Write and Speak
Enter this Unit.	High School Level: Grades 9-12 High School Standard: Academic Writing Do writing assignments based on various "Think" questions that complement study of the unit's ceramics: If you could bring one object into an afterlife or eternity, what would you bring and why? (Tomb Retinue: Earth Spirits, Whistle in the Form of a Dignitary, Tortoise-shaped Inkstone) What objects could you bury in a time capsule that would show people in the future about your life? Explain why you chose each object. (Standing Figure) Think of objects that you use daily at school and at home. If you could make one of these objects decorative as well as useful, which object would you choose? Why? How would you change it to make it decorative? (Teapot, Hydria) Richard Bresnahan uses natural materials and renewable resources in making his ceramics. He respects the earth and is thankful for its many gifts. Are there any gifts of the earth for which you are thankful? What are they? How do you show your thanks for these gifts? (Teapot) Herakles was a hero to the ancient Greeks because of his superhuman qualities. Does a person have to be physically strong to be a hero? In what other ways can a person be strong? Who would you call a hero, and why is that person a hero to you? (Hydria) The Hopi-Tewa people continue to make pottery in the tradition of their grandmothers and great-grandmothers. What is a tradition? Do you have traditions in your family that you can trace back to your ancestors? What are they? If you don't have any traditions, what traditions could you start? (Seed Jar) How would you make a special container to hold something that is important to you? What materials would you use? What colors? What images or patterns? What would you put inside your special container? (Seed Jar and Storage Jar) If you could design a barber's bowl, what colors would you use? What shapes? What kinds of lines? What images? (Barber's Bowl) Some objects are decorative. They are meant to be looked at, not used. Do you have something at home that is just to be looked at? Write a "word picture" of this object, and explain how you feel when you look at this object. (Jar with Cover and Vase) If you were to design a ceramic object in the Art Nouveau style, what plant or animal form would you use for your design? Why? (Jar with Cover and Vase) The Yoruba people maintained altars to remember their ancestors. Do you have any special ways to remember your ancestors? What are these ways, and how do they help you remember? If you don't have any special ways to remember your ancestors, what could you do to begin remembering them? (Shrine Head) Tomb figures such as the Earth Spirits were very expensive to make and a symbol of status in T'ang dynasty China. How do people display wealth and status in our culture today? Scarification on the face of the Shrine Head represents a way of marking a person's identity, status, and beauty in the Yoruba culture. Body decoration also was important to the Nayarit people since the Standing Figure wears ear spools and nose rings. How do people decorate and dress their bodies to show identity, status, and beauty in our culture? To complement study of the Hydria, research and write a report on the Olympic Games. Consider their significance in Greek mythology and history as well as their development and importance in the modern world. To complement study of the Teapot, research and write a report about the history of the Japanese tea ceremony and its significance within the Japanese culture. High School Standard: Technical Writing Write a composition about a personal clay project that includes explanations of the following: function, construction technique, surface quality, expressive quality. High School Standard: Public Speaking Develop one of the following for use in presenting an illustrated report to the class: A timeline that shows the chronological order in which the unit's ceramics were created A timeline that shows the chronological order in which the unit's ceramics were created in relation to key historical events A chart that classifies the unit's ceramics by function (e.g., tomb burial, decorative only, decorative and useful) A chart that classifies the unit's ceramics by construction technique (e.g., coil, mold, wheel, slab, combination of techniques) A chart that classifies the unit's ceramics by surface treatment: glazed, unglazed, painted, combination of treatments A chart that classifies the unit's ceramics by art form: vessel or sculpture A chart that classifies the unit's vessels by their primary geometric form: sphere (Seed Jar, Teapot, Vase), cylinder (Hydria, Jar with Cover), cone (Storage Jar) To complement study of the Hydria, research and present an oral report on the Olympic Games. Consider their significance in Greek mythology and history as well as their development and importance in the modern world. To complement study of the Teapot, research and present an oral report about the history of the Japanese tea ceremony and its significance within the Japanese culture. Include a demonstration of the ceremony. High School Standard: Interpersonal Communication As a member of a collaborative group, develop one or more of the following: A timeline that shows the chronological order in which the unit's ceramics were created A timeline that shows the chronological order in which the unit's ceramics were created in relation to key historical events A chart that classifies the unit's ceramics by function (e.g., tomb burial, decorative only, decorative and useful) A chart that classifies the unit's ceramics by construction technique (e.g., coil, mold, wheel, slab, combination of techniques) A chart that classifies the unit's ceramics by surface treatment: glazed, unglazed, painted, combination of treatments A chart that classifies the unit's ceramics by art form: vessel or sculpture A chart that classifies the unit's vessels by their primary geometric form: sphere (Seed Jar, Teapot, Vase), cylinder (Hydria, Jar with Cover), cone (Storage Jar) As a member of a collaborative group, complement study of the Teapot by researching the history of the Japanese tea ceremony and by planning and hosting a similar ceremony for classmates.
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