ARTS EDUCATION TEACHER HANDBOOK

VISUAL ARTS :: ELEMENTARY LESSON PLANS

MIDDLE SCHOOL LESSON PLANS

Submitted by Betti Longinotti, Winston-Salem/Forsyth County Schools

Lesson Title:
Exploring Pottery of North Carolina

Grade Level or Course:
Grade Eight

Time Allotment:

Two to three weeks, 50 minute daily classes (10-15 classes total)

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.05 - Choose and apply the best ideas among those developed over time.
1.06 - Develop solutions that incorporate the use of a variety of senses.
2.02 - Apply materials such that their unique properties and potential impact the artistic solution.
2.03 - Apply a variety of techniques and processes when working with each material.
3.02 - Develop original solutions that effectively apply the elements of art in an aesthetic composition.
4.02 Develop the use of life surroundings and personal experiences to express ideas and feelings visually.
4.02 - Develop the use of life surroundings and personal experiences to express ideas and feelings visually.
4.03 - Utilize environmental imagery to create artwork with personal meaning.5.02 - Explain the impact of a particular culture, time and place on a specific work of art.
5.03 - Compare and contrast relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.
6.01 Evaluate the effectiveness of a work of art in meeting its intended purpose.
6.02 - Evaluate the ways in which a work of art reflects or communicates the diverse experiences of the artist.
7.03 - Compare and contrast characteristics of visual arts within a particular historical period or style with ideas, issues or themes in other disciplines.
7.04 - Apply various technologies in order to effect visual arts and other disciplines.
8.01 - Assess the ways art enhances all aspects of life.
8.02 - Assess the criteria to pursue visual arts as a profession.

Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade
Level Competencies, K-12 for other content areas.

Interdisciplinary connections to NC History and Science.
Correlation to Eighth Grade Social Studies SCS:
Determine the absolute and relative location of physical and cultural features.
Describe the physical and cultural aspects of North Carolina places.
Trace changes in the movement of people, goods, and ideas at different periods throughout North Carolina history.
Evaluate the importance of technological innovations and advances on quality of life in North Carolina and the nation.
Correlation to Eight Grade Science SCS:
Analyze practices that affect the use, availability, and management of natural resources.
Interpret ways in which rocks, fossils, and ice cores record Earth's geologic history and the evolution of life.
Evaluate evolutionary theories and processes.

Lesson Objective(s):

Through a cooperative learning format students will explore the pottery traditions of North Carolina through a progression of investigation and hands on experience. The aesthetics of North Carolina pottery, will be researched by students on the internet and by using school, local and regional resources. Students will also research some basic chemical compositions of clay and glazes that are and were most commonly utilized by NC potters. Students will share through an oral presentation their research and investigation.

As a culminating experience, students will create a functional piece of pottery, exploring hand-building or wheel-thrown techniques with clay, with expectation relevant to the student artist's level and capability.

Materials/Equipment Needed:

Access to the Internet for research and investigation
(Suggested sites see: http://www.ncpotterycenter.com/; http://www.highwaterclays.com)

Index of local, regional and statewide potters
(Suggested resources:Folk Arts Center, Asheville; John C. Campbell Folk School, Brasstown; Penland School of Crafts; Appalachian Heritage Museum, in Blowing Rock; Seagrove pottery, Mint Museum of Craft & Design, Charlotte; Southern Highland Guild, Asheville, Piedmont Craftsmen, Winston-Salem)

Lesson Procedure:

Lesson 1 (45 minutes)

Teacher will introduce unit, Exploring North Carolina Pottery with presentation and discussion orienting students to historical, aesthetic, and functional traditions of clay as a medium.

Lesson 2 (45 minutes)

Students will be given individual tasks of investigation within broad categories of research and grouped within cooperative learning teams.

Lesson 3 (45 minutes x 3)

Students will be given 3 days within library and computer lab to research their areas of investigation.

Lesson 4 (45 minutes +)

Students will prepare an oral presentation for the class that may include additional research for homework and /or school.

Lesson 5 (45 minutes)

Students will be introduced to hands on exploration of creating a piece of pottery. Teacher will demonstrate techniques preferred. (i.e., coil, wheel-thrown, slab methods); Teacher may choose to bring in a guest artist/craftsman to enhance demonstration and experience.

Lesson 6 (3-4 x 45 minutes)

Students will be given several days to explore clay techniques preferred.

Lesson 7 (3-4 x 45 minutes)

Students will share oral presentations on North Carolina pottery.

Assessment:

(See Specific Information in Assessment Section) Assessment of Cooperative Learning Research : Historical Traditions of North Carolina Pottery and Scientific considerations to clay as a natural resource Assessment of Oral Presentation: Quality of group presentation and individual contributions Assessment of Product: Exploration of the making of a functional piece of pottery, imploring the technique(s) introduced

Portfolio Assessment Criteria includes:

Historical/ Cultural Research and Scientific Knowledge
Oral Presentation: Individual Contributions to Group Effort
Expression of Originality/ Function of Vessel Form
A Consciousness of Craft Technique
Overall Effect

Special Considerations:

Budget
Equipment
Availability to facilities to conduct research

Summative Portfolio Assessment: Exploring North Carolina Pottery

By Betti Longinotti, WSFCS

Portfolio Assessment Criteria includes:

Historical/ Cultural Research and Scientific Knowledge
Oral Presentation: Individual Contributions to Group Effort
Expression of Originality/ Function of Vessel Form
A Consciousness of Craft Technique
Overall Effect

	Not Yet	Basic	Proficient	Advanced
(a) Historical/ Cultural Research and Scientific Knowledge	Does not provide an acceptable contribution to the group’s assigned research task.	Provides moderate acceptable contribution to group’s research expectation.	Demonstrates an ability to contribute to an conduct research on NC Pottery task area.	Demonstrates an initiative of Leadership within group members and individual contribution exceeds expectation.
(b) Oral Presentation : Individual Contributions to Group Effort	Did not meet the expectations of teacher and peer’s with individual contribution to the group’s presentation.	Provides an acceptable contribution to the group’s presentation.	Demonstrates that their individual contribution of research clearly met the expectations to the group’s successful presentation.	Provided a clear and obvious strength to the success of the group’s presentation.
(c) Expression of Originality/Function of Vessel Form	Does not provide adequate evidence of understanding of clay aesthetics or functional objectives of form.	Demonstrates an adequate ability of working with clay as an original expression and functional form.	Demonstrates an understanding and ability of original expression, as well as funcitonal form through clay.	Provides an outstanding strength with clay form created balancing original aesthetics with functional form.
(d) A Consciousness of Craft Technique	Does not provide a convincing understanding of clay technique or integration of research to form created.	Moderate ability in demonstrating a command of clay technique through the creation of clay form and integration of research to form.	Ability to integrate aspects of research within the creation of clay vessel, per technique implored.	Provides an exemplary demonstration of understanding of clay techniques implored, interwoven with elements of research introduced.
(e) Overall Effect	Does not provide an acceptable understanding of research through exploration of clay technique.	Provides a moderate understanding of research investigation through process of exploring clay technique.	Provides an intergrated understanding of all aspects of portfolio unit in clay.	Demonstrates an exemplary capability to all tasks from research through creation of clay vessel.

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