Favorite Lesson: Ceramics
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Arlington
Lesson Plan
Unit: “Face Mugs,” Slab Construction Adapted from Mr. Roll - using
slab construction instead of wheel
Standards
1.0 Artistic Perception
1.6 Describe the use of the elements of art to express mood in one
or more of their (student’s) works of art.
2.0 Creative Expression
2.4 Demonstrate in their own works of art a personal style and an
advanced proficiency in communicating an idea, theme or emotion.
3.0 Historical and Cultural Context
Understanding the Historical Contributions and Cultural
Dimensions of the Visual Arts.
Students analyze the role and development of the visual arts in
past and present cultures throughout the world, noting human
diversity as it relates to the visual arts and artists.
Objective
Students will learn about the history of “Face Jugs” in the United
States and use the history and images as inspiration for their own
“Face Mug.” Students will create artworks that display a specific
emotion (of their choosing).
1. Students will use slab construction to create a Face Mug. They
will make a slab of even thickness, measure, join seams by scoring
and slipping, add facial features by scoring and slipping and use
glaze appropriate to the finish of the original Face Jugs.
Background
Face jugs dating to the 1400’s have been found; one is on display in
the Coventry Herbert Art Gallery (Coventry, England). This lesson
however will focus on the more recent iterations of Face Jugs
attributed first to early African American Slaves. Oral history
passed through generations credit slaves with making the Face
Jugs as possible grave markers as well as containers. The early
potters created faces showing strong emotions and one potter is
believed to have engraved rebellious messages on his pots. Jim
McDowell, a contemporary African American potter has revived
the style and spirit of the early face jugs in the tradition of his
own ancestors.
Students have been introduced to the idea that art in its various
forms is a method of communication. We are concluding a unit on
ceramic whistles which included a brief overview of historic
ceramic musical instruments. Students were asked to develop
theories on how the various ceramic instruments might have been
used to communicate. The Face Jug unit will build on the “art as
communication” theme and will incorporate essential ceramic handbuilding skills.
Materials
Computer and projector
Power point/demo videos
Examples of artwork that demonstrates the concepts
Guidelines for developing the “face”
Project rubric/expectations
Clay
Tools: rollers, needle tools, scrapers, rubber shapers, wood carving
and shaping tools
PVC for cup forms
Newspaper
Bats (circle forms for holding the clay project)
Tape
Paper
Pencils
Glazes (in the style of the early Face Jugs)
Brushes
Containers for water
Paper towels for clean up
Shelf space for 180 projects
Vocabulary
Slab: a large, thick, flat piece of stone, concrete, or wood,
typically rectangular.
Slab construction: A method of hand building ceramic pieces.
Score: Scratching the surface of the clay in order to join two
pieces.
Slip: Watery clay used to join two pieces of clay. (Can also be used
in ceramic decoration).
Lesson
Day 1
Whole class and small group review of the learning from the
beginning of class to the present.
This should include:
The hand building style known as “pinching”
Surface decorative techniques including; Mishima and sqraffito
Scoring and slipping to join pieces of clay
Different methods/tools to refine clay construction
Working in groups, students will generate graphic organizers/lists
of the things they have learned about ceramics in the past eight
weeks. The lists will be posted and the group with the largest
(accurate) list wins!
We will read the lists, clarify and/or expand any concepts that may
be unclear. Then I will ask students to keep in mind what they
have learned and we will watch a short video (15 minutes) from the
History Channel that will introduce the Face Jug.
Supplemental reading will be passed out at the end of class to read
at home. The reading will also have a link through Haiku.
Day 2
Whole class, “From the video and the reading, what do you believe
to be the purpose of the Face Jugs?” A brief discussion will follow
about using the ceramic pieces as a method of communication when
the artist/creator was not otherwise able to express an opinion.
“Can art be a means to express an opinion or thought?”
View pictures of old and new Face Jugs and select a few to discuss
the facial expressions. Students will be asked if they have any
strong emotions that they feel they cannot freely express – could
emotions be expressed through their art work?
Give the outline of the assignment: Make a Face Mug that displays
a specific emotion. Create the mug using the slab construction
method. Use glazes that replicate the style of the finish of the
early Face Jugs.
Day 3
Students will sketch a minimum of two different “faces” to be
considered for their mugs. They will write a short description of
the emotion and how their design captures that feeling.
Day 4
Review what we know about slab construction; a slab has to be even
thickness. Watch a short video demonstration on rolling slabs and
scoring and slipping seams.
Model the process for putting together the cup.
Review
expectations; handle placement, smooth lip for drinking, consistent
thickness, smooth joints.
Reminder to score and slip when
attaching clay pieces. Stress clean construction.
Day 4/5
Students who have at least two sketches and their written
descriptions may begin their project.
We may watch the video a second time – I will also continue to
model the construction process.
King
Teacher: Mr. Roll
Class/Period: Ceramics I&II
Lesson Plan: Throwing / Face mug
Date: 3/12/2013
Student Prior Knowledge: Students have learned several methods of hand building.
They have also learned to throw and trim a cylinder. Students have been introduced
to face jug artists, and have drawn two examples of a face that expresses an emotion.
Rationale: Students will learn to refine throwing technique and they will think about
expressing an emotion through sculpting facial expressions on a thrown or hand built
mug. The students prior knowledge in ceramics is at a stage where learning to create
a project with more specific goals is the next logical step.
California Vis. Art Content Standards:
1.5 Analyze the material used by a given artist and describe how its use influences
the meaning of the work.
2.2 Prepare a portfolio of original two-and three-dimensional works of art that
reflects refined craftsmanship and technical skills.
Instructional Plans for EL (SDAIE) & Students with Special Needs: Ensure
understanding of directions by asking students in these categories what they are
working on and other questions and to go over things one on one as needed by
student, using IEP info as a guide.
Description of Art Project: The face mug is a thrown project that incorporates
throwing and sculpting/hand building skills. The face mug is inspired by the face jugs
of Burlon Craig and Lanier Meaders. Students are asked to choose an emotion or
feeling that they wish to convey and to create two drawings before choosing one of
the drawings to create in clay using a thrown mug as a canvas for a bas-relief
sculpture.
Teacher & Student Activities: Ceramics 1 Students will observe a demo on creating
a face on their face mugs. There will be a power point presentation going with a slide
show of example face mugs as students enter the room. The demo will focus on the
creation of facial features and expressing an emotion. The sculpting techniques
students will use are additive and subtractive. There will be some examples of
finished face mugs for the students to view and examine. Following the demo
students will be given time to work on their slab projects. The advanced and AP
students are to be working on either preparation for the installation art project or
finishing up making and glazing of other current projects
Technology, Materials, &/or Safety Procedures: Power point slideshow, thrown
mug with prepared eye sockets (demo from the day before). Clay for facial features
and porcelain for the eyes, water bucket, assorted tools including needle tool,
sculpture sticks, and ribs.
Assessments: Demo assessments will be informal and will be by asking questions
after and during the demo to check for comprehension. Projects will be assessed by
rubric.
North
Wayne Clack
CC Literacy #3
“Bas Relief” Tile
Create plans for a subtractive sculpture with five layers. Each layer is
numbered, and each student is required to create a plan for the art work.
Poly
Dan Drake
Egyptian Pyramid Box
This assignment is a slab box assignment that focuses in Egyptian culture
The objective of this lesson is to have the students create a four sided
pyramid box having the students pull from egyptian culture when establishing
the design. This is a culminating assignment in the Egyptian art unit.
Ramona
Brett Mosher
CC Literacy #3
The Idiom Project.
At Ramona High School, the students complete a sculpture project entitled
The Idiom Project. An Idiom can be defined as
Idiom:
1. A group of words established by usage as having a meaning not
deducible from those of the individual words (e.g., raining cats
and dogs).
2. A form of expression natural to a language, person, or group of
people: "he had a feeling for phrase and idiom"
The objective of this lesson is to familiarize students with various meanings of
text and language through a literal ceramic sculpture.
Central
Chemawa
Earhart
Gage
Miller
Sierra
University