Pinch Pot Frogs

Third Grade Lesson

2 Class Periods

Pinch Pot Frog, Third Grade Art Lesson

Day 1:
Students began this lesson by creating a small pinch pot out of clay.  After creating the pot, student turned it on it's side and gave it a slight push to flatten one side.  The open part of the pot will become the frog's mouth.

Creating the pinch pot.

Pinch pot on it's side.

Next, students took another small ball of clay.  I instructed students to divide the clay ball in half.

Divide a second clay ball in half.  Set half off to the side.

 Part of the clay was set off to the side, the other part was rolled into a coil. 

Roll the other half into a coil.

Students reviewed how to attach two pieces of clay together using slip and score technique and then shown how to attach the coil to the back of the pinch pot.  This coil clay piece, after attached, was then folded and pinched on the side of the pot to form the legs.  Two slices with a needle tool at the bottom of the coil helped form the frogs toes.

Coil attached to back of pinch pot.

Pinch pot with coil legs push and folded to create legs.  Toes created by splicing the bottom of each end of the coil.

Students were then given ideas how to create the tongue, eyes and other features for their frog.  The remaining class period was used to attach these items to the pinch pot frog.

Frogs were labeled with name and class code on the bottom and set out to air dry before placing in the kiln.

Day 2:
On this day students glazed their frogs.  I had numerous glazes out for students to use.  We review proper glazing techniques and then students set to work.

Student Examples:

A New Splash on Gyotaku

Fifth Grade
3 to 4 Class Periods

Gyotaku Fish Print, Fifth Grade Art Lesson

Day 1:
I had students begin this lesson by viewing two different youtube clips on Gyotaku.  To reference one of them you can check out my previous post Gyotaku Fish Print.  The other youtube clip I stubbled across last summer and you can view it here: Gyotaku: The Ancient Art of Japanese Fish Printing.

I then gave students a demonstration on how to create a fish print.  We discussed the vocabulary related to printmaking, how to label our paper and and tips on how to get a quality print.  Students were told that they would be divided up into groups next class period to print.  Each student were told they would be required to create two prints.

For the remaining of the class period, we discussed the beautiful colors, creatures and plants one would see under the ocean.  I had many photos printed out and set on the table for student reference.  Student set to work on creating an underwater ocean seascape on 12 x 18 inch black construction paper using colored pencils.

Day 2:
Students were broken into small groups on this day to tackle printing making.  I had some groups continue working on their seascape background and others printing.  As groups finished printing, they then switched with a group that was using colored pencils.

Printing the fish.

Day 3 & 4:
On this day, students were shown how to add detail to their fish print with colored pencils (such as popping out the eyes, attaching fins and adding scales).  After details were added, students continued to add details to the background of their seascape.

Adding details to fish print using colored pencils.

When backgrounds are completed, students carefully bubble cut around their fish prints and then glued them to their compositions.  Students were given the choice of only using one print or both.  We discussed different compositions options.

Student Examples:

Going Big with Haring

First Grade
1 class period

Going Big with Haring, First Grade Art Project

Day 1:
If time allows, I love to add on this fun Keith Haring project with my students.  This year, I did it with one of my first grade groups that were getting further ahead on their projects in relation to the other sections I teach.  It was great way to reinforce what they have been learning as well as allowing my other sections an extra day to catch up.

I began by having large pieces of white kraft paper torn and ready to go.  I decided to have each table group work on one painting.  I currently have 5 tables in my classroom, so we made 5 figures.   Each group had 3 to 4 students working at it.

One member of the group was selected to be the model for the drawing.  I would then trace the student very quickly with a pencil.  Students loved watching this and were amazed when they rolled off the paper to see what they looked like.

Tracing students with pencil.

As a team, students had to discuss and agree on the color they were going to paint their person.  Once they agreed on a color, I distributed the paint and they set off to work painting in the figure completely.

Painting figures.

When groups finished painting, we took black liquid tempera paint and outlined the figured. We added a few motion lines and then set the work off to the side to dry.