Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Trinity Arend

School Jones Middle School
Grade Level 8th

UNIT TITLE Clay Slab Containers

Length of Class Period 40 Min
Approximate Number of Students in Each class 16
Beginning Date for this Unit Jan 14th
Ending Date for this Unit Feb 4th

ENDURING UNDERSTANDINGS
Personal Choice and Vision: Students construct and solve problems of personal relevance and
interest when expressing themselves through visual art.

PROGRESS POINTS

C. Connect making art with individual choice and understanding personal cultural identity

CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
A) At this point the students already have minimal experience with clay as well as the slab
building technique. They also have an idea of themselves in relation to their surroundings
including their abilities, likes and dislikes. This lesson focuses on technical ability (slab building,
carving and attaching clay using the score and slip method.) as well as a base understanding of
who they are as individuals involving interests and morals.
B) In this lesson, students will not only learn and practice their technical abilities in clay working
but it will allow them to continue advancing their fine motor skills as many children at this age
still struggle because of the mass technology boom requiring less use of detailed hand
movement. They will gain experience in this area through being asked to score and slip each
piece of their slab during connection, they will also exercise their fine motor skills when creating
detailed pieces to attach to their containers which visually express an important aspect of who
they are as individuals.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
In this unit, students will create a three dimensional container through a slab building technique.
On this container, they will attach or carve out details which express aspects of themselves
about who they are as individuals.

Essential Questions (provocative, engaging, critical)

How do we attach clay to itself?

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What is slip?

How do we differentiate between a simple “like” and an aspect of our lives that is a part of who
we are as individuals?

Possible Integration
N/A

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Practicing with Slabs.
Lesson Description Students will focus on the technical aspects of clay working such as
rolling out, cutting and adhering slabs/pieces (score and slip) as well as
smoothing out cracks and bumps to create a practice container (at least 3
sides and a base). They will also be given a short 5 min at the beginning
of the period to create a jot list of as many aspects of themselves as
possible which they can then edit, group or expand the following day or
two.

Lesson Two
Title Make and Bake.
Lesson Description The focus of this lesson is to create a slab container with at least three
sides. Each slab must be between 3-4 inches wide and 5-6 inches tall.
The students must also incorporate aspects of themselves which cover at
least 75% of the container, they can do this through creating individual
pieces to attach to the container or they may carve in detail. This must go
beyond simple “likes” such as candy and hearts to represent who they are
(a cake because the student is a baker, or a skateboard because their
father is a skateboarder and it has had a substantial influence on who they
are).

Lesson Three
Title Glaze for Days.
Lesson Description The final lesson for this unit involves the students glazing their containers.
When glazing, we will cover various techniques involving brush
application, stenciling, sgraffito, and stippling. The students must use at
least two of these methods of glazing on their piece.

Explain how technology has been used in this unit

N/A

LESSON PLAN

Teacher Candidate Trinity Arend

2
 School Jones Middle School
Grade Level 8th

LESSON NUMBER 1
Lesson Title Practicing with Slabs
Length of Class Period 40 Min
Approximate Number of Students in Each class 18
Beginning Date for this Lesson Jan 14
Ending Date for this Lesson Jan 15

CONTENT STATEMENT – PERCEIVING/KNOWING

4PE Understand how social, cultural and political factors affect what contemporary artists and
designers create

CONTENT STATEMENT – PRODUCING/PERFORMING

2PR Demonstrate increased technical skill and craftsmanship by using more complex
processes and materials to design and create two and three-dimensional artworks.

CONTENT STATEMENT – RESPONDING/REFLECTING

2RE Explain and defend their artistic decisions using visual art vocabulary.

Performance-based Assessment Objectives

Students will express elements of social and cultural factors in the designs displaying personal
interest and self exploration.

Students will demonstrate an increased understanding of skill and craftsmanship through their
ability to refine their three dimensional containers based upon self reflection and feedback.

Students will explain artistic decisions made through visual imagery in planning as well as
through the proper use of visual art vocabulary.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will express social and cultural factors which influence them by expressing their
personalities in a series of clay imagery carvings and add ons which cover at least 75% of their
clay slab containers.

Students will demonstrate refined technical ability through adjustments of their piece based
upon self reflection and feedback, removing all blemishes from their piece, straightening edges
and creating a free standing 3 or more sided container of out clay slabs.

Students will explain their artistic decision making using proper visual art vocabulary during
informal one on one or small group discussions throughout the span of the project.

Academic Language
Vocabulary

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Score- scratch hatch marks on it as part of joining clay pieces together. (thesprucecrafts.com)
Slip- a liquid mixture or slurry of clay and/or other materials suspended in water. (wiki)
Slab- clay is rolled into thin sheets. (yundle)

Additional Language Demands (specific speaking or writing activity)

Students must create a jot list in 5 min, which includes various aspects of who the student is as
an individual which can be translated into 2D and 3D visual depictions of their personality and
interests. These lists will be handed in by the end of the period for review of understanding of
the prompt.

Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

-- Mark, are you okay with a list like this or would you like each applied to this specific lesson
and explained?
Art/Visual Culture Examples
N/A

Preparations
Materials/Resources for Teacher
-clay
-cutting tools
-slip and comb
-paper for template
Materials for Students
-clay
-cutting tools
-slip and comb
-chop sticks/ boards
-paper for template
-needle tool

Safety Procedures
During my demonstration I will review the potential risks of some of the clay working tools and
how to properly handle them to minimize risk. This includes the potential to cut or poke oneself
or others with the needle tool as well as the minor potential to cut oneself on the cutting tool.
During the demo I will mention the potential lung hazard the clay dust may cause once it is bone
dry. I will show them to clean the area by sweeping the dust into their hand to take to the
garbage and to wipe the area off with a wet sponge in order to clean the remaining dust
particles off of the work surface.

4
LEARNING ACTIVITY
Getting the Classroom Environment Ready
To prepare the classroom I will have the supplies gathered prior to the start of class and check
that there are enough tools and materials for the class to use.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Day/ Student Teacher

Time

Day 1 Students enter the classroom and immediately As students enter the room I
2 Min place all belongings on the designated side table will be greeting them and
and take their seats. reminding them to place their
belongings on the side table.

8Min Students will gather around the demo table and
ask questions as they arise.
At this time I will begin class. I
will inform the class that we
will be starting a clay slab
project and that today and
tomorrow will be practice
days. They will need to gather
a baseball sized chunk of
clay, a rolling pin, two quarter
inch boards, and a piece of
newspaper. I will inform them
that all they will need to do
today is roll out their slabs
and have their tangram
pieces cut and laid out on
their slabs by the end of class
but that they will spend
tomorrow assembling their
tangrams and either carving
out or adding on details. the
goal of this assignment is to
see whether or not their
projects stay together or
break apart. They should
already know how to do all of
this and I’ll let them know that
this is a five point skills check.
The students may have to
share the quarter inch boards

5
 as there may not be enough
for all to use at once.

20 Min the students will take this time to focus on I will be walking round the
gathering materials and rolling out their slabs as classroom making sure the
well as cutting out their tangram pieces. students are on task. I will
also use this time to answer
any questions or pose
questions to students such as
“why did you choose to do
this, this way?”

10 Min students will begin their clean up process. They while the students clean up I
should gently stack their slabs wrapping them will be making sure that all
snuggly in plastic to prevent drying out. They will materials are put in their
set these on the table next to the kiln with a slip of proper place. I will also be
scrap paper on top with their name on it to keep marking off who has
track of which is theirs. They will also need to completed their assignment.
wipe down their area with a wet sponge and dry it
with a paper towel. Once this is completed they
may gather their items and wait in their seats for
the bell to ring.

Day 2 Students will enter the class and place all I will begin taking attendance
2 Min belongings on the designated table. after the bell rings and submit
it to schoology.

28 Min students will grab their projects and take them to At this time I will inform the
their seats then go back up to get tools and slip. students that they will spend
this class period assembling
their tangrams.Once
assembled they will need to
add on detail. I’ll check to
see the students process and
whether or not they score slip
and squish they clay slabs. I'll
also be available for one on
one discussions with students
to answer any questions they
may have.

10 Min students will begin their clean up process. They while the students clean up I
should gently stack their slabs wrapping them will be making sure that all
snuggly in plastic to prevent drying out. They will materials are put in their
set these on the table next to the kiln with a slip of proper place. I will also be
scrap paper on top with their name on it to keep marking off who has
track of which is theirs. They will also need to completed their assignment.
wipe down their area with a wet sponge and dry it
with a paper towel. Once this is completed they
may gather their items and wait in their seats for

6
 the bell to ring.

Clean-up Procedures (Room, Materials & Work Storage)

At the end of the lesson students will be expected to return all materials to the proper bins. They
will also need to clean up any scraps from their work areas and wipe down the area with a wet
sponge once large pieces are removed as well as dry the area with a paper towel. All practice
work should be placed on the moving cart in order to assess it at a later time (once it has dried
to see if their score and slip holds up and has been done properly).

Closure, Review & Anticipation (what’s next?)

To end the class I will inform the students that they should enter the class the following day
ready to get started on their project. I will also remind them to continue thinking about their list in
form of theme and what they may want to add on and what they will want to carve out. Ill give a
brief mention of stenciling with glaze so that they are able to take this into consideration in
conjunction with their final designs.

Supplemental Activity
Students should spend the entire period working on scoring and slipping pieces together
meaning that no student should finish up before the period is over. If they have their slabs joined
together they will be asked to practice details and add ons.

Teacher reflection focused on the lesson after it has been taught

There are two 8th grade classes throughout the day, a morning class and an afternoon class.
During the morning class I noticed a lot of repeat questions from the students, accompanied by
confusion about the goal of the day’s task. The head teacher and I spoke and it was apparent
that I has simply not articulated myself and a section of it would turn out inequitable if I
continued the assignment in this manner. The teacher and I spoke and devised a game plan of
ways to effectively alter my teaching for better understood delivery. After implementing
this(more precise delivery, chunking tasks, moving in a group for certain steps) the afternoon
class went much more smoothly and the students completed their goals which I had set aside
two days for in the single class period. Afternoon class will be moving on to the introductory
portion of the lesson while I readjust the morning class.

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8
 LESSON PLAN

Teacher Candidate Trinity Arend

School Jones Middle
Grade Level 8th

LESSON NUMBER 2
Lesson Title Make and Bake
Length of Class Period 40 Min
Approximate Number of Students in Each class 18
Beginning Date for this Lesson Jan 16
Ending Date for this Lesson Jan 24

CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Identify how an artist’s choice of media relates to the ideas and images in the work.

CONTENT STATEMENT – PRODUCING/PERFORMING

2PR Demonstrate increased technical skill and craftsmanship by using more complex
processes and materials to design and create two and three-dimensional artworks.
CONTENT STATEMENT – RESPONDING/REFLECTING
6RE Develop and apply criteria to assess personal works for content and craftsmanship.

Performance-based Assessment Objectives

Students will identify relations between methods of carving or adding on to specific objects
which express their personalities.

Students will demonstrate refined technical ability through adjustments of their piece based
upon self reflection and feedback, removing all blemishes from their piece, straightening edges
and creating a free standing 3 or more sided container of out clay slabs.

Students will apply set criteria to their works in order to personally assess various areas of
craftsmanship and content.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will identify relations between carving and add on methods in their planning sketches
located in their white drawing books.

Students will express refined

Academic Language
Vocabulary
Score- scratch hatch marks on it as part of joining clay pieces together. (thesprucecrafts.com)

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Slip- a liquid mixture or slurry of clay and/or other materials suspended in water. (wiki)

Glaze- a mixture of powdered materials that often includes a pre melted glass made into a slip
and applied to a ceramic body. (webster)

Leather Hard- The best time to do slab construction or carve. It is cool to the touch and has the
consistency of hard cheese or leather. (fieldszarts)

Bone Dry-The clay is no longer cool to the touch and is ready to be fired. (fieldszarts)

Bisque- Finished ceramics that has been fired once. (fieldszarts)

Glaze Ware-Finished ceramics that has a coat of glaze and has been fired. (fieldszarts)
Additional Language Demands (specific speaking or writing activity)
N/A

Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

Art/Visual Culture Examples

N/A

Preparations
Materials/Resources for Teacher
-clay
-cutting tools
-slip and comb
-paper for template

Materials for Students

-clay
-cutting tools
-slip and comb
-chop sticks/ boards
-paper for template
-needle tool

Safety Procedures
At the beginning of class I will review the potential risks of some of the clay working tools and
how to properly handle them to minimize risk. This includes the potential to cut or poke oneself

10
or others with the needle tool as well as the minor potential to cut oneself on the cutting tool.
During the demo I will mention the potential lung hazard the clay dust may cause once it is bone
dry. I will show them to clean the area by sweeping the dust into their hand to take to the
garbage and to wipe the area off with a wet sponge in order to clean the remaining dust
particles off of the work surface.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
To prepare the classroom I will have the supplies gathered prior to the start of class and check
that there are enough tools and materials for the class to use. I will also lay out a set of rulers
and white paper for the students to create their slab stencils.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Day/ Students Teacher

Time

Day 1 The students will find a piece of scrap
8 Min paper and a pencil or pen. They will then
create a jot list once the timer has been set
for 3 min. The jot list should be a list of
qualities they possess, parts of their
personality rather than momentary
interests. An example would be “creative,
mindful, baker, football player, gamer”.
Unique qualities that make them who they
are rather than simple “likes” such as
“candy lover”. After their jot list has been
created they will gather their practice
projects and return them to their seats.
They should then try to gently wiggle their
slabs and add ons to see if they stay
attached or fall off.
I will greet the students and take
attendance. I will then explain that
they need to gather a piece of paper
and a pencil and explain the jot list.
This should be a list of qualities which
reflect their personalities. I will ask
them to give a few examples of things
they may write, depending on these
answers I will either set the timer and
let them write, if they understand, or I
will give my own examples (mindful,
artist, water, family centered etc.)
After they have created their jot lists I
will walk around to see if the student’s
projects are falling apart when they
wiggle the slabs. If they do then I will
give a quick five min recap demo on
how to score slip and squish clay
pieces together in order to create a
more permanent seal. If the pieces do
not fall apart then I know I am able to
dive into introducing the project fully.

5 Min Students will gather around the demo table I will have the class gather around the
and listen to the instructions given, asking demo table. I will then show them my
or answering questions. example project and jot list. I will
explain that they will be creating a

11
 slab built container with at least three
sides, a base, and it each slab needs
to be between 5-6” high and 3-4”
wide. I will require at least 75%
coverage of design/detail of either
add ons or carved out sections
(showing them the correlation
between my jot list and the details I
have added). I will ask “should I add
my details on before or after the
container has been assembled?” and
“when should I carve into my clay,
when it's wet or leather hard?” “what
do I mean by leather hard?” “If my
add on makes a section too thick,
what should I do? should I leave it?”
Once they have answered these I will
dismiss them to get started. They will
spend the majority if not all of the
period creating rough sketches of
each side and the details they intend
to place on the sides. They will also
need to decide and list what will be
carved in or gouged out.

20 Min The students will take out their drawing as the students complete their tasks I
books and spend the period mapping out will walk around the room and check
the details they will be creating on the slab on their progress.
containers. They will sketch out EACH
SIDE. they will also need to create a
template for their piece, they should have a
template for each side they wish to create
which they will tape together in order to be
sure the pieces fit properly. this template
will be what is laid on the slabs and cut out
in order to create even sides for their
container.

7 Min Students will begin their clean up process, as the students clean up, I will be
placing their drawing books back in the replenishing supplies(template paper)
correct bin and returning all scissors to the and checking to see if the floors have
bucket located on the teachers desk. If any been cleaned up with all materials
pencils were borrowed they would also returned.
return those. Any scrap paper should be
placed in the baby bin of the grocery cart
and if too small, thrown away. After all
areas are cleaned up they may gather their
belongings and wait for the bell to ring.

Day 2 students will enter the room and place all I will be taking attendance as the

12
2 Min belongings on the side table, gather their
drawing books and have a seat.
8Min students will gather around the demo desk.
20 Min Students will be using this time to roll out
their slabs and finish their templates,
making sure their templates can easily fit
on the slabs they have rolled out.
10 Min students will begin their clean up process.
They should gently stack their slabs
wrapping them snuggly in plastic to prevent
drying out. They will set these on the table
next to the kiln with a slip of scrap paper on
13
students enter and remind them to
grab their drawing books, I’ll let them
know to grab a pencil if they have t
fins I shed up their sketches or would
like to make any alterations to their
designs.
As many of the students struggled to
properly roll a slab, I will give a quick
demo on how to use the two quarter
inch boards to get an even thickness
in the slab. To do this I will take a
baseball size chunk of clay, flatten it a
little with my palm on top of
newspaper, place the boards on
either side, and use the rolling pin to
flatten it. Either side of the rolling pin
should be on top of the boards to
ensure even thickness. At this time 8
will explain that their containers must
have at least 3 walls and a base and
their designs should cover AT LEAST
75% of the container. I will also ask
the students the levels of dryness for
clay, (wet, leather hard, bisque,
glaze) and when is the proper time to
carve into the clay? The students
may not know this information. I will
let them know not to carve in until the
clay is leather hard. This is something
they need to plan for when placing
their add-ons.
I will use this time to walk around the
roll and check on slab rolling
progress. Many students struggled
during the practice session and
require extra attention to ensure
success. I will also be checking on
slab designs and manageability, are
the details too challenging? Do they
fill the required 75%, do the students
have at least 3 walls and a bas for
their container?
while the students clean up I will be
making sure that all materials are put
in their proper place.
 top with their name on it to keep track of
which is theirs. They will also need to wipe
down their area with a wet sponge and dry
it with a paper towel. Once this is
completed they may gather their items and
wait in their seats for the bell to ring.
Day 3 students will enter the class, place all
2 Min belongings on the designated table and
gather their slabs which they had rolled the
day before.
5 Min students will gather around the demo table.
23 Min students will go back to their seats and
begin construction. They should focus on
creating smooth clean edges that are well
blended and removing any tool or finger
marks created during this step. It is
important that they score, slip, and squish
their slabs, blending the edges to create
one cohesive looking container. If they
complete the construction, they should
14
I will begin by taking attendance and
reminding the students that they
should grab their slabs and a new
piece of news paper to work on top
of.
we now have our designs,our
templates and our slabs and it’s time
to begin construction. Ask the
students “how do we join two slabs of
clay together?” (Score slip squish)
Their slabs shouldn’t be super floppy,
if they are it will be challenging to
construct, they should take the blow
dryer to the slabs to dry them out
SLIGHTLY. If they’re too dry then
they won’t be able to add on their
details. I will ask the students when
they honk we should attach add-ons,
before or after construction. They
should answer after, if you add them
before then you will ruin them while
constructing the container. I’ll ask
them if they know what “leather hard”
means, and how you know the clay is
in this stage. They should know it
means the clay has hardened but is
still slightly malleable, you can also
tell because the clay will feel cool to
the touch. This is when you carve in
any details. The clay should peel
away easily without causing any
“boogers”.
I will be walking around to ensure the
students stay on task and offering
suggestions or feedback as they
work.
 begin constructing their add-ons and
attaching them, again, scoring, slipping and
squishing the pieces on. They should blend
the edges and remove tool marks.

10 Min students will begin their clean up process. while the students clean up I will be
They should gently stack their slabs making sure that all materials are put
wrapping them snuggly in plastic to prevent in their proper place and that their
drying out or if their containers are tables have been wiped off. I’ll also
constructed they should wrap up their be directing students as they put
containers in a plastic bag. They will set away their projects as they tend to
these on the table next to the kiln with a place them unorderly on the table.
slip of scrap paper on top with their name
on it to keep track of which is theirs. They
will also need to wipe down their area with
a wet sponge and dry it with a paper towel.
Once this is completed they may gather
their items and wait in their seats for the
bell to ring.

Day 4,5 students will enter the classroom, place I will use this time to take attendance
2 Min belongings on the designated table and and greet the children.
grab their projects CAREFULLY. they will
take them back to their desks.

28 Min students will use the entire class period to
continue constructing their containers and
adding on their bits. Once their clay is
leather hard they may begin carving
designs into it or cutting out designs.
During this time I will be walking
around the room having one on one
discussions with the students. We will
discuss what they feel is successful
and what could be improved upon as
well as how they might make those
improvements.

10 Min students will begin their clean up process. while the students clean up I will be
They should gently stack their slabs making sure that all materials are put
wrapping them snuggly in plastic to prevent in their proper place and that their
drying out or if their containers are tables have been wiped off. I’ll also
constructed they should wrap up their be directing students as they put
containers in a plastic bag. They will set away their projects as they tend to
these on the table next to the kiln with a place them unorderly on the table.
slip of scrap paper on top with their name
on it to keep track of which is theirs. They
will also need to wipe down their area with
a wet sponge and dry it with a paper towel.
Once this is completed they may gather
their items and wait in their seats for the
bell to ring.

Day 6 students will enter the classroom, place I will use this time to take attendance
2 Min belongings on the designated table and and greet the children.

15
 grab their projects CAREFULLY. they will
take them back to their desks.

3 Min students will gather around the demo table. I will take this short period of time to
let the students know that today will
be the final working day for the
construction and carving of their
containers. If they are not finished by
the end of the period they will need to
come in during flex to finish them up.
I will also let them know that we will
not be covering their projects in
plastic so they can dry out in
preparation for the fire.

25 Min Students will work to complete their
projects, this class should be used for
finishing touches, attaching final pieces and
smoothing out the sides and making crisp
edges.
I will be walking around to check that
all of the students are on target for
completing their projects by the end
class ,if they need more time than the
class allows, I will write flex passes
so that they can have a little extra
time.

10 Min Students will clean up their work areas,
placing their finished projects on the table
uncovered
while the students clean up I will be
making sure that all materials are put
in their proper place and that their
tables have been wiped off. I’ll also
be directing students as they put
away their projects as they tend to
place them unorderly on the table.

Clean-up Procedures (Room, Materials & Work Storage)

At the end of the lesson students will be expected to return all materials to the proper bins. They
will also need to clean up any scraps from their work areas and wipe down the area with a wet
sponge once large pieces are removed as well as dry the area with a paper towel. All work
should be placed on the moving cart covered in a plastic bag and tightly wrapped to avoid
premature drying and cracking.

Closure, Review & Anticipation (what’s next?)

To end the class I will inform the students that they should enter the class the following day
ready to get started on their project. I will also remind them to continue thinking about their list in
form of theme and what they may want to add on and what they will want to carve out. Ill give a
brief mention of stenciling with glaze so that they are able to take this into consideration in
conjunction with their final designs.

16
Supplemental Activity
If the students finish their projects early I will let them begin planning out their glazing or work on
schoology to complete their weekly assignments.

Teacher reflection focused on the lesson after it has been taught

N/A

LESSON PLAN

Teacher Candidate Trinity Arend

School Jones Middle
Grade Level 8th

LESSON NUMBER 3
Lesson Title Glaze for Days
Length of Class Period 40 Min
Approximate Number of Students in Each class 18
Beginning Date for this Lesson Jan 21st
Ending Date for this Lesson Jan 22nd

CONTENT STATEMENT – PERCEIVING/KNOWING

1PE Identify how an artist’s choice of media relates to the ideas and images in the work
CONTENT STATEMENT – PRODUCING/PERFORMING
3PR Use critical thinking and visual literacy to communicate a specific idea.
CONTENT STATEMENT – RESPONDING/REFLECTING
2RE Explain and defend their artistic decisions using visual art vocabulary.

Performance-based Assessment Objectives

Students will be able to identify how their choice to either add on or carve into the clay aids in
the theme or motif they have chosen to create.

Students will use visual literacy to communicate an overall theme to their artwork which reflects
their personalities.

Students will be able to defend their artistic decisions using the proper visual art vocabulary
during one on one discussions.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will identify how their motif is complemented by the use of clay as the medium during
one on one discussion.

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students will demonstrate an understanding of visual literacy by communicating a clear and
concise theme and layout on their clay containers which reflect their personalities. The designs
must cover at least 75% of the container and include areas which are carved out as well as
areas which they have attached add-ons.

Students will verbally defend their artistic decisions during one on one discussions throughout
the span of the project using proper visual art vocabulary.

Academic Language
Vocabulary
Glaze- a mixture of powdered materials that often includes a pre melted glass made into a slip
and applied to a ceramic body. (webster)

Sgraffito- by applying to an unfired ceramic body two successive layers of contrasting

slip or glaze. (wiki)

Stenciling- a thin sheet of cardboard, plastic, or metal with a pattern or letters cut out of it, used
to produce the cut design on the surface below by the application of ink or paint through the
holes. (google)

Stipple- mark (a surface) with numerous small dots or specks. (google)

Additional Language Demands (specific speaking or writing activity)

Informal use of visual art vocabulary during one on one discussion.

Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

Art/Visual Culture Examples

N/A

Preparations
Materials/Resources for Teacher
-Practice bone dry container
-glaze
-paint brush
-stencil
-kiln

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Materials for Students
-bone dry project
-glaze
-paint brushes x20
- a stencil if desired

Safety Procedures
I will review the dangers of clay dust and introduce the potential danger of ingesting or inhaling
glaze dried or wet.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will have brushes and glazes laid out ready for student use as well I will have all clay projects
set out for students.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Day/ Student Teacher

Time

2 Min Students will enter the classroom and As the students enter I will be greeting
place all belongings on the designated the class and taking attendance.
table. they will then take a seat and
await instruction.

10 Min Students will gather around the demo
table and afterwards, gather their bisque
fired projects as I call them off.
As the students gather around the
table I will begin my glazing demo,
applying glaze in various ways to my
own sample project. I will show them
how to create a stencil and apply
glaze through the stencil as well as
how to use the back end of a paint
brush to stipple glaze onto their
containers as well as how to apply a
basic glaze by simply brushing it onto
the project.After I demo these glazing
techniques I will tell them that I expect
them to use various glazes (4 or
more). I will then pass back their
projects and allow them to gather their
glazing supplies which will be laid out
on the clay table next to the sink.

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18 min Students will begin glazing their projects
they will need a glaze brush, a cup of
water to rinse their brushes, a paper
towel to dry their brush and the glaze
they will be using.
10 min Students will begin their clean up
process, rinsing all the paint brushes and
placing them back in the proper
container, placing all glazes back on the
counter and placing their projects on the
designated table. They will then get a
damp sponge to wipe off their work area
and dry it with a paper towel.
2 min Students will enter the classroom and
place all belongings on the designated
table. they will then take a seat and
await instruction.
28 Min Students will begin glazing their projects
they will need a glaze brush, a cup of
water to rinse their brushes, a paper
towel to dry their brush and the glaze
they will be using.
10 Min Students will begin their clean up
process, rinsing all the paint brushes and
placing them back in the proper
container, placing all glazes back on the
counter and placing their projects on the
designated table. They will then get a
damp sponge to wipe off their work area
and dry it with a paper towel.
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I will take this time to cycle around the
classroom and have one on one
informal discussions with the students
about the work they are producing
and asking about their plans for
glazing. I will also review with the
class what the stages of clay are (wet,
leather hard, bone dry, bisque and
glaze). During this full group
discussion, any student may shout out
the answers.
while the students clean up I will be
making sure that all materials are put
in their proper place and that their
tables have been wiped off. I’ll also be
directing students as they put away
their projects as they tend to place
them unorderly on the table.
As the students enter I will be greeting
the class and taking attendance.
I will take this time to cycle around the
classroom and have one on one
informal discussions with the students
about the work they are producing
and asking about their plans for
glazing. I will also let them know that
they should be finished glazing by the
end of this period. If they are not the
they will need to come up to me to get
a flex pass.
while the students clean up I will be
making sure that all materials are put
in their proper place and that their
tables have been wiped off. I’ll also be
directing students as they put away
their projects as they tend to place
them unorderly on the table. I will be
doing a glaze fire the following day
and grading the projects once they
are cool enough to handle.
Clean-up Procedures (Room, Materials & Work Storage)
Students are expected to place all projects on the counter beside the kiln. They will need to
rinse out all paint brushes used for glaze and cap all glaze bottles. After their projects and
objects are cleaned up they will need to wipe off their work area with a wet sponge then dry the
area with a paper towel.

Closure, Review & Anticipation (what’s next?)

To wrap up the unit I will inform the students that they have two days to glaze their projects,
once all projects are finished, we will begin our next unit covering geography and papier mache
animal heads.

Supplemental Activity
If students finish up their glazing they will begin to do research of the region of their choosing for
the next unit being taught. Before they begin their research they will need to fully clean up their
supplies and work area.

Teacher reflection focused on the lesson after it has been taught

N/A

Be sure to attach to the full instructional unit

Name:________________________________Period:__________Grade:_____/40

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 0-2 3-4 5-6 7-8 9-10

Creativity/ Theme and designs Some theme Evidence of There is Went above and
Theme are incomplete and and design theme and evidence of beyond to
difficult to recognize. present, very design.At least planned out develop a clear
few half of the theme and and
recognizable objects are composition. recognizable
objects. recognizable. Most details theme.
and add-ons Composition has
are been well
recognizable planned out. All
designs and
add-ons are
recognizable.

Construction The container is The container Container has Container has Artist went
incomplete or is made with at at least 3 sides, at least 3 sides above and
unfinished. There is no least 3 sides noticeable and a base. beyond using
evidence of an attempt but is amount of Minimal advanced
to improve the crooked,many cracks/ blemishes construction
construction of this bumps/cracks blemishes are present. methods.
piece.Cracks/bumps, or finger/ tool present. Container has at
tool and finger marks marks are least 3 walls and
present on work. present. a base.Can
Missing pieces (less stand alone. No
than 3 slabs, lacks cracks present.
base).

Craftsmanship Almost none of the Less than 75% 75% of the 75% of Over 75% of the
container is covered in of the container container is container is container is
details or add-ons, is covered in covered in add- covered in covered in detail
there is no evidence of detail or add- ons or detail. add-ons or or add-ons.
an attempt to improve ons. Crumbs There is detail. Crumbs Edges are
the quality of the and blemishes evidence of an have been cleaned up and
piece. present. Rough attempt to removed and tool marks are
unfinished look. improve quality edges have removed.
of the work. been cleaned
up. minimal
tool
marks/cracks
present.

Glaze Glaze is incomplete. Glaze is Glaze covers at Glaze covers Glaze

Only one color is incomplete with least 90% of more than 90% completely
used. less than 90% the piece, 3 of the piece, at covers the
coverage. Only colors are least 3 colors container.
1-2 colors are neatly applied. are used which Is neatly applied
used. Glaze support the in a way that
application is piece’s complements
messy. meaning and the piece and its
are neatly theme. A large
applied. variety of colors
are used.

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