Summary
In this ceramics lesson, students will explore, research, and learn about the stages of clay, what they can do in each stage, such as hand working and surface decoration techniques. This lesson includes an ICAP video of a ceramic studio manager. In the video, she introduces herself and discuss her job, responsibilities, and educational background.
Essential Question(s)
How do the properties of clay in each stage support the techniques used for turning clay into a final work of art?
Snapshot
Engage
Students will participate in I Notice, I Wonder after viewing images of ceramics from various cultures around the world.
Explore
Students investigate clay samples and record their observations and predictions on the Lab Report Handout.
Explain 1
The teacher introduces and formally defines each stage of clay, its characteristics, and safety procedures when working with clay.
Extend 1
Students will work in groups to order each stage of clay from most pliable to its final solid state and provide examples of what an artist can do within each stage.
Explain 2
Students will watch an ICAP video of a ceramic studio manager introducing themselves and discussing their job, responsibilities, and educational background before being introduced to hand working and surface decoration techniques.
Extend 2
Students will work in groups to define and describe a clay-working technique.
Evaluate 1
Students will either participate in a gallery walk to explore clay-working techniques.
Evaluate 2
Students will reflect on the lesson using the I Used to Think, but Now I Know strategy.
Materials
Lesson Slides; Attached
Lab Report Handout; attached (3 pages)
Clay in each stage
Plastic, leather-hard, greenware/bone dry, bisqueware, glazeware
Large post-it paper
Sticky notes
Markers
Engage
10 Minute(s)
Use the Lesson Slides to guide the lesson. Introduce the lesson by asking the essential question and explaining the objectives on slides 2-4.
Transition through slides 5-7 and show images of ceramics from various cultures around the world.
Distribute the attached Lab Report Handout to each student. Ask them to write one (1) thing that they notice and one (1) thing they wonder about the images on the screen.
Introduce the class to the Elbow Partners strategy and ask students to turn and talk to their partner about what they notice and what they wonder about the images.
Explore
15 Minute(s)
Move to slide 8 and state the problem the students are investigating before transitioning to slide 9. Separate the class into 4 groups, more if your class is larger, and distribute clay samples.
Ask the groups to work together to investigate each clay sample. Ask each student to write down their observations and prediction on each sample’s stage of clay on their lab report handout.
Explain 1
15 Minute(s)
Once each group has had a chance to investigate the clay samples, bring everyone together for a whole class discussion. Ask students to share their predictions on which stage of clay each sample is. Call on any students or groups that you selected during the Explore phase of the lesson.
Transition to slide 10 and reveal the stages of clay. Invite students to compare their predictions to the actual stage of each sample.
Use slides 11-15 to introduce each stage of clay, to define it and its characteristics. Slide 16 explains the importance of clay safety and safety procedures when working with clay, including handling materials and equipment properly.
Extend 1
5 Minute(s)
Provide each group of students with a large poster-sized paper. Transition to slide 17, and using half of the poster, ask each group to order each stage of clay from its most pliable state to its final state and provide examples of what an artist can do within each stage.
Encourage the use of correct vocabulary and encourage students to use a device with internet search capabilities as needed.
Explain 2
30 Minute(s)
Show slide 18. Here students will watch the K20 ICAP - Malleable to Marvelous with Ashlyn Winters video of a ceramic studio manager introduce themselves and discuss their job, responsibilities, and educational background.
If time allows, introduce the Point of Most Significance (POMS) strategy and ask students to think about something that they remember from the video interview before holding a whole class discussion over students' POMS.
Use slides 19-32 to introduce students to the origins of ceramics and the techniques of working with clay.
Extend 2
10 Minute(s)
Transition to slide 33 and assign each group one of the following topics:
Joining Pieces of Clay
Surface Decorations
Hand-building Techniques
Kneading and Wedging
Each group will define and describe their clay-working technique on their poster. Ask them to address the following issues:
Define and describe the clay-working technique.
Include the tools that are needed.
Identify and discuss notable artists, cultures, or historical periods that are known for using this technique.
Evaluate
Option 1:
Move to slide 34 and ask student groups to hang their posters on the walls of the classroom or in the hallway. Introduce the Gallery Walk strategy to the class and use a timer to allow each group up to 5 minutes to view each poster to learn more about clay-working techniques. Instruct students to leave one sticky noting a strength they saw and one noting a question they have about what was presented.
Option 2:
Move to slide 35 and introduce the I Used to think, but Now I Know strategy to the class. Ask students to reflect on their knowledge of ceramics, the stages of clay, and clay-working techniques. Provide each student with two sticky notes. Have them respond to the prompt “I used to think” on one sticky note and “Now I know” on the second sticky note. When they are done, instruct them to place their sticky note on the corresponding column.
Resources
K20 Center. (n.d.). Elbow partners. Strategies. https://learn.k20center.ou.edu/strategy/116
K20 Center
(n.d.). POMS: Point of most significance. Strategies. https://learn.k20center.ou.edu/strategy/101
K20 Center
(n.d.). Gallery walk. Strategies. https://learn.k20center.ou.edu/strategy/118
K20 Center. (n.d.). I used to think… but now I know. Strategies. https://learn.k20center.ou.edu/strategy/137