Lesson Plan Title: Jammin’ Jōmon Grade: 8 Length: 3 Classes

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Question and answer session with the class at the beginning of instruction:

• Who has worked with clay to create ceramic art? How? When? Looking for percentage of students and a general explanation of
experiences.

• Has anyone made a pinch pot or coil pot?

• Does anyone know how long people have been creating objects using ceramic/pottery? Where did it occur first? Looking for a general
cultural and historical knowledge.

• We have been working with the elements of art. What new element relates to pottery that we had to simulate in drawing and painting? We
have not addressed physical form during previous lessons, and I am looking for an understanding of form vs shape.

Give each student a small ball of clay to manipulate and to practice joinery techniques and shaping:

• Identify common challenges This is structured play and experimentation. Looking for discoveries and a chance to address issues prior to
construction.

• Identify students that may require additional support during the project. I am watching for students who lack skills or ability to perform
specific issues that require accommodation.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

Students will create a pinch and coil form ceramic vessel that draws upon the Jōmon style of Japanese Neolithic art for inspiration. The
construction of this ceramic object and/or vessel will provide an opportunity for students to become familiar with ceramic art technique and
technology. The design and construction of the object/vessel will provide an example of “Form” as an element of art, while also allowing them to
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explore other elements and principles of art and design.

You are a ceramic artist creating a piece of ceramic art that explores the origin of “modern man”. You have chosen to create a modern
interpretation of Jōmon pottery, one of the oldest examples of ceramic vessel (excluding 19,000 to 20,000 fragments found in China). You will
draw upon the Jōmon rope and exposed coil style to create your work.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Pattern and Texture

Technique

Form

Line

Culture

Problem-solving

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists throughout history and in different cultures use media specific techniques and materials in combination with elements of art such as form, line, and texture to create.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
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Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

After instruction and discussion, students will be able to understand the basic history and style of Neolithic Jōmon culture

Bloom’s: Understand
Standards: Observe and Learn to Comprehend
GLE: The history of art, world cultures, and artistic styles influence contemporary art concerns
Art Learning: Historical/multicultural content
Literacy, Numeracy, Technology:

After instruction and discussion, students will be able to describe the artistic process of coil-built pottery

Bloom’s: Apply
Standards: Envision and Critique to Reflect
GLE: Key concepts, issues, and themes in the visual arts can solve problems using real-world applications
Art Learning: Materials(s)/technique(s)
Literacy, Numeracy, Technology:

Given instruction and demonstration, students will be able to successfully build a coil built ceramic object using ceramic technique

Bloom’s: Create
Standards: Invent and Discover to Create
GLE: Utilize current and available technology to refine an idea, and create original and imaginative works of art
Art Learning: Expressive features and characteristics of art
Literacy, Numeracy, Technology:

Given instruction and after discussion, students will be able to describe in some ways how ceramics are used in their world today

Bloom’s: Analyze
Standards: Relate and Connect to Transfer
GLE: Visual arts are valuable for a variety of art and non-art related lifelong endeavors
Art Learning: Critical reflection/aesthetics/transfer
Literacy, Numeracy, Technology:

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

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(Multiple means for students to access content and
multiple modes for student to express understanding.)
Students may use a mass-produced vessel, lined with a paper
towel or cling-wrap as a mold to shape a portion or the
entire Jōmon project.
Students may need hands on assistance to ensure proper
construction of their project
A demonstration video is available, and a new video may be
created as time allows
The product each student produces will reflect the student’s
prior knowledge, individual attributes, and personal
experience. As in most art projects, the process in which the
student engages is the more significant aspect of the learning
than the final project produced. Students will be continually
observed and communicated with during the completion of
this project. The assessment of the product and performance
will weigh the formative and summative assessment to
reflect the student’s individual experience and challenges.

Students who require more detailed instruction and

demonstration will be addressed as individuals and/or as
small groups

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

As is typical, this project will provide a relatively This project will allow students to express
open-ended opportunity for the student to extend his themselves at any point along a long continuum
or her learning according to the individual’s ability based on the student’s ability and motivation
and motivation.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Neolithic: relating to or denoting the later part of the Stone Age, when ground or polished stone weapons and implements prevailed

Stoneware: A high-fire clay. Stoneware is waterproof even without glaze; the resulting ware is sturdier than earthenware
Greenware: Unfired clay ready or nearly ready for firing

Leather hard: A damp condition of the clay when it is too firm to bend yet soft enough to be carved

Plastic or Plasticity: clay is easily manipulated and bent

Bone dry: No visible moisture - no dampness to touch - Clay is ready to be fired

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

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Stoneware clay

(possibly slabs for bases)

Pottery tools

Set of wire brushes

Plastic for covering work in progress

Water containers

Example of finished product

Washes and Glazes

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

https://www.youtube.com/watch?v=SJnoWlqiJLw Jomon Coil Pots Video YouTube

https://d.docs.live.net/738fbf6a672e9555/Teaching/Kinard%20Student%20Teaching/Lesson%20Plans/Jomon%20Pottery%20Project/Jōmon%20Pot
tery%20PowerPoint.pptx

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Create an example (Possibly create a how-to video of Example)

Cut and otherwise prepare clay

Assemble tools (plastic, work surfaces, pottery hand tools, board for profiles, work boards, wire brushes, braided rope, plastic bowls, water
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containers,

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Students will be using a variety of tools in the creation of their work. Proper use and safety will be emphasized and demonstrated during the course
of the instruction and demonstration, as well as while the students are working on the project.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

Why is a whole civilization and period in history named after the way the people made pottery?

How does clay change when it is fired to become pottery?

How can I create a ceramic vessel that is both useful and expressive?

How can I create ceramic art that will stand the test of time?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

The students will create a series of general vessel silhouettes in their sketchbooks to determine a general shape (internet research as needed)

Upon deciding of a good general shape, the students will create several copies of the shape on which to generate pattern ideas
(this may include adornments, protrusions, and patterns such as handles, lugs, noses, fingers, swirls, etc.)

Students will decide whether their pattern will be representational or abstract

A pattern will be created for each side of the vessel and a template may be cut as needed as an aid in the building process
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Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
Discuss wrap up procedure for students who still have outstanding
projects

Introduce lesson to the students

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Go through PowerPoint and engage students in pre-assessment Historical and cultural context
conversations

Describe relevant historical and cultural information. Have students 5

record information in their sketchbooks

Let students experiment and play with clay before and during the 10
demonstration so that they can learn its limits and capabilities
Elements and Principles of design
Describe the project and discuss the objectives 10

Discuss and model the cleanup procedure Technique and understanding

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Have students watch the YouTube demonstration video

Clean up 10
Practical knowledge and skill

Day
2 Review basic project and objectives
10
Have students create thumbnail profiles in their sketchbook (may use
computer for reference) Ideation and Planning
10
Once the students have settled on a basic silhouette, they will create
a pair of thumbnail sketches with that basic shape depicting major
design features
20
Have students create a drawing of their designated pottery silhouette Preparation
using a ruler for measurement and basic symmetry
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 Have students create a foam core board template with demonstration 10
and discussion

Have students play with a small ball of clay (get a feel for it, roll Experimentation 10
coils, make attachments

Demonstrate the basic procedure for coil building

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Have students assemble materials (work board, plastic bags, tools, Preparation and Learning about Tools
etc.)

Students will create their base at the end of this lesson or the
beginning of the next so that they are able to join at least one row of Routines and Procedures
coils to the base 10

Clean up Practical skill

Day
3 Review objectives, expectations and procedures
Review 10
Students build their ceramic vessels

If students have made enough progress, we will conduct a short Creating and Application
gallery walk to examine other student’s designs. This reflective 60
activity may be accompanied by a group discussion or a pair share
activity.

Clean up Applied Skills and Maintenance 10

This basic schedule will continue until the majority of students have
completed their project.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Gallery walk and/or pair share activity

Reflective rubric and self-evaluation assignment

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Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:
Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Are students able to understand the basic history and style of Neolithic
Checklist
Jōmon culture?
o Student able to understand the basic history and style of Neolithic Jōmon
Can students describe the artistic process of coil-built pottery?
culture
Have students successfully built a coil built ceramic object using ceramic
technique? o Student able to describe the artistic process of coil-built pottery
Can student describe in some ways how ceramics are used in their world o Student successfully built a coil built ceramic object using ceramic technique
today?
o Student can describe in some ways how ceramics are used in their world

today

o Student can define relevant vocabulary

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
I am relatively pleased with the outcome of this project. It did take some doing to get my less ambitious students onboard with the process.
Unfortunately, this became the primary focus of my instruction. I believe that student understanding of the Jōmon culture and pottery style suffered
as a result. This was less of an issue in the smaller class. If I were to do this project again, I would include some activity for the students to perform
or engage in that would help to solidify their knowledge of the Jōmon culture. There were no significant failures in terms of coil building
technique. There were also some creative solutions to this prompt.

We had some kiln issues that may have muted the glazes in the finished product. At the high fire range, ventilation seems to have been inadequate
to prevent the kiln from tripping off. If I were doing this project with the same equipment, I would fire them during the day so that ventilation
could be increased, or I would use low fire glazes.

In spite of the cultural and historical shortcomings of this project, I consider it a success. Students did a great job with the ideation and
preparation/planning part of the project. They experimented with the media and learned new skills and understanding. There were several
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 discussions of how ceramics are used in art and for domestic and industrial purposes. Most of the students expressed a high degree of satisfaction
with their finished product. I think this will set a good foundation for the throwing project after student teaching.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

https://d.docs.live.net/738fbf6a672e9555/Teaching/Kinard%20Student%20Teaching/Lesson%20Plans/Jomon%20Pottery%20Project/Rubric%20for%20Jomon%20Pottery.docx

Name: Class Period:

Jōmon Pottery

4 points 3 points 2 points 1 point Self-Assessment Teacher Grade

Advanced Proficient Partially Proficient Unsatisfactory
The surface and glazing show The surface and glazing The surface and glazing are The surface and glazing
excellent attention to detail are consistent with consistent with instruction are not completed
Craftsmanship/
and finish instruction and and demonstration some of properly most of the
Glazing
demonstration the time time

The elements and principles of The elements and principles The elements and principles The elements and
Design: design: form, line, shape, of design: form, line, shape, of design: form, line, shape, principles of design:
Elements and texture, rhythm consistently texture, rhythm used texture, rhythm used form, line, shape, texture,
Principles used effectively effectively inconsistently rhythm are not used
effectively

• Lengthy answers Thoughtful answers to most Thoughtful answers to some Short answers that don’t
• Thoughtful/detailed examples to questions questions show depth of thought
Reflection every question

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 Ending Reflection/ Self-Critique Be descriptive and specific. Give examples.
What did you learn about hand-building coil pottery?
__________________________________________________________________________
_______________________________________________________________________________________________________________
________
_______________________________________________________________________________________________________________
________
What is something about your Jōmon pot that you think is successful? Why?
________________________________________________________
_______________________________________________________________________________________________________________
_________
_______________________________________________________________________________________________________________
__________
What is something about your Jōmon pot that you would like to change? Why?
_______________________________________________________
_______________________________________________________________________________________________________________
__________
_______________________________________________________________________________________________________________
__________
How is your Jōmon pot like ancient Jōmon pots? How is it different?
_________________________________________________________________
_______________________________________________________________________________________________________________
___________
_______________________________________________________________________________________________________________
___________

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