ART LESSON PLAN
Name_ Jessica Rall _______________________________________Studio_Wed. 5:30_______
TITLE OF LESSON: Clay Pot
LEVEL: 8th Grade
NUMBER OF LESSONS: 5
STANDARDS & BENCHMARKS:
S#1 B1&2 Meets #1 by forming a clay pot using chosen techniques and design that
illustrates a story.
S#2 B2&3 Meets #2 by employing structure and design in the piece and analyzing how
the structure and design does or does not work in another students work.
S#3 B1&2 Meets #3 by integrating visual, spatial and temporal concepts to create the
pot and implementing themes and symbols to communicate a story.
S#4 B1&3 Meets #4 by comparing and contrasting the pottery of different cultures,
analyzing the meaning in the piece and determining why it was made.
S#5 B1&2 Meets #5 by analyzing pottery from ancient civilizations and their classmates
own work and sharing their analysis with the class.
S#6 B1&2 Meets #6 by studying the history of ancient cultures and comparing them to
one another and by writing a report on the culture of their choice and how it compares to
their piece.
MEDIA: Air Dry Clay
OBJECTIVES: (Use learner action verbs from the syllabus)
The student will…
Create a pot using three or more techniques that mimics the pottery of an ancient
culture or civilization telling a story about their life.
ASSESSMENT: (Must measure the objectives listed…how will you know if
learning took place?)
-Clay Project
-Proper use of clay
-Uses three different techniques for forming clay
-Well put together- does not fall apart
-Well thought out design
-Rubric for report on culture/civilization chosen
MATERIALS AND RESOURCES:
Air Dry Clay
Newspaper or canvas
Acrylic paint
Paint Brushes
Water Container
Paper Towels
Items to create texture (if desired)
Examples of pottery from chosen culture/civilization
VOCABULARY:
Acrylic
Modeling
Pattern
Design
Plasticity
Texture
Three-dimensional
Color scheme
Culture/Civilization
Pinch
Coil
Slab
Mold
Drape
Pottery Wheel
Kiln
Theme
Symbols
PROCEDURE:
 Prior knowledge (What do they already know):
The student should already have a working knowledge of color mixing, color
schemes, actual/implied textures, ceramics methods and interpreting/critiquing
artwork.
 Motivation (What you do to motivate them):
Show students examples of pottery from ancient civilizations. Compare and
contrast the differences between the examples. Was the pottery created for
different reasons? Does it tell a story? How does it tell the story? Did the artist
use actual or implied texture on the work? Is there any symbolism used on the
piece? What clay modeling techniques do you think the artist used? Do you think
the piece was made for practical or religious use? Do you think that the piece
was influenced by anything environmental (climate, resources available)?
 Demonstration of technique (Show them how):
-Demonstrate the different techniques for forming clay
-Rolling coils- using hands to roll clay into long thin coils
-Pinch method- roll clay into a ball, push finger into center, use thumb and
fingers to pinch the clay into a bowl shape
-Slab- roll out clay into an even slab, cut piece to desired shape
-Mold- press clay into a mold and remove when leather hard
-Drape- roll out a slab of clay and drape over an object to form a shape,
remove when leather hard
-Wheel thrown- form clay into ball, throw into center of wheel, demonstrate
how to start pot, demonstrate how to push and pull clay with hands to shape pot,
show proper technique to remove pot from wheel.
-Demonstrate how to attach pieces of clay by hatching or slip
 Instructions to students (What do you want them to do when you’re done
demonstrating?):
Students will need to research an ancient culture or civilization to base their
design on. Once they have their ideas sketched out and Okayed they may start
on their projects. Each student may come up individually to get their supplies and
return to their table. Students will work individually on project. The project must
contain at least three different techniques, mimic the design of pottery from an
ancient culture/civilization, actual and/or implied texture, and portray a story. The
students can use color schemes, themes and symbols to help create their story.
Once the students have completed the pot they may either let it dry and paint it
with acrylics or the piece can be fired then painted. The student will also write a
report on the culture/civilization that they chose and tell how they designed their
project to fit with the style of their culture/civilization.
 Culminating experience (What happens to wrap up the lesson?):
Students will share the information they gathered about the culture/civilization
that they chose with the class. Class discussion about the importance of pottery
in history and how it still plays a part in modern society. Each student will
evaluate another student’s work, telling them what was good about their piece
and something that they could think about or change on the next project to make
it better.