2a Art 3d Clay Uol

School of Education DRAFT 23-24 Students Name: Isobel Dunne
Year in NCAD: BA24

Unit of Learning (inc LPs)
Class Name: 2VisArt-2.6 Aim of Unit of Learning
Year group: 2nd years To engage students in a creative exploration of clay making and design processes, drawing inspiration
Programme: Junior Cycle from Native American art, and emphasising the principles of pattern, colour, and shape as (AEDP).
Students will design and craft 3D clay vessels that celebrate and reflect the rich artistic traditions of
Total No of lessons in UoL: 12-13
Native American cultures deeply connected to nature.
• Processes
• Techniques/Materials
• Theme
• AEDP
• Outcome/Product
Theme Development: Exploring Nature Through Native American Perspectives

Working from a primary source JC specification link (pg 28)
Students choose a primary source, such as the human figure or artefact/s from the world
around them and develop a realised work from this source.
SOL 6 appreciates and respects how diverse values, beliefs and traditions have contributed to the communities
and culture in which she/he lives.
SOL 4 creates and presents artistic works and appreciates the process and skills involved
SOL 5 has an awareness of personal values and an understanding of the process of moral decision making
JC statements of learning link (pg 1)
MANAGING INFORMATION & THINKING - Thinking creatively and critically

● Exploring the theme of Native American traditions and researching.
● Choosing primary source objects and secondary images to inspire their work.
● Applying new skills and the process of clay making.
● Analysing media suitable for drawings.
BEING CREATIVE - Learning creatively
● Mind mapping based on individual research.
● Use of multiple media to create observational drawings.
● Designing of clay pieces.
● Exploring functionality alongside designing.
MANAGING MYSELF
● Taking charge of their creative outcome by designing their own piece.
● Taking responsibility for organising a notebook pupil working with awareness of success criteria given at the
beginning of project.
COMMUNICATING
● Class discussions.
● Written research and annotations in notebook.
● Evaluation of work at the end of classes.
JC specification link (pg 8)
Entering characteristics
AAH - EAL (B1- Lower Intermediate), OC - Dyspraxia, KC - ASD Dyspraxia Dyslcalculia, CG - ASD (ODD to be confirmed) Dyspraxia, HR - Learning
Support, LR - Learning Support.
Students recently worked on a 2d collage project looking at the human figure and portraits. Feedback was that the project moved too quickly and
would like to slow down the pace of lessons.
Outline OKRs and Deliverables:

Objective 1: To immerse students in the rich world of Native American art.
Deliverable: Engaging lessons and activities to introduce students to the history, diversity, and significance of Native American art.
Objective 2: To develop students' skills in pattern design and application.
Deliverable: Guidance on creating and transferring intricate patterns onto clay vessels.
Objective 3: To foster an appreciation for cross-cultural art and creativity.
Deliverable: A gallery showcasing students' clay vessels inspired by Native American themes.
Managing behaviours
Anti bullying policy - Bremore ETSS anti bullying policy
Code of positive behaviour - Bremore ETSS code of positive behaviour
Health and Safety - Bremore ETSS health and safety statement
Restorative practice is at the centre of Bremores learning and is something I hope to implement in all my classes. Focus on respect, building
relationships and empathy.
Replacing vocabulary; students = learners, behaviour = relationship, attention = connection. “That student is seeking connection by engaging in that
relationship.” connect with students on why they make certain decisions.
- Sink leaders to manage clean up - good merit for both
- Positive vs ware points
- Phone out in class goes into class basket till end of class
- No seating plan as of yet but can be implemented
- Negative relationships will be given a quiet warning and conversation after class. Understand why the learner may have chosen that behaviour.
- Follow ladder of referral
- Using comic sans and open dyslexia font in handouts and powerpoint for students with learning difficulties.
Learning outcomes for unit of learning

At the end of this unit of learning students should be able to…
ELEMENT: Drawing
1.6 use drawings to communicate their personal outlook or understanding
2.6 investigate their own personal approach to craftwork through the technical and creative application of drawing and mark-making
ELEMENT: Visual Culture and Appreciation
1.7 examine the method of a number of artists and the artwork they created
ELEMENT: Art elements and design principles (AEDP)
1.11 consider the use of art elements and design principles in their own artwork
2.10 describe art elements and design principles as they are used across a number of different crafts
JC learning outcomes link
Outcome/Product:
Each student will produce a unique 3D clay vessel that reflects their understanding of Native American artistic traditions, incorporating meaningful
patterns, colours, and shapes. The vessels will serve as tangible expressions of the students' exploration of the rich cultural heritage and
nature-centric themes present in Native American art.
Lesson No/total in UoL: 1 Learning Content for Pupils In this lesson students will Introduce the unit's aim and learning objectives. Show examples of
Date: Tuesday, 7 November Native American pottery and discuss their characteristics. Briefly explore the history and diversity of Native American art.
Lesson type: (S) 1hr introduction to brief, rubic, timeline, theme introduction, researching.
Time: 2:20 – 3:18pm SS; Maria Martinez's contributions to Native American pottery and her role in preserving and elevating Pueblo pottery traditions
Stage: think have left an enduring impact on the world of art and craft. Her work serves as a testament to the rich cultural heritage of the San
Ildefonso Pueblo and the broader Native American artistic community.
AEDP; line, colour, shape, and texture
Artistic Process; Exposure, Analysis and Discussion, research and reflection.
CC; history (Native American culture), geography (tribal locations), and literature (folktales and myths).
Learning Intentions
To know: Understand the history and diversity of Native American art.
To be able: Recognize the characteristics of Native American pottery.
To understand: Grasp the art elements and design principles applied in Native American art.
ART PROCESS KEY WORDS revised-blooms-taxonomy.jpeg
Success criteria
All students will…
- Recall key information about Native American art.
- Understand the characteristics of Native American pottery.
Most students should…
- Explain the influence of art elements and design principles in Native American art.
- Relate the unit's aim and learning objectives to the broader context of the lesson.
Some students may…
- Analyse the connections between Native American art and other subjects.
- Ask thoughtful questions about the artistic process and cross-curricular links.
UoL and Lesson Plan Template.pdf
LESSON PLAN Clay 2A L1
Differentiation/ Behaviour Management:

Establish clear classroom rules and expectations. Implement a positive reinforcement system, like praise and rewards, for good
behaviour. Address any disruptive behaviour promptly and appropriately.
Differentiated Support for Diverse Learners:
For EAL Students (AAH):
Provide visual aids, graphic organisers, and simplified language.
Encourage group discussions for language practice.
For Students with Dyspraxia (OC, KC):
Offer hands-on activities and tactile materials.
Provide extra time and support for practical tasks.
For Students with ASD (CG, HR):
Create a structured and predictable environment.
Offer clear instructions and visual schedules.
Provide sensory breaks if needed.
For Students with Dyscalculia (CG):
Incorporate visuals and concrete examples in discussions.
Use manipulatives and practical applications of concepts.
Evaluation and Assessment:

Regularly assess students' understanding through discussions, group presentations, and research tasks. Use rubrics to assess their
research and presentation skills.
Evaluation: Collect feedback from students about their learning experience and use it to adapt and improve subsequent lessons.
Learning layers:
Promote cultural sensitivity and understanding by teaching students about Native American art and its cultural significance.
Encourage empathy and respect for diverse cultures and traditions.
Literacy, Oracy & Numeracy (L)(O)(N):

Literacy: Encourage students to read and research Native American art, helping develop their reading skills.
Oracy: Promote discussions, group presentations, and Q&A sessions to improve students' communication and presentation skills.
Numeracy: Integrate numeracy by discussing measurements in pottery and discussing aspects like symmetry and proportions.
Post class reflection What / So what..what went well and why and even better if…. In relation to learning intentions
Including links to pupil work
The presentation of images of Native American pottery from different tribes and styles was engaging for
most students. It provided a visual reference for the characteristics of Native American pottery, including
shapes, colours, and textures. Many students actively participated in observing and describing the visual
elements.
It would have been beneficial to start the lesson with a more explicit introduction to the overall unit and
project. Students seemed a bit confused about the task at hand, so taking extra time to carefully outline the
project's objectives and how each lesson contributes to the unit's aim could have set a better context for their
learning.
In the research and reflection section, where students were tasked with researching specific tribes or regions
of Native American art, some students appeared to struggle. Providing more guidance, resources, or even a
sample research approach could assist students in conducting their research effectively.
Exceptional Copy of Screenshot 2023-11-07 at 18.35.41.png

In line with Screenshot 2023-11-07 at 18.33.44.png
Below Screenshot 2023-11-07 at 18.35.12.png
Did not meet Screenshot 2023-11-07 at 18.30.07.png
Lesson No/total in UoL: 2 Learning Content for Pupils In this lesson students will Research different Native American tribes' pottery traditions. looking
Date: Wednesday, 8 November at different tribes' motifs, where they found inspiration in sources of nature, spirit animals etc, exploring in the yard for primary
Lesson type: (S) 1hr sources of natural objects such as leaves, animal footprints etc.
Time: 9:38 – 10:36am SS; Maria Martinez's work, students can gain a deeper understanding of the historical and cultural aspects of Native American art,
Stage: think which can be a valuable source of inspiration for their own creative endeavours.
AEDP; AEDP
Artistic Process; researching different Native American tribes' pottery traditions and understanding how they draw inspiration
from nature and spirit animals. It also involves hands-on exploration through foraging for natural objects.
CC; history (Native American culture), geography (tribal locations), and possibly science (ecological awareness).
Learning Intentions
To know: To acquire knowledge about the pottery traditions of various Native American tribes and the role of nature and spirit
animals in their art.
To be able: To recognize and appreciate the influence of culture and the environment on artistic expression
To understand: To comprehend the value of foraging for natural objects as a source of artistic inspiration
Success criteria
- Recall key information about different Native American tribes' pottery traditions.
- Understand the concept of foraging for natural objects as a source of inspiration.
- Discuss how cultural influences and nature impact artistic expression.
- Recognize the potential of foraged natural objects in their own artistic process.
- Analyse and compare the ways various tribes' pottery traditions reflect their cultural and natural surroundings.
- Generate creative ideas for incorporating foraged objects into their artwork, demonstrating a deep understanding of the
concept.

Differentiation: Provide additional support or resources for students who may need it during the research and exploration
activities.
Behaviour Management: Set clear expectations for appropriate behaviour during outdoor foraging and sketching activities.

Formative assessment will be based on students' participation in discussions, observations of their foraging and sketching
activities, and their ability to engage with the content.
Learning layers:
Artistic Expression: Exploring how Native American art is inspired by nature and culture.
Research and Exploration: Conducting research on Native American pottery traditions and hands-on exploration of natural objects.
Cultural and Historical Awareness: Understanding the cultural and historical contexts of Native American art.
Health & Safety (H&S):

Ensure students are aware of any potential hazards in the yard and provide guidelines for safe foraging.
Supervise outdoor activities to ensure the safety of students.
Literacy: Students will be required to describe their observations, thoughts, and ideas in writing and through oral discussions.
Numeracy: There may be opportunities for measurement or pattern recognition during the sketching activities.
The hands-on exploration and foraging activity in the yard were a highlight of the lesson. It provided
students with a direct and engaging experience in searching for natural objects. The fact that students had a
"lovely time searching for objects" indicates their enthusiasm for this part of the lesson.
The engagement of students was evident, as they actively enjoyed the activity of finding natural objects. This
hands-on approach helped connect the theoretical knowledge about Native American pottery to a practical
and real-life context, making the learning more tangible and memorable.
As students seemed to enjoy the outdoor exploration, it could have been beneficial to take the activity a step
further. Encouraging students to make rubbings or drawings en plein air (outdoor sketches) of the natural
objects they found could enhance their connection to nature and provide them with tangible reference
material for their future artwork. The issue with the board not connecting can disrupt the flow of the lesson.
It would be helpful to have a backup plan in case of technical difficulties, such as printed images or visual
aids.
Exceptional IMG_0671.HEIC
In line with IMG_0670.HEIC
Below IMG_0669.HEIC
Did not meet IMG_0666.HEIC
Lesson No/total in UoL: 3 Learning Content for Pupils In this lesson students will Discuss the importance of pattern, colour, and shape in Native
Date: Tuesday, 14 November American art. drawing from sources gathered yesterday looking at line and observational drawing, in this lesson we will learn how to
Lesson type: (S) 1hr make a repeating pattern.
Time: 2:20 – 3:18pm SS; Navajo people, who are renowned for their intricate and visually striking patterns used in textiles and pottery. The Navajo have
Stage: explore a rich artistic tradition, and their patterns often incorporate geometric shapes, vibrant colours, and cultural symbolism.
AEDP; line AEDP
Artistic Process; observational drawing
CC; history (Native American culture and art history), geography (tribal locations), or cultural studies.
Learning Intentions
To know: Understand the significance of pattern, colour, and shape in Native American art.
To be able: Draw inspiration from Native American drawings in their own work and primary sources gathered yesterday.
To understand: analyse and interpret the role of pattern, colour, and shape as communicative tools in Native American art.
Success criteria
- Create a repeating pattern using elements from their primary source drawings.
- Attempt to understand the importance of patterns in Native American art.
- Clearly articulate how their patterns were inspired by the primary source drawings.
- Design patterns that effectively use repetition, colours, and shapes.
- Analyse and elaborate on the cultural and artistic significance of their patterns, demonstrating a deep understanding of art
elements and design principles.
Differentiation/Behaviour Management:
Splitting the Class: Set up a nature table for students who were absent to gather primary sources. The rest of the class will work on
creating repeating patterns from last week's drawings.
Behaviour Management: Set clear expectations for group work and participation during the discussion.
Provide visual aids and written instructions to support understanding.

Allow extra time for tasks that involve fine motor skills, such as drawing.
Offer alternatives for hands-on activities, such as providing pre-collected natural items for observational drawing.
Create a structured and predictable environment.
Break down tasks into smaller steps and provide visual cues.

Formative assessment will be based on students' engagement in the discussion, their ability to apply their understanding to
observational drawings, and their contribution to the group activity.

Literacy: Encourage students to articulate their observations and thoughts during the group discussion.
Numeracy: Discuss geometric shapes and patterns, connecting them to the mathematics of repeating designs.
The step-by-step process presented in the PowerPoint on Teams served as a valuable tool for self-directed
learning. The visual guide likely helped students navigate through the lesson independently.
The live demonstration of creating a repeating pattern was a positive aspect, particularly in emphasising line
and shape. Visual aids and drawing materials helped students grasp the practical application of the discussed
concepts.
The noted giddiness and slow start by students may benefit from strategies to set the tone and pace of the
lesson. Consider incorporating a brief engaging activity or a quick energizer to capture attention at the
beginning.
The ongoing issue with the board not working is a concern. Exploring alternative methods or having a
backup plan, such as printed visuals, could mitigate disruptions caused by technological challenges.
Below IMG_0727.HEIC
Lesson No/total in UoL: 4 Learning Content for Pupils In this lesson students will introduce to clay vessels and pots, students will design two options for
Date: Wednesday, 15 November a shape of a vessel or pot
Lesson type: (S) 1hr
SS; Bernard Leach: Bernard Leach was a British potter known for his contributions to the Studio Pottery movement. He created a
Time: 9:38 – 10:36am wide range of functional clay vessels, often inspired by Japanese and Chinese pottery traditions.
Stage: develop
Navajo people, who are renowned for their intricate and visually striking patterns used in textiles and pottery. The Navajo have a
rich artistic tradition, and their patterns often incorporate geometric shapes, vibrant colours, and cultural symbolism.
AEDP; AEDP
Artistic Process; Providing clay and sculpting tools if they will be working with clay. Demonstrating how to sketch and design
different shape options for clay vessels or pots. Explaining any specific techniques or considerations for the art process.
CC; history, geography, and cultural studies.
Learning Intentions
To know: Understand the basics of working with clay vessels and pots as an artistic medium.
To be able: Design two different shape options for clay vessels or pots.
To understand: The creative possibilities and artistic expression in working with clay.
Success criteria
- Gain an understanding of the basics of working with clay vessels and pots.
- Attempt to design two different shape options for clay vessels or pots.
- Clearly articulate their design choices and explain their inspirations behind the shapes.
- Create shape options that reflect their understanding of the artistic possibilities with clay.
- Demonstrate a deep understanding of art elements and design principles by designing more complex and innovative shape
options for clay vessels or pots.
Materials:
Clay
Sculpting tools
Sketchbooks or paper
Drawing materials (pencils, markers, etc.)
Visual examples of clay vessels
PicCollage app (optional, for digital matching)
Differentiation/Behavior Management:
Provide additional support for students with learning support needs.
Address behavioural concerns by clearly outlining expectations and consequences.
Today's class demonstrated better behaviour compared to the previous session. The clear communication
about the need for focus and attention during demonstrations appeared to have a positive impact on the
students. The live demonstration of real-life clay vessels proved to be beneficial. Allowing students to handle
clay pots provided a tangible and interactive experience, enhancing their understanding of the medium and
its possibilities.
Proactively address potential distractions or sources of giddiness. This might involve incorporating short
breaks, incorporating movement into the lesson, or introducing brief mindfulness exercises to help students
refocus.
Below IMG_0754.HEIC
Lesson No/total in UoL: 5 Learning Content for Pupils In this lesson students will Introduce clay as a medium, including types and handling techniques.
Date: Thursday, 16 November continuing making design proposal worksheets, once demonstration on how to make a coil pot is complete ask students how this will
Lesson type: (S) 1hr influence their design sheet, has this changed their perspective?.
Time: 8:40 – 9:38am SS; Ruth Duckworth was a British-American ceramic artist recognized for her abstract and contemporary ceramic sculptures. Her
Stage: refine work broke away from traditional pottery, and she explored the medium in innovative ways. Her art is characterised by its
minimalist and sculptural qualities, making her an excellent artist to inspire your students to think beyond traditional pottery.
AEDP; AEDP
Artistic Process; Recall information about the types of clay and handling techniques. Recognize how clay can be used as a canvas
for pattern making and how patterns can be adapted from a worksheet.
Apply: Apply their knowledge of patterns to create patterns on clay surfaces or on the worksheet.
CC; history (Native American culture), and mathematics (geometry in patterns).
Learning Intentions
To know: Understand the basics of clay as a medium and its handling techniques.
To be able: Continue pattern making, either directly on clay surfaces or on a pattern making worksheet.
To understand: The potential of clay as an artistic medium for expressing patterns.
Success criteria
- Gain an understanding of the basics of clay as a medium.
- Attempt to continue pattern making on the clay surface or on the provided worksheet.
- Create patterns on the clay or worksheet that are inspired by their previous lessons on patterns and design principles.
- Reflect on the differences and possibilities of working with clay compared to other mediums.
- Experiment with more complex pattern designs on the clay surface or on the worksheet, demonstrating a deeper
understanding of art elements and design principles.

Provide additional support to students who may need it during the hands-on activity.
Encourage collaboration and peer support for those who grasp concepts quickly.
Manage behaviour by setting clear expectations and praising positive engagement with the material.

Assess students based on their participation in the design proposal worksheets and the pattern-making activity.
Use observation to gauge the level of understanding and creativity in applying patterns to the clay surface or worksheet.

Remind students of proper clay handling and safety measures during the demonstration.
Ensure the workspace is organised, and students have access to necessary tools safely.

Emphasise the importance of clear communication during the reflection and discussion phase.
Incorporate mathematical concepts, such as geometry, when discussing patterns.
Assessment of learning
Assessment for learning
The introductory segment effectively conveyed fundamental information about clay as a medium. Explaining
different types, handling techniques, stages, versatility, firing processes, and historical significance provided
students with a comprehensive overview.
Incorporating images of Ruth Duckworth's abstract ceramic sculptures helped bridge historical context with
contemporary ceramic art. This showcase exposed students to innovative approaches and expanded their
understanding of the medium.
Ensuring a seamless transition from the demonstration to the pattern-making activity is crucial. Clear
instructions and perhaps a brief practice round could assist students in applying what they learned from the
demonstration to their pattern-making activity.
Linking the discussion about Ruth Duckworth's work to students' potential projects could enhance their
understanding. Encouraging students to draw connections between the showcased artist's approach and
their own budding ideas could be a valuable addition.
Below IMG_0785.HEIC
Lesson No/total in UoL: 6 Learning Content for Pupils In this lesson students will Teach students how to prepare clay. Introduction to clay as a medium,
Date: Wednesday, 29 November health and safety, we will watch a video on native americans making coil pots and use this to inform our demonstration. The aim of
Lesson type: (S) 1hr today is to get the base of our vessel complete
Time: 9:38 – 10:36am SS; Richard De Vore, who was celebrated for his mastery of clay techniques, can serve as an example. Share information about their
Stage: realise work and their contributions to the field of ceramics.
Gordon Baldwin, Baldwin's work often transcends traditional functional pottery, focusing on sculptural and abstract forms. His
pieces are characterised by a sense of movement, balance, and a keen exploration of shape and texture.
AEDP; texture, shape, balance AEDP
Artistic Process; demonstration on clay handling, digital poster creation
CC; discuss the science of clay and its properties, connecting the lesson to geology and chemistry.
Learning Intentions
To know: Understand the process of preparing clay, including coiling.
To be able: Follow health and safety guidelines when working with clay.
To understand: The basic properties of clay as an artistic medium.
And cultural significance
Success criteria
- Gain an understanding of the process of preparing clay, including coiling.
- follow health and safety guidelines when working with clay.
- Successfully prepare clay without significant issues
- Demonstrate an advanced understanding of clay preparation, wedging, and health and safety guidelines, reflecting a
deeper knowledge of working with clay as an artistic medium.
Resources:
https://www.youtube.com/watch?v=R2-QEXCtVWM
Clay 2A L6
IMG_6297.HEIC
Differentiation:
Multisensory Learning for Dyspraxia (OC, KC, CG):
Allow extra time for hands-on exploration and tactile experiences with clay.
Break down tasks into smaller, manageable steps.
Provide alternative tools or techniques for those with fine motor challenges.
Clear Instructions and Predictability for ASD (KC, CG, HR):
Offer clear and concise instructions with visual cues.
Establish a predictable routine and communicate it visually.
Use a visual schedule to outline the steps of the lesson.
Individualised Support for Specific Learning Needs (HR, LR):
Provide one-on-one support for students with specific learning needs.
Adjust expectations and tasks based on individual abilities.
Offer alternative methods for demonstrating understanding, such as verbal responses or visual representations.
Behaviour Management:
Address any behaviour issues promptly, reinforcing the importance of following safety guidelines.
Establish clear expectations for behaviour during clay preparation.
Provide visual cues or a checklist for students to monitor their progress.
Use positive reinforcement and praise for following instructions and staying on task.
Evaluation:
Observational Assessment:
Regularly observe students during the hands-on activities to assess their understanding and engagement.
Document any adjustments made to accommodate individual needs.
Flexible Assessment Methods:
Offer alternative methods for assessing learning, such as verbal reflections or visual representations.
Adjust assessment criteria based on individual learning profiles.
Individual Progress Tracking:
Maintain records of individual progress to tailor future lessons and support.
Assessment of learning will happen via posters created for steps of clay pot

Prioritise safety guidelines during the demonstration and hands-on clay preparation.
Ensure the workspace is well-ventilated.
Provide necessary protective equipment, such as aprons and gloves.
Literacy, Oracy & Numeracy (L)(O)(N): Emphasise effective communication in both oral and written forms.
The hands-on exploration with clay proved engaging for students. The tactile experiences catered to the
multisensory learning needs of students with dyspraxia (OC, KC, CG). Providing extra time and breaking
down tasks into manageable steps seemed effective in supporting their participation. The use of flexible
assessment methods, including observational assessment and individual progress tracking, allowed for a
more comprehensive understanding of each student's learning journey. The assessment of learning via
posters demonstrated an understanding of the steps involved in making a coil pot.
The technical issue with the video was a setback in achieving the lesson's full potential. To address this, a
backup plan or alternative video source could be prepared in advance. While differentiation was effective for
supporting varied learning needs, ensuring there are opportunities for students to demonstrate advanced
understanding, especially for those who excel in the topic, should be considered.
Exceptional
In line with
Below
Did not meet
Lesson No/total in UoL: 7 Learning Content for Pupils In this lesson, students will be guided through the initial stages of creating clay vessels, with a
Date: Thursday, 30 November focus on shape. They will learn to prepare clay, make coils, and attach them to the base formed in the previous lesson using scoring and
Lesson type: (S) 1hr slip techniques. The lesson will connect to the work of Beatrice Wood, providing inspiration and context.
Time: 8:40 – 9:38am SS; Beatrice Wood, known for her distinctive ceramic vessels and experimentation with glazes, can serve as an example. Share
Stage: refine information about her work and contributions to the field of ceramics.
AEDP; AEDP
Artistic Process; Provide a step-by-step demonstration of the initial stages of creating clay vessels. This includes the basics of
coil-building and slab-building techniques.
CC; connecting to history and anthropology. You can explore how different civilizations used clay vessels for practical and
ceremonial purposes and how these vessels reflect the culture and art of the time.
Learning Intentions
To know: Understand the initial stages of creating clay vessels, with a focus on shape and form.
To be able: Apply design sheets as sources of inspiration for their clay vessel designs.
To understand: Students are expected to analyze and extract inspiration from design sheets
Success criteria
- Gain an understanding of the initial stages of creating clay vessels and the concept of using design sheets for inspiration.
- Make an attempt to create a clay vessel based on a design sheet.
- Successfully began to shape clay vessels, focusing on form and using design sheets as references.
- Reflect on how the design sheets influenced their work.
- Demonstrate advanced clay vessel designs, showcasing a deeper understanding of shape and design principles.
Resources:
Clay 2A L7
Differentiation:
Provide visual aids for students who may benefit from additional support in understanding the coil-making and
attaching techniques. Offer one-on-one assistance for students who require extra guidance.
Extension for Advanced Learners (TT/SLA): Provide additional challenges or alternative techniques for students
demonstrating advanced skills.
Evaluation:
Observational Assessment (TT/SLA): Regularly observe students' progress, noting their understanding of the
techniques and their application.
Feedback and Questioning (TT/SLA): Provide feedback during the hands-on activity and ask questions to gauge
students' comprehension.

Emphasise safe practices when handling clay and using tools.
Ensure a well-ventilated workspace.
The use of Teams as a platform for documenting class progress was successful. It allowed for easy tracking of
individual student work and provided a valuable resource for both students and I to review and reflect on.
The step-by-step demonstration on making coils and attaching them with slip was well-received. It provided
clear guidance for students, ensuring they had a solid foundation for the hands-on activity.
I need to address the challenge of some clay pieces drying out. I may implement strategies to keep the clay
moist during the lesson, perhaps by covering workstations with damp cloths or providing airtight containers
for individual clay pieces. The intensity of managing a full class of students actively working on their clay
projects is proving challenging. Explore ways to streamline assistance and support, such as assigning peer
mentors or utilising teaching assistants during hands-on activities.
Exceptional Screenshot 2023-12-04 at 15.36.46.png

Lesson No/total in UoL: 8 Learning Content for Pupils In this lesson students will be looking at finishing the form of their vessels looking at the lip/ rim,
Date: Tuesday, 5 December smoothing and begin to carve the design and repeating patterns inspired by native american art and nature.
SS; Lucie Rie was an Austrian-born British studio potter. Her work is celebrated for its simplicity and elegant forms. She often used
Time: 2:20 – 3:18pm porcelain and was known for her exquisite glaze work.
Stage: realise
AEDP; AEDP WHY pattern and form
Artistic Process; Focusing on the clay making techniques you'll be teaching. This may include hands-on demonstrations,
step-by-step instructions, and opportunities for students to practise and apply these techniques.
CC; Science: Discuss the scientific properties of clay and the changes it undergoes during firing. History: Explore the historical
significance of clay in pottery traditions worldwide. Maths: Mention how geometry and measurement can be involved in creating
precise clay forms.
Learning Intentions
To know: Understand the final stages of creating clay pots or vessels, with a focus on shape and form.
To be able: finish shaping vessels using basic hand-building techniques and smoothing.
To understand: the role of geometry and measurement in creating precise clay forms.
Success criteria
- Understand the final stages of creating clay pots or vessels, emphasising shape and form.
- Attempt to finish shaping vessels using basic hand-building techniques and smoothing.
- Recognize the importance of geometry and measurement in creating precise clay forms.
- Successfully shape clay pots or vessels with attention to form and size.
- Effectively use smoothing techniques to enhance the finish of their vessels.
- Be aware of how geometry and measurement contribute to creating precise clay forms.
- Demonstrate advanced shaping and design skills, showcasing a deeper understanding of clay as an artistic medium.
Clay 2A L8
Differentiation:
Dyspraxia (OC, KC, CG)
Break down tasks into smaller, manageable steps, providing clear instructions for each step.
ASD (KC, CG)

Establish a predictable routine for the lesson, outlining each step visually.
Dyscalculia (KC)
Simplify any mathematical aspects, emphasising practical and visual approaches.
Provide additional support during activities involving measurements, ensuring clarity.
Incorporate real-world examples of geometry and measurement in clay forms.
Behaviour Management:
Clearly communicate behaviour expectations and reinforce them consistently.
Use positive reinforcement and praise for following instructions and staying on task.
Provide visual cues or a checklist for students to monitor their progress.

Observational Assessment:
Regularly observe students during hands-on activities to assess their understanding and engagement.
Document individual progress and adjustments made to accommodate specific needs.
Individual Progress Tracking:
Maintain records of individual progress to tailor future lessons and support.
Numeracy:
Integrate mathematical concepts, such as measurement and geometry, into the lesson.
Provide opportunities for students to use numeracy skills in shaping and designing clay forms.
By emphasising the importance of texture and decoration in clay vessels, the lesson likely appealed to
different sensory preferences, making the learning experience more inclusive. The hands-on demonstration
of adding a rim and smoothing techniques, followed by an opportunity for students to practise these skills,
was a successful teaching strategy. This approach supports varied learning styles and reinforces practical
understanding. It seems that the timing of the lesson was a challenge, leading to insufficient time for tidy-up.
Considering the pace difference between high achievers and other students, it might be beneficial to allocate
specific time slots for each stage of the lesson to maintain a balanced pace.
Exceptional Screenshot 2023-12-06 at 11.16.46.png

Lesson No/total in UoL: 9 Learning Content for Pupils In this lesson students will Explore techniques for adding texture and decorative elements to the
Date: Wednesday, 6 December vessels. how to create texture and decoration on pots. This will focus on teaching the students about pattern but will also focus on line
Lesson type: (S) 1hr and shape.
Time: 9:38 – 10:36am SS; Maria Martinez's work, students can gain a deeper understanding of the historical and cultural aspects of Native American art,
Stage: realise which can be a valuable source of inspiration for their own creative endeavours.
AEDP; AEDP pattern
Artistic Process; enhancing the surface of clay vessels with texture and decoration.
CC; Explore cross-curricular links, especially in the artistic process and the historical significance of textured vessels.
Learning Intentions
To know: Learn techniques for adding texture and decoration to clay vessels.
To be able: Apply various texturing methods to enhance the surface of clay vessels.
To understand: Recognize how texture and decoration can transform the aesthetic of clay vessels.
Success criteria
- Understand the importance of texture and decoration in clay vessels.
- Attempt to apply at least one texturing technique to their clay vessels.
- Successfully apply various texturing methods to enhance the surface of their clay vessels.
- Reflect on how texture and decoration have transformed the aesthetic of their vessels.
- Demonstrate advanced texturing and decorating skills, showcasing a deeper understanding of texture and design
principles in clay vessels.
Differentiation:
Dyspraxia (OC, KC, CG)
Break down tasks into smaller, manageable steps, providing clear instructions for each step.
ASD (KC, CG)

Establish a predictable routine for the lesson, outlining each step visually.
Dyscalculia (KC)
Simplify any mathematical aspects, emphasising practical and visual approaches.
Provide additional support during activities involving measurements, ensuring clarity.
Incorporate real-world examples of geometry and measurement in clay forms.

Use observational assessment to gauge students' understanding and engagement.
Document individual progress and adjustments made to accommodate specific needs.
The lesson on exploring texture and decoration in clay vessels was engaging and productive. The clear
restatement of learning intentions and success criteria established a focused atmosphere. Discussing the
importance of texture and decoration effectively framed the artistic process, inspiring students. The
step-by-step demonstration of texturing methods was well-received, and hands-on exploration with practice
pieces enhanced understanding.
During independent work, students showcased creativity and a willingness to experiment with various
texturing tools. The reflection prompt on the transformation of their vessels sparked thoughtful insights.
Clean-up and record-keeping were efficiently executed, ensuring a tidy workspace. Overall, students
demonstrated positive engagement, effective learning, and successful application of texturing techniques.
Some students encountered challenges with dry and fragile clay, impacting their experience. Addressing this
by offering guidance on clay maintenance or strategies for working with drier clay would improve overall
outcomes. Considering variations in drying times for different projects could also help manage these issues.
To enhance student understanding, future lessons might include brief check-ins on clay condition and
potential adjustments needed. Incorporating a quick demonstration or discussion on clay moisture
management could be beneficial for all students.
Below IMG_1052.HEIC
Lesson No/total in UoL: 10 Learning Content for Pupils In this lesson students will be applying final pattern design and how it relates to the chosen
Date: Thursday, 7 December Native American tribe's style. Once the pattern has been carved in, students will leave their vessels out to dry and will create a mood
Lesson type: (S) 1hr board for the colour of the glazes we will be using.
Time: 8:40 – 9:38am SS; Navajo people, who are renowned for their intricate and visually striking patterns used in textiles and pottery. The Navajo have
Stage: realise a rich artistic tradition, and their patterns often incorporate geometric shapes, vibrant colours, and cultural symbolism.
AEDP; Applying pattern, line, and colour to create visually appealing designs on your clay vessel. AEDP
Artistic Process; The process involves transferring your paper-based pattern design onto a 3D clay vessel, focusing on detail and
precision.
CC; This lesson may connect with history, geography, and cultural studies, helping you appreciate the cultural context of the
patterns.
Learning Intentions
To know: Understand the role of pattern design in Native American art.
To be able: Apply the designed patterns to your clay vessel with skill and precision.
To understand: Recognize the importance of accuracy in transferring the design to a 3D surface.
Design proposal in terms of colours
what will we be looking for
Success criteria
- Grasp the concept of patterns in Native American art.
- Skillfully transfer the paper-based patterns to their clay vessels with care and attention to detail.
- Demonstrate exceptional precision and artistic creativity in their pattern application.
Differentiation/Behaviour Management:
Provide additional support and guidance to students who may need assistance with carving or designing.
Encourage peer collaboration for sharing ideas and problem-solving.

Observe and document individual progress during the carving and design proposal activities.
Use the completed design proposal sheets to assess students' ability to connect glaze choices with cultural research.
Learning Layers:
Theme: Native American Art
Cross-Curricular Links: History, Geography, Cultural Studies
Health & Safety (H&S): Emphasise proper tool usage and handling of clay materials.
Literacy, Oracy & Numeracy (L)(O)(N): Promote clear communication and expression of ideas in the design proposals.
Wellbeing/Global Citizenship Education (GCE): Encourage cultural appreciation and understanding through art.
The quick recap on Native American art effectively set the cultural context, allowing students to appreciate
the significance of patterns in the chosen Navajo style. During the pattern carving phase, students engaged
independently, demonstrating a commendable level of precision and attention to detail. The connection
between the paper-based patterns and their transfer onto 3D clay vessels was well-executed, showcasing the
students' evolving skill and understanding.
Even better if there could be further exploration or extension activities for students who demonstrate
exceptional precision and artistic creativity in their pattern application. Providing advanced challenges or
additional resources could cater to the varying skill levels within the class, ensuring continued engagement
and growth for all students.
Below IMG_1083.HEIC
Lesson No/total in UoL: 11 Learning Content for Pupils In this lesson students will be Introduced to glazes and various glazing techniques that will bring
Date: Tuesday, 12 December your clay vessels to life. You will also work on proposing your glazing plan, including the colours you'll use, through the creation of a
Lesson type: (S) 1hr moodboard
Time: 2:20 – 3:18pm SS; https://www.metmuseum.org/exhibitions/grounded-in-clay Pueblo Indian pottery embodies four main natural elements:
Stage: realise earth, water, air, and fire. It is an art form literally of land and place, and is one of America’s ancient Indigenous creative
expressions.
AEDP; Explore colour, texture, and surface design through glazing. AEDP
Artistic Process; Experiment with different glazing techniques to achieve desired effects on your clay vessels.
CC; This lesson may involve elements of chemistry (the fact that mixing glazes doesn't work) and aesthetics, contributing to a
holistic art experience.
Learning Intentions
To know: Understand the significance of glazing in pottery and how it enhances the visual appeal of the clay vessels and its
connection to native americans.
This lesson will be glazing To be able: Develop the skills to apply glazes to your clay vessels effectively.
To understand: Comprehend the role of colour, texture, and surface design in the glazing process.
Success criteria
- Recognize the importance of glazing in pottery and how it impacts the final appearance of their clay vessels.
- Propose and implement a glazing plan, using colours and textures effectively, as demonstrated in their moodboard.
- Exhibit exceptional creativity in their glazing techniques, producing unique and visually striking effects on their clay
vessels.

Clay 2A L11

Provide additional support for students who may need assistance in creating their mood boards or understanding glazing
techniques.
Encourage collaboration among students for peer learning and support.

Observe students during the glazing demonstration to ensure understanding.
Assess mood boards for creativity, relevance to the Native American theme, and effective use of colours and textures.
Learning layers:
Theme: Native American Art
Cross-Curricular Links: Chemistry (briefly touch on the chemical aspects of glazes), Aesthetics
Health & Safety (H&S): Emphasise proper handling of glazing materials and tools.
The lesson began with a positive and engaging atmosphere as we delved into the world of glazing techniques
and their significance in pottery, particularly in Native American art. The connection to Pueblo Indian pottery
and the incorporation of natural elements added depth to the understanding of clay as an artistic expression
deeply rooted in culture. The incorporation of mood boards as a tool for proposing glazing plans was
effective. Students demonstrated creativity in choosing colours and textures that reflected their
understanding of Native American themes. The brief overview of the firing process added an anticipatory
element, sparking interest in the transformative journey their clay vessels would undertake.
The main challenge in this lesson was the time constraint due to parent-teacher meetings. Unfortunately, this
resulted in a shorter class period, impacting the completion of intended work. In future sessions, it would be
beneficial to allocate additional time for hands-on activities to ensure students can fully explore and apply
the glazing techniques demonstrated.
Lesson No/total in UoL: 12 Learning Content for Pupils In this lesson students will take the next step in the creative journey by glazing your clay vessels
Date: Wednesday, 13 December with appropriate colours. You'll refine your design and glazing process using inspiration from your moodboards and the techniques
Lesson type: (S) 1hr you've tried in the previous lesson. The teacher's demonstration will provide valuable guidance.
Time: 9:38 – 10:36am SS; https://www.metmuseum.org/exhibitions/grounded-in-clay Pueblo Indian pottery embodies four main natural elements:
expressions.
AEDP; Apply colour, texture, and surface design effectively to your clay vessels. AEDP
Artistic Process; Demonstrate and apply glazing techniques learned during the previous lesson to your clay vessels.
CC; chemistry, english
Learning Intentions
To know: Understand the importance of applying glazes to pottery and how it enhances the visual appeal of your clay vessels.
To be able: Develop the skills to apply glazes with precision and creativity.
To understand: Grasp the role of colour, texture, and surface design in the glazing process and its impact on your final creation.
Success criteria
- Recognize the importance of glazing in enhancing the visual appeal of their clay vessels.
- Apply glazes with precision and creativity, following their moodboard and the techniques learned.
- Display exceptional creativity in their glazing techniques, producing unique and visually striking effects on their clay
vessels.

Provide additional support and guidance to students who may need assistance with glazing.
Encourage peer collaboration for sharing ideas and problem-solving.

Observe and document individual progress during the glazing activity.
Assess the application of glazes against the success criteria.
Differentiated Support for Diverse Learners:

For EAL Students (AAH):
Provide visual aids, examples, and simple language to explain glazing techniques.
Encourage group discussions and peer support for language practice.
For Students with Dyspraxia (OC, KC):
Offer hands-on demonstrations and provide extra time for practical tasks.
Use visual aids and step-by-step instructions for clarity.
For Students with ASD (CG, HR):
Create a structured and predictable environment for the glazing activities.
Provide clear expectations and guidelines, minimising surprises.
Learning layers:
Cross-Curricular Links: Art, Chemistry (briefly), Creativity
Health & Safety (H&S): Emphasise proper tool usage, handling of hot materials, and safe workspace practices.
Literacy, Oracy & Numeracy (L)(O)(N): Encourage clear communication and expression of ideas during the discussion.
The glazing session proved to be a dynamic and student-driven experience. Students were not only diligent
but also displayed an impressive level of self-motivation throughout the lesson. The initial demonstration
served as a solid foundation, with students seamlessly applying the glazing techniques learned in the
previous class. Safety considerations were paramount, and students demonstrated a responsible attitude
toward handling bisque-fired clay and hot wax mats. The clean-up process was efficiently executed, reflecting
a commitment to maintaining a safe and organised workspace.
Lesson No/total in UoL: 13 Learning Content for Pupils In this lesson students will discuss the firing process and important safety procedures to ensure a
Date: Thursday, 14 December successful outcome for your clay vessels. Additionally, we will be painting the final two layers of glaze on our vessels. I will talk students
Lesson type: (S) 1hr through rubric for assessment if there is time.
Time: 8:40 – 9:38am SS; https://www.metmuseum.org/exhibitions/grounded-in-clay Pueblo Indian pottery embodies four main natural elements:
expressions.
Changing to no gallery visit and
reflection AEDP;. AEDP pattern and colour
Artistic Process; Discuss the firing process and related safety procedures for a comprehensive understanding.
CC; This lesson involves elements of science (firing process) History and Culture
Learning Intentions
To know: Understand the firing process for clay vessels.
Comprehend the safety precautions associated with the firing process.
To be able: Apply the final layers of glaze on their vessels.
To understand: how glaze enhances the visual appeal of their clay vessels, transforming them into finished artworks.
Success criteria
- Understand the basic principles of the firing process and the importance of safety.
- Demonstrate basic proficiency in applying the final layers of glaze on their vessels.
- Show creativity in their glazing choices, drawing inspiration from artists like Beatrice Wood.
- Ask questions that demonstrate a deeper understanding of the firing process.
- Experiment with advanced glazing techniques beyond the provided instructions.
- Independently troubleshoot and address challenges during the glazing process.

Provide additional support for students struggling with glazing techniques.
Encourage peer collaboration and support.
Monitor behaviour closely during the hands-on activities, reinforcing safety guidelines.

Assess student engagement during the safety demonstration.
Evaluate the creativity and precision in the application of the final glaze layers.
Review sketchbook documentation for reflective insights and artistic growth.

Ensure all safety equipment is readily available and functional.
Monitor students to ensure compliance with safety procedures.
Be prepared to address any emergencies promptly.

Emphasise clear communication during safety demonstrations.
Encourage students to use descriptive language in documenting their artistic process.
Integrate basic numeracy skills when discussing firing temperatures and kiln settings.
The introduction of the firing process and safety procedures was comprehensive, ensuring that students
gained a solid understanding of these crucial aspects of ceramics.
The integration of historical and cultural context, particularly the link to Pueblo Indian pottery, enriched the
students' appreciation for the art form and connected their learning to broader themes.
The differentiation strategies, including peer collaboration and additional support, contributed to a positive
and inclusive learning environment.
The incorporation of a rubric discussion allowed students to understand the criteria for assessment,
fostering clarity and transparency in expectations.
The lesson plan could include a hands-on demonstration or simulation of the firing process, offering a more
tangible experience for students.
Providing additional resources or examples related to Beatrice Wood's glazing techniques might further
inspire creativity in students' glazing choices.
Encouraging students to share their reflections and challenges in a class discussion could promote a
collaborative atmosphere and allow for collective problem-solving.
Including a brief summary or recap at the beginning of the next class could reinforce key concepts from this
lesson and bridge it seamlessly into the following activities.
This lesson successfully combined theoretical knowledge with practical application, fostering a well-rounded
understanding of the firing process and safety measures. The engagement with historical and cultural
contexts enhanced the students' connection to the art form, making the learning experience more
meaningful. The inclusion of a rubric discussion empowered students with a clear understanding of
assessment criteria, promoting a sense of ownership over their artistic endeavors.
Exceptional
In line with
Below
Did not meet
Lesson No/total in UoL: Learning Content for Pupils In this lesson students will allow time for adding finishing touches and refining your clay vessels
Date: to ensure they are ready for presentation. You will also work on designing a floor plan for the gallery, drawing inspiration from Native
Lesson type: (S) 1hr American art. Consider where your pots will be displayed, how they will be presented, and whether any refreshments will be needed.
Time: SS; Study an artist or artwork that specialises in gallery presentation to gain insight into effective floor planning.
Stage:
AEDP; Apply design principles for gallery presentation, considering colour, layout, and audience appeal. AEDP
Artistic Process; Implement artistic processes for adding finishing touches to your clay vessels and engage in floor planning for
gallery presentation.
CC;
Learning Intentions
To know: Understand the importance of finalising your clay vessels for presentation.
To be able: Develop a floor plan for displaying your clay pots in the gallery, considering aesthetics and audience appeal.
To understand: Grasp the role of presentation in showcasing your artistic creations and the details involved in gallery planning.
Success criteria
- Recognize the importance of adding finishing touches to their clay vessels for the gallery.
- Develop a floor plan for presenting their pots in the gallery, considering aesthetics and audience appeal.
- Display exceptional creativity in their gallery planning, producing a presentation that uniquely showcases their clay
vessels.
finishing touches on your clay vessels, ensuring they are at their best for the gallery presentation. You will also design a floor plan
for the gallery, considering where your pots will be displayed and how they will be presented to the audience. This is a significant
step in ensuring your artistic creations are effectively showcased and appreciated by others.
LESSON PLAN
Learning layers:
Wellbeing/Global Citizenship Education (GCE):
Exceptional
In line with
Below
Did not meet
Lesson No/total in UoL: 17 Learning Content for Pupils In this lesson students will have the opportunity to set up a gallery to display the clay vessels
Date: they've created, inspired by Native American art. You will utilise the floor plans and perform various tasks to prepare your gallery
Lesson type: (S) 1hr exhibition. These tasks include naming, pricing, and tagging your items, creating brochures, and setting up refreshments for the event.
Time: SS;
Stage:
AEDP; Utilise design principles for effective gallery presentation, including layout and aesthetics. AEDP
Artistic Process; Engage in the artistic process of arranging, labelling, and preparing your artwork for public display.
CC; This lesson involves elements of event planning, marketing, and aesthetics.
Learning Intentions
To know: Understand the steps involved in preparing and setting up a gallery exhibition.
To be able: Apply organisational and presentation skills to arrange and label your art for public viewing.
To understand: Grasp the significance of presentation and the details involved in creating a successful gallery event.
Success criteria
- Comprehend the process of preparing and setting up a gallery exhibition.
- Effectively organise and label their art for public viewing, following the provided floor plans.
- Display exceptional creativity and attention to detail in their gallery presentation, creating a visually striking and engaging
exhibition.
LESSON PLAN
Learning layers:

Exceptional
In line with
Below
Did not meet
Lesson No/total in UoL: Learning Content for Pupils In this lesson students will Have students present their completed vessels to the class. Encourage
Date: them to reflect on the artistic process and the connection to Native American art. Discuss the AEDP principles (pattern, colour, shape)
Lesson type: (S) 1hr and how they were applied.
Time: SS;
Stage:
AEDP; AEDP Reflect on how the principles of pattern, colour, and shape were applied in your creation
Artistic Process; Engage in the artistic process of presenting and reflecting on your work, sharing insights with your peers.
CC; This lesson involves elements of self-reflection, critique, and art appreciation english
Learning Intentions
To know: Understand the significance of reflection and presentation in the creative process.
To be able: Present your clay vessels and reflect on your artistic journey, connecting it to Native American art.
To understand: Grasp the role of AEDP principles in shaping your artistic creations.
Success criteria
- Recognize the importance of reflection and presentation in the artistic process.
- Successfully present their clay vessels and share meaningful insights on their creative journey.
- Demonstrate exceptional creativity and thoughtfulness in their presentations and reflections.
In this final class, you will have the opportunity to showcase and reflect upon your clay vessels, connecting your artistic process to
the world of Native American art. This is your moment to share your creative journey, discuss the application of AEDP principles,
and gain valuable insights from your peers. Enjoy this closing chapter of your project!
LESSON PLAN
Learning layers:
Exceptional
In line with
Below
Did not meet
Lesson No/total in UoL: Learning Content for Pupils In this lesson students will learn how to make a repeating pattern looking at native american
Date: patterns, colours, shape using primary source drawing from the last lesson.
SS; Yayoi Kusama is a contemporary Japanese artist who is celebrated for her prolific use of patterns, particularly polka dots and
Time: nets, in her art. Her work often combines patterns with a sense of infinity and repetition. Her innovative approach to patterns and
Stage: repetition has made her a significant figure in the art world.
AEDP; pattern colour shape AEDP
Artistic Process; Providing drawing materials. Guiding students to use primary source drawings from the previous lesson as
inspiration. Demonstrating how to create repeating patterns and emphasising the use of patterns, colours, and shapes.
CC; history (Native American culture), and mathematics (geometry in patterns).
Learning Intentions
To know: Understand how to create repeating patterns inspired by Native American art.
To be able: Use primary source drawings from the last lesson to design patterns.
To understand: The significance of patterns, colours, and shapes in Native American art.
Cancelled lesson
Success criteria
- Create a repeating pattern using elements from their primary source drawings.
- Attempt to understand the importance of patterns in Native American art.
- Clearly articulate how their patterns were inspired by the primary source drawings.
- Design patterns that effectively use repetition, colours, and shapes.
- Analyse and elaborate on the cultural and artistic significance of their patterns, demonstrating a deep understanding of art
elements and design principles.
LESSON PLAN
Learning layers:
Exceptional
In line with
Below
Did not meet

2a Art 3d Clay Uol

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2a Art 3d Clay Uol

Uploaded by

Copyright:

Available Formats

School of Education DRAFT 23-24 Students Name: Isobel Dunne

Year in NCAD: BA24

Theme Development: Exploring Nature Through Native American Perspectives

MANAGING INFORMATION & THINKING - Thinking creatively and critically

Outline OKRs and Deliverables:

Learning outcomes for unit of learning

AEDP; line, colour, shape, and texture

Artistic Process; Exposure, Analysis and Discussion, research and reflection.

Differentiation/ Behaviour Management:

Evaluation and Assessment:

Literacy, Oracy & Numeracy (L)(O)(N):

Exceptional Copy of Screenshot 2023-11-07 at 18.35.41.png

LESSON PLAN Clay 2A L2

Differentiation/ Behaviour Management:

Evaluation and Assessment:

Health & Safety (H&S):

AEDP; line AEDP

Artistic Process; observational drawing

Provide visual aids and written instructions to support understanding.

Evaluation and Assessment:

Literacy, Oracy & Numeracy (L)(O)(N):

CC; history, geography, and cultural studies.

CC; history (Native American culture), and mathematics (geometry in patterns).

Differentiation/ Behaviour Management:

Evaluation and Assessment:

Health & Safety (H&S):

Literacy, Oracy & Numeracy (L)(O)(N):

AEDP; texture, shape, balance AEDP

Artistic Process; demonstration on clay handling, digital poster creation

LESSON PLAN Clay 2A L6

Health & Safety (H&S):

Health & Safety (H&S):

Exceptional Screenshot 2023-12-04 at 15.36.46.png

ASD (KC, CG)

Evaluation and Assessment:

Exceptional Screenshot 2023-12-06 at 11.16.46.png

AEDP; AEDP pattern

LESSON PLAN Clay 2A L9

ASD (KC, CG)

Evaluation and Assessment:

LESSON PLAN Clay 2A L10

Evaluation and Assessment:

UoL and Lesson Plan Template.pdf

LESSON PLAN Clay 2A L11

Differentiation/ Behaviour Management:

Evaluation and Assessment:

CC; chemistry, english

LESSON PLAN Clay 2A L12

Differentiation/ Behaviour Management:

Evaluation and Assessment:

Differentiated Support for Diverse Learners:

LESSON PLAN Clay 2A L13

Differentiation/ Behaviour Management:

Evaluation and Assessment:

Health & Safety (H&S):

Literacy, Oracy & Numeracy (L)(O)(N):

Evaluation and Assessment:

Health & Safety (H&S):

Literacy, Oracy & Numeracy (L)(O)(N):

Wellbeing/Global Citizenship Education (GCE):

Evaluation and Assessment:

Health & Safety (H&S):

Literacy, Oracy & Numeracy (L)(O)(N):