This document outlines a 6 lesson scheme on designing and making a clay vessel inspired by the Fibonacci sequence and numbers in nature. It provides context on the school and class. Lesson plans describe learning objectives in cognitive, psychomotor, and affective domains. Strategies include visual aids, primary object sources, differentiation, and establishing a safe classroom. Expected outcomes are for students to explore ideas about numbers in nature and communicate their ideas through drawing and clay techniques.

1. Athboy Community School, Co. Meath
Number of Pupils: Boys-354, Girls-237
Angela Clarke,
PME 2 SP Assessment Block One
Tuesday 10 4th January 2017

2. Fractals Shapes and forms that look similar under any
magnification. Fractals are a natural phenomena which display
patterns which recur at smaller and smaller scales
The Fibonacci sequence is nature’s numbering
system, also known as the golden selection and
the golden spiral .
Fibonacci’s equiangular spiral which does not alter
its shape as its size increases (known as self-
similarity or miraculous spiral). Fibobacci Day- 23rd
November
Numbers - Fibonacci inspired clay vessel
Six Lessons, Duration of each lessons: 75mins
Aim of scheme To design and make a clay vessel through the
exploration of line, shape, pattern, symmetry, the mathematical
inquiry of nature and a variety of clay techniques, based on the
theme of numbers.
This scheme fits in to a broad range of students interests and is on the prescribed syllabus for the junior cert curriculum
Specific Vocabulary: Patterns, nature, form, clay, ceramic, vessel, fibonacci sequence, fractal, phenomena, tessellations

3. Planning:
Introduction to the class- Small photos
Plan for diverse needs of learners - 24 students
Danny (ADD), Stephanie (learning problems), Sophie (SNA),
Chelsea and Mya (High level of ability), Aishling and Oliver (concentration
issues)
Expected Learning outcomes - At the end of this scheme
All students will explore ideas about numbers through investigative inquiry of numbers in nature
and use drawing and clay techniques to communicate their ideas based on the theme.
Most students will be able to use drawing and clay techniques to communicate ideas and to
talk, think and feel about their own work.
Some students will collect visual and other information to help develop their work, comment on
the similarities and differences in their own and others work, adapt and improve their own work.
To support students learning I first considered
1. Differentiation
2. Prior learning
3. That this scheme would be relevant (experiences culture and backgrounds)
4. That students understand why completing each task on time is important
5. That future learning is explicit -
6. Possible ways of adapting this scheme
7. Cross curricular links, Numeracy, Literacy, Science, Technology, Art, Graphics
The Matchmaker
by Gerrit Van
Honthorst
(Lightbox)

4. Teaching strategies for successful outcomes of this scheme
Personal connection with students whenever possible
Give students opportunities to work independently, in groups and to give each other feedback
Talk to students - Involve students in the decisions, the setting of deadlines and adjust scheme as required
Ask questions - Enable students to develop higher order thinking, problem, solving skills
Listen and give immediate and specific feedback
Demonstrations - Clear instructions, Small groups or individual instruction where appropriate.
High Expectations - I expected the students to be responsible
Scaffold learning to accommodate growing knowledge
Let students know that I will help them to achieve successful outcomes
2nd year project:
Numbers in nature -
Fibonacci inspired ceramic
vessel
Tutor: Angela Clarke
Aim of Lesson:
To design and make a clay vessel through the exploration of line, shape, pattern,
symmetry, the mathematical inquiry of nature and a variety of clay techniques,
based on theme of numbers in nature.
Theme:
Fibonacci numbers in nature
Definition of a Vessel
A vessel is a hollow container, such as a bowl, cup, or vase that is designed to hold
something. Its parts generally include a foot or base, walls and opening, a rim or lip,
and sometimes shoulders, neck, lid, or handle.
Materials:
Objects from nature to investigate through drawing – Shells, Flowers, Fruit,
Vegetables, Cones, Leaves etc,
Calculator, magnifying glass, post-it sticky notes, masking tape, push pins.
Thoughts and considerations before starting this brief:
Keep the form of the vessel simple, considering the making time.
Try to engage with the playful potential of this theme.
Primary and secondary sources:
It would be very useful if you draw rough sketches for a nature inspired vessel,
based on the theme for next class, as the time is very short. These should be
small in scale and should explore a variety of ideas.
Use secondary sources, such as images from newspapers, magazines or the
internet. These can be used as inspiration relating to form, surface
texture/pattern of different kinds of vessels. Images of natural objects such as a
snowflake, shell, flower, honeycomb, or leaves to create repeating patterns.
Some suggestions for artists to research through the library (or internet):
Pueblo native American pots by Maria Martinez, Japanese ceramic artist Hitomi
Hosono, American artist Angela Schwer, Canadian artist Susan Collette and Irish
artist Nuala O’Donovan.

5. Classroom strategies:
Visual aids
Primary sources- Examples of objects from nature
Shells, Flowers, Fruit, Cones, lemons,
Pinapple, leaves eg Fern, etc
Collection of vessels from around the world
Secondary source – Images of the natural mathematical patterns such as the Fibonacci sequence (nature’s numbering
system ) the golden selection and the golden spiral Images of Fibonacci’s equiangular spiral which does not alter its shape
as its size increases (known as self-similarity or miraculous spiral). Images of Fractals
State assessment rubric- performance indicators and grade level accomplishments
Presentation boards: Fibonacci facts, Supporting study artists, Brief history of clay vessels
Differentiation: worksheets, instructional handouts, secondary source images, rubbings
Classroom climate
A safe and pleasant learning environment- no hands rule, traffic systems
Resources

6. Investigating and making - Drawing /Analysing from primary source
Evaluating and developing work – Presentation, Drawings and Pattern designs will be displayed
Worksheets – How to draw a golden spiral. Complete the natural pattern, square boxes to create patterns
Lesson one
To engage with the natural environment with mathematical inquiry. To classify natural shapes and describe natural properties.
knowledge (cognitive domain)
To demonstrate an awareness of line and shape through observational drawing, and how shape can create design and
patterns in relation to nature. skills (psychomotor domain)
To make connections between nature items and possible ideas for their ceramic vessel, developing the theme numbers in
nature. To engage in preliminary work involving critical thought and specifically deciding on their own idea based on the
theme. attitudes (affective domain).
Here is what your completed paper will look like:
©Maggie's Earth Adventures, LLC 2001
_______________________ cci Spiral List

7. Lesson two
To observe how line and numbers can be used to define shape, pattern, and form in art. To be able to perceive positive and
negative shapes in relation to numbers. To develop their ability to represent numbers as abstract shapes
To be aware of how geometric patterns can be repeated shapes to create tessellations. knowledge (cognitive domain)
To demonstrate an awareness of line and shape, how shape can create design and patterns in relation to numbers. skills
(psychomotor domain)
To make connections between numbers and possible ideas for their ceramic vessel, developing the theme numbers in nature.
To engage in preliminary work involving critical thought and specifically deciding on their own idea based on the theme. attitudes
(affective domain).
Evaluating and developing
work
Exploring and developing ideas
Investigating and making
Tessellating Patterns
Using triangles, hexagons and diamonds, continue to build the pattern.
Sarah KabotMiroJasper Johns Cy TwomblyCharles Demuth

8. Lesson three
To make a pinch-pot, coils and to explore clay as a medium for creating a ceramic vessel. knowledge (cognitive
domain) To use clay safely and effectively.
To use a range of objects such as string, lace, buttons, nails, etc to create different textures, lines, shapes and
patterns on the clay. To create a clay samples using found objects to indicate pattern and texture. skills
(psychomotor domain)
To be aware of structure; how clay can be manipulated and combined to create structure, and the importance of
structure to create form. To generate a range of ideas involving critical thought and specifically deciding on their own
idea based on the theme. attitudes (affective domain).
Evaluating and
developing work
Investigating and creating designs
Exploring clay and developing ideas

9. Lesson four
To critically evaluate their own work to date through discussion and to be able to look at their design ideas to see what needs to be
added to improve their design. To make connection between the clay samples and possible ideas for their own vessels. attitudes
(affective domain).
To use clay safely and effectively. To make a clay slab as a medium for creating a ceramic vessel. skills (psychomotor domain)
To use a range of objects such as plastic numbers, string, lace, buttons, nails, etc to create different textures, lines, shapes and
patterns on the clay. To be aware of structure; how clay can be manipulated and combined to create structure, and the importance of
structure to create form. knowledge (cognitive domain)
Evaluating work

10. Lesson five
To consider the development of the surface of the vessel further by adding colour. To be aware how colour can be
manipulated and combined to create shape and pattern and to be aware of how colour can enable realisation of
their design. knowledge (cognitive domain)
Make connections between the previous drawings and possible ideas for developing further the theme. attitudes
(affective domain).
Realising of the design. To effectively make a finished ceramic vessel. skills (psychomotor domain)
Evaluating and developing work
Investigating
colour and
making
Exploring and developing ideas about colour through groupwork.
Jasper Johns
William Morris

11. Lesson six
To be aware of the development and construction of a ceramic vessel. knowledge (cognitive domain)
To be able to effectively make a ceramic vessel by applying media, techniques and processes. skills (psychomotor domain)
To reflect upon and assess the characteristics and merits of their work and the work of others. To communicate their experiences
and ideas. attitudes (affective domain).
9
_______________________ ____________
Name Class
DESIGNS FROM NATURE
Be inspired by the natural world. On the left are some shapes and forms from
the natural world. In the empty boxes on the right sketch a design of some
practical object like shoes, a chair, a car, a house, teapot, or anything useful.
Let your design be based on the forms of the natural objects.
Share your ideas with the class when you are finished.
Shape and Form in Art

12. Evaluation
Challenging aspects:
1. I had no host teacher for the first two weeks, so small things like access to
rooms and codes for computers were problematic.
2. Availability of sufficient quantities of materials such as clay and paint glazes
was a small issue, but I adapted the success criteria to reflect this.
3. Absenteeism was a problem with a significant percentage of my students.
Successful aspects:
1. I had students ranging in abilities and learning needs, this gave me an opportunity to
develop a good understanding of how best to adapt my teaching to suit their needs.
2. My schemes introduced new concepts and processes to the school and were
constructive for both the students and art department staff.
3. I felt my teaching has improved and was effective and appreciated, which I found very
rewarding.
4. I achieved the learning outcomes that I had planned for.
JC Art, Craft &
Design
Student: Class, 2nd Years –Mr Fox Project: Option-Pottery/Ceramics Assessor: Mrs. Clarke
Criteria Evidence Criteria Evidence Criteria Evidence Criteria Evidence
Support Studies,; Research/
Relavance, Personal input
Minimal/some ability to develop
ideas through investigations
informed by contextual and other
sources.
Minimal/limited ability to
demonstrate analytical and
cultural understanding.
Minimal exploration of Artist’s
relevance to project.
Artist research is limited.
A generally consistent ability to
effectively develop ideas through
investigations informed by
contextual and other sources.
A generally consistent ability to
demonstrate analytical and cultural
understanding.
Good Artist studies and clear
notes to explain relevance.
Artist research is accurate with
some personal notes.
A consistent ability to effectively
develop and explore ideas
through investigations
purposefully informed by
contextual and other sources.
A consistent ability to
demonstrate analytical and
cultural understanding.
Skilful Artist studies and thoughtful
notes to explain relevance.
Artist research is skilful,
personal and thoughtful.
A highly developed ability to
effectively develop and creatively
explore ideas through
investigations informed by
contextual and other sources.
A confident and highly
developed ability to demonstrate
analytical and cultural
understanding.
Highly skilful Artist studies and
insightful notes to explain relevance.
Artist research is creative, highly
personal and insightful.
2 5 8 10
Development; Evidence of
stimuli and ideas, Personal
creative response,
Interpretation.
Minimal/some ability to refine
ideas through experimenting and
selecting appropriate resources,
media, materials, techniques and
processes as their work
progresses.
Minimal development of a
limited idea.
Limited range of materials
explored with minimal success.
Minimal planning of outcome.
A generally consistent ability to
effectively refine ideas through
experimenting and selecting
appropriate resources, media,
materials, techniques and
processes as their work
progresses.
Effective development of a well
refined idea.
Range of materials explored with
consistently good success.
Good planning of outcome.
A consistent ability to thoughtfully
refine ideas through purposeful
experimentation and selection of
appropriate resources, media,
materials, techniques and
processes as their work
progresses.
Thoughtful development of a
creative idea.
Wide range of materials
explored skilfully.
Thoughtful & coherent planning
of alternative outcomes.
A highly developed ability to
thoughtfully refine ideas through
purposeful and discriminating
experimentation and selection of
appropriate resources, media,
materials, techniques and
processes as their work
progresses.
Imaginative development of a
highly refined and mature idea.
Wide range of materials explored
creatively and imaginatively.
Highly thoughtful & creative
planning of alternative outcomes.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 25
Preparation; investigation/
Problem solving,Drawing,
Planning, Use of media
.Minimal/some ability to record
ideas, observations and insights
relevant to intentions in visual
and/or other forms.
Written communication, to record
ideas, where appropriate, is at a
very basic/limited level.
Brainstorm – minimal ideas.
Collect minimal pictures.
Mark-making/making ability is
minimal.
Written notes are minimal.
A generally consistent ability to
effectively record ideas,
observations and insights that are
generally relevant to intentions in
visual and/or other forms.
Written communication to record
ideas, where appropriate, is
reasonably clear.
Brainstorm – range of ideas.
Collect a good range of primary
& secondary source pictures.
Mark-making/making ability is
consistently good.
Written notes are clear.
A consistent ability to skilfully
record ideas, observations and
insights relevant to intentions in
visual and/or other forms.
Written communication to record
ideas, where appropriate, is clear
and coherent.
Brainstorm – detailed/effective.
Collect a wide range of relevant
primary & secondary source pics.
Mark-making/making ability is
consistently skilful.
Written notes are clear and
coherent.
A highly developed ability to
fluently and skilfully record ideas,
observations and insights relevant
to intentions in visual and/or other
forms.
Written communication to record
ideas, where appropriate, is fluent
and accurate.
Brainstorm – highly developed.
Collect personal and creative
primary & secondary source pics.
Mark-making/making ability is
highly developed and skilful.
Written notes are fluent and
accurate.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 25
Realisation Evidence of skill,
Creativity, Quality, Presentation
Minimal/some ability to present a
personal, informed and
meaningful response when
endeavouring to realise intentions.
Minimal/limited ability to
demonstrate critical understanding
when attempting, where
appropriate, to make connections
between visual, written, oral or
other elements.
Outcome is incomplete,
limited and lacks meaning.
Minimal connections with Artists.
A generally consistent ability to
effectively present a personal,
informed and meaningful response
when realising intentions.
A generally consistent ability to
demonstrate critical understanding
and where appropriate make
connections between visual,
written, oral or other elements
Outcome is personal, meaningful
and visually successful.
Good connections with Artists.
A consistent ability to
competently present a personal,
informed and meaningful
response when realising
intentions.
A consistent ability to
demonstrate critical understanding
and where appropriate, make
perceptive connections between
visual, written, oral or other
elements.
Outcome is personal,
meaningful, skilful and
realises your intentions.
Thoughtful connections with
Artists.
A highly developed ability to
competently present an
imaginative, personal, informed
and meaningful response when
realising intentions.
A highly developed ability to
demonstrate critical understanding
and where appropriate, make
perceptive and discriminating
connections between visual,
written, oral or other elements.
Outcome is personal, insightful,
highly skilled, creative and
realises your intentions.
Imaginative connections with
Artists.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 40
Interim marks /20 Interim marks /20 Interim marks /20 Final mark /100
Red text means incomplete or not yet achieved.
Date: 25/11/16 Grade: Date: 2/12/16 Grade: Date: 9/12/16 Grade: Date: 16/12/16 Grade:
Green text means complete and achieved.
0- 9 10- 24 25- 39 40- 54 55- 69 70- 84 85- 100
NG F E D C B A