Texas A&M UniversityCommerce

Teacher: Corina Richards

Daily Lesson Plan Form

Subject: Art

Grade Level: 4th Grade

Mentor: Carmen Slagle

Campus/District: Fort
Date: February 2015
Elementary/Royse CityISD
Overall Goal of Lesson: Use clay methods to pinch a pot to form the body and form appendages (eye
arms, mouth parts) to create your own monster.

Instructional Objectives: The students will learn how to create a monster creature with essential part
using clay hand-building methods. They will begin to understand working from a model. Show good
craftsmanship in creating the pot, shaping the body parts, and painting with glaze. Using symmetry.
Texas Essential Knowledge & Skills (TEKS) &
Key Vocabulary:
ELPS:(typed out completely)
Scoring criss-cross lines
117.14. Art, Grade 4.
Slip water plus clay, acts as clay glue
(a) Introduction.
Pinch use pointer finger and thumb and pus
(1) Four basic strands--perception, creative
together
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
Cool colors blue, purple, green
unifying structures for organizing the knowledge
and skills students are expected to acquire. Students Warm colors orange, yellow, red
rely on their perceptions of the environment,
developed through increasing visual awareness and
Color wheel a circle with different colored
sensitivity to surroundings, memory, imagination,
sectors used to show the relationship between
and life experiences, as a source for creating
colors
artworks. They express their thoughts and ideas
creatively, while challenging their imagination,
Symmetry the same on both sides
fostering reflective thinking, and developing
disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical
periods students develop respect for the traditions
and contributions of diverse cultures. Students
respond to and analyze artworks, thus contributing
to the development of lifelong skills of making
informed judgments and evaluations.
(b) Knowledge and skills.
(1) Perception. The student develops and organizes
ideas from the environment. The student is expected
to:
(A) communicate ideas about self, family, school,
and community, using sensory knowledge and life
experiences; and

(B) choose appropriate vocabulary to discuss the

use of art elements such as color, texture, form, line,
space, and value and art principles such as emphasis,
pattern, rhythm, balance, proportion, and unity.
(2) Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The student
is expected to:
(A) integrate a variety of ideas about self, life
events, family, and community in original artworks;
(B) design original artworks; and
(C) invent ways to produce artworks and to explore
photographic imagery, using a variety of art media
and materials.
(3) Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:
(A) identify simple main ideas expressed in art;
(B) compare and contrast selected artworks from a
variety of cultural settings; and
(C) identify the roles of art in American society.
(4) Response/evaluation. The student makes
informed judgments about personal artworks and the
artworks of others. The student is expected to:
(A) describe intent and form conclusions about
personal artworks; and
(B) interpret ideas and moods in original artworks,
portfolios, and exhibitions by peers and others.
Higher Order Questions:
Why is it important to score in clay?
Where else have you seen this important method? (Painting a house, first scrape with sandpaper)

What is the function of a pinch pot?

How does a clay monster relate to ceramic history hand-building practice?
Why do they think monsters exist?
Can you give examples of monsters from your childhood?
Can you give examples of the way we see monsters in our society?
What are the positive aspects of monsters?
Student Activities:
Students will get their own ball of clay to start with.
They will work individually to form the pinch pot.
Peer evaluation and support is encouraged as they consult about color planning and creative monster
figures.
SPED Modifications/ELL Strategies:
Anticipatory Activity for Lesson:
1) Pictures of monsters via BlendSpace
Bach song scary music
presentation
1) Ask the students what the inspiration for this music
2) Guided hand building
might have been. Do they know of other examples of mu
that seem to be inspired by a fear of monsters or that
attempt to instill a sense of monsters approaching? i.e.
Jaws
Musically portray monsters or characters, we will portra
them via clay
Time Allotted
Teacher Input/Lesson Activity:
Day 1 Intro
lecture and begin
pinch pots
Day 2 Continue
pinch pots, create
appendages
Day 3 Glaze
painting
Day 4 Monster
Creation
Worksheet
Bonus Day Animation

3 min - intro

5 min
demo/materials

5 min -15

BlendSpace presentation / terms

Modeling:
Ball of clay makes pinch pot body
Smaller ball of clay parts of body, eyes, arms, tongue
Guided Practice:
Demo how to roll, smooth out ball and begin pinch pot
Demo how to score and slip
Independent Practice:
Students begin with a ball of clay they will roll it and make it very smooth
Then, they stick their thumbs in their balls of clay to form pinch pots
Each student will take their pinch pot, turn it on its side, then score and slip features onto
pot to create creatures
Then the projects will air dry
After they are one dry they will be put into the kiln for a bisque firing (first firing)
Then they will be ready for glaze painting their monsters
After theyre painted, they will be put into the kiln for a glaze firing (second firing)

Monster Creation Worksheet fill out info about your monster while waiting for firings t
be done
Bonus Day Animation of monster using Chatter Pix App
Lesson Closure:
Clean up lesson review. What did we learn? Review vocabulary and samples.
Presentation Day TAG Expo, 4th grade presentations in cafeteria to show monster, mons

bio and monster animation

Assessment Methods/Strategies:
Did the students show an understanding of clay hand-building methods?
Did students try a variety of techniques to design their monsters?
Did the students use at least one warm color and one cool color?
Did the students show design principles of balance, repetition and symmetry?
Did the students exhibit craftsmanship in shaping, scoring and slipping?

5 min

Resources (supplies, equipment, software, etc.):

Ball of clay, needle tool to score, paint brushes to slip, plastic bags, name labels, computer to present
Reflection: