Lesson Plan Template

Art Education Workshop Lesson Plan: ART 135

Performing/Presenting/Producing
Group 1 2 3 (4 ) 5 6 7 8 (please circle)
Print First and Last Names:
Rebecca Rodriguez __________________
________________________________

________________________________

Students will design a detailed Media and Techniques Workshop and Lesson Plan for college juniors and seniors with limited to moderate
exposure to
(1) painting/drawing, (2) electronic art, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and
(8) collage/assemblage.The Lesson will be inspired by course content re the high school learner: pedagogical choices (Patterson, 2011, p.
6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative
inspiration (Parks, 2015, p. 4); and assessment (Beattie, 1997).
Lesson Title*: Intro to Ceramics and pottery

Medium*:Ceramic

Big Idea*: Vessel

Lesson Overview (3 complete sentences)*:

The students will learn the basic terms related to the ceramic medium. The students will learn the coil,slab, and slab techniques. The
students will then use said techniques to create a vessel of their choosing.
Key Concepts (3-4): What you want the students to know.*
1. A vessel is an object used to hold or contain something.
2. A vessel can carry many meanings.
3. A vessel can be functional or figurative.

Essential Questions (3-4)*:

1. What is a vessel?
2.why might an artist create a vessel form?
3. What other significance may a vessel hold?
4. Should the artists vessel be functional or not?

Lesson Objectives of visual art content area (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/

48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. The students will (TSW) be able to . . . Roll a coil, pinch a form, and throw a slab.
2. The students will (TSW) be able to . . .use techniques to create a vessel form. What techniques? List briefly
3. The students will (TSW) be able to . . .know basic terms related to ceramics. What terms? List briefly

Lesson Plan Template

National Core Art Standards: Visual Arts (4): Please list number
and description of Anchor Standard.
1. Creating: #2 Organize and develop artistic ideas and work.
2. Presenting: #Anchor Standard #6. Convey meaning through the
presentation of artistic work.
3. Responding:#8 Interpret intent and meaning in artistic work.
4. Connecting:#10 Synthesize and relate knowledge and personal
experiences to make art.

Identify and define visual art vocabulary that connect to the

concentration area(s), or medium(s)*:
1.Big Idea addresses a timeless, cross-cultural, cross-disciplinary, lifecentered issue with layers of meaning potential.
2.
Do a copy/paste of the vocab terms from worksheet youre designing. Just
focus on the most important.
3.
4.
5.

California Commission on Teacher Credentialing(CCTC)

(2003-2004/2010) (3-5): Subject Matter Requirements for
Prospective Art Teachers http://www.ctc.ca.gov/educator-prep/
standards/SSMP-Handbook-Art.pdf
Content Domains (pp. 23-29): Please check all that apply and add
number, letter, and description of applicable benchmark.
_X__Domain 1. Artistic Perception as stated, please add
_X__Domain 2. Creative Expression number, letter, and description
of applicable benchmark
___Domain 3. Historical and Cultural Context of the Visual Arts
___Domain 4. Aesthetic Valuing
_X_Domain 5. Connections, Relationships, and Applications
___Domain 6. History and Theories of Learning in Art

Lesson Activities and Procedures (Please be very specific by highlighting

various techniques and materials. Also include individual roles of group
members)*:
1. TSW provided with a piece of clay they can manipulate during the
slides. Thy will be introduced to various vocabulary terms related to
ceramics and pottery
2. TSW be introduced to "wedging" and its importance.
3.TSW learn the various tools needed for wheel throwing.
4. We will walk over to the ceramic room where the students will be
given a brief tutorial on how to center clay.
5. Students will break into 4 groups of 4 and each will be given a turn to
explore on the wheel.
6. The groups will clean up their wheel.
7. We will head to the kiln room where the students will be shown the
different types of kills.
8. We will return to the classroom where the students will learn about
pinch form.
9. TSW learn about coil form.
10.TSW learn about hard slab and soft slab.
11.TSW pair share with a classmate.
12.TSW learn the key concepts
13.TSW be given the essential questions
14.TSW be asked to create a vessel form using two or more of the
techniques learned.
15.TSW be asked to clean up.
16.TSW close by pair sharing about what they created.
17. TSW create walk around the room and see what their classmates
made.

List all materials needed in the columns below.

Have

Purchase

Clay
List all tools and supplies needed here

Lesson Plan Template

17. TSW create walk around the room and see what their classmates
made.
18.
Be more specific in the Activities and Procedures section.
19.
Heres an example, below:
20.
Anna will greet students at the door, and hand each a brief,
21.
typed prompt (see list of prompts in appendix). After
22.
students place their belongings at desks, they will locate
23.
one peer with the same eye color to discuss the role of
social order in daily life. This activity will also serve as the
24.
Groups Anticipatory Set. (10 mins.)
25.
26.
27.
28.
29.
30.
Anticipatory Set (beginning; example VTS)*: TSW open with hands Closure (ending; example ticket-out) *:
on playing with a ball of clay provided.
Pair share with a partner what kind of vessel was made. Y
rewrite for clarity

Formative Assessment strategy (of assigned readings from Bird

and Parks)*: Parks- Decoration, Narrative, Process and Meaning,
Representation
add all page numbers to readings

Summative Assessment strategy (studio investigations):

The students will crest a vessel form depicting who they are using two or
more of the hand holding techniques taught.

Please respond to the following questions thoroughly and in complete sentences.

1. What student prior knowledge will this lesson require/draw upon? Most of these students should have some basic knowledge of ceramic
techniques whether hand holding or wheel throwing.
2. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will encourage students to solve problems in different ways because there is not a set end result. Each student has to interpret
what a vessel is to them and how they want to create that.
3. How will you engage students in routinely reflecting on their learning?
I will engage students to routinely reflect on their learning by walking around during studio time and ask about their work, I will ask what
their intention and vision is and how they are going about achieving that.

Lesson Plan Template

4. How will you adapt the various aspects of the lesson for differently-abeled students?
I will adapt this lesson plan for different abled students by providing them with plaster molds. The molds will help them get a base set up
and from there the student can work.
5. What opportunities/activities will you provide for students to share their learning in this lesson?
TSW will have the opportunity to share their learning by pair sharing with a classmate and reporting out during the opening and closing
activity.
Lesson Resources/References (use APA; please identify):
please complete this section

* Include this information during the peer Media and Techniques Workshop.
Some helpful links to new terms:
Anticipatory set: http://www.cultofpedagogy.com/anticipatory-set/

Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148

Formative and Summative Assessment: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf