This section contains embedded videos that involve pinch methods. These videos relate to the techniques presented in the lesson in part 2 and relate to pinch techniques that offer students advanced concepts and techniques. You can also find these videos on my YouTube Playlist
Video 1: This video demonstrates how to create a pinch rattle using pinch forms. In ceramics we begin our semester with a pinch bowl, then we make a pinch rattle.
Video 2: This video demonstrates how to create a pinch rattle using 2 small pinch forms. The video also demonstrates wrapping up the inside noise makers and sealing the seams. In the Pinch Unit we learn about the basics of molding clay with our hands and using simple tools to create forms.
Video 3: This video shows you how to put two pinch forms together to create a large pinch sculpture. It shows a unique method of creating a hand made form that is not just a specific shape. In ceramics we learn about pinch construction methods then students are tasked to create unique and personal ceramic works using the methods demonstrated. This video models the possibilities one can create with a unique approach to pinch methods.
Video 4: This video demonstrates the process of creating a pinch cup. The process is similar to the pinch rattle in the basic formation but the end product is a cup rather than a rattle. This video is important because it demonstrates a traditional use of pinch construction for the beginner and it has 2 parts.
Video 5: This video is a continuation of the previous video in this list and demonstrates a method of cleaning out the insides of a pinch cup. This is beneficial because students may want to consider the thickness of their walls when making a rattle. The thickness of the ceramics wall of a rattle can enhance or hinder the sound of the rattle after firing.
Video 6: This video demonstrates creating a pinch vessel that is larger than the previous videos. It also has text rather than speech and is easy to follow. It has close ups of smoothing cracks and shows the alteration of a large decorative bowl. Furthermore, it shows using common tools in the ceramics studio and shows using the thumb and spoon to smooth. It also shows creating a spoon accessory with clay to accompany the bowl and introduces terrasigillatta application to greenware.
Video7: This video demonstrates creating bird forms with clay. It is important to see a representational form created in clay, as that is a choice in the clay rattle form. Methods for creating a bird form are shown with clay tools and hands.
Video 8: This video demonstrates creating pinch cups with handles and adds textural surface decoration as an additional bonus. It is important for students to see these because they are techniques that can be used for the rattle project.
Video 9: This video demonstrates modeling a Japanese tea bowl from a ball of clay. It shows a reduction or carving method rather than a pinching method that can be used for pinch forms. For students who have limited dexterity this reduction method can be useful and effective for creating hand built forms that are also partially pinch constructed.
Video 10: This video demonstrates how to create a pinch bowl or form using a banding wheel and a mold. It is a unique way of creating a pinch constructed clay piece and could be used by students with limited dexterity or those interested in a new construction method challenge. It is important to see that there is not just one way to create pinch constructed clay projects. Also this video is in Japanese but can be visually understood by viewing it with or without narration, which makes it a highly effective video for anyone.
The next video will be my demonstration video for the rattle project that I am putting together. It will demonstrate a simple method for pinching a rattle form with a flat base, adding noise makers, stuffing the form to hold it together, attaching a small slab base, sealing the base to the pinch form, paddling the form to the desired shape, and smoothing the rattle to prepare for a choice design. Another planned video with carving and glazing techniques will follow.
Part 2: Video Integration
Video Enhanced Ceramics Lesson by Amy Robertson
Lesson Title: Ceramic Pinch Rattle
Introduction: This lesson is for a pinch constructed rattle. The rattle is planned with group feedback, constructed with pinch methods, and glazed using choice glazing methods.
Content Area /Grade: Middle School and High School Ceramics
Objectives: At the completion of the lesson, students will be able to...
Plan a pinch rattle form and design that incorporates a personal connection. (On paper or digitally designed.)
Construct a rattle form using primarily pinch methods.
Construct a rattle that makes noise following both the bisque and glaze fires.
Understand the basics of air expansion and heat during kiln firing and how it effects pottery and apply this knowledge to the construction and glazing of a ceramic rattle so it does not explode.
Glaze a design onto a constructed rattle that visualizes a story or idea that has personal connection and meaning.
Provide and receive constructive feedback from peers in ongoing classroom critiques regarding ceramics work and progress to improve the planning, construction, glazing and connection and meaning in the ceramic rattle.
Present a completed rattle in a physical art gallery space complete with a written artist statement and reflection.
Relative Advantage: The benefits of providing integrated videos into this lesson are numerous.
Learners are able to watch demonstrations numerous times and rewind and fast forward to support their learning.
Learners benefit by being able to see demonstrations up close and with narration rather than trying to see he instructor demonstrate with 25 other students around.
Students who miss class are able to catch up from home without the instructor having to demonstrate again and the material covered is consistent.
Timeline: This lesson will take 10-12 class periods to complete.
OneNote directions and curriculum supports for students
Clay
Ceramics tools for basic clay formation: paddles, wire tools, ribbon tools, rib tools, circle sponges, water containers, sgrafiffo tools, wooden modeling tools, rolling pins, needle tools, glazes, brushes,
Wooden boards as work surfaces
Paper towels, sponges & water
Plastic bags
Sharpie markers
Storage space for clay projects
Cameras for documentation of projects
Grouping Strategies: For the research spreadsheet students will be grouped in class based on collaboration efforts from previous classroom observations and students will use one-to-one laptops. For peer critique and feedback, grouping strategies will be by table groups that are already configured for optimum collaboration.
Learning Activities: Students will...
Collaborate in groups to research pinch methods on the Research Spreadsheetthen review other group's findings a small group.
View video 1 and 2 from theYouTube Playlist in table groups then proceed with the Need to Know Listand add as many items as they can think of that relate to creating and glazing a clay rattle. Whole class discussion built around Research Spreadsheet the Need to Know list.
Plan their rattle form and design in sketchbook and discuss plans with peers following a gallery walk to view whole class plans. This document should be in the sketchbook: Rattle Planning Sheet
Refine and revise rattle plans.
Assess their planning on the planning rubric. *High school students photograph work and post to personal website.
Watch combination of in-class and video demonstrations of rattle forming techniques that include details on wrapping up work in between classes and techniques for shaping a rattle with a flat base. Refer to the Need to Know List doe understanding and further questions.
Gather tools as groups and form individual rattles according to sketched designs.
Refine and revise rattle form according to plans and incorporate changes that occur while discussing progress and issues with table groups during studio work time.
Complete form and add hole for air expansion. Add name and date and class period.
Participate in a gallery walk prior to drying of rattles for feedback for improvement.
Participate in an introduction of design carving and glazing choices discussion for rattles with small group discussion and whole class discussion following. Refer to Need to Know List for design questions and clarify student voice and choice in design and glazing.
Decide how their design will be carved or applied to their rattle, then add notes to their sketchbook on the process they will follow and discuss questions with peers and instructor.
If carving method is chosen, carving group will meet and watch short instructor demonstration on carving methods and tools then proceed to carve rattle in either plastic stage or leather hard stage. Then carvers will allow rattle to dry when carving is complete then it will be bisque fired. Then they will glaze their rattle.
If glazing method is chosen for design, student will revisit sketchbook design to clarify colors for glazes while rattle dries for the bisque fire then glaze their rattle after the bisque fire.
Assess their construction om the construction rubric. *High school students photograph work and post to personal website.
Glaze their rattle and get it fired.
Assess their glazing on the glazing rubric. *High school students photograph work and post to personal website.
Prepare a paragraph artist statement and reflection about their rattle and its personal connection and meaning. *High school students photograph work and post to personal website.
Prepare rattle and artist statement in art gallery for next art show.
High School students have a website requirement for each project. This lesson will be linked here as soon as it is complete on this site.
Assessment: Assessment happens throughout the rattle project at every stage and rubrics can be found here:
All aspects of the project are assessed including 21st Century skills. The content areas assessed are: Research, planning, construction, glazing, reflection & artist statement, personal connection, and a webpage for the rattle for high school students.
Adaptations for Learners with Special Needs: Modifications for learners with special needs include grouping students with peers that are willing and able to provide assistance, preferential seating based on IEPs and 504s, conversations and regular checks for understandings, extended tutorials after school for students who need extra support, and email check-ins with students, families, and case workers. There are also 2 videos in the lesson that incorporate pinch methods for those who may have limited dexterity or special needs.