Lesson plan for Ceramics II
Lesson: Traditional Japanese pottery and tea ceremony-Webquest Day 1
SCOS Objective: 5.01 Know that the visual arts have a history, purpose and function in all cultures. 5.02
Identify specific works of art as belonging to particular cultures, times and places. 5.06 Recognize and discuss that
cultures have different aesthetics and each individual is a product of his or her culture.
Course Goals: Lesson Objective: Students will research and discuss
aspects of traditional Japanese aesthetics for pottery.
Goal 1: Hand building skills Students will relate ritualistic aspects of the tea ceremony
Wheel throwing skills to their own lives through discussion. Students will
choose a form for tea bowls.
Goal 2: Sculpture techniques
and concepts Materials and room arrangement: Overhead
projector, Blank transparency, computers with
Goal 3: Developing the ethos internet access.
of a good craftsperson Students will go to the computer lab to complete Web
Quest at www.fadrahepner.com.
Goal 4: Awareness of other
cultures and artists, their
techniques and or measures
of expression Focus Activity: Discuss with students Japanese culture
and pottery, use KWL strategy on overhead (5-10 m.)
Goal 5: Awareness of 1. Introduce topic and discover what students already
aesthetic judgment know about Japanese culture and pottery through use
of KWL. –What do you know about Japanese
culture, or think you know? (analysis)
Goal 6: Formulation of ideas -What do you know about
through production of object Japanese art? (analysis)
-What would you like to know
Goal 7: Glazing techniques about Japanese culture or art?
Goal 8: Surface decoration
techniques URL’s and other materials:
Time Needed: 90 Minutes http://employees.csbsju.edu/jmakepeace/perspective
The Japanese Pottery Handbook by Penny Simpson,
Clean up time needed: N/A. Lucy Kitto and Kanji Sodeoka
1. Introduce topic of unit: Japanese Tea ceremony and production of Tea bowls. (2 m.)
2. Divide students into groups of four and give instructions. (5 m)
Each group will be assigned a set of questions (1-8, 9-18)
Instruct students to go to www.fadrahepner.com, then to the student page. Next click on special
projects and web quests. Then click on Japanese Tea ceremony web quest and follow the
directions. (STRESS READING THE WEBQUEST! MANY STUDENTS SIMPLY WANT TO
ANSWER THE QUESTIONS)
Each group should decide together who will be answering which questions as they read through
the web quest.-Remind them that the instructions are on the web quest if they get confused.
LET THEM KNOW THE ANSWERS WILL NOT JUMP INTO THEIR LAPS! THEY WILL
NEED TO KNOW HOW TO SKIM THE PASSAGES.
Remind students of KWL columns: Introduce grading rubric
3. Go to library and assist students as they complete webquests. (Remainder of class)
Remind students that they are accountable for their individual questions as well as the group’s
sheet. (Instructions are on web quest).
4. If students finish early, return to classroom and share what they found. If not, discuss answers at
beginning of next class.
Assessment: Group and individual papers to
Considerations for special needs: be turned in.
Partner lower achieving
students with higher Group grade: 30 pts. Individual grade: 70 pts.
achieving students during
web quest Column 1: What do you
Assign specific questions to know (at least 5 things)
students if necessary
Allow extra time for Column 2: Realistic and
thought through questions 2 Examples printed out -
struggling students you would like answered- 10pts.
Column 3: Compare and
contrast what you knew Answers paraphrased -
with what you thought 10pts.
you knew -10 pts.