RSU54 / MSAD54

FORM AND FUNCTION POTTERY PROJECT
Inspired by Southwest Native American Pottery pattern/design
Exploratory Art -8th grade

How many have heard of the terms, FORM AND FUNCTION? They are terms that imply artwork is not only pleasing but also serves a purpose. This clay pottery lesson is aesthetically pleasing as well as functional. Students use the “slab” method in which a ball of clay is wedged (to eliminate trapped air), flatten and rolled with a rolling pin. This results in a flat, uniform piece of clay, ready to be put together by slipping and scoring (a method for attaching 2 or more pieces of clay together).

Many Native Americans created pottery for carrying different types of liquid, grain and dried goods and for storage. Different tribes of the southeast have similar “motifs”- or a particular pattern/design. With this in mind students choose one of the following functions a vase, cup, mug or bowl. As always, this is just a starting point. Each student creates a unique design and color. A demonstration on the slab method furthers student understanding.

For inspiration and ideas, the class uses laptops and Study Wiz to research pottery pattern and design from the Southwest Native American tribes. Students choose from 5 tribes: Acoma, Hopi, Santa Clara, Cochiti and the Jemez tribes. HYPERLINK "http://www.canyonart.com/" http://www.canyonart.com/
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National Standards - Visual Art Education
Content Standards Achievement Standards RSU/MSAD 54 integration
Understanding and applying media, techniques, and processes Students intentionally take advantage of the qualities and characteristics of art media Use & understanding of clay and itŐs properties.
Understanding the visual arts in relation to history and cultures Students describe and place a variety of art objects in historical and cultural contexts Research symbols & patterns from Southwest Native American pottery.
Making connections between visual arts and other disciplines Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context Study various tribes of the Southwest Native American

Content Area:
Art
RSU/MSAD 54 VISUAL ART CURRICULUM

Grade: Grade 8
Unit: Disciplinary Literacy MLR Span: 6 - 8

MLR Content Standard:

A: Disciplinary Literacy – Visual Arts Students show literacy in the art of discipline by understanding and demonstrating concepts, skills, terminology, and processes.
DisciplinaryLiteracy

MLR Performance
Indicators

 MSAD #54Objectives InstructionalResources/Activities

1.Students explain and compare different purposes of artists and their artwork, in the context of time and place.

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2.Students compare features of composition both within an art work and among art works.

a.Compare Elements of Art: color, form, line, shape, space, texture, and value.

b.Compare Principles of Design including balance, contrast, emphasis, movement, pattern, rhythm, and unity.

techniques, and processes, using elements, principles, and expressive qualities in art forms and genres.

Artist's Purpose

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Elements of Art and Principles of Design

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Media, Tools, Techniques, andProcesses		 Students will:

Study various well known artist from different periods in history.
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Use various painting media

b1.Use various media in art: clay.a1-a2.Create examples of genres of art:landscape, seascape, still life, portrait, sculpture

Recognize and discuss a famous artist and their works of art.

-What the artist shows (portraits, landscapes, still life)
-What the artist works with
(sculpture, painting, printing, drawing)
-Why makes the art work look different from others.

Students will demonstrate:

the ability to compose a picture in various media in their own works and the works of famous artists.

a1.the ability to render and use the Elements of Art.

b1.the ability to identify and create a work of art with the principles of art.

a1.demonstrate the integration with the elements and principles of art.

a2.create examples of various genres of art

Last modified: Friday February 26 2010