Ceramics II Final Project: Centerpiece

Teacher: Kate Toensmeyer Location: Mason High School

Central Focus

Objectives

Ohio Academic Content

Standards
(High School
Intermediate)

Materials

Skills/Knowledge Prerequisites of the Lesson

Vocabulary Prerequisites of the Lesson

New Key Vocabulary

Planning:
Students will plan and execute designs for a multi-sectional ceramic pot
large and commanding enough to serve as a centerpiece, evidencing
excellent craft and a cumulative understanding of the construction methods
they have learned throughout Ceramics I and II.
- Students will apply the pinch and coil construction methods and/or wheel
throwing to creating a unique multi-sectional centerpiece.
- Students will make choices about clay bodies, glazes, and construction
methods according to aesthetic intentions.
- Students will carve texture or add an appliqu to their centerpieces. These
additions will complement the works function, clay body, and glaze.
- Students will design and construct works demonstrating excellent craft.
1PR Demonstrate proficient technical skills and craftsmanship when
creating artworks from observation, memory, or imagination.
2PR Make informed choices in the selection of materials and techniques as
they relate to solving a visual problem.
4PR Establish and apply appropriate levels of craftsmanship to complete
artworks.
2RE Apply assessment practices to revise and improve their artworks and to
document their learning.
3RE Expand the use of arts-specific vocabulary to define and describe
techniques and materials used to create works of art.
Centerpiece Introductory Hand-Out
Centerpiece Planning Sheet (See Instructional Materials)
Centerpiece PowerPoint (See Instructional Materials)
Centerpiece Reflection Sheet (See Assessment)
Clay body of students choice
Class Tool Selection (knives, loop tools, ribbon tools, ribs, etc.)
Class Glaze Selection
Class kilns
As students final project, this lesson requires cumulative knowledge of the
pinch, coil, and wheel-throwing construction methods. Students have also
gained basic understanding of ceramics craft throughout their experiences in
class, such as ribbing uneven surfaces, blending cracks, applying glaze, etc.
Pinch Construction: Pressing, squeezing and pushing a ball of clay with
ones fingers to render a form.
Coil Construction: Creating a form through attached rolled snakes of
clay.
Wheel-Throwing: Shaping clay on a spinning disk.
Score-and-Slip: To scratch hatch marks onto a clay forms, apply a clay
slurry, and attach the pieces together.
Texture: Surface treatment. Can be rendered through glaze or carving.
Appliqu: An addition to a pieces exterior, scored-and-slipped when the
clay is leather hard.
Calipers: A common ceramic tool used for taking exact measurements.

They are especially useful when creating alike forms. Our calipers are red
and located in the wheel-throwing area.
Potential Student
- Readdress all construction methods to target potential problems or areas of
confusion.
Misunderstandings
- Students may use pinch, coil, and/or wheel-throwing methods of
construction. They do not need to use all three, although they may.
- Students are free to choose their clay body, either red earthenware or
brown stoneware. The earthenware will be better suited to highly sculptural
pieces. They must choose an appropriate glaze (low fire for earthenware,
high-fire for stoneware.)
Differentiation and Learning Supports:
Gifted: Throughout the lesson, encourage students to explain their reasoning behind processes and
creative decisions. Encourage trying new methods, asking, What havent you done before? Ask students
about areas of improvement from previous projects and how they could incorporate those aspects in this
new work.
English-Language Learners: Visual supports for all written and/or spoken instruction; visual modeling
Speakers of English as a Second Language: Clarify or restate instruction; visual modeling and supports
Learning Disability: Visual supports; visual modeling; direct instruction when appropriate; clarify or
restate directions and instructions; break assignments down into smaller steps
Instructional Delivery Opening of Lesson:
Opening
Review prerequisite skills and
vocabulary
Articulate central
focus of lesson

Discuss relevance of
learning target with
students

Introduce the Centerpiece project through a PowerPoint.

Review the years construction methods and processes. Ask students to explain
the coil, pinch, and wheel-throwing construction methods, reviewing any issues
they faced in earlier projects.
As your final project, you will design a multi-sectional ceramic bowl large and
commanding enough to function as a centerpiece. You will be assessed for
demonstrating excellent craft and a cumulative understanding of the construction
methods you have learned throughout Ceramics I and II.
Ceramic artists build upon these methods for all higher-level work.
Understanding these techniques is imperative to expanding your own ceramic
art.
Lesson Narrative:

Part 1 Planning
- Opening Introduce the Centerpiece project through a PowerPoint (See Instructional Materials.)
- Review pre-requisite skills and vocabulary Review the years construction methods and processes.
Ask students to explain the coil, pinch, and wheel-throwing methods, reviewing any issues they faced in
earlier projects. Ask, What projects in Ceramics I and II did you use these methods?
- Articulate central focus of lesson Explain, As your final project, you will design a multi-sectional
ceramic bowl large and commanding enough to function as a centerpiece. You will be assessed for
demonstrating excellent craft and a cumulative understanding of the construction methods you have
learned throughout Ceramics I and II.
- Discuss relevance of learning target with students Ceramic artists build upon these methods for
all higher-level work. Understanding these techniques is imperative to expanding your own ceramic art.
- Direct students to complete their planning worksheets, checking with the teacher before they begin
construction.
- To complete their worksheets, students must sketch several different designs on paper. From those ten,
they will choose two to enlarge.
Part 2 Construction

Briefly review the pinch, coil and wheel-throwing construction methods, directing students to Mrs. W.s
videos as needed or offering demos. Provide assistance as students work.
Demonstrate using calipers to measure a piece.
As students complete the construction of their main form, they will cover it with plastic until it reaches
the leather-hard state. They may then clean the form, add applications, and/or carve.
Part 3 Bisque Firing
When students finished pieces have dried to a bone-dry state, they will place their pieces on the cart to be
fired for the first time.
Part 4 Glazing and Glaze-Firing
Students will select glazes suitable for their clay body and their creative intentions. They will then place
their work on the cart with a kiln ticket, indicating the clay type, the glazes used, and the appropriate cone
number.
Part 5 Reflection and Self-Assessment
Students will evaluate their finished work to complete the Centerpiece Reflection Sheet (See
Instructional Materials.)
Modeling
Review the pinch, coil, and wheel-throwing construction methods, directing
students to the demonstration videos or providing class demonstrations, as
needed.
Since students have not connected large slabs since Ceramics I, review important
components of this process (using tar paper, beveling, scoring-and-slipping,
reinforcing with coils.)
Model how to select glazes appropriate for each clay body.

Evaluative Criteria:
Craftsmanship
Design/ Originality
Minimum Requirements
Glazing

Assessment:
Performance Tasks:
Craftsmanship:
-Neat blending of seams, very stable.
-Attention to small detailsClean rims, feet, and
walls.
-No dents, rough spots, cracks, or fingerprints.
Design/Originality:
-Original/Innovative design/texture/ form
-Artwork
demonstrates
comprehension
and
application of the Principles and Elements of Design
-Balanced pleasing dynamic design
Minimum Requirements:
-Large centerpiece from wheel throwing or handbuilding methods
-High daily effort
-Name/ Period Labeled
-Reflection complete and includes original sketches.
-Student point column on grade sheet is completed.
Glazing
-The glaze is even in appearance.
-Glaze cleanly applied, not drippy
-Clean bottom. Glazes used correctly.
-Colors work well together. Glaze is fired to the right

cone, as indicated on a kiln ticket.