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and IN YOUR FACE! Clay Pot Lesson
High School Ceramics, Clay 1
Teacher: Joy Danila
Project and Title:
Students will build expressive “FACE POTS” while learning about the history of African Face Pots and is part of an anti-racist unit. Students will have six classes for this project; the first class will be demonstration and motivation, the following five classes will consist of studio work time, and the sixth class will be a class critique of project.
Video will bring history alive by showing two face pot videos. In-class demonstrations will build upon prior learning from this semester (slab building, coil building, wheel thrown). This expressive project bridges history with current day; utilize visual context* in their art, students will communicate emotion, incorporate a natural element and text in their piece (*by using text from a song, lyric, quote, poem, book, etc.).
Media: Students will work in clay as a traditional method to create face pots. Clay is a versatile material and will allow the students to sculpt the face pot, then glaze it once fired.
Content: Students will learn about the African face pot and create their own modern version of a face pot, using realistic human features; students can personally express themselves using inspiration from both text and by using an organic or natural element.
Approach: Students will have the opportunity to choose their preferred method of pot building from three methods learned earlier in the semester, slab, coil or wheel-thrown. Students will create an expressive human face on the pot while integrating their natural inspiration into the piece.
NCAS Standards:
Anchor Standard: Generate and conceptualize artistic ideas and work.
Performance Indicator: Use multiple approaches to begin creative endeavors.
Enduring Understandings: Creativity and innovative thinking are essential life skills that can be developed.
Essential Question: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Anchor Standard: Generate and conceptualize artistic ideas and work.
Performance Indicator: Develop criteria to guide making a work of art or design to meet an identified goal.
Enduring Understandings: Artists and designers shape artistic investigations, following or breaking from traditions in pursuit of creative artmaking goals.
Essential Question: How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? Why do artists follow of break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Anchor Standard: Refine and complete artistic work
Performance Indicator: Engage in constructive critique with peers, then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision. The standard used is from presenting*
Enduring Understandings: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
Essential Question: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more fully and develop it more completely?
Objectives:
Students will:
Materials:
Clay, Slip, Carving tools, Metal Rib, Needle Tool, Clay knife, Scoring tool, sponges, bowl for slip, canvas, spray bottle, water
Material Preparation:
Resources:PBS video on history of African Face Pots
Vocabulary:
Slab, coil, slip & score, wedge, green, bone dry, bisque, fired, colored slip, glaze, face pot
Motivation:
Introduction: Describe origins of African face pots by showing PBS video on the Edgefield South Carolina mid-19th century face pots. Present Pinterest page and show proportions of facial features and expressionistic character images. Show examples and discuss and objectives.
Lesson: Demonstrate vase-building process and pushing walls out to designate shape, design (sketch) facial features, demonstrate attaching and mounting of facial pieces, and reiterate considerations/parameters (at least 10 inches tall and taller than wide).
Discussion: Use handouts (attached) to facilitate proper execution of face proportions. Facilitate incorporation of text and natural elements into face pot. Inquiry based questions to students to hear them reiterate objectives and direction.
Procedure:
Students will:
Differentiation:
Advanced or early to finish: Student may wish to make multiple pieces if they have time and effort.
Students with disabilities: Face Pot may be a flat tile, short bowl or mug if that is more manageable.
Assessment:
Formative: One-on-one check-ins, discussions, mid-lesson peer critique on second work day.
Summative: Rubric, critique, self-reflection.
High School Ceramics, Clay 1
Teacher: Joy Danila
Project and Title:
Students will build expressive “FACE POTS” while learning about the history of African Face Pots and is part of an anti-racist unit. Students will have six classes for this project; the first class will be demonstration and motivation, the following five classes will consist of studio work time, and the sixth class will be a class critique of project.
Video will bring history alive by showing two face pot videos. In-class demonstrations will build upon prior learning from this semester (slab building, coil building, wheel thrown). This expressive project bridges history with current day; utilize visual context* in their art, students will communicate emotion, incorporate a natural element and text in their piece (*by using text from a song, lyric, quote, poem, book, etc.).
Media: Students will work in clay as a traditional method to create face pots. Clay is a versatile material and will allow the students to sculpt the face pot, then glaze it once fired.
Content: Students will learn about the African face pot and create their own modern version of a face pot, using realistic human features; students can personally express themselves using inspiration from both text and by using an organic or natural element.
Approach: Students will have the opportunity to choose their preferred method of pot building from three methods learned earlier in the semester, slab, coil or wheel-thrown. Students will create an expressive human face on the pot while integrating their natural inspiration into the piece.
NCAS Standards:
- VA:Cr1.1.Ia
Anchor Standard: Generate and conceptualize artistic ideas and work.
Performance Indicator: Use multiple approaches to begin creative endeavors.
Enduring Understandings: Creativity and innovative thinking are essential life skills that can be developed.
Essential Question: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
- VA:Cr1.2.7a
Anchor Standard: Generate and conceptualize artistic ideas and work.
Performance Indicator: Develop criteria to guide making a work of art or design to meet an identified goal.
Enduring Understandings: Artists and designers shape artistic investigations, following or breaking from traditions in pursuit of creative artmaking goals.
Essential Question: How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? Why do artists follow of break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
- VA:Cr3.1.IIa
Anchor Standard: Refine and complete artistic work
Performance Indicator: Engage in constructive critique with peers, then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision. The standard used is from presenting*
Enduring Understandings: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
Essential Question: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more fully and develop it more completely?
Objectives:
Students will:
- Be exposed to the history of African face pots,
- Create a face pot that incorporates both text and natural inspiration,
- Use correct facial proportions in an expressionistic face pot,
- Create a pot which is at least 10” tall, and is taller than it is wide.
Materials:
Clay, Slip, Carving tools, Metal Rib, Needle Tool, Clay knife, Scoring tool, sponges, bowl for slip, canvas, spray bottle, water
Material Preparation:
- Create demo piece ahead of time (slab)
- Roll coils for in class demonstration
- Roll balls of clay for students to manipulate as they listen
Resources:PBS video on history of African Face Pots
- Show Pinterest page “In your face” http://pin.it/8GJIWnu
- Read THE BEAUTIFUL NIGHT (attached)
- Burlon Craig on Folkways https://youtu.be/s09tW5BaUsg
- While the students work, https://youtu.be/7-pk_0b1mKU
Vocabulary:
Slab, coil, slip & score, wedge, green, bone dry, bisque, fired, colored slip, glaze, face pot
Motivation:
Introduction: Describe origins of African face pots by showing PBS video on the Edgefield South Carolina mid-19th century face pots. Present Pinterest page and show proportions of facial features and expressionistic character images. Show examples and discuss and objectives.
Lesson: Demonstrate vase-building process and pushing walls out to designate shape, design (sketch) facial features, demonstrate attaching and mounting of facial pieces, and reiterate considerations/parameters (at least 10 inches tall and taller than wide).
Discussion: Use handouts (attached) to facilitate proper execution of face proportions. Facilitate incorporation of text and natural elements into face pot. Inquiry based questions to students to hear them reiterate objectives and direction.
Procedure:
Students will:
- Be introduced to African Face pots.
- View inspirations of other face mugs.
- Create a modern face pot using their choice of slab, coil or thrown methods.
- Use individual inspiration (text, nature and realistic facial expression – not a cartoon face).
- Critique their own and their classmates’ face pots.
Differentiation:
Advanced or early to finish: Student may wish to make multiple pieces if they have time and effort.
Students with disabilities: Face Pot may be a flat tile, short bowl or mug if that is more manageable.
Assessment:
Formative: One-on-one check-ins, discussions, mid-lesson peer critique on second work day.
Summative: Rubric, critique, self-reflection.
Examples of Historical Face Pots:
