Stephanie
Murnane
Student
Teaching Internship
September 20, 2003
Lesson:
Coil Pot with Sculptural Element
School: Robert Frost Elementary
Media:
Glazed Ceramics
(Westerville City Schools)
Grade
Level: 5th
Cooperating Teacher: Cyd Adams
Time
Frame: 6 40 minute classes
Objective:
Students will build a coil pot beginning with a base and adding coils
using the score and slip method. Pots will be finished with a fitted lid and a
sculptural aspect on the top to be used as a decorative handle and then
glazed. Students will learn basic ceramic terms and be able to use them
correctly and appropriately during class.
Goals:
1.
Students will learn how to draw a coil pot using cylinder shapes and design
decorative lids that are also
useful.
2.
Students will develop skills in clay manipulation while learning techniques in
slab rolling, coils, and coil pot
construction.
3.
Students will be able to use the score and slip method and learn to properly
handle and care for ceramic
objects before firing.
4.
Students will learn ceramic vocabulary and processes; and be able to actively
talk and answer questions
about both during class time.
Evaluation
Strategies:
1.
Students will be given a written assessment on the ceramic processes and
vocabulary.
2.
Visual assessment will be made through the production of a coil pot. Students
will be assessed based on
craftsmanship and creativity/talent.
3.
Student behavior will be monitored and assessed based on appropriate behavior.
Vocabulary:
Art
Elements/Principles:
Balance
Symmetrical, meaning that the design is even and contains equal parts on
all sides. The pot is level
and even.
Cylinder
a rounded rectangular, similar to a pop can.
Manipulation
The act of making an object move or bend to the will of another.
Ceramic
Terms:
Coil A piece of clay rolled like a rope, used in making
pottery.
Slab Pressed or rolled flat sections of clay used in hand
building.
Slip Clay mixed with water
with a mayonnaise consistency. Used in casting and decoration.
Score
The act of drawing or marking into the clay.
Seam
The meeting place of two objects in clay
Wedging A method of kneading clay to release the air bubbles.
Kiln A furnace of refractory clay bricks for firing pottery and
for fusing glass.
Firing The process by which ceramic ware is heated in a kiln to
bring glaze or clay to maturity
Food-safe A product that has been tested and determined to be
safe for use on surfaces which come in
contact with
food or drink.
Leather Hard Stage of the clay between plastic and bone dry.
Clay is still damp enough to
join it to other
pieces
using slip.
Bone Dry Completely air dried.
Greenware
Unfired pottery. Ready to be bisque fired.
Bisque Pottery which has been fired once, without glaze.
Bisque Fire First firing,
without glaze. Slips can be used in a bisque firing.
Glaze firing The final
firing, with glaze.
Visual
Art Examples:
How To posters created by instructor to show the process of
building a coil pot.
Teacher made ceramic example
Worksheets
Supplies:
Clay
Sponges
Placemats
Wash
basins
Clay tools (wire, plastic, cutting)
Paper towels
Plastic bags
Kiln
Trays
Smocks
Rolling Pins
Glaze
Clay slip and containers
Pre-made circular base pattern
(Worksheets and How-to posters as needed for the particular day)
Reflection:
Teacher
will make daily reflections on the lesson/class by filling out worksheet made
by teacher stating the following:
What
went well?
What
went poorly?
What
will be done differently next time?
Organizational
Overview and Time Frame
Day
1: Introduction to Coil Pots
Class
Time: 40 Minutes
Objectives:
1. Drawing coil pot and decorative sculptural aspects (worksheet)
2. Visual Identification of Coil pot parts, showing teacher example
2:35 2:40
All students enter class and sit in assigned
seats, roll call is taken.
2:40 2:50
Welcome by teacher, Introduction to new lesson: Coil Pots
Talk about itinerary for the day and lesson:
Day 1 Worksheet and Short Demonstration on LP
Day 2 Studio Day I Base and Three Coils
Day 3 Studio Day II Coils and Lid
(Possibility of Studio Day III if students still need time to work)
Day 4 Short Mid-Critique of unfired work (fire clay)
Day 5 Glaze work (fire glazed work)
Day 6 Reflection Day/Assessment and Final Critique
Show teacher example and go through the various parts of a coil pot:
Base Slab
Walls Cylinder form, Coils
Lid Fits into the form exactly
Handle Can be useful or decorative, we want ours to be
decorative. Show examples of both decorative and useful handles.
*Explain the height and width of the vessel
2:50 3:10
Pass out worksheet and have students draw their coil pot designs.
Students will also
design four (4) decorative handles for the lid of their pot and pit their
favorite/best
design.
*If time, go over clay helpers for next class
3:10
3:15
Clean-up, stack all papers in the middle of desk, put chairs on desk
Review upcoming class itinerary, starting clay base, and constructing
coils.
3:15
Dismiss Class
Organizational
Overview and Time Frame:
Day
2: Studio Day I - Clay Introduction and Building
Class
Time: 40 Minutes
Objectives:
1. Slab Rolling
2. Coil Rolling
3. Score and Slip Construction
2:35 2:40
Students enter classroom and sit in assigned seats. They are told to
get a smock as they come in and return to their seats. Quickly go over
itinerary for the day, going over Helpers and supplies.
2:40 2:50
Demonstration:
The 12 Steps to building a coil pot!
1.
Roll a slab (What is a slab class?)
2.
Trace a pattern
3.
Cut through the pattern
4.
Smooth the edges with Slip (*what is Slip
class?)
5.
Write name LIGHTLY on slab and turn over
6.
Take the excess clay from your pattern, form into a cylinder
7.
Roll the cylinder into a long coil (little thicker than pencil)
(What is a coil class?)
8.
Score the slab and coil with a pointed tool (What is Score class?)
9.
Slip the slab and coil using your finger and slip
10.
Put the two pieces together and gently push
11.
Join the end together at a diagonal, also scoring
and slipping
12.
Remove the seam in-between the coil
and base by using a flat ended tool to
push clay from coil to base. Repeat on the inside.
*This makes your vessel water tight at the bottom.
2:50 3:10
Studio Time: Students begin work on their base and first coil, if there
is time, you move
on to the second coil.
3:10 3:15
Clean-up
Helpers - Remind them of their jobs and get the room ready to go.
Let them know what they will be doing the next class.
3:15
Dismiss Class
Organizational
Overview and Time Frame:
Day
3 Studio Day II
Coil
Building
and Lid Construction
Time
Frame: 40 Minutes
Objectives
1. Creating a working and fitting lid
2. Creating a decorative handle
2:35 2:40
Students enter room, get smock and sit in assigned seats. Helpers get
out supplies and
everyone is ready to work.
2:40 2:47
Short demo on Lid building: Show visuals/posters
1.
Create a Slab
2.
Create a Decorative Element for a handle
3.
Always use score and slip when attaching parts to anything.
-
Use decorative elements around the lid
-
Add your handle to the top of the lid
-
Use slip to smooth out all edges
-
Look at the drawings you did in the beginning of the project for reference.
-
The lid must be working meaning it is useful, but does not look
useful
must look decorative.
2:47 3:05
Studio Time: approx. 25 - 30 minutes
3:05
3:15
Cleanup
Helpers do their jobs; everyone puts chairs on top of tables.
3:15
Dismiss Class
Organizational
Overview and Time Frame:
Day
4 Studio Day III Manipulation and Balance in your coil pot
Time
Frame: 40 Minutes
Objectives:
1. Balance in your vessel,
adding manipulation to your coil
pot.
2:35 2:40
Students enter classroom and sit in assigned seats. Helpers know their
jobs and get out
all necessary supplies when Instructor says to get them out. Students are
prompted to
get a smock if desired for today.
2:40 2:45
Todays Itinerary:
-
Finish all building and construction of vessel and lid.
-
Look at Manipulation and Balance in relation to vessel.
2:45 2:50
Short Demonstration on Manipulating your coil vessel.
Vessel Manipulation
-
What is it to manipulate?
Manipulation is the act of making something move, act in the way you want
it to.
-
Manipulate your vessel by keeping
one hand at all times on the
outside of the vessel, keep the other hand on the inside and push the clay
gently outwards, or push inwards as you want to move the walls of the pot.
Vessel Balance
-
Balance occurs either symmetrically
or asymmetrically. We want our
pots to be mainly symmetrical because we want them to stand, be visually
appealing, and useful.
-
This means that your pot should be able to stand freely, not collapse,
not be too moist, or too dry.
2:50 3:05
- Students work in studio atmosphere working on finishing coil pot and
lid with
decorative handle.
- Students ask questions when they need
assistance. They are told to ask their
neighbors for help and assistance as well as the instructor.
3:05 3:15
Clean-up Helpers do their jobs and put
all items away in proper place.
Everyone puts chairs on top of tables before leaving.
3:15
Dismiss Class
Organizational
Overview and Time Frame
Day
5 Critique of unfired work and Quiz on coil pot parts and vocabulary
Time
Frame: 40 Minutes
2:35 2:40
Students enter classroom and sit in assigned seats.
Itinerary for the day:
-
Look at work, talk about it, write about it
-
Quiz on coil pot parts and vocabulary
-
Talk about the clay firing process
2:40 2:55
All work is laid out on table
Begin open discussion about the work.
What are we looking for in successful work?
- Craftsmanship, Even coils, Balance,
Creativity in Design
Which work do you feel is successful?
- Student opinion
Which work do you think stands out among the other works?
- Student opinion
Which work is your favorite? Why?
- Student opinion
Go
around the room and everyone has to say something about a piece on the table
they are not allowed to use the phrases: I like it or I dont like
it or anything of that nature the student must show effort in his
ability to talk about others work.
2:55 3:05
Quiz on coil pot parts
-
Teacher will ask questions and students will fill in the answers on the
worksheet. There will be a bonus question for a treat.
3:05 3:15
Talk about Kilns and firing the work.
Kiln A furnace of refractory clay bricks for firing pottery and
for fusing glass.
Firing The process by which ceramic ware is heated in a kiln to
bring glaze or clay to
maturity
Food-safe A product that has been tested and determined to be
safe for use on surfaces
which
come in contact with food or drink.
Leather Hard Stage of the clay between plastic and bone dry.
Clay is still damp enough
to
join it to other pieces using slip.
Bone Dry Completely air dried.
Greenware
Unfired pottery. Ready to be bisque fired.
Bisque Pottery which has been fired once, without glaze.
Bisque Fire First
firing, without glaze. Slips can be used in a bisque firing.
Glaze firing The final
firing, with glaze.
3:15
Dismiss Class
