Students make a traditional form - coil method - using template to control shape (Diagram shown - template is white side)
Students study traditional from in clay - looking at vessels throughout history.
Students explore decorating techniques - apply one to finished vessel.
Present a selection of traditional vessels to student (via slide or PowerPoint)
Demonstrate wide coil technique using template
Demonstrate various decorating techniques
Make several sketches for possible shapes. Select best one and make a full size paper pattern (Fold 12" x 18" (30.5 x 46 cm) paper - draw contour - cut out)
Make cardboard template from paper pattern. Tape a cardboard tab at bottom of template that will stop at edge of banding wheel. Wrap template in masking tape to make it water resistant.
To shape vessel:
Cut slab circle for base (about ½" (1 cm) thick) - center on banding wheel.
Shape vessel with wide slabs. Roll out slab of clay about ½" (1 cm) thick - cut into 1 inch strips. taper ends to overlap. Score and slip. This method was quicker than rolling out coils.
Control shape using cardboard template. Scarp with metal scrapers to smooth surface. Smooth with sponges.
Plan decoration to enhance form (students chose from Sgraffito, majolica, underglazes/glaze - making samples on test tiles)
Apply slip to leather hard vessel for Sgraffito - carve decoration
Fire and glaze. Majolica was done with colors on white opaque glaze.
Note: the example to the left shows shrinkage of vessel in leather hard stage. This photograph came from a high school art site.
Artist Diane De Baun sent me two examples of pottery she did that was heavily influenced by original Greek pottery:
SAMPLE RUBRIC (Adapted from Marianne Galyk)
Assignment: Greek Pottery - Coil Vessel
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.
Criteria 1 – Planning - sketches - designs
9 – 8
6 or less 6
Criteria 2 – Coil method - traditional form - symmetrical body - with handle/handles
9 – 8
6 or less
Criteria 3 – Sgraffito decoration - design and technique
9 – 8
6 or less
Criteria 4 – Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time?
9 – 8
6 or less
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media?
9 – 8
6 or less
X 2 = 100 possible
1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions
3. Choosing and evaluating a range of subject matter, symbols, and ideas
4. Understanding the visual arts in relation to history and cultures
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
6. Making connections between visual arts and other disciplines
(MAKE CONNECTIONS TO SOCIAL STUDIES)
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
Students evaluate the effectiveness of artworks in terms of organizational structures and functions
Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
Students create artworks that use organizational principles and functions to solve specific visual arts problems
Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
Ancient Greece Lesson
Submitted by: LaDonna Dixon
NBCT Visual Arts Teacher Round Top Elementary UNIT: Ancient Greece Lesson Lesson: Greek Pottery - Vessel shaped crayon etching.
Discuss with students and show visuals of ancient Grecian vessels. There are a multitude of shapes that they vessels came in and they all had "stories" painted on them with bands of designs. Students will cut out the vessel shape they wanted from poster board. They will then color with crayons using earth tones, oranges, reds, browns, tans, etc. -- They should color heavily and fill the entire space with crayons. Next, they will paint over with the tempera with a touch of liquid soap added. Let dry. Scratch the stories and tradition Greek designs into the vessels. These turned out great.
I do a lesson on Ancient Greek pottery/Scratch Art Vessels very similar to LaDonna. I have the students create a "mosaic" frame for their vessel using metallic Colored Pencils (for the mosaic tiles) on gray paper (to simulate the grout) and they color in a frame of 1" squares with ¼" space in between each square. They paste their vessel in the middle of the mosaic frame. I have also tried this frame idea with paint and they stamp their 1" squares or I have used pre-cut mosaic paper tiles they glue down... It Depends on the students and the amount of time that year. All were successful.