7 sessions; 45 minutes per session

1. SWBAT learn the steps of creating a coil pot
2. SWBAT understand the influence of other cultures on American art

(*I don't have a kiln, so these materials are geared more towards Title I schools with limited resources/ budgets)

1. air dry clay, 1-2 lbs. per student, depending on desired size of pots
2. various clay tools (or simple substitutes, like plastic forks and knives), including a wire tool to cut clay
3. tempera paints
4. Mod Podge
5. ware boards or plastic table cloths
6. Document camera for demonstration

Need these materials? Visit Blick!

1. I gave a powerpoint showing the ceramics process (since we wouldn't be doing it ourselves, using air-dry clay) and the history of face jugs in the Carolinas, with a focus on the work of Burlon Craig.
2. Students practice drawing facial expressions by folding paper into 6ths and drawing a different emotion in each square. (1 day)
3. Demonstrate coiling method for students, have them practice rolling coils and scoring/ slipping. (1 day)
4. Start on coil pots. (2-3 days)
5. Demonstrate adding facial features and textures. Students will add features depicting one of the emotions they drew earlier. (1 day)
6. When clay is dry, students paint their pots using tempera. (1 day)
When tempera is dry, teacher coats each pot with Mod-Podge to give piece a smooth texture and shiny luster.

Students write a paragraph about what they learned and how it influenced their art. Include a few sentences about their face jug and what expression they were trying to depict.

I was able to get a small local grant to purchase supplies because I don't have access to a kiln. Air dry is more fragile and makes it harder to teach the processes involved in ceramics, but I figure it's better then not letting them do any clay at all.

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

[K-4] Students understand there are various purposes for creating works of visual art

American Art

Ceramics

History/Social Studies