Lesson Title: Wampanoag coil pots
Teacher: Eubanks-Frazier
Grade Level: 3rd
Media Focus: Clay
Unit#: 3 Art is a personal experience
FCS Standards and Elements:
MEANING and CREATIVE THINKING
VA3MC.1 Engages in the creative process to generate and visualize ideas.
a.
Uses a visual/verbal sketchbook for planning and self-reflection
CONTEXTUAL UNDERSTANDING
VA3CU.1 Investigates and discovers the personal relationship of artist to community, culture, and world through
making and studying art.
a. Recognizes the unique contributions of contemporary and historical
Georgia artists and art forms.
b. Discovers personal relationship to community, culture, and world though
making and studying art.
VA3CU.2 Views and discusses selected artworks, cultures, and artists to include a minimum of six per year.
c. Recognizes media and technique.
d. Discusses the purpose and function of art in various cultures (e.g., aesthetic,
utilitarian) past and present.
e. Discusses art as a historical record and explains work as characteristic of the
period in which it was produced.
PRODUCTION
VA3PR.1 Creates artworks based on personal experience and selected themes.
c. Creates artworks emphasizing one or more elements of art (e.g., color, line,
shape, form, texture, space, and value).
VA3PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics,
sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
a. Creates ceramic objects using hand-building methods (coil) clay processing
techniques (to include slip. score and bond) and surface design (examples may
include stamping, relief carving, glazing and burnishing).
VA3PR.4 Participates in appropriate exhibition(s) of artworks.
a. Prepares artwork for exhibition by writing a title, statement, and signature on
his or her finished work of art.
ASSESSMENT and REFLECTION
VA3AR.1 Discusses his or her artwork and the artwork of others.
b. Distinguishes between 2-D and 3-D forms.
c. Uses art terminology in oral and written language with emphasis on the
elements of art: line, shape, form, color, space, texture, and value.
CONNECTIONS
Fulton County Art Education Program
1
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
VA3C.2 Develops life skills through the study and production of art.
a.
d.
e.
f.
Manages goals and time.
Directs own learning.
Demonstrates persistence, problems have more than one solution.
Takes care in craftsmanship.
Overarching Goals of this Lesson:
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Why was pottery an important part of Wampanoag culture?
How did Ramona Peters create her pottery?
How will you use line and symbols to design and sign your pottery?
What are underglazes?
Why is it important to glaze pottery?
Vocabulary/Word Wall:
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Ramona Peters
Wampanoag
Native Americans
Clay
Pottery
Form
3-dimensional
Coil
Pinch pot
Slip
Slip and score
Functional art
Symbol
Geometric line
Organic line
Neutral colors
Materials :
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9.
Lizella clay
Scoring tools
Slip
Sponges
T-shit scraps
Rolling boards
Carving tools
Underglazes
Glazes
Teacher Resources
1.
2.
3.
4.
5.
Ramona Peters PP
Teacher sample
Color cards
Line cards
Needle tool
Procedure:
Week one and two
1. Students will discuss Ramona Peters, the Wampanoag tribe and how pottery functioned in their culture
2. Teacher will discuss functional art and give examples
3. Teacher will lead a brief discussion on how art becomes a means of recording history, explaining how the
pottery that they make during this lesson may last for thousands of years. What would you want to leave
behind for future generations to uncover?
4. Students will sketch their coil pot designs in their sketchbooks
5. Teacher will demonstrate how to create a pinch pot
6. Students will create a pinch pot with a straight lip or open lip
Week two and three
7. Teacher will demonstrate how to add coils to pinch pots
8. Students will use the slip and score technique to build their pots
9. Students will smooth at least the inside of their pots using clay tools, their fingers, and damp sponges
10. Students can add a coiled handle to their pots
Fulton County Art Education Program
2
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
Week four
11. Students will decide on a lip design for their pots (straight or R. Peters style)
12. Teacher will discuss geometric lines/shapes vs. organic lines/shapes and symbols using R. Peters PP
13. Students will use carving tools to a geometric design into their pots
Week five
14. (after bisque firing) students will discuss underglazes and the purpose of glazes
15. Students will use neutral colored underglazes to paint in their geometric designs
16. Students will paint 2-3 layers of clear glaze over their pottery
Week six
17. Formal assessment, personal statement and critique
Evaluation/Assessment: Quiz, rubric
Closure/Review: Incentive games to review essential questions
Fulton County Art Education Program
3
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
Ramona Peters
3rd Grade
Name:___________________________________________Teacher/Grade:______
1. Ramona Peters is a
a. Native American potter b. Chinese American singer c. Italian American painter
2. What was one of the functions of Wampanoag pottery?
a. To hang on the wall
b. To carry small babies
c. To cook and eat out of
3. Circle the geometric lines
4. Where does clay come from
a. Deep under the ground
b. In tree roots
c. The outer layer of natural seeds and berries
5. The glossy coat that covers a finished clay pot is called
a. Glaze
b. Polish
c. Kilnware
6. A kiln is a
a. A method of building a clay pot
b. The same as an underglaze
c. A big “oven” used for firing clay
7. To slip and score means that you have to
a. Scratch the surface and add slip
b. Smooth the surface with water
c. Poke holes in the top of the clay
8. Coils are made by
a. Using your open palm to flatten clay
b. Creating clay “noodles” by rolling clay from the tip of your finger to your wrist
c. Sticking your finger into a ball of clay and pinching while you turn
9. Why is our pottery a form of functional art?
a. Because we made them ourselves
b. Because we can actually drink out of them
c. Because they are made out of clay
10. We made our pottery by
a. Rolling a slab and shaping it on a tin can mold
b. Making a sphere, then pinching a pot, then adding coils by scoring and adding slip
c. Spinning a bag of clay on a big wheel
****Extra Credit: Which is NOT an example of functional art
a. A hand woven blanket
b. A pair of hand-made earrings
c. A beautiful painting that hangs on the wall
Fulton County Art Education Program
4
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
Wampanoag Pottery
3rd Rubric
Name:______________________________________________Teacher/Grade:________
Functional Art
__My pottery has a working handle.
__My pottery has a smooth lip that I can easily drink
from.
__I painted a thick layer of glaze on the inside and
outside of my pottery.
I have
three or
four checks
I have two
checks
I have
one
check
(40)
(35)
(25)
I have four
checks
I have two
or three
checks
I have
one
check
(30)
(25)
(15)
I have two
checks
I have one
check
I have no
checks
(10)
(5)
(0)
I have four
or five
checks
I have two
or three
checks
I have
one
check
(20)
(15)
(10)
__I do not have holes or BIG cracks in my pottery.
Construction
__I created a pinch pot that is smooth and even on the
top and bottom.
__I rolled even coils and added them to my pottery.
__I used the slip and score technique to stick all of my
pieces together.
__I used my finger, a paint brush or a wet rag to smooth
and even out my pottery.
Design
__I used neutral colored glazes and underglazes to
design my pottery.
__I designed my pottery using geometric shapes and
lines
Craftsmanship
__ I followed directions.
__I did my best possible work.
__I used my time wisely.
__I used art supplies correctly.
__I put my name on my work.
Total:____________
Teacher Comments:
Fulton County Art Education Program
5
Format developed
Jennings, J.BHeyser, K.Bolton, 2007
100-90=
A by D. Wilson, K. Krass, D.89-80=
79-70= C
69-0= F
Fulton County Art Education Program
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Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007