Crazy Coil Pots.On the first day of any beginning level art course I have ever taught, one of the first questions my students consistently ask is, "When are we going to do clay?" People love to get their hands into the soft earth to model and mold mold, name for certain multicellular organisms of the various classes of the kingdom Fungi, characteristically having bodies composed of a cottony mycelium. The colors of molds are caused by the spores, which are borne on the mycelium. a form that is all their own. The first year I taught, however, I discovered how disappointing the results can be if students are not given enough guidance. The second year I taught, I discovered how dull the results can be with too much guidance. Now after about ten years as an art instructor, I wouldn't say, that I have perfected my instruction, but it has evolved to a point where both my students and I are very pleased with the unique and consistently successful results they achieve. Introduction to Pottery Every lesson that I teach incorporates one or more of the elements of art The elements of art are a set of techniques which describe ways of presenting artwork. They are combined with the principles of art in the production of art. [1] and/or principles of design. Following a study of lines and the use of line to create the illusion of texture, we begin to look at how one can translate this two-dimensional concept into a three-dimensional form. The obvious answer is the proverbial pro·ver·bi·al adj. 1. Of the nature of a proverb. 2. Expressed in a proverb. 3. Widely referred to, as if the subject of a proverb; famous. coil pot. Next I have students look at the origins of pottery in our country. We watch a video on Maria Martinez
Pinching a Pot I demonstrate for students how to make a pinch pot A Pinch pot is an ancient as well as contemporary form of pottery. Many ancient cultures made them and many still make and use them in their everyday lives. Simple clay vessels such as bowls and cups of various sizes can be formed and shaped by hand using a methodical while they make one with me. First we knead knead tr.v. knead·ed, knead·ing, kneads 1. To mix and work into a uniform mass, as by folding, pressing, and stretching with the hands: kneading dough. 2. our clay, then form a ball and pinch out a pot. The entire class is involved in checking to see that pots are not too thick and that the thickness is consistent. Next we talk about coil pots and the necessity of making sure that the coiled coil 1 n. 1. a. A series of connected spirals or concentric rings formed by gathering or winding: a coil of rope; long coils of hair. b. pieces are connected well. One of the problems that I have experienced with student coil pots is that students have trouble getting their pots to hold their shape while they are drying. For these pots, each student brings in a small bowl from home to use for their mold, thus alleviating the problem of misshapen mis·shape tr.v. mis·shaped, mis·shaped or mis·shap·en , mis·shap·ing, mis·shapes To shape badly; deform. mis·shap pots. Bringing a bowl from home helps insure that each student will have a different shaped pot. I then demonstrate how to roll out coils and make a pot. (I always keep extra plastic and Styrofoam bowls for those students who forget to bring a pot from home.) Objectives * To develop an understanding that line variety creates visual interest. * To develop an understanding of how to use clay to make a functional and aesthetically appealing vessel. * To gain a better understanding of the concept of texture. Summary of steps 1. Line bowl with paper towel. 2. Roll out coils and form into as many shapes as you can think of. 3. Place shapes into towel lined bowl. 4. Wet fingers and smooth coils together on inside. Be careful not to press too hard or you will lose the coil design on the outside of the pot. 5. Allow pot to sit in bowl overnight. 6. Pull pot out of mold and carefully remove paper towel. 7. Allow to dry, fire and glaze glaze, in pottery glaze, translucent layer that coats pottery to give the surface a finish or afford a ground for decorative painting. Glazes—transparent, white, or colored—are fired on the clay. . Helpful Hints * Roll out some flat pieces and use a small cookie cookie File or part of a file put on a Web user's hard disk by a Web site. Cookies are used to store registration data, to make it possible to customize information for visitors to a Web site, to target Web advertising, and to keep track of the products a user wishes to cutter cutter, small, one-masted sailing vessel, with a rig similar to that of a sloop except that it usually has a sliding bowsprit and a topmast. From 1800 to 1830 cutters were in service between England and France. to add a contrast of smooth flat shapes with the texture of the coiled shapes. * Do not drape drape v. To cover, dress, or hang with or as if with cloth in loose folds. n. A cloth arranged over a patient's body during an examination or treatment or during surgery, designed to provide a sterile field around the area. the clay over the edge of the bowl, as these pieces will break off when the clay begins to dry and shrink. * Make sure all pieces are smoothed together on the inside, but be careful not too press down too hard or you will lose the design on the outside. * If pieces are not smoothed together well, they will fall apart when you remove the coil pot from the mold. * Encourage students to use a variety of lines in their pot to create interesting textures--curvy lines, straight lines, zig-zag lines and so on. NATIONAL STANDARD Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. Elizabeth Lynch is an upper school art instructor at the University School of Jackson in Humboldt, Tennesee. |
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