Seton Hall University Lesson Plan-Effective Spring 2017 1

Lesson Creating a paper model for a slab construction Grade: 9-12

Title: Date: 02.21.18
Classroom/Lesson Context (please check the following that apply):

_x_ Whole Group ___ Small Group ___ One-on-One _x_ Students with IEPs/504s ___ ELL Students

____Struggling Learners ___ Other (Please Specify): _____________________________________________

Please specify the number of students: Lesson Number __1__ of __1___ lessons

_12_ Girls _6_ Boys

Focus Criteria Plan and Action

Essential What kind of form do we want to create for our own slab constructed ceramic piece?
Question/Central
Focus
Content Standards NJCCS 1.3.12.D.1- How individuals manipulate the elements of art and principles of design results in original portfolios that
reflect choice and personal stylistic nuance.
This lesson addresses the standard by allowing the students to utilize the element of form within their ceramic piece while also
making personal style choices throughout the design process.
Lesson Objectives Students will be able to discern a slab constructed piece of pottery from a piece of coil pottery.
Students will be able to identify and describe two slab constructed ceramic pieces from Ceramics Monthly or online on a
worksheet
Students will be able to begin creating a paper model that represents the intended form of their own slab constructed ceramic piece
Academic Language Key Language functions:
and Supports Discern, identify, describe, create
Vocabulary:
Form: the 3-D structure of an object
Slab: a thin, even piece of clay rolled out with a rolling pin and two straight edges
Slab constructed piece: a ceramic piece created by combining slabs to create form
Coil pottery: pottery created from stacking coils, or long snakes of clay, on top of each other

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Focus Criteria Plan and Action

Paper Model: a paper map that indicates what pieces need to be cut out in what size and shape in order to combine and create a
form, a paper representation of a slab constructed ceramic piece
Discourse:
Identifying and describing works of art that are slab constructed ceramic pieces
Creating a paper model that reflects form
Language supports:
I will provide students with multiple visual examples of slab constructed ceramic pieces and the paper models that accompany
them. I will also provide students with real life examples of slab constructed ceramic pieces as well as coil pottery. I compare the
slab constructed ceramic pieces to geometric forms and the slabs that make up the piece to the faces of these geometric forms. I
will explain to my students the difference between shape and form, and that form has a 3D presence. I will model for student how a
2D surface can be folded, or cut and reattached, to create 3D form. I will show students an example of a paper model that I created
to give them an idea of what they should be aiming for when they create their own paper model.
Materials/Resources Sketching paper, pencils, rulers, scissors, template paper, Ceramic monthly magazines, Slab constructed piece research worksheet
(attached), exit slip (attached), Paper model checklist (attached)

Technology PowerPoint (attached), projector, projector screen

Technology is integrated to support student learning by providing means of displaying multiple examples of slab constructed
ceramic pieces and form. The PowerPoint includes many examples of contemporary artists’ work which serves as inspiration for
the students’ work. Also, the PowerPoint provides examples of the paper models that can be laid flat and also folded up to create
3D form. The students are allowed to use their phones during this lesson in order to research slab constructed ceramic pieces that
serve as inspiration for their own project.
Prior Knowledge Classroom expectations for respect and participation
Classroom procedures for cleaning up
Students have been taught about the elements of art and have a worksheet defining them in their binder
Students have been taught the names and uses of the tools
Students have been taught how to wedge and why we wedge
The stages of clay (slip, greenware, leather hard, bone dry, bisque ware)
How to roll out an even slab of clay
Classroom I will get to know each of my students and their interests, and integrate those interests into classroom discussion. I will ask my
Environment and students about their week/weekend. I will make them feel comfortable to share their experiences or ideas by sharing some of my
Learner Supports own art-related stories and encouraging students to share artwork they see in their every day life. Judgmental comments or
negativity will not be tolerated in my classroom. Students are expected to respect each other, myself, and the materials in the
classroom. Students are made aware of this expectation.

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Focus Criteria Plan and Action

Students have a class binder that stays in the classroom in bins. All worksheets, rubrics, and passed back work goes into their
binders. A bell rings 10 minutes prior to the class ending to inform students it is time to clean up.
Students who are easily distracted will be monitored and I will check in with them frequently during the work time and assess
whether they need to be redirected or if they need extra assistance.
Accommodations: Students who either have trouble seeing the projector screen or require information repeated will be provided a
copy of the PowerPoint. I will repeat directions one-on-one to specific students as needed. If a student is stuck, I will show them
extra examples of paper models from previous years that are innovative forms. I chose these accommodations because they allow
the information to be presented to students through written instructions, repetition of verbal instructions, and physical examples of
what is expected of their work.
Modifications: Students with particular learning needs will have the option to respond to the exit slip questions verbally. This
allows for less stress on the student and also provides a more accurate account of what they know.
Lesson Beginning Display Kishi Eiko’s ceramic piece – Rectangular, leaning form with colored clay inlays, 2007
Ask students to guess how this ceramic piece was constructed. If no students respond, ask them to turn and talk with their
neighbor. I will explain that this is a slab constructed ceramic piece and that it is made from a combination of slabs. I will define
this term for my students. I will then tell the students that the fist big project will be to create a slab constructed clay piece of their
own design. I will show students a physical example of a coil pot and will pass it around the room. I will explain that this is an
alternate form of hand building and it differs from slab constructed ceramics because it is created with tiny coils, or snakes, of clay.
Lesson Body/ I will explain that slab constructed ceramic pieces need to be measured accurately and I will compare them to geometric forms. I
Teaching Strategies will explain that the slabs that make up the form can be compared to faces in geometry. I will display the goals for the day on the
and Research board and explain that today we will be spending some time looking at slab constructed ceramic pieces that ceramic artists created.
Support The next goal is to come up with an idea for your own slab constructed ceramic piece, and the last goal is to begin constructing a
paper model of what the slab constructed piece will look like. I will explain that the reason we are looking at other artists’ work is
to gain inspiration and to see what can possibly be created with slabs. I will show students the magazines they will be looking in to
find the ceramic pieces and I will also suggest that the students use their phones to look up slab constructed ceramic forms. I will
instruct any student who has already completed the slab constructed ceramic piece research to begin brainstorming ideas for their
own slab constructed ceramic piece. I will point out where the students can find sketching paper to draw out their ideas. I will
display the definition of form for students and explain that they will be utilizing this element of art in their ceramic piece. I will
display two examples of slab constructed ceramic pieces. Explain that the piece on the left is made out of 11 slabs put together. I
will ask my students how many slabs were used in the construction of the piece on the right. I will display an example of a slab
constructed pottery piece paired with the template used to build it. I will explain how a 2D surface can be turned into a 3D form
using a variety of techniques. In the example shown, each segment is cut out of a slab and then combined at different angles to
create form. I will pass out the checklist for the paper model to my students. I will display examples of some common slab
templates utilized to create form. Explain that these forms are very basic and have been created time and time again by potters, and
that one of the grading criteria for this project is creating new and inventive forms. I will ask a student to define innovation for the
class and explain how to tell if their design if innovative or not. I will display two examples of innovative forms and I will explain
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Focus Criteria Plan and Action

that the person who created these forms took a commonly found form in ceramics and elongated and emphasized certain elements
to alter the form and make the design their own and therefore innovative. I will tell my students that they can either come up with a
form from their imagination, or they can significantly alter an existing form. I will go back to the images of the common slab forms
found in ceramics and emphasize that the student’s form will not be considered innovative if it looks exactly like the examples on
the board. I will instruct students to either begin the slab constructed form research worksheet, or for those students who finished
the worksheet already, to begin brainstorming and sketching a slab constructed piece that you would like to create. I will tell the
students brainstorming to consider what will the form of their piece will be, the size, and whether the piece will have a function or
not. I will walk around the room and monitor students as they complete research and their sketch.
Lesson End/Closure When the 10-minute bell rings, the students will begin cleaning up. Students will return the materials to the proper bins, place their
sketches in their binders and their binders in the proper bins. I will instruct students to return to their seats once they are finished
with clean up and I will distribute the exit slip. Students will have two student examples of ceramic pots on their tables, one labeled
A and the other B. Students will be instructed to discuss among the people at their table which one was created utilizing slab
construction and which was made utilizing coils, a previously taught concept. Students will mark down their responses on the exit
slip and turn it in. Once all students’ exit slips have been collected, I will ask the students to point out to the whole class which
piece is a slab constructed piece.
Assessment/ The students’ exit slips will be graded based on whether or not they were able to correctly identify a slab constructed ceramic piece
Evaluation from a piece of coil pottery. I will use the students’ responses on the exit slip to determine which students understood the concept
of slab constructed pottery vs coil pottery. I will use the exit slips to determine whether certain students require further instruction
on hand building techniques and whether I need to modify how I am presenting information to the students. The students’
templates will be assessed based on the checklist upon completion.
Reflection In my lesson, most of my students were engaged during the PowerPoint presentation. The student seated in the far back right
corner, however, was on their phone during most of the lesson. While teaching my lesson, I was so swept up in making sure I said
the right thing I did not notice that the student was on the phone while I was providing instruction. It was only after the lesson
when I went back to watch the video of my teaching that I noticed the student on her phone. For this reason, I found videotaping m
lessons to be helpful and allowed me to see things that I do not normally notice on a day to day basis in the classroom. Other than
the student on their phone, most of my students were engaged during the PowerPoint. I know this because of the responses I
received when asking questions to my students. They were able to correctly identify the first ceramic piece shown as a slab
constructed ceramic piece and I received numerous responses when I asked how many slabs were used to make up a certain
ceramic piece. All of the students completed the slab constructed piece research paper and many of them were excited about the
pieces that they found and intended to use these artworks as inspiration. Some students, however, did not put much effort into the
research and felt a bit lost when it came down to coming up with their own ideas. If I taught this lesson again, I would work one-
one-one with these students for a short amount of time to help guide them through the research process. I would help them to find
some pieces of ceramics that they are visually drawn to that they would emulate for their own creation. I would also have passed
out graph paper and had protractors for students to use to create their paper models because they allow for students to measure
angles accurately.
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Slab Constructed Piece Research Worksheet

Look through either the Ceramic Monthly magazines or the internet and find three pieces of slab constructed ceramics
that inspire you or have elements you enjoy.

Record either the date and page number of the magazine, or the url where the image can be found.

1.

2.

3.

What do you like about each piece? Be specific, not just “its cool.”
1.

2.

3.

Are there any elements in these pieces that you would consider integrating into your own slab constructed piece?

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Exit slip:

Name: __________________

Which of the pieces of pottery displayed are made using slab construction? Circle one:

A B

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Checklist:

Name: _____________
Class Period: ________

Paper Model Checklist

Criteria:
____ The student’s paper model represents an innovative form
____ The student cut out their template and taped it back together neatly
____ The student measured out the pieces of their paper model and they come together accurately,
without gaps or overlaps
____ The student made effective use of class time to complete their paper model

Total: ____/4

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