Lesson Title: Mimbres
clay bowls/prints
Teacher: Katie Abbott
Grade Level: 4th
Media Focus:
clay/printmaking
Unit#: 2
Clay Slab Bowl
Print
FCS Standards and Elements:
ART MAKING
I. Creates artwork reflecting a range of concepts, ideas, subject matter
A. Creates artwork inspired by:
3. research of regional history/themes, ideas of art from the past
4. natural connections, extensions science and social studies
III. Understands and applies media, techniques, and processes
A. Uses a variety of materials/techniques to create 2-D and 3-D artwork including but not limited to clay
– slab construction, drawing, printmaking
D. Demonstrates proper care and safe use of materials and tools
ART HISTORY
V. Understands the visual arts in relation to history and cultures
A. Interprets visual clues from artwork; makes accurate statements about functions (purposes) of
particular artwork and the culture that produced them
ART CRITICISM
VI. Reflects on and assesses characteristics and merits of artwork
D. Reads meaning in artwork and recognizes similarities between “reading” art and reading text
6. recognizes the artist’s purpose
AESTHETICS
VII. Develops critical and creative thinking skills and perceptual awareness necessary for understanding and
producing art
B. Discusses theories of art and artists’ intent: Does the intent of the artwork seem to be to imitate?
(Realism) Is the artwork primarily concerned with design or composition? (Formalism) Is the artwork
trying to express a feeling or emotion? (Expressionism)
Overarching Goals of this Lesson:
What is a slab? What can I do with a slab?
What is a print? What are some ways I can use printmaking?
Vocabulary/Word Wall:
Slab, relief, geometric, contrast, emphasis, print, printmaking, printing plate, Mimbres, kill hole
Materials:
Teacher Materials & Resources:
Clay, rolling pins, Styrofoam plates, scissors, pencils,
saran wrap, bowl for mold, printing ink, brayers, paper,
phone books for inking
Mimbres images found on web
Mimbres background found on web
http://www.princetonol.com/groups/iad/Files/mimbres.htm
Printmaking Steps PPT
Procedure:
Week 1- Discuss Mimbres culture and pottery, animal and geometric designs
Students will cut out the flat bottom circle of a Styrofoam plate. Students will use a dull pencil to
draw and press designs into the Styrofoam.
Week 2- Students will roll out a slab of clay bigger than the size of the plate. Put a piece of saran wrap under
the slab to keep it from sticking to the table and to make it easier to pick up. Place Styrofoam plate
drawing side down on top of the slab and roll again with the rolling pin. Carefully check to see if the
design is showing. Peel back Styrofoam, wash off and save. Carefully press the slab of clay into a
Fulton County Art Education Program
1
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
bowl shape using your hands or plastic bowl forms. If time permits, students will use black
underglaze to trace the designs.
Week 3- Teacher will fire the projects before the next class. If a S crack forms in the bottom of our bowl we
call that our “kill hole” like the Mimbres bowls have. Students will trace the designs in black
underglaze with a small brush to add contrast to the designs. Everything that is raised should be
outlined. Next students will choose one color of glaze to paint in the circle around their animal to add
emphasis to that area. Last students will paint clear glaze on all areas that are raw clay or black
underglaze. We do not paint the glaze on the bottom of our bowls.
Week 4- Introduction to printmaking. Discuss why an artist would want to make prints. Students will work
with a partner- when one is printing the other will be the assistant then they will switch. Each pair
will need an old phonebook, a brayer, paper to print on, their printing plates, and ink. The first print
we walk through together then I run the “printmaking steps” PPT on repeat for students’ reference.
Printmaking with phonebooks:
1. Open to first clean page.
2. Squeeze ink onto center of page (about one finger long total).
3. Assistant holds paper so that it doesn’t rip out. Use brayer to roll ink in center of page.
4. Lightly fold inky page in half (don’t smush down) and flip over to the left side of the book. You
can go back and get more ink if you need to.
5. Use new clean page to put printing plate on. Use brayer to evenly roll ink onto plate.
6. Flip to a new clean page. Put plate on, then paper on top.
7. Gently rub. Check print before removing paper!
8. Repeat.
9. Rip dirty pages out of book when finished, clean up, etc.
Week 5- Continue printing as needed. Sign and label prints. Discuss editions?
Teacher’s verbal assessments can be done on this day while students print.
Interdisciplinary Content:
Math: shape-geometric, fractions
Science: clay-earth science
Social Studies: Mimbres-SW U.S.
Enrichment:
Students can experiment in their prints… mix ink colors, test different papers, make an edition
Remediation:
Simplify design requirements
Larger designs->easier to paint details
Fewer print requirements
Evaluation/Assessment: (rubric on pg. 3)
Bowl:
Students included a geometric pattern in their design.
Students included an animal from the SW U.S. in their design.
Students show contrast in their design with black/white.
Students can explain how they show emphasis in their design with a single color glaze.
Print:
Students can explain the steps of printmaking.
Students completed at least 3 good prints.
Students experimented with ink colors and paper colors.
Fulton County Art Education Program
2
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
Name__________________________________
Class Code ________ Teacher __________________
One
Two
Design
Design
includes
neither a
pattern or an
animal.
Design
includes
only a
pattern or an
animal.
Design
includes a
pattern and
an animal.
Principles
Student did
not use
contrast or
emphasis in
design.
Student uses
both contrast
and
emphasis in
design.
Completed 1
print.
Student uses
either
contrast or
emphasis in
design but
not both.
Completed 2
prints.
Student used
one ink color
and one
paper color.
Student used
one ink color
on a few
paper colors.
Student used
a variety of
ink colors
and paper
colors.
Prints
Print
Experimentation
Scoring:
Three
Completed 3
prints.
13 - 16 points = A
9 - 12 points = B
5 - 8 points = C
1 - 4 points = F
Fulton County Art Education Program
3
Format developed by D. Wilson, K. Krass, D. Jennings, J. Heyser, K.Bolton, 2007
Four
Your Score
Teacher
Score
Design
includes a
geometric
pattern AND
an animal
from the SW
U.S.
Student uses
contrast and
emphasis in
a creative
way in
design.
Completed
more than 3
prints.
Student
mixed their
own ink
colors and
used a
variety of
paper colors.
Total Points/Grade _______________