Stable Pot Bases

Lesson 5: Creating the Base of Our Pots

Duration: 90 minutes
Class size: 14 Year 9 students
Unit: Creating with Hermannsberg Potters

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Learning Objectives (WALT)

• WALT: We are learning to create a stable base for our pots.
• Students will apply previously learned hand-building techniques to construct a pot base that ensures both stability and form.
• Develop skills in working with clay, focusing on structure and balance.
• Develop personal expression through form while maintaining functionality.

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Australian Curriculum Alignment (Art and Design - Visual Arts, Years 9-10)

Content Descriptions:

• AC9AVA10E01: Investigate the ways that artists across cultures and times develop personal expression in their visual arts practice to represent and communicate ideas, perspectives, and meaning.
• AC9AVA8C02: Select and manipulate visual conventions, visual arts processes, and materials to create artworks that represent ideas, perspectives and/or meaning.
• AC9AVA8C02_E6: Applying knowledge and understanding of visual arts processes, materials and techniques to create artworks; e.g., demonstrating technical skills in relief or hand-building techniques.

General Capabilities:

• Literacy: Use visual arts language to describe and explain techniques and artistic decisions.
• Personal and social capability: Work collaboratively and respect diverse artistic expressions.
• Ethical understanding: Recognition of cultural significance in artworks inspired by Hermannsberg Potters.

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Success Criteria

• Students demonstrate ability to construct a stable, functional base for their pots using appropriate clay hand-building techniques.
• The base supports the form and weight of the pot without collapsing or warping.
• Students articulate the process and choices made during construction.
• Safety procedures followed while handling materials and tools.

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Differentiation / Inclusivity

• Provide one-on-one guidance and scaffolded support for students with fine motor challenges or who find clay manipulation difficult.
• Offer step-by-step visual and verbal instructions to cater for diverse learning styles.
• Dyslexia-friendly instructions and checklists using clear, simple language and bullet points displayed visibly.
• Encourage peer support pairs for collaborative learning and discussion.
• Use alternative tools or adaptive equipment for students with physical difficulties.

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Resources

• Clay suitable for hand-building (Hermannsberg-style clay or equivalent).
• Pottery tools: wooden modelling tools, wire cutters, smoothers, sponges.
• Work mats or boards for building pots.
• Visual aids showing examples of stable pot bases and technique demonstrations.
• Wiping cloths, water containers.
• Safety aprons and gloves (optional).

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Lesson Breakdown

Introduction (10 minutes)

• Starter discussion: Engage students in a conversational recap about the importance of the base for the pot’s overall stability and aesthetics.
• Show reference images of Hermannsberg pots emphasizing their stable bases.
• Introduce learning objective (WALT) and success criteria visually.
• Briefly remind students of hand-building techniques learned previously (pinching, coiling, slab construction).

Demonstration (15 minutes)

• Teacher demonstrates step-by-step process of creating a stable base for a pot using slab or coil method.
• Highlight key techniques: even thickness, smoothing seams, widening base for stability, checking balance and flatness.
• Discuss common pitfalls and solutions (e.g., cracking, uneven base).

Guided Practical Activity (50 minutes)

• Students begin constructing the base of their pots using their chosen hand-building method.
• Teacher circulates providing support, checking for correct techniques, and encouraging reflection on form and stability.
• Encourage students to discuss with peers about challenges and solutions, mirroring teacher's conversational style.
• Provide visual and tactile feedback on students’ bases and progress.
• Employ differentiated support as needed, including extra modelling for students with difficulties.

Reflection and Mini Critique (10 minutes)

• Students share their progress in small groups, discussing how stable their bases are and how they addressed any difficulties.
• Encourage students to use art-specific language to describe their methods and aesthetic choices.
• Teacher facilitates a brief class discussion focusing on learning points and next steps for their pots.

Plenary and Cleanup (5 minutes)

• Recap WALT and success criteria, affirming students’ achievements.
• Outline expectations for next lesson in the unit (building the pot’s walls).
• Ensure all tools and materials are cleaned and safely stored.

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Assessment

• Formative assessment: Observation of students’ practical skills and application of techniques during the activity.
• Self-assessment checklist focusing on stability, form, and technique used on their base.
• Peer feedback using positive, constructive language aligned with success criteria.

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Teacher’s Notes

• Maintain a positive atmosphere encouraging fun and conversation around making art.
• Use questioning techniques to promote student thinking such as:
  "What makes a pot base stable?"
  "How can we improve our form to prevent collapsing?"
• Emphasize the importance of cultural respect when creating artworks inspired by Hermannsberg Potters.
• Ensure availability of supplementary visual instruction sheets in dyslexia-friendly font and layout.

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Summary

This lesson encourages Year 9 students to apply hand-building techniques thoughtfully to establish a solid foundation for their pots, emphasising practical skills aligned with Australian Curriculum visual arts objectives. The teacher’s conversational and supportive style combined with carefully scaffolded tasks aims to engage all students, promoting confidence and creativity in working with clay materials.

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If you require any further expansions such as printable worksheets or rubrics, please ask!