ANIMAL MORPHING VESSELS
Jennifer Leonard
Enduring Idea (Big Idea): Throughout time and across cultures, vessels have been made to resemble
animals.
Grade:
6
Time Allotment:
7 90 minute classes
OVERVIEW
Lesson Plan Summary: As an introduction, the class will view a PowerPoint slide show of ceramic
animal vessels made by ancient cultures. They will brainstorm a variety of animals that might be
morphed into a vessel, and from that list, begin to imagine what animal they would use to create such
an object. Once students have chosen an animal of personal significance, they will draw several
thumbnail sketches from which to translate the vessel into 3-dimensional form. They will be provided
with imagery from books and magazines as a guide. The teacher will give a demonstration on how to
successfully work with clay, using coiling and slab techniques. They will also be shown how to create
additional detail by carving into the clay while it is still wet. Then students will begin working with the
clay to create their animal. Once their animals have dried and been bisque fired, another demonstration
will be given on glazing to create a finished product.
Iran Animal Vessel
Olmec Fish Vessel
Ugarit Zoo Morph Vessel
Artworks, Artists, Artifacts: Ancient artifacts, such as vessels originating from Mexico, China, Iran, and
Mesopotamia; Contemporary artists Pablo Picasso, and Sara Lynch (see PowerPoint).
Key Concepts:
 Artists use animals in their vessels to give the object symbolic cultural or personal meaning.
 Artists integrate animal forms to make the object more visually appealing.
 A variety of animals may be used as an inspiration to create the vessel.
Essential Questions:
 What do I need to know about clay to produce a successful animal vessel?
 How will I translate my ideas into a 3-dimensional form?
 What techniques are available to me to create a more detailed, and finished product?
 In what way does the animal that I choose to represent have significance to me or my culture?
Standards:
9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to
produce, review and revise original works in the arts. Visual Arts: • paint • draw • craft • sculpt • print •
design for environment, communication, multi-media
9.1.8.H: Demonstrate and maintain materials, equipment and tools safely at work and performance
spaces.
Analyze the use of materials.
Explain issues of cleanliness related to the arts.
Explain the use of mechanical/electrical equipment.
Demonstrate how to work in selected physical space/environment.
Demonstrate the selection of safe props/stage equipment.
Demonstrate methods for storing materials in the arts.
9.2.8.A: Explain the historical, cultural and social context of an individual work in the arts.
Interdisciplinary Standards:
Reading, Writing, Listening, Speaking:
R8.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from
text. Note: Items may target specific paragraphs.
R8.A.2.1.2: Identify and/or apply meaning of content-specific words used in text.
OBJECTIVES
Knowledge:
 Students will identify form vs. functionality of craft objects while viewing slides of animal vessels
during a PowerPoint brainstorming session.
 Students will recognize the five stages of clay, by arranging the stages in the correct order.
 Students will explain the meaning of new vocabulary (focal point, symmetrical, asymmetrical,
organic, and geometric) while collectively reading excerpts from School Arts Magazine.
Skills:
 Students will create a few small sketches and one final colored, life-size sketch of an animal of
personal or cultural significance.
 Students will understand the coiling and slab building techniques used to create a three
dimensional form during a teacher demonstration.
Disposition:
 Students will engage and persist in the translation of 2-dimensional sketches into 3-dimensional
form.
 Students will develop the craft techniques of clay building and glazing while creating the ceramic
animal vessel.
 Students will reflect about the process in progress worksheets, and prepare an artist statement
for a final “gallery talk”.
ASSESSMENT:
Pre-Assessment: Students will collectively compare and contrast craft objects to discuss its form vs. its
function. Students will review the stages of making clay.
Formative Assessment: Each student will produce a clay animal vessel, self-assessing each stage on a
checklist. The teacher will observe the students during each step, and provide guidance and feedback, as
needed.
Summative Assessment: Students will provide a reflective artist statement, and be prepared to answer
questions and comments in a group critique of their work. Students will be graded using a final Rubric.
INSTRUCTIONAL PROCEDURES
Day 1:
Engagement: Students will answer the “bell buster” question of the day: What animal has personal or
cultural significance to them? Students will each be given a copy of Scholastic Art magazine (Dec 08/Jan
09 issue). The teacher will read excerpts from the Scholastic Art magazine, about ancient civilizations
that were inspired by nature to create animal vessels. (The teacher could allow a two minute stretch at
this time to allow a break.) A PowerPoint presentation will be given to demonstrate a variety of animal
vessels. We will compare form vs. function, and discuss what takes priority in each comparison. Next,
the students will brainstorm a list of different animals that could be used to create a vessel.
Development: Students will envision what animal has personal or cultural significance to them. Then
they will sketch ideas for their vessel. They may use pictures from magazines and books provided as a
reference, or log onto a computer to find animal images. Students will choose one sketch from which to
produce a larger, more detailed, life-sized drawing. They will use colored pencils to consider glaze colors
that will best suit the vessel.
Culmination: Students will share their sketches and ideas with their peers at their assigned tables. They
will be asked to comment on which drawings they like, and provide an explanation for their opinions.
Can you imagine this drawing as a three-dimensional form? Why? Do any appear more or less
functional?
Day 2:
Engagement: The teacher will briefly show students a variety of vessels, to pose the question, what kind
of vessel will my animal morph into? Is my current design functional or do I need to adapt it or consider
another type of vessel? Students will continue developing their animal vessel sketches, and if they
haven’t already, share their designs with others at their tables.
Development: A demonstration will be given on how to make a vessel, using coil and slab techniques.
The teacher will review the five stages of clay making (Green-ware; Dry Time 1-2 weeks; Bisque Fire;
Glaze; Glaze Fire), things to avoid, and suggest a goal-setting time frame for each stage, using a
schedule/checklist. The teacher will also advise the students about using respectful safety procedures
while using the sharp carving tools. Students will begin to work with the clay, using their detailed
drawings as a guide. They will also set a goal each period to help expedite the fabricating process.
Culmination: The teacher will explain the importance of keeping the vessels covered to avoid drying too
quickly. After the vessels are covered in wet paper towels and plastic wrap, students will record their
progress in their notebooks, and what they might need to work on during the next class.
Days 3-5:
Engagement: A short demonstration will be given on how to use the tools to manipulate or carve into
the surface of the vessel, to create more detail. Also, other types of items can be used to create textures
on the surface of the clay (such as textured sponges, wire brushes) to create the appearance of fur or
feathers. The teacher will tell students to keep in mind that scored or textured clay may create sharp
edges, which will need to be made smooth while the clay is still wet. Will the inside of your vessel be a
different texture than the outside?
Development: Students will continue to create and self-check their progress, while the teacher assesses
each student’s progress during studio time. Am I reaching my daily goals? What step do I need to finish
today?
Culmination: Once the animal vessels are finished, they will be stored on a shelf unwrapped, and
allowed to dry before being bisque fired in the kiln.
After bisque firing (@2 weeks):
Day 6-7:
Engagement: A glazing demonstration will be given to the students, explaining discontinuity of color
between the liquid glaze and the fired glaze. The teacher will also discuss safety and cleaning
procedures, as well as the avoidance of glaze on the bottom of the vessels to prevent sticking to the kiln
shelf.
Development: Students will apply the glaze their bisque-ware vessels, continuing to self-assess their
progress and goals for each class period.
Culmination: After students finish the glazing process, they will write a brief artist statement. Once their
vessels have been glaze fired, students will have a “gallery talk”, and share their artist statements and
reflections about the project. (Note: The “gallery talk” will likely take place during the beginning of an
additional class period, after the pieces have been glaze fired.)
PREPARATION:
Teacher Research and Preparation:
The teacher researched ceramic animal vessels from ancient and contemporary cultures, and prepared a
PowerPoint presentation. The teacher will need to perform a wet clay demonstration and glaze
demonstration to prepare the students. The teacher will provide clay, clay carving tools, brushes, and
glazes. Teachers will need to discuss safety procedures with the tools and glazes, when necessary.
Student Supplies:
Students should bring sketch books/class packets and a pencil.
RESOURCES:
Scholastic Art Magazine, Dec. 08/Jan. 09, Vol. 39 No.3, Pre-Columbian Ceramists
http://www.bing.com/images/search?q=ancient+ceramic+vessels&qs=AS&sk=AS3&FORM=QBIR&pq=an
cient%20ceramic&sc=8-15&sp=4&qs=AS&sk=AS3
http://pottery.about.com/od/glazesurfaces/ig/Mesoamerican-Pottery/Olmec-Fish-Vessel.htm
http://www.flickr.com/photos/ilhuicamina/2467631755/
http://www.bing.com/images/search?q=ancient+ceramic+vessels&view=detail&id=612C44EC14B474B4
6AF9E3061814CB3AF7F780D3&first=177
http://www.bing.com/images/search?q=ancient+ceramic+vessels&view=detail&id=4DB7E9DDA81E13A
7F1B0D4CD39AF413EF4B43830&first=389
http://www.flickr.com/photos/antiquitiesproject/5443365219/
http://www.bing.com/images/search?q=ancient+animal+vessels&qpvt=ancient+animal+vessels&FORM
=IGRE
http://www.metmuseum.org/Collections/search-the-collections/60015146
http://antiquesandthearts.com/Antiques/CoverStory/2011-05-03__10-58-33.html
ADAPTATIONS: Students with disabilities will have a partner with whom to share various goals of the
project. In addition, they will be supplied with additional augmentative devices or materials when
necessary, such as larger print for those with visual impairments, or visual cues for the hearing impaired.
A light table can be used to trace their animal picture for those who need it. Anyone who is absent may
come in during the resource period to make up for lost time.
Name:
Grade:
Odd/Even:
Animal Vessel Schedule and Check List:
Check if complete
Goals
Days allotted for goals
Rough Sketches
Days 1-2
Final Sketch
Day 2
Basic animal structure modeled
from clay
Details sculpted or added to the
vessel
Finish vessel: vessel is ready for
Bisque Fire
Days 2-4
Days 4-5
Day 5
Pieces will dry for 1-2 weeks for Bisque Fire
Begin glazing fired vessel
Day 6
Finish glazing: animal vessel is
ready for Glaze Fire
Day 7
Review of five stages of clay and
vocabulary
Complete Artist Statement
Day 7
Day 7
Name:
Grade:
Odd/Even:
Rubric: 6th Grade Clay Animal Vessel
Criteria: Function; Craftsmanship; Design; Productivity
I will receive a 4 if….
My vessel functions well and with ease.
My vessel shows evidence of superior craftsmanship.
My vessel was exceptionally designed with great attention to detail.
I was productive throughout the creation of my vessel.
I will receive a 3 if I….
My vessel has a manageable function.
My vessel shows evidence of thoughtful craftsmanship.
My vessel was well designed with attention to detail.
I was mostly productive the creation of my vessel.
I will receive a 2 if I….
My vessel is challenging to use.
My vessel has minor cracks or holes, and lacks craftsmanship.
My vessel was designed with some attention to detail.
I was somewhat productive the creation of my vessel.
I will receive a 1 if I….
My vessel lacks function.
My vessel appears unfinished with little evidence of craftsmanship.
My vessel lacks detail and elements of design.
I was unproductive throughout the creation of my vessel.
Total Points (out of 16)
Name:
Grade:
Quiz/Review:
Arrange the stages of clay in the correct order using 1-5:
(1 for the first stage and 5 for the last)
Glaze
Bisque Fire
Green-ware
Glaze Fire
Dry 1-2 weeks
What does the term functional mean?
What is a geometric shape?
What is an organic shape?
What does the term symmetrical mean?
What does the term asymmetrical mean?
Odd/Even: