QLP Clay Cups

Course _ART_Topic Clay Cup Building
New Vocabulary:
Armature
Slip
Slip and score
Coil
Leather hard
Bone Dry
Fired
kiln
Teacher Melanie Grimm Minutes 45
Instructional Goal/Rationale/Essential Questions

Why would we want to build with clay?
What are the pros and cons of coil building?
Performance Objectives (consider multiple levels of Blooms):

TLW
Standards:
1. Observe and Learn to Comprehend
Reflection about and 1. Visual art has inherent characteristics and expressive features
2. Historical and cultural context are found in visual art
or teaching to:
3. Art and design have purpose and function
Learning Styles
2. Envision and Critique to Reflect
___AR ___CR
1. Reflective strategies are used to understand the creative process
___AS ___CS
2. A personal philosophy of art is accomplished through use of sophisticated language
___ Visual
and studio art processes
___ Auditory
3. Interpretation is a means for understanding and evaluating works of art
___ Kinesthetic
3. Invent and Discover to Create
1. Demonstrate competency in traditional and new art media, and apply appropriate and
Diversity
available technology for the expression of ideas
___ Gender
___ Multicultural
2. Assess and produce art with various materials and methods
___ Disengaged
3. Make judgments from visual messages
___ Special Needs
4. Relate and Connect to Transfer
1. The work of art scholars impacts how art is viewed today
Multiple
2. Communication through advanced visual methods is a necessary skill in everyday life
Intelligences
___ Verbal/Linguist
3. Art is a lifelong endeavor
___ Logical/Math
Resources/Preparation/Material Needed:
___ Naturalist
___ Intrapersonal
___ Interpersonal
___ Musical
___ Kinesthetic
Instructional
Techniques
___ Inquiry
___ Direct Instruct
___ Coop Learning
___Concept
___Discussion
___Laboratory work
___Demonstration
Clay
Squirt water bottles
Forks
Clay tools
Plastic bags
Wood blocks to work on
Time
Estimate
Introduction/Set/Focus/Attention Getter/Pre-assessment:
Pass around a really cool cups made out of coils. Let the students hold it, feel it
in their hand and feel the texture.
Who has worked with clay? Who has built something with clay coils?
___Other
Technology Utilized
Instructional Input/Body of Lesson

1.
2.
Greet class/Take attendance/ Go over objectives

Have students grab a small piece of clay to feel it and
play with it for a moment
3.
Introduce project by passing around a variety of

really cool clay cups. What makes something a cup?
Ask students to describe the cups similarities and
differences.
Have each student get a pound of clay and a bucket
of clay tools and squirt bottle for the table.
4.
5.
6.
7.
Step 1: grab a small portion of the clay and roll out

an even surface with a rolling pin.
Step 2: cut a circle or square for the bottom of your
cup and put it aside.
8.
Step 3: take another chunk of clay and roll it between

your palm and the table gently to form a coil.
9. Step 4: take a tool from the bucket and scratch one
side of the coil and the exterior rim of the bottom of
your cup.
10. Use the slip to attach the two pieces together.
-Slip is a consistency made up of clay and water.
11. Blend both or one side of the coil to the surface of

the slab.
12. Continue slipping and scoring the coils on top of

each other to form your desired shape.
13. After the cups are finished have a discussion about

problems students ran into, how they solved their
problems, how they could solve their problems, and
any questions or concerns about coil building.
14. Students do a ticket out the door listing the steps of
coil building along with what they knew, what they
learned, and what they are still confused about.
Student
Actions/Expectations
2. Students are learning about
the consistency of they clay,
becoming familiar with how it
feels, moves, and how it can
be manipulated.
3&4. Students are practicing
their observation skills and
well as critical thinking skills.
5. Students are all working on
the same project for this preassessment lesson so they feel
comfortable learning at the
same pace as their peers.
7. Giving students some

choice in this pre-assessment
lesson allows them to stay
engaged.
8&9. Students are following
instruction and assessing their
process for complete
understanding.
10. Students are introduced to
important clay vocabulary that
will be pertinent in their
upcoming project.
11. Students have the choice to
choose their desired look and
are experimenting different
possibilities within the same
step.
12. Students practice the steps
and observe and reflect their
process and how their actions
reflect the outcome. They are
working on problem solving
skills as they run into
problematic issues of building.
13. This part of the lesson is
significant in the students
learning experience as they
critically reflect on their
understanding and concepts of
coil building.
14. Students assess themselves
and are re-producing learned
information.
Guided Practice/Application:
Review/Closure/CSU:
Discussion on experience and coil building.
Ticket out the door. Do they know how to coil build.
Independent Practice/Homework/Lesson Extension:
Research clay cups from historical periods to contemporary artist.
How are Objective/Standards Assessed in this lesson?
In class discussion.
Observation.
Ticket out the door.
Modification/Accommodation/Adaptations
Less clay
More clay
Pre-rolled coils and pre cut slab
Reflection
Ticket out the door

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Course _ART_Topic Clay Cup Building

Teacher Melanie Grimm Minutes 45

Instructional Goal/Rationale/Essential Questions

Performance Objectives (consider multiple levels of Blooms):

Instructional Input/Body of Lesson

Greet class/Take attendance/ Go over objectives

Introduce project by passing around a variety of

Step 1: grab a small portion of the clay and roll out

Step 3: take another chunk of clay and roll it between

11. Blend both or one side of the coil to the surface of

12. Continue slipping and scoring the coils on top of

13. After the cups are finished have a discussion about

7. Giving students some

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