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School Level: Grades 9-12 High School Standard: Literary and Arts Creation and Performance
Use arts terminology descriptive of the visual elements of ceramics (e.g., color, shape, line, texture).
Study the online lesson "Ceramic Process" to learn arts terminology descriptive of the building techniques and the processes used in creating ceramic works.
Interpret each of the unit's ceramic objects by responding to questions that help explore an artist's creative intent and the reasons behind the artist's visual choices. (See the "Think" discussion questions about each object.)
Sketch a two-dimensional view of a ceramic object included in the unit.
Identify and sketch symmetrical and asymmetrical patterns observed in the unit's ceramics.
Identify and sketch naturalistic and abstract designs or combinations of both observed in the unit's ceramics.
Identify and sketch organic and geometric shapes observed in the unit's ceramics.
Produce various clay objects that reflect the functions of the ceramics studied in the unit by sketching the form and surface design of the object and by using an appropriate technique to create the object. These are suggested projects:
- An object that is purely decorative (e.g., Vase, Jar with Cover)
- An object that is useful and decorative (e.g., Teapot, Barber's Bowl)
- An object that represents something that would be personally important to bring into an afterlife or eternity (e.g., Tortoise-shaped Inkstone, Whistle in the Form of a Dignitary)
- An object that represents a personal attribute (e.g., Hydria)
- An object to bury in a time capsule--something that reflects contemporary life and that could become an artifact for study by future archaeologists (e.g., Standing Figure, Storage Jar)
- An object to protect someone from harm (e.g., Earth Spirits)
- An object that represents or is decorated with an animal as a symbol (e.g., Tortoise- shaped Inkstone)
Write a composition about a personal clay project that includes explanations of the following: function, construction technique, surface quality, expressive quality.
To complement study of the Hydria, write an original myth that explains the occurrence of a natural phenomenon or that describes the deeds of a hero, and then design and construct a ceramic object that relates to the myth.
High School Standard: Literature and Arts Analysis and Interpretation
Listen to presentations or read online information about the historical and cultural context, physical properties, design elements, construction technique(s), and function of each of the unit's 12 ceramic objects, and demonstrate comprehension of the material by responding to questions relating to description, interpretation, and association. (See the "Look" and "Think" questions about each object.)
Do the online activity "Who Knows," which interprets and discusses the unit's ceramics from the perspectives of an archaeologist, an art historian, and an artist.
Understand how and why people of various world cultures created or still create ceramics.
Learn about the roles of ceramic artists in the contexts of past and present cultures.
Identify the characteristics of ceramics as art and ceramics as artifacts.
To complement study of the terms artifact and archaeologist, discuss what the unit's artifacts teach about the lives of the people who made them.
Recognize that visual qualities identify certain ceramics as belonging to a specific culture or as representing a specific style.
Consider how environment influences the ceramics produced by a culture.
Evaluate how technology influences the ceramics produced by a culture.
Discover and discuss similarities and differences among ceramics having the same function; for example, the Whistle in the Form of a Dignitary, Tortoise-shaped Inkstone, Standing Figure, and Earth Spirits were buried in tombs.
To complement study of the Teapot, learn about the history of the Japanese tea ceremony and discuss its significance within the Japanese culture.
Listen to the unit's online audio stories based on myths or folktales relating to specific ceramics within the unit, and draw conclusions about the cultural and historical contexts in which the objects were created.
To complement study of the Hydria, read Greek myths about Herakles's twelve labors, Athena, Hermes, Ares, and Zeus; distinguish among qualities that are human, superhuman, and godlike.
To complement study of ceramics within the unit, read Mayan, Chinese, Greek, Yoruba, and Pueblo Indian creation stories, and find similarities and differences among the stories.
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