ARTED

UNIVERSITY OF WISCONSIN-STOUT

Lesson Title/Subtitle: Pottery of the world Image of Project Sample

Creating pottery using inspiration from other cultures

Ms. Tilly Nugent

Lesson Purpose and Overview:

Students will create a piece of pottery that combines aesthetics of other cultures
to create their own personal meaning.
Students will learn about pottery from around the world and use some styles
and techniques from these cultures to create their own pot for aesthetic of
function.

Art Supplies: Clay, glaze, paint brushes, wooden pottery tools

Class/Grade:7th
Instructional Materials:
https://docs.google.com/presentation/d/11tW4XDuBQpfWnxxZzlaWjzu1cm_WdEFVxOjC8 Lesson Duration: 4 days
mv5cIk/edit?usp=sharing

References/Sources/Citations:

pottery - East Asian and Southeast Asian pottery | Britannica

A Beginner's Guide to Middle Eastern and Islamic Ceramics | Art & Design |
Xupes
The A-Z of Japanese Pottery: 32 Most Popular Ceramic Styles (japanobjects.com)
African Pottery (contemporary-african-art.com)
Native American Navajo Horsehair Pottery - Indian Navajo Pottery
(missiondelrey.com)
Ocarinas of the Americas: Music Made in Clay | Peabody Museum (harvard.edu)

Visual Arts Standards

National Core Art Standards

Creating
Collaboratively shape an artistic investigation of an aspect of presentday life using a contemporary practice of art and
design. (VA:Cr1.2.8a)

Responding
Interpret art by analyzing artmaking approaches, the characteristics of form and structure, relevant contextual information,
subject matter, and use of media to identify ideas and mood conveyed. (VA:Re8.1.7a)

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Objectives

Art Production: students can make a pot that incorporates the techniques of other cultures as well as making my pot
functional or aesthetic

Art History: students can describe the techniques and purposes of different pottery from different cultures and areas

Art Criticism: students will determine whether pottery uses that lines, patterns, rhythm, texture, or color to create a piece
that can be used functionally or aesthetically

Aesthetics: students will justify how their use of lines, patterns, rhythm, texture, or color from other cultures creates a
visually appealing, and cohesive piece

Vocabulary

 Form- a three-dimensional object in space

 Line- a point moving in space
 Texture- the appearance of how something feels
 Color- reflected light with differences of hues, saturation, tints, shades
 Patterns- the repetition of a specific visual element
 Rhythm- movement created through repeated elements
 Aesthetic- critical reflection of art and the nature of beauty
 Function- something that is intended for a specific purpose, person, or activity
 Pinch-pot- a simple form of hand-made pottery, produced by a pinching motion

Instructional Procedure

DAY 1
Central Focus for Day 1: students will learn about pottery from multiple culture and take influences to start to create their
own pot for aesthetic or function

1. Anticipatory Set: show students pottery from many different cultures and presentation. inform
students that when doing projects of other culture, it is important to do background research to truly
understand the culture and to be sure to not appropriate or stereotype a culture. Inform them that, that
is why we looked at many different types of pottery from the same continent.
2. Formally introduce the lesson: Students will create a piece of pottery starting as a pinch pot that will be
used for either an aesthetic or functional purpose. The piece should include aspects from other cultures
that they researched. The finished piece will be glazed, and Students will properly apply glaze to enhance
their design. Let students know that this will be done quickly as to not let the clay dry out too much
before the design is finished, there will be 2 days to build and design their piece, 1 day to glaze it, and
one day to review and critique.
3. Have students research and Find 3 reference photos they want to use while creating their pot before
handing out clay to make sure each student has a direction they want their piece to go. Once students
have their 3 reference photos check with their elbow partner and discuss what cultures they are using as

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UNIVERSITY OF WISCONSIN-STOUT
inspiration and how they are going to represent that idea/technique/function/aesthetic in a culturally
appropriate way (Teacher: walk around the class asking making sure each student has an appropriate
idea for the project and asking what type of techniques they are using and if their pot will be used for
aesthetic or function)
4. Have a guided practice for the students to show how to create a pinch-pot and how to smooth it out
5. Allow students work time (teacher: walk around the class asking student how they are going to shape
their pot and how they are going to apply their patterns/rhythm/texture. Help student with any technical
needs)
6. Closure: have students discuss with their elbow neighbor what elements from their reference photos
they are going to use and why. let students know that by the end of the next class they should have their
pot done because it needs to be fired in the kiln

DAY 2
Central Focus for Day 2: students will continue to create their pinch-pot and start adding detail
1. Review Day 1: tell student that we will continue adding detail to out pots and remind them to be aware
of what techniques they are using. Let students know that they have to have their pot finished by the end
of class so it can get fired in the kiln. Remind students that they should be using their reference photos
to engrave or add on designs (texture, pattern, rhythm, line)
2. Allow students work time (teacher: walk around the class asking student how they are going to shape
their pot and how they are going to apply their patterns/rhythm/texture. Help student with any technical
needs)
3. Give students reminders of the time left in class at 30, 20, 10, and 5 minutes and tell them that once
they are done with their pot, they need to set it in the drying rack. If they finish early, they can work on
finding a color scheme that would fit their piece
4. Have students finish their pot and place it on the drying rack so it can be fired in the kiln
5. Closure: tell the students that the next few days we will be glazing and using colors to activate further
techniques and let them know to start thinking about a color palette

DAY 3
Central Focus for Day 3: students will learn how to apply and understand glaze

1. Review Days 1 & 2: tell students that by the end of class time they need to have the glazing process
finished so it can go into the kiln again
2. Have a guided demonstration showing how to properly apply glaze and to always look at the label
because the color it is as a liquid is not what it will look like after it gets fired in the kiln
3. Allow students work time (teacher: walk around the class asking student how they are going to shape
their pot and how they are going to apply their patterns/rhythm/texture. Help student with any technical
needs)
4. Give students reminders of the time left in class at 30, 20, 10, and 5 minutes and tell them that once
they are done with their pot, they need to set it in the drying rack. If they finish early, draw in their
sketchbook)
5. Closure: have students put their put on the drying rack and remind them that during the next class
there will be an individual and group “critique”

DAY 4
Central Focus for Day 4: students will evaluate their work by seeing if it meets the requirements

1. Review Days 1-3: show students parts of the presentation again to remind them what the project
was about
2. Have students grab their piece and bring it to their table
3. Ask students to look at their own piece and tell them to write down what cultures did they get
their inspiration from and if they used aesthetic or function, what techniques from other cultures did
they use to achieve function or aesthetic, and what they like and think they can improve on
4. Have them share with the class what they wrote down and let other students comment on aspects
they like about each other’s
5. Closure: inform student that when doing projects of other culture, it is important to do background
research to truly understand the culture and to be sure to not appropriate or stereotype a culture.
Inform them that, that is why we looked at many different types of pottery from the same continent.

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UNIVERSITY OF WISCONSIN-STOUT
Assessment
Formative
Asking essential questions and getting a response with vocab
Summative
Participating in our group “critique”
Having examples of where they got their ideas from
Completed pot
Rubric: 1- Below expectations
Craftsmanship Low quality work with clay,
lack of attention to details,
glaze was poorly applied
Function or aesthetic The student did not have a
plan (no reference photos) in
mind to create a successful
functional or aesthetic piece
and did not create a
successful piece
Participation Did not use time efficiently,
uses little to no discussed
vocabulary terms when
describing their work, little to
no participation in group
“critique”
2- Meets requirements
Some attention to detail,
average skills using clay and
glaze, some effort to create a
finished look
Student had a plan (used
reference photos) while
creating a functional or
aesthetic piece but was not
successful/ student did not
have a plan (no reference
photos) to create a functional
or aesthetic piece but was
successful
Used time somewhat
efficiently, uses some of the
discussed vocabulary terms
when describing their work,
little participation in the group
“critique”
Visual Arts Lesson Plan Template (Weiss, 2022)
3- Exceeds expectations
Artwork looks finished, great
attention to details
Student had a plan (used
reference photos) while
creating a functional or
aesthetic piece and was
successful creating an
aesthetic or functional piece
Used time efficiently, used
discussed vocabulary terms
when describing their work,
participated in group
“critique”