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Understanding by Design: Complete Collection Understanding by Design
6-2014
Cultural Evolution of Ceramics
Shelby Lenderman
Trinity University, shelby.lenderman@gmail.com
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Lenderman, Shelby, "Cultural Evolution of Ceramics" (2014). Understanding by Design: Complete Collection. 295.
http://digitalcommons.trinity.edu/educ_understandings/295
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Unit: Cultural Evolution of Ceramics
Abstract:
Audience:
This unit is intended for high school students who already possess some knowledge of
working with ceramics. It is approximately 6 weeks in length and is written for a block
schedule (~95 minute class period) and will need to be altered for shorter class times.
Brief overview:
This ceramics unit will briefly cover the basic terms, tools, materials, supplies, etc.
associated with working specifically hand built ceramics. It will delve deeply into
specific cultures from different regions of the world and their work with ceramic art.
Students’ end goal will be to create a “self-portrait” ceramic piece that reflects who they
are as a unique individual while also being a part of the culture, environment and
society that surrounds it and the effects these stimuli have had on the artist.
Details:
In addition to the culminating project, students will also: take a pre-assessment,
complete daily warm-ups that are associated with the lesson, go over the basics of
ceramics as a quick refresher, inductively begin to learn different cultures from around
the world and their work with and influence on ceramics as its own art form, take a
short quiz to informally assess progress, create a wall tile as a refresher for working
with clay and glaze, conduct an in-progress critique with the peers, write an opinion
essay and create test tiles during down time (while clay is drying/firing). At the end of
the unit, students will complete a final critique in small groups and as a whole class,
take a post assessment and complete their rubric.
Stage 1: Desired Results
Transfer
Established Goals Students will be able to independently use their learning to . . .
What content standards and (brief overview of Stage 2)
program- or mission-related
goal (s) will this unit
• Create a ceramic art piece of their choice that reflects the artist and their
address? culture.
Art TEKS §117.302 Meaning
UNDERSTANDINGS: (enduring ESSENTIAL QUESTIONS:
• Foundations:
understandings/answers for the Students will keep considering . . .
observation and
perception
Essential Questions) • How have influences of a culture
1
o D. make judgments Students will understand that . . . (land area, language, food,
about the expressive • A lot of information (culture, environment, population, etc.)
properties such as specifically shaped its ceramic
living conditions, beliefs, etc.)
content, meaning, art to a distinctive style?
message, and can all be found from once • How does culture shape art,
metaphor of artwork piece of ceramic art. specifically ceramics?
using art vocabulary • People, and the art they • What does art say about
accurately. create, are shaped based on culture?
• Historical and cultural
their cultural influences.
relevance.
o A. compare and • Ceramics have endured not in Other important questions:
• Why is ceramics an enduring art
contrast historical and a stagnant form but evolved
form? Why has it stood the test
contemporary styles over time to fit the current of time?
while identifying needs and materials readily
general themes and
• Will ceramics continue to
accessible to its artist. evolve? And if so, to what? Or
trends.
o B. describe general will it revert back to its
characteristics in prehistoric form?
artwork from a
• How has technology changed
variety of cultures,
which might also
(for the better or worse) this art
include personal form (ceramics) over time?
identity and heritage.
• Creative expression. Acquisition
o D. create original
KNOWLEDGE: SKILLS:
artwork to
communicate Students will know . . . Students will be skilled at . . .
thoughts, feelings, • The beginnings, evolution • Properly using tools in ceramics
ideas, or impressions. over time, and current style, (both ancient and modern)
o F. demonstrate techniques, processes of firing pits/holes vs. kilns, tools
effective use of art
ceramics (firing, tools, readily made of bone, wood, materials
media and tools in
drawing, painting,
accessible materials, etc.). easily accessible vs. metal,
printmaking, • Distinguishing various pieces specialized tools, ordered,
sculpture, ceramics, of ceramics from each other bought,
fiber art, design, and and to specific • Applying hand building
digital art and media.
regions/countries based on methods and techniques,
• Critical evaluation and
response.
color, design, shape, clay • Glazing process
o A. interpret, evaluate, body, etc. • Constructively critiquing art
and justify artistic • Aspects that influence styles (both their own and their peers)
decisions in artwork of ceramics based on cultural • Accurately utilize appropriate
by self, peers, and
and environmental factors vocabulary to describe ceramic
other artists such as
that in museums,
(what and how/why. (tools, processes, materials, etc.)
local galleries, art • Different categorizations of
exhibits, and ceramics and their specific
websites. purposes.
2
o B. evaluate and • Hand building and throwing
analyze artwork methods.
using a verbal or
• Categorization of ceramics
written method of
critique such as • Know proper methods of
describing the constructive criticism in
artwork, analyzing critiquing art (both their own
the way it is and their peers).
organized,
interpreting the
artist’s intention, and
evaluating the success
of the artwork.
Stage 2: Evidence
Evaluative PERFORMANCE TASK(S):
Criteria Students will show that they really understand by evidence of . . .
Are all desired results being • Each student will create a “self-portrait” ceramic piece. The specific
appropriately assessed?
type of piece will be their choice: vessel, pottery/functional, sculpture
in the round, or decorative. Style, shape, color, design will be based
upon who they are as an individual and where they come from. i.e. if
you were to design a piece of ceramic art that would be found
hundreds if not thousands of years from now, what would it look like
to explain to them about you? What would the viewer decipher about
you from this one ceramic piece?
• All pieces will be displayed upon completion for a final critique (small
group and large group).
• Assessment of the piece will be determined by a rubric, post-
assessment, as well as reflective questions.
OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by . . .
(What other evidence will you collect to determine whether Stage 1 goals were
achieved? Ex: quizzes, tests, academic prompts, self-assessments, etc.)
• Pre-assessment (see below)
• Warm-ups: *daily. Will relate to the current project. Will be done in
students’ sketchbooks and graded daily.
• “Ceramics: the basics” graphic organizer: refresher of basic ceramic tools,
materials, and techniques. Students will record definitions and keep
them in their folder/sketchbook for future reference.
• Matching game & Brainstorm: have students work in groups. Give each
group sets of images (hardcopies or digitally if you have access to
3
computer/tablets) and a graphic organizer with specific geographical
regions. Have the groups match the set of images to the area they think
the artwork comes from by drawing conclusions from visible facts of
the ceramics such as color, shape, size, design, wording, etc. After all
groups have completed the assignment have a group discussion on
their results and how they came to them. Create a large map/timeline
and have groups stick the images to where they think they belong.
• Timeline & Characteristics of Ceramics: chronologically order major
ceramic characteristics and advancements for each region (Pre-
Historic?, Asia, Middle-East, Europe, The Americas, Sub-Saharan
Africa).
• Quiz: basic ceramic information, ceramic styles/genres, evolution of
ceramics.
• Mini Wall Tile: students will create a small, decorative clay tile
depicting a specific geographical region we learned about (color,
design, shape, etc.). Refresher/practice with clay, tools, glaze, etc.
• In-progress critique: students will work in small groups to critique their
in-progress ceramic pieces. Sentence stems, probing questions,
warm/cool feedback, etc. will be provided.
• Opinion Essay: * To be done during down time, i.e. while clay is
drying/firing. Investigation on whether technological advancements
have enhanced or deteriorated ceramics as an art form. This must be at
least a page long but no more than two pages. Typed, double-spaced,
print multiple copies. Use the Four “A”s Text Protocol to discuss
students essays (copy this to the back of the directions sheet for the
opinion essay).
• Glaze Test Tiles: *To be done during down time, i.e. while clay is
drying/firing. For additional practice. Bisque fired tiles will be available
for students to practice using/combining glazes. Catalogue handout
will be given to keep track of each glaze, name, number, type, firing
range, number of coats, color, and finish.
• Final critique: work with a partner (or small group of 3) and critique
each other’s art work. Sentence stems, probing questions, warm/cool
feedback, etc. will be provided.
• Post-Assessment: short quiz over basic ceramics terms, vocabulary,
definitions. Have students explain or define “ceramics” in their own
terms. Explain the most interesting thing they learned during this unit.
• Rubric & Reflective questions: *See attached documents. For summative
assessment purposes.
• *Optional- Photographing ceramics/uploading to artist page or
4
blog/online comments/feedback.
Stage 3: Learning Plan
Code Pre-Assessments
What’s the goal for (or type • Short quiz over basic ceramic terms, vocabulary, definitions.
of)
each learning event?
• Have students explain or define “ceramics” in their own terms.
Is this transfer, meaning, or • What would they like to know about ceramics?
acquisition? Double check.
Learning Events
(Steps taken to get students to answer Stage 1 questions and complete performance
task)
*Note: my school operates on a block schedule, A and B days,
approximately 95 minutes per class period. This unit is roughly for 6
weeks. The following schedule will need to be adjusted for non-block
classes.
• Day 1: Ceramics Introduction/Anticipatory Set. Explain that they will
begin the 3-D art/Ceramics unit and how this art form is unique to each
part of the world and has changed and evolved over time.
o Warm-up: Give students the Pre-Assessment and explain that they
may not know all of the ceramic terms or vocabulary but that by
the end of the unit, they will have knowledge of all of this
information. Turn in for me to see and then they will keep it and
compare to their final product and Post-Assessment at the end.
o Have students work in groups for the Matching game (&
Brainstorm). Give each group sets of images (hardcopies or
digitally if you have access to computer/tablets) and a graphic
organizer with specific geographical regions. Have the groups
match the set of images to the area they think the artwork comes
from by drawing conclusions from visible facts of the ceramics
such as color, shape, size, design, wording, etc.
o Have students put their images on map of where they think each
set of images came from. Have a whole class discussion/
(Matching game &) Brainstorm on their results and how they came
to their conclusions.
o Give students the Timeline & Characteristics of Ceramics sheet to
fill in about each region. Set up a Jigsaw II for learning about
these regions. Sort students into six groups of at least six
students, one for each region: Asia, Middle East, Europe, The
Americas and Africa. Number each student 1-6 in each group.
5
Have students move to their new groups. All the 1’s together, 2’s
together, etc. Each group will research the characteristics of
ceramics for their given region. Once research is completed
students will go back to their original groups and explained
what they learned to the rest of the members of the group. As
the student is explaining their region, the other students are
taking notes on their handout.
• Day 2: Finish Timeline & Characteristics of Ceramics, refresher over basic
ceramic information and begin Mini Wall Tile.
o Warm-up:
o Have students re-sort images based on information learned.
o Have students keep all handouts in their folder/sketchbook for
future reference.
o Go over basic ceramic information as a refresher. Give students
their “Ceramics: the basics” graphic organizer to record their notes.
Have them keep the notes in their sketchbook/folder for future
reference.
o Begin Mini Wall Tile. Students will create a mini clay assignment
to practice their clay and glaze skills/techniques. The tile needs
to reflect a particular region they learned about from the
previous class. They will have to decide the size (not larger than
6”x6” since it is for practice), shape, design, texture, and glaze.
They to sketch/design their tile on their handout/sketchbook and
have it approved by me before they receive clay. By the end of
this class period the tile must be done being crafted/designed so
that it can start drying.
• Day 3: Quiz and Intro to project and begin preliminary sketching.
o (Clay sample is being bisque fired/cooling)
o Warm-up: Short Quiz over basic ceramic information, ceramic
styles/genres, evolution of ceramics.
o Introduction to the ceramic project. Each student will create a
“self-portrait” ceramic piece. The specific type of piece will be
their choice: vessel, pottery/functional, sculpture in the round, or
decorative. Style, shape, color, design will be based upon who
they are as an individual and where they come from. i.e. if you
were to design a piece of ceramic art that would be found
hundreds if not thousands of years from now, what would it
look like to explain to them about you? What would the viewer
decipher about you from this one ceramic piece? Students will
be given the rubric so they know how they will be assessed.
They will also have two critiques, one In-progress critique and the
6
Final critique.
o Plan/sketch design on handout/sketchbook and be approved by
me before they receive clay. Have computers/tablets/books
available for students to reference.
• Day 4: Glaze Mini Wall Tile, finish preliminary sketches, begin creating
ceramic piece.
o Warm-up:
o Glaze Mini Wall Tile.
o Finish preliminary sketches (if not finished last class). Approval
by me and give students clay.
o Begin ceramic piece.
o Properly wrap and store piece for continued work.
• Day 5: Continue project
o Warm-up:
o Continue working on project.
• Day 6: Continue project
o Warm-up:
o Continue working on project.
• Day 7: Continue project
o Warm-up:
o Continue working on project.
• Day 8: Buffer day (if more work time is needed).
• Day 9: In-progress critique and continue project.
o Warm-up:
o In-progress critique. Sort students into small groups (3 or 4). Give
each student the critique handout.
o Continue working on project.
• Day 10: Continue project
o Warm-up:
o Continue working on project.
• Day 11: Continue project
o Warm-up:
o Continue working on project.
• Day 12: Finish sculpting project
o Warm-up:
o Finish sculpting project so that it can begin drying.
• Day 13: Buffer day (if more work time is needed).
• Day 14: Glaze Test Tiles
o Warm-up:
o Work on Glaze Test Tiles. Bisque fired tiles will be available for
7
students to practice using/combining glazes. Catalogue handout
will be given to keep track of each glaze, name, number, type,
firing range, number of coats, color, and finish.
• Day 15: Finish Glaze Test Tiles
o Warm-up:
o Work on Glaze Test Tiles. Bisque fired tiles will be available for
students to practice using/combining glazes. Catalogue handout
will be given to keep track of each glaze, name, number, type,
firing range, number of coats, color, and finish.
• Day 16: Glaze project and Opinion Essay
o Warm-up:
o Glaze project.
o Write an Opinion Essay investigating whether technological
advancements have enhanced or deteriorated ceramics as an art
form. Do they think ceramics as an art form has stood the test of
time? Will it continue to do so? Why or why not? Due at the end
of class. Typed and printed four copies.
• Day 17: Finish Opinion Essay
o Warm-up:
o Form groups of 4 students and do the Four “A”s Text Protocol to
read everyone’s essays. Once they have finished the protocol,
have them categorize/group their thoughts on a sharable Google
doc (all groups will be working on/editing/adding to this doc at
the same time0. Have a group discussion on the topic during the
Google doc collaboration and after.
• Day 18: Buffer day (if pieces are still cooling in kiln).
• Day 19: Final critique, Post-Assessment, Rubric & Reflective questions.
o Warm-up:
o Group students in the same groups as the In-progress critique.
Give students the critique handout each other’s art work.
Sentence stems, probing questions, warm/cool feedback, etc. will
be provided.
o Once small groups are finished, conduct a whole class critique.
Display all pieces for everyone to see. Each students must
comment at least once (that is their participation grade).
o Give students their Post-Assessment, Rubric & Reflective questions.
To be turned in at the end of class.
