Unit Plan
Instructor: Polly Stringle
Date: Tues. Feb. 17, 2009
Submitted by:
Melissa Ghirardi
Title: Earth, Wind, Fire and Water - Coil Pottery Construction
Expectations:
Taken from: The Ontario Curriculum, The Arts, 2000
Students will meet the following expectations under:
1) Theory
Overall Expectations
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Use appropriate visual arts terminology to describe art concepts, principles,
styles, content, materials, and techniques;
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Demonstrate an understanding of art of the Western world, including Canada,
and of other world cultures, that relates to the studio content of the course
Specific Expectations
Visual Arts Literacy
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Explain how the application of the elements and principles of design supports the
concepts and ideas expressed in their creative work;
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Identify and describe materials, techniques, and stylistic qualities in works
studied that they could use or incorporate when creating their own work;
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Use appropriate terminology in their oral and written work
Art History and Culture
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Demonstrate an understanding of various aspects of selected works in Western
and non-Western art, applied design, and crafts, both historical and
contemporary, that have particular relevance for their own studio focus and
interests;
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Identify style, content, and technique in the art works studied, and speculate on
each artist’s intent
2) Creation
Overall Expectations
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Produce art works using a variety of materials, tools, processes, and
technologies safely and in ways that are appropriate to the content of their work;
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Describe their art activities, using specialized terminology;
Specific Expectations
Perceiving and Planning
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Use varied and extensive research in the preparation stage of studio work;
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Select elements and principles of design that best express their ideas and
feelings;
Experimenting and Producing
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Produce fine art, applied design, or craft works that explore specific themes or
issues, using appropriate subject matter, techniques, and designs;
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Use materials, equipment, and processes safely when producing art works
Reviewing and Evaluating
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Use precise and appropriate terminology for materials and processes;
3) Analysis
Overall Expectations
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Evaluate their own art works and those of others, demonstrating an
understanding of the process of critical analysis and providing grounds for their
aesthetic judgements;
Specific Expectations
Critical Process
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Evaluate works of art orally and in writing, following standard procedures in
critical analysis (e.g. Consider their initial reaction; describe the works using
appropriate terminology; analyse and interpret the works; evaluate the
effectiveness of the work);
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Explain the significance of the symbolic and conceptual aspects of their works;
Aesthetics
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Explain how aspects of specific works of art make them visually dynamic and
thought provoking;
Personal Development and Career Preparation
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Describe how the study of visual arts has affected their personal development;
Some Considerations for Program Planning in the Arts (p. 87)
Health and Safety
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Safe storage, handling, and disposal of toxic substances in visual arts
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Health and safety in the arts include attention to such considerations as
Workplace Hazardous Materials Information System (WHMIS) training; and
proper handling of electrical equipment (kiln)
PREP
Lesson Preparation
Instructional Aids
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Overhead screen and laptop computer for PowerPoint slides; laser pointer
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Basic materials for coil demo (clay, canvas or newspaper on table, bowl and
pieces of newspaper, plastic utensils, slip and water spray bottle)
Reference Materials (hand-outs)
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Coil and slab terminology and quiz
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Coil techniques – basic construction
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Art history – Navajo philosophy
Art Exemplars
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Greenware exemplar of coil pottery
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Coil pottery with thematic decoration (fantasy and grotesque; gargoyles)
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PowerPoint Presentation showing basic – advanced construction
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Exemplars of student work could be photographed or some students may wish to
donate their art to the art department for public viewing
Introduction: Before class begins, arrange a display of coil pottery in different stages
of completion and different levels of craftsmanship. Include real pottery and
coloured photocopies on table.
Question: Refer to images of Pueblo, Navajo and primitive pottery - does anyone know
what part of the world this pottery originates from? What does each artist
contribute to make the piece dynamic and interesting? Ask about importance of
form, function and design.
Introduce the topic: PowerPoint presentation – what is coil, slab and pinch pottery?
Hand out coloured images of various coil pottery. Students will create their own
coil pottery and may chose to incorporate thematic elements such as fantastical
or grotesque designs, mythological creatures or gargoyles and dragons.
PowerPoint Presentation: show examples of exemplary work of various artists and
draw to attention aspects of their style and technique used in the work. Ask
students to take notes about any work that they would like to research further.
Development: direct students to various books laid out on tables with art work from a
range of civilizations and include Canadian and local potters, if possible.
Library time: students may have in-class time at the library to research symbols
and designs.
Application: ask students to start some preliminary sketches. This is part of the
creative process and may generate ideas for the project.
Students apply knowledge of balanced composition, form and function, creative
design and colour theory (when they are thinking about what glazes to choose).
Assignment Plan
(Sample)
Title: Thematic Coiled Pottery - Coiled Dragon
Sketch – to be done in students’ sketchbooks or art journals; have student make
decisions about where dragon is placed in the coil pottery and how the head
rests in or on the coils
Assignment Specifications
Description

Students create coil pottery using a coiled or slab base and build walls using the
coil technique. Students are to consider whether the piece is to be functional
(bowl, tea-lite holder) or aesthetic (centre piece). Design may be primitive or
intricate with woven elements. Students consider colour theory when choosing
glazes.
Time
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10 -15 classes or 2-3 weeks
Class One – introduction; terminology and demo hand-outs; begin lining base
bowl with newspaper; dole out earthenware clay
Week 1 – 2: work on building vessel, welding coils, adding decorative elements
Allow one week for full drying (students work on another project during this week)
After drying for one week, fire greenware into bisque
Final week: vocabulary quiz, choosing glazes, glaze coil pottery
Second firing – glazed pottery in kiln at correct cone firing temperature
Gallery Walk and journal reflection (one class)
Materials
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Earthenware clay
Fitted canvas cloths to cover table or newspaper; masking tape
Plastic bags and twist ties - large enough for storage of work in progress or drycleaning plastic (very clingy and prevents moisture loss)
Rolling pins for slab construction
Clay slip and brush or sponges
Scoring and modeling tools – plastic utensils
Small cups to create slip
Spray bottles filled with water
Size
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Minimum 10 cm X 10 cm, maximum 30 cm X 30 cm or permission of teacher
Assessment
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Participation in group critique
Rubric format from www.curriculum.org website or The Ontario Curriculum,
2000 document
Final artwork (application) including originality, elements and principles of design
and overall appearance
Vocabulary quiz; journal reflection