Pinch Pots in the Style of Chinese Bronze Age Pottery

Sculpture 1

Mr. Feuer, FHS

3/23/15 – 4/17/15 (note: this is for the modeling section only)

Grades 9 - 12

Teaching Points:

·  Basic pinch modeling technique with clay.

·  How to develop designs using thumbnail sketches.

·  About the social structure of Bronze Age China.

·  About the process of bronze casting.

·  About the incised and applique designs in Chinese Bronze Pottery.

·  How to create designs using Incising and applique techniques.

Materials:

Clay, plastic bags, glazes, newsprint, pencils

Methods:

Teacher Demonstration, PowerPoint presentation, Pinch Pot project, individual and group instruction, individual formative assessment, individual and group critique, individual summative assessment by rubric

NJ Content Standards:

1.1.12.D.1

Common themes exist in artwork from a variety of cultures across time and are communicated through metaphor, symbolism, and allegory.

1.1.12.D.2

Stimuli for the creation of artworks can come from many places, including other arts disciplines.

1.2.12.A.1

Cultural and historical events impact art-making as well as how audiences respond to works of art.

1.3.12.D.1

How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance.

1.3.12.D.2

Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement.

1.3.12.D.4

Artists interpret/render themes using traditional art media and methodologies as well as new art media and methodologies.

1.4.12.A.1

Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks.

1.4.12.A.2

Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist’s concept.

1.4.12.A.3

Artistic styles, trends, movements, and historical responses to various genres of art evolve over time.

1.4.12.A.4

Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology.

1.4.12.B.1

Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art.

1.4.12.B.2

The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist’s technical proficiency as well as by the manner and physical context in which it is performed or shown.

1.4.12.B.3

Art and art-making reflect and affect the role of technology in a global society.

Motivational Set:

Students are given a handout about Chinese Bronze Vessels and basic ceramic terminology. Students fill out a work sheet for this handout. Students are shown a few examples of Chinese Bronze Vessels in a PowerPoint presentation. Students create thumbnail sketches for the design of their vessel. Students are given a teacher demonstration showing set-up for the clay project, basic pinch modeling techniques, and clean-up procedures for working with clay. Students create their own pinch pot. Teacher demonstration showing incising and applique technique. Students add incised design and applique to their pot. Pots dray and are fired. Fired pots are glazed and refired.

Closure Activity:

Students clean-up 8 minutes before the end of class.

Rubrics:

Thumbnail Sketches Rubric

Students submit 3 of their best thumbnail sketches. Each sketch is worth 9 points. Graded on:

·  Standing on 3 or 4 points or legs

·  No lid as part of design

·  Pleasing outline of shape

·  Is symmetrical

·  Symmetrical design of incised and appliqued pattern

·  Patterns are of stylized animal shapes.

·  Detail and care of drawing, especially the pattern.

·  Name and period on paper.

Criteria / 3
Superior / 3
Above Average / 2
Average / 1
Weak / 0
Criteria Not Met
Composition and elements and principles of design:
Line Contrast
Color Balance
Texture Flow
Shape Alignment
Form Repetition
Value Emphasis / Well Composed
Incorporates elements and principles in a creative way. / Shows Compositional Awareness
Uses one or more of elements and principles creatively. / Acceptable
composition
Shows awareness of elements and principles, but not used creatively. / Not Composed
Shows effort, but little or no use, or unsuccessful use, of elements and principles. / Unsuccessful
Composition
No evidence of use of elements and principles.
Creativity and originality / High Degree of Invention
Successfully shows new and unique solutions. / Pushes Existing Ideas
May successfully show one or more new and unique solutions, but the effort may be incomplete. / Solves Problems Conventionally
Solutions are conventional; relies on the tried and true or the ideas of others. / Basic Aesthetic Organization w/o
Creativity
Attempts conventional solutions, but shows some confusion of ideas. / No Evidence of Original Thought
Attempts execution without thought.
Critique and response to criticism / Uses Critique Well
Communicates concepts clearly; uses critique to improve work in significant ways. / Uses Critique Effectively
Communicates some concepts clearly; uses critique effectively to make some improvements. / Uses Critique Adequately
Communicates concepts adequately; uses critique to improve one element of work. / Resists Using Critique
Communicates concepts with difficulty; resists critique as a means of improving work. / Ignores Relevance of Critique
Critiques without regard to concepts; ignores critique as a means of improving work.

Clay Pot Modeling Rubric: 50 points

Criteria / 10
Superior / 9
Above Average / 8
Average / 7
Weak / 0 - 6
Criteria Not Met / Scale
Technical proficiency / Superior Use of Materials
Shows control and understanding of use of materials and techniques. / Good Use of Materials
Use of materials and techniques is generally well executed; may lack finishing touches. / Adequate Use of Materials
Use of materials and techniques is adequate, but no evidence of exploration. / Weak Use of Materials
Use of materials and techniques is weak; lack of control. / Unresolved/ Unfinished
Use of materials and techniques is careless or disregarded. / 2
Work habits and effort (includes clean-up) / Superior Use of Time
Met deadline, exceeded requirements, excellent time management. / Worked Effectively to Meet Deadlines
Met deadline and requirements, good time management. / Met Deadline
Met deadline and most requirements, adequate time management. / Did Not Meet Deadline
Completed work shortly after deadline, met some requirements, weak time management. / Did Not Meet Deadline
Handed work in very late or not at all, disregarded most or all requirements, little or no time management. / 2
Critique and response to criticism / Uses Critique Well
Communicates concepts clearly; uses critique to improve work in significant ways. / Uses Critique Effectively
Communicates some concepts clearly; uses critique effectively to make some improvements. / Uses Critique Adequately
Communicates concepts adequately; uses critique to improve one element of work. / Resists Using Critique
Communicates concepts with difficulty; resists critique as a means of improving work. / Ignores Relevance of Critique
Critiques without regard to concepts; ignores critique as a means of improving work. / 1

Clay Pot Glazing Rubric: 20 points

Criteria / 10
Superior / 9
Above Average / 8
Average / 7
Weak / 0 - 6
Criteria Not Met / Scale
Technical proficiency / Superior Use of Materials
Shows control and understanding of use of materials and techniques. / Good Use of Materials
Use of materials and techniques is generally well executed; may lack finishing touches. / Adequate Use of Materials
Use of materials and techniques is adequate, but no evidence of exploration. / Weak Use of Materials
Use of materials and techniques is weak; lack of control. / Unresolved/ Unfinished
Use of materials and techniques is careless or disregarded. / 1
Work habits and effort (includes clean-up) / Superior Use of Time
Met deadline, exceeded requirements, excellent time management. / Worked Effectively to Meet Deadlines
Met deadline and requirements, good time management. / Met Deadline
Met deadline and most requirements, adequate time management. / Did Not Meet Deadline
Completed work shortly after deadline, met some requirements, weak time management. / Did Not Meet Deadline
Handed work in very late or not at all, disregarded most or all requirements, little or no time management. / 1