Art Education edTPA Lesson Plan Template

Lesson: ____

Author: __Grace Joyner___________________ Grade Level: ___4th grade_________________

Lesson Title: NC Lighthouses

Central Focus: N/A

Essential Standards/Common Core Objectives:

Visual Arts Concept(s):

This project will help the students learn how to produce a 3-D
object out of clay while learning about the history of NC
Lighthouses.

NCEssentialStandards:
InformationandTechnology:

4.TT.1.3 Use technology tools to present data and

information
(multimedia, audio and visual recording, online
collaboration tools, etc.).
VisualArts:

4.V.2.2 Use ideas and imagery from North Carolina

as sources for creating art.
4.V.3.3 Create art using the processes of drawing,
painting, weaving, printing, stitchery, collage, mixed
media, sculpture, ceramics, and current technology.
ISTEStandards

Creativity and innovation

1a.Applyexistingknowledgetogeneratenewideas,
products,orprocesses
ResearchandInformationfluency
3b.Locate,organize,analyze,evaluate,synthesize,and
ethicallyuseinformationfromavarietyofsourcesand
media.

Daily Lesson Objective:

N/A

21st Century Skills:

Viewfailureasanopportunitytolearn;
understandthatcreativityandinnovationisa
longterm,cyclicalprocessofsmallsuccessesand
frequentmistakes.
Identifyandasksignificantquestionsthatclarify
variouspointsofviewandleadtobettersolutions

Academic Language (Vocabulary, Function, Syntax, Discourse &

Blooms Taxonomy): Students will pick an NC lighthouse of
their choosing and analyze the lighthouse. Students will identify
the texture or pattern and make a plan to recreate the texture or
pattern.
Vocabulary:
Ceramics - The art of making all things made out of clay.
Glaze- (N) - A ceramic paint typically composed of opaque or
transparent colors, which becomes vitreous when fired to
maturity.
Glaze (V)- The act of applying ceramic paint.
Greenware - Any unfired clay body before it is Bisque Fired and
is very fragile.
Hand-Building Clay - Sculpting any clay body by hand. Most
often ceramic tools are used to carve, engrave, incise the clay.
Score - To rough the surface of the wet clay in order to attach
another piece of wet clay.
Slip - A liquid form of clay typically used to pour into plaster
ceramic molds to create shapes.
Wedging - Method of kneading clay to get rid of air pockets in
the clay.
Bisque Firing - The process of firing unglazed clay to a low
temperature to harden the clay. During this firing at slow speed,
all moisture and gases are taken out of the clay body. Ideal
temperature to fire to is around 1940-1945 degrees.
Bisque-(Biscuit) - Unglazed clay body fired to a low
temperature - typically fired to Cone 04 or around 1945 degrees
at slow speed.

Product and Psychomotor Skills:

Students will create 3-D form (lighthouse) out of clay. They will practice rolling out a slab with consistent thickness, and
connecting pieces of clay by scoring and slipping. They may use objects to support the form while it is drying such as a
paper towel roll.
Links to Prior Knowledge:
Students should know how to score and slip to connect pieces of clay. Students will further their knowledge by
connecting pieces of clay to create a 3-D form.
Activity
1. Focus and Review

2. Statement of Objective
for Learner

Description of Activities and Setting

Once the students are seated, the teacher will ask the class if they have any
knowledge of NC lighthouses, and what lighthouses are used for. The students
can share their experiences with lighthouses and if they have seen any in
person.
The teacher will share the objective of the project, which is to replicate an NC
lighthouse of their choosing, while learning about the history as well as
pattern and textures of the lighthouses. The students are expected to use
appropriate pattern or textures to replicate the lighthouse they choose.

Time
5min

2min

15 min

3. Teacher Input

The teacher will pull up a slideshow using PowerPoint of NC lighthouses that

describe each lighthouse (location, if it is still in operation, height, year built,
etc). I used PowerPoint to display the lighthouse so that I could condense
information about all the different lighthouses into one place so that it was
easier to access. The teacher will discuss how some lighthouses have patterns
and different textures. She will then explain how they will be building
lighthouses using hand-building methods (coils, slabs, scoring, and slip). She
will continue by using a document camera and do a demonstration of hand
building techniques such as rolling out a slab and coiling. Then she will show
them step by step how to construct the lighthouse. She will explain how when
clay is wet it is green ware, and that the clay must remain moist to be
manipulated. She will then share that you can use other objects for support
(such as a paper towel roll) because lighthouses are tall. Then she will discuss
how to use tools to get texture and create patterns. She will also have already
prepared a finished green ware lighthouse as an example. She will discuss the
stages of clay (leather hard, bone dry, bisque ware). Then she will show an
example of bisque ware and explain how clay shrinks a small percentage
when it is bisqued. She will ask the students if they have any questions, then
she will verbally quiz the students on terms such as green ware, leather hard,
bone dry, coil, and slab. The students may raise their hands to answer.
15 min

4. Guided Practice

Each student will receive his or her own ware board, which will be covered in
newspaper. They will then be asked to write their name on a piece of tape and
stick it on the ware board. They will also receive a sheet of paper, which they
will write their name on and sketch out the lighthouse they plan on building.
The teacher should have the power point of lighthouses showing while they
sketch, or printouts/books of NC lighthouses. Students may use the classroom
computer, or other available technology (iPad), to do further research about
the lighthouse they chose. I chose this technology so that students can
independently research their lighthouse, learning about the history as well as
brainstorm how they would construct the specific lighthouse they chose. The
teacher can walk around and make suggestions to students on how to build
their lighthouse. Then they will receive a ball of clay of about 3lbs. The
students will be asked to begin constructing the lighthouse they chose with a
hand building technique such as coiling or slab building. The teacher will
make her own lighthouse and using the document camera. I chose to use the
document camera to demonstrate so that the students can follow along and
construct their lighthouse at the same time. I think this will save class time
and it will be easier or students to view on a big screen, rather than all
crowding around me at the table.

5. Independent Practice

After the teacher makes a good amount of progress on her demonstration

piece, she would allow them to continue on their own. The teacher could walk
around and monitor each students project providing assistance when needed.
The students are to remain seated and are to raise their hand when they need
assistance. Peer assistance is allowed if the student is helping someone at his
or her own table.

15min

6. Closure and Clean Up:

About 10 minutes before the end of class, the teacher will discuss the proper
clean up and storage for their projects. This is most likely a 2 class period
project for working with wet clay, so if a majority of the students are not done,
then the teacher could continue this lesson next class. She will tell the students
to spray their projects to keep them wet if needed, then wrap them with a

10min

plastic bag. She will ask each table individually to go over to the sink and
wash their hands with soap and water. Then to bring their projects to her for
proper storage, probably in a cubby appropriate for 3-D work. Then the
students will be told to make sure their table is wiped off with a sponge.

Assessment Methods of
all objectives/skills:
(Include any modifications)

There will be a post-test of matching with the vocabulary terms, and each project will be
examined to see that each student scored and slipped properly when attaching pieces of
clay. The post-test is to be given after everyone is done constructing their lighthouse. This
may be the second day the class works on the project.

Directed Questions for Discussion:

What are the elements of art?
Principles of Design?
What are lighthouses used for?
What is clay and what are the stages clay goes through?
Modifications to Support Varied Learning Needs:
N/A
Materials/Technology/References:: Document Camera, Clay, tools, sponges, paper, (newsprint or copy paper), newspaper,
ware boards, projector, computer with PPT.
Reflection on lesson:
N/A