moldable organic material (earth) that is fired at high temperature and
chemically altered to create functional and decorative ceramic items.
Ceramic: heat resistant, hardened, inorganic material that clay becomes once fired.
Glaze: applied like paint to ceramic but composed of chemical compounds that melt
and change composition to become hard, glasslike, and colorful after firing.
Bisque firing: the first firing of clay that serves to chemically change the clay into
ceramic. This firing is done without glaze.
Glaze firing: After glaze has been applied, this firing serves to chemically alter the
glaze, creating a colorful glasslike appearance.

Lesson Overview
Day 1: Before the start of the lesson, the following items should be in place at each table: a
tub of texture tools, slip cups, and a step sign. Ms. B will begin the demo, first showing
images of rattles and maracas before discussing the long and colorful history of rattle
making. Next, referring to the steps on the sign shown on the board, Ms. B will create a
rattle on the document camera step by step with the students. Students will wedge their
clay and roll it into a slab. Next, they will trace and cut a circle out of their slab using the

circle cutters or a circular object to trace and cut. Students will then wrap their slabs in
damp paper towel and store them in a plastic bag. Each student will get a sharpie marker
and tape to label their rattles with their name and grade. They will then be directed to a
storage area for their group.

Day 2: On the second day of rattle construction, students will use texturing implements to
create designs on their rattles. Students must put their names on one side of their rattle at
this time. Then, the students will roll small balls 3-4 of clay and cover them with bits of
paper towel, placing them in the center of their circle after the texture side has been turned
face down. Finally, students will slip and score the edges of their rattle and fold the circular
slab in half, pinching it off to create their rattle. A small hole should be added somewhere to
let air out during the firing process. Rattles will be collected and stored to dry for firing by
class. A second day may be required to finish the pre-bisque process. Should this be the
case, students will store their slabs in a moist plastic bag sealed shut with their name
visible on the outside. Bisque firing will be discussed and described, as students view a
bisque fired object and look at photos of bisque fired work.

Day 3: After the bisque firing, Ms. B will pass back rattles and discuss glazes and glaze
firing with the students. Students will choose 2-3 colors for their rattle, leaving one side
unglazed for firing. Students will leave their work to dry in a designated area and teacher
will check for understanding of concepts with a brief verbal quiz or game. Afterward,
students have the option of free art or reading time.