Lesson Plan 1



|ART: Grade One |

|Lesson Plan |

|Lesson Plan Title: Pinch Pot – Clay (two day assignment) |

|Concept / Topic To Teach: Discover clay as an art material. Explore clay’s ability to be manipulated by creating pinch pots. Use watercolor to |

|paint fired pinch pots. |

|Standards Addressed: SOL 1.3, 1.8, 1.10 |

|SOL 1.3 |

|The student will identify and use |

|3. texture- visual and tactile |

|SOL 1.8 |

|The student will develop eye/hand coordination by drawing and constructing. |

|SOL 1.10 |

|The student will use motor skills to weave, tear, and otherwise manipulate art materials. |

|General Goal(s): Art Grade One – Pinch Pots, Clay, Watercolor |

|The students will be able to create a pinch pot, using clay. |

|The students will gain a clear understanding of clay’s ability to be manipulated. |

|The students will paint their fired pinch pots using watercolor paint. |

|Specific Objectives: |

|The students will be able to answer, “what is clay?” |

|Clay- is a naturally occurring material (natural resource) composed mostly of fine-grained minerals (soil). |

|The students will be able to answer, “where does clay comes from?” |

|All over the world |

|The students will be able to describe what clay feels like. |

|Cold, wet, moist, soft, etc. |

|The students will learn some of the history of pinch pots. |

|Pinch pots are some of the oldest archeological artifacts found.  The potter's wheel did not appear in history until only a short 4,000 years |

|ago. Prior to that, pinch and coil construction methods prevailed as the main ways clay was formed by man. Pinch pots have an enormously long |

|history behind it, going back at least 12,000 years. In fact, Native American pottery was made by coil or pinching methods. Many civilizations |

|(including Native Americans) used pinch pots for functional use, and a large majority of them still do today.   |

|The students will understand that clay is only considered “clay” before it is fired. After it has been fired, “clay” is then called “ceramics” |

|and/or “bisque ware” |

|Required Materials: |

|Clay (cone 06) |

|Instructional props (posters, images, etc.) |

|Teacher example(s) |

|Clay tools (tongue depressors, old pencils, modeling/styling tool, etc.) |

|Cutting wire (for instructor’s use only) |

|Slip |

|Shallow containers (for the slip) |

|Needle tool (for instructor’s use only-for labeling work) |

|Electric kiln |

|06 cones |

|Masonite boards (working boards to reduce clean up time) |

|Sponge (for clean up) |

|Watercolor paint |

|Paint brushes |

|Small containers of water (for cleaning off the paint brushes) |

|Anticipatory Set (Lead-In): |

|Show an example of a completed pinch pot (before it has been fired). |

|Show an example of a completed pinch pot (after it has been fired, but not yet painted). |

|Ask students questions to spark their interest such as: |

|What is clay? |

|Where does clay come from? |

|Can you tell me who makes pinch pots and why? |

|Can anyone tell me what clay feels like? |

|Step-By-Step Procedures:   |

|Complete all of the steps of the anticipatory set (above). |

|Distribute the materials needed to complete the assignment (individual balls of clay, clay tools, slip, masonite boards). |

|Have each student roll the clay into a ball. |

|Have each student, gradually, push their thumb into the bottom of the clay ball (indent). |

|Instruct each student to place one of their thumbs in the “dent” and the four other fingers on the outside of the clay ball. |

|Have each student move their thumb and four fingers slowly around the clay ball. While the students are doing this, they should be applying a |

|small amount of pressure (or a light pinch). |

|After the students are done creating their pinch pot, encourage them to use the slip to smooth out any cracks that may have been created while |

|“pinching”. |

|Instruct the students to use the clay tools to create texture, or to draw into the surface of the clay. |

|Once the students have finished their pinch pots, have them raise their hand for the instructor to write their initials and art code on the |

|bottom of their pinch pots. |

|Finally, have the students carefully put their completed pinch pots in their classroom box. |

|After the pinch pots have been fired, have the students paint their ceramic pinch pots using watercolor paint. |

|Once the students have finished painting their pinch pots, have the students carefully place their pinch pots in their classroom box. |

|Kinesthetic Learners: Have them experiment with the clay. Have them complete the assignment. |

|Visual Learners: Show a completed pinch pot project before firing and another completed pinch pot project after firing (not painted). |

|Plan For Independent Practice: Have the students experiment with the clay, before beginning their final project. |

|Closure (Reflect Anticipatory Set): |

|As a class, we will have a review. The review will consist of going over all of the objectives of this assignment (what clay is, where clay |

|comes from, what clay feels like, and the history of pinch pots). |

|Also, remind the students about the pinch pots being fired (ceramics, bisqueware). |

|Inform the students that they will be painting their pinch pots with watercolor the next time they have class. |

|Assessment Based On Objectives: |

|Examine the students’ clay pinch pots. I will be specifically looking for: |

|Craftsmanship (neatly formed pinch pots) |

|Texture or “carvings” on the pinch pots done with the clay tools |

|Painted ceramic pinch pots |

|Correctly labeled artwork (ability to follow directions) |

|Adaptations (For Students With Learning Disabilities): |

|Provide encouragement in experiencing the clay (touching it, handling it, manipulating it) and slip (touching it, applying it with their |

|fingers. |

|Provide assistance in forming their pinch pot. |

|Make sure their assignment is correctly labeled (initials, art code). |

|Extensions (For Gifted Students): Allow the students to complete a second pinch pot, without the directions from the instructor (testing their |

|knowledge of the steps). |

|Possible Connections To Other Subjects: Art History, History. |

|Notes: |

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