1.

3 Name: Georgi Beck

DAILY PLAN
Lesson Title: Ceramic Pinch Pots Grade Level: 4th-6th

National State Standards:

CREATING
Anchor Standard 2: Organize and develop artistic ideas and work
VA: Cr2.1.4a Explore and invent art-making techniques and approaches
PRESENTING
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation
Pr4.1.4a Analyze how past, present, and emerging technologies have impacted the preservation
and presentation of artwork
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work
VA: Re7.1.4a Compare responses to a work of art before and after working in similar
media
VA: Re7.2.4a Analyze components in visual imagery that convey messages
Anchor Standard 9: Apply criteria to investigate artistic work
VA: Re9.1.4a Apply one set of criteria to evaluate more than one work of art
CONNECTING
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding
VA: Cn11.1.3a Recognize that responses to art change depending on knowledge of the time and
place in which it was made

Skills: Fine motor development of pinch pots, hand eye coordination, awareness and
control of hands creating an artwork, fostering classroom relationships through art
critique
Vocabulary: Pinch Pot, Slip & Score,

Overall Lesson Objective:

I: Given stoneware, teacher demonstration, and various clay tools, students will
successfully create a ceramic rattle by attaching two pinch pots using slip and score, and
add on sculptural or textural elements of their choice to add visual interest that connects
to their personal artistic preferences
II: Given glazed and fired ceramic rattle, iPads, Artsonia app, and class discussion,
students will successfully document their work and answer questions about their art in
full and complete sentences

Daily Objectives:
-Students will watch teacher demonstration reviewing previous knowledge of pinch pots
and slip and score apply to new context to create a sculptural rattle
-Students will create two pinch pots of similar size and successfully attach and add on
sculptural or textural elements of their choice using tools properly
Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Whiteboard with rattle demonstration visual and steps

Art Materials Necessary for the Lesson:

Stoneware, slip, cups for slip, brushes for slip, various clay tools including scoring,
needle, various wood sculptors, fettling knife, kiln, various brushes for glaze, various
colors of glaze, rags, stilts, hammer, hot glue gun

Teacher Activities Student Activities

Introduction:
Students will be asked to gather round to watch demonstration. Students will watch
This class had limited time being the first class in the morning so demonstration.
to give students enough time to create pinch pot. If available bring
example of artist rattle

Development:
1.Raise your hand if you have made a pinch pot before in art (most Students will work
students in this school have made pinch pots in 1st, 2nd, and even on rattle. Students
3rd grade with current curriculum) will be reminded
Two options for teaching demonstration based on time (having that they only have
students help guide instruction with reminding of previous that day to work on
experience or having each step taught by teacher) their rattle.
Questions for student led demonstration:
1.How do I start a pinch pot from lump of clay? (create sphere This school had
using cupped hands) lunch time
2. Once I have sphere what do I do next? (put thumb down until available that
you can feel it on other side of clay like holding a pencil) students could
3.When I pinch, how many fingers should be in the hole? (only come in and work
your thumb) so if students ran
4. Pinch from bottom to rim (as teacher does this, a little history out of time they
about rattles can be told to get students excited such as they are were told they
one of the oldest instruments in history, can be made out of could finish later
various materials such as clay or dried out hooves, and are made that same day.
around the world)
5. If you lose rim at the end you can tap on table (rim is important
for attaching)
6. Once you have two pinch pots done, we need to add the “rattle”
part inside (small paper towel in one pinch pot, roll 3-5 small balls
from fresh clay, place on paper towel)
7.I have my two pinch pots, what’s a technique I could use to
attach these together? (slip and score)
8. Will slip and score be enough you think? (no, add additional
clay coil and smooth up and down, don’t push directly down but
across to smooth)
9. Then you can start adding on additional features to make your
rattle your own (animal features, human features, texture plate,
etc.)
Teacher will bring attention to written and visual demonstration
on whiteboard

Students will get their first chunk of clay and begin working on
first pinch pot. Students will be reminded that each pinch pot
should not take a long time, as clay is being used it dries up. As
students finish their first pinch pot and have it checked by teacher,
they will get another chunk of clay to make another. Teacher
should be giving timing reminders (at this point of class you need
to have finished your first pinch pot and started your second, at
this point you should be attaching your pinch pots)

Conclusion:
Students will start returning their rattles to teacher by storage Students will return
racks. Teacher will write name on rattle and poke holes for firing rattle to designated
using needle tool and students will be reminded of clean up location. Students
procedure (wash all brushes, return materials, wash off dirty will need
tables with wet rag, return clay to reclaim bag) reminding to be
cleaning as
students are
returning rattles
(remind about
every 3-4 students
that turn in rattle)
2.3 Name: Georgi Beck
DAILY PLAN
Lesson Title: Ceramic Pinch Pots Grade Level: 4th-6th

National State Standards:

CREATING
Anchor Standard 2: Organize and develop artistic ideas and work
VA: Cr2.1.4a Explore and invent art-making techniques and approaches
PRESENTING
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation
Pr4.1.4a Analyze how past, present, and emerging technologies have impacted the preservation
and presentation of artwork
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work
VA: Re7.1.4a Compare responses to a work of art before and after working in similar
media
VA: Re7.2.4a Analyze components in visual imagery that convey messages
Anchor Standard 9: Apply criteria to investigate artistic work
VA: Re9.1.4a Apply one set of criteria to evaluate more than one work of art
CONNECTING
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding
VA: Cn11.1.3a Recognize that responses to art change depending on knowledge of the time and
place in which it was made

Skills: Fine motor development of pinch pots, hand eye coordination, awareness and
control of hands creating an artwork, fostering classroom relationships through art
critique
Vocabulary: Pinch Pot, Slip & Score,

Overall Lesson Objective:

I: Given stoneware, teacher demonstration, and various clay tools, students will
successfully create a ceramic rattle by attaching two pinch pots using slip and score, and
add on sculptural or textural elements of their choice to add visual interest that connects
to their personal artistic preferences
II: Given glazed and fired ceramic rattle, iPads, Artsonia app, and class discussion,
students will successfully document their work and answer questions about their art in
full and complete sentences

Daily Objectives:
-Students participate in group discussion describing, analyzing, interpreting, and
judging various rattles
-Students glaze their fired rattles
Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
PowerPoint Presentation on Rattles, Projector, Computer

Art Materials Necessary for the Lesson:

Stoneware, slip, cups for slip, brushes for slip, various clay tools including scoring,
needle, various wood sculptors, fettling knife, kiln, various brushes for glaze, various
colors of glaze, rags, stilts, hammer, hot glue gun

Teacher Activities Student Activities

Introduction:
Students will be reminded of creating rattle the previous week. Students will orient
Teacher will orient that students will be starting the day to tasks of the day
analyzing and discussing various art examples of rattles before
glazing.

Development:
Students will participate in discussion on rattles (see PPT) Students will
I. What makes a common object a piece of art? (George participate in
Nakashima) discussion
II. What is a rattle (we all had same requirements, were all our
rattles the same?)
III. Pig rattle, Gourd rattle, wood rattle
What do you see?
What do you think it’s made of?
How old do you think it is?
IV. Is there any rattle that’s better than another (no because they
are all unique to the artist, each of us made something unique,
each artist is from a different place in time and world)
This should take 10-15 minutes max to allow for time to glaze.

Students will then gather round for glaze demonstration. Since Students will watch
this class has had previous ceramic experience, students will be glaze demonstration
quickly reoriented to expectations and procedures.
 You can use any color you want (read label and guess what
color you think it might be or open and peek in, model with
example bottle)
 Use a new brush for each new color (do not mix, don’t clean
brushes for time)
 Glazes on top of each other will blend in kiln (DO NOT TRY
TO BLEND GLAZES)
 Place brushes not in use on table (not on paper towel)
 Use small brush for small details, big brush for big areas
 Clear bottom v. not (some rattles had elements that made it’s
display specifically in one way, show examples) those
without bottom glaze whole thing, those with bottom
demonstrate how to wipe bottom with wet rag.

Students will have names called and rattles handed back to them
(students will be trying to shake so within a few minutes remind Students will work
them to start grabbing glaze bottles). If rattle doesn’t rattle use on rattle. During this
hammer to gently tap sides to loosen rattle clay inside. time I let students
choose a type of
Make sure to give students time reminders to finish glazing music to listen to to
rattle and they will only have that day to glaze. help focus

Students will be reminded to wipe bottoms if they have one and

return to designated location

Conclusion:
Students will clean up materials. Students will be reminded that
they do not need to wash brushes with soap or paper towels, Students will clean
only with water and fingers. Students will be reminded to wash up materials and put
tables. chairs up with done
3.3 Name: Georgi Beck
DAILY PLAN
Lesson Title: Ceramic Pinch Pots Grade Level: 4th-6th

National State Standards:

CREATING
Anchor Standard 2: Organize and develop artistic ideas and work
VA: Cr2.1.4a Explore and invent art-making techniques and approaches
PRESENTING
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation
Pr4.1.4a Analyze how past, present, and emerging technologies have impacted the preservation
and presentation of artwork
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work
VA: Re7.1.4a Compare responses to a work of art before and after working in similar
media
VA: Re7.2.4a Analyze components in visual imagery that convey messages
Anchor Standard 9: Apply criteria to investigate artistic work
VA: Re9.1.4a Apply one set of criteria to evaluate more than one work of art
CONNECTING
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding
VA: Cn11.1.3a Recognize that responses to art change depending on knowledge of the time and
place in which it was made

Skills: Fine motor development of pinch pots, hand eye coordination, awareness and
control of hands creating an artwork, fostering classroom relationships through art
critique
Vocabulary: Pinch Pot, Slip & Score,

Overall Lesson Objective:

I: Given stoneware, teacher demonstration, and various clay tools, students will
successfully create a ceramic rattle by attaching two pinch pots using slip and score, and
add on sculptural or textural elements of their choice to add visual interest that connects
to their personal artistic preferences
II: Given glazed and fired ceramic rattle, iPads, Artsonia app, and class discussion,
students will successfully document their work and answer questions about their art in
full and complete sentences

Daily Objectives:
-Document completed rattle with quality image and complete sentences in artist
statement
-Take rattle down to display cases
Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See Attached Rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
White paper photobooth, iPads with Artsonia app

Art Materials Necessary for the Lesson:

Stoneware, slip, cups for slip, brushes for slip, various clay tools including scoring,
needle, various wood sculptors, fettling knife, kiln, various brushes for glaze, various
colors of glaze, rags, stilts, hammer, hot glue gun

Teacher Activities Student Activities

Introduction:
Students will be reoriented from the previous week. Teacher
will discuss differences in documenting 3D v. 2D work.
I. Get rattle back, get iPad, go to white photo booth station
II. 3D Artists typically take many shots to encapsulate whole
piece but we only get 1 shot (move rattle to decide best angle
for your work
III. White space all around the rattle with fixed square ratio tool
IV. Title & Artist Statement (answer in complete sentences,
have students think of the answers in their head)
V. Our class was not 1:1 so students who did not get iPads
started working on a previous project that they had taken a
pause on until one was available

Development:
Teacher will start handing back rattles and as students get rattle
they will be instructed to go get iPad. All students rattles will
be handed back regardless of iPad availability, they can keep
them at table with other work.
Students will work between documenting work and working
on other project. As students finished, we had access to display
cases. Students were given piece of paper to write name on and
were asked to sign in bottom right hand corner. CT was
available to take them down and start putting them in, if alone
wait until all students are done and go down in one big group.

IF MORE TIME IS AVAILABLE

Students could first participate in partner interview that would
serve as guided practice for their own post. Each partner would
get 3 minutes to answer 3 questions
1. What does your partners rattle look like? (what does it
represent/look like)
2. Why did you partner choose to create the rattle in this way? (it’s
something they like, it reminds them of something else, it uses
elements of art that they like…)
3. What is one thing you the interviewer like about your partners
rattle? (the idea, the rattle body, the glaze colors…)
Students would then present their partners rattle as a form of
critique and then get to document their own work. Students
could either write their partners interview or answer on their
own in first person. This interview could then be displayed
alongside rattle.

Conclusion:
Students put away materials from other project.