Lesson: Ceramics and Patterns with Islamic Roots and
their Effect on Christian Europe
Teacher: Monica Cerkez
School: St Mary's County Public Schools
Appropriate Grades: 9-12 Special Ed
Duration: 8 days* 45 min., daily
Discipline(s): Crafts
Abstract: The free trade of luxury goods between the
Islamic sphere of influence and Christian Europe during the Medieval and
Renaissance period led to a transfer and fusions of ideas and styles.
This fusion is particularly visible in the Arts. In this unit students
will track the transmission of ideas by studying ceramics and pattern
styles and technology as they moved from China through the Middle East
and into Europe. The Unit includes an investigation of Islamic Culture,
Majolica Ceramic Production, the Principle of Design: Pattern and the
full writing process. While this lesson is intend for Fine Arts, it has
potential application for Social Studies (History, Geography) and Language
Arts.
Stage 1: Identify Desired Results
Essential Curriculum
Maryland State Content Standards (Reference the first section
of the St. Mary's County Public School System's Essential Curriculum for
specific content area standards.)
Outcome 1: PERCEIVING AND RESPONDING AESTHETIC
EDUCATION
Students will demonstrate the ability to perceive, interpret and
respond to ideas, experiences and environment through visual arts
education. |
Expectation A |
Students will identify, describe and interpret
qualitites of form that affect visual perception and response. |
Indicator - Critical Response |
Students will use appropriate art vocabulary to describe, analyze,
and interpret qualities of visual form perceived and recorded in
works of art. |
Benchmark -CRAFTS I |
Students will:
- Compare and/or contrast several natural or human-made objects
on specific criteria, using predetermined vocabulary.
- Demonstrate the processes of identification, description, analysis
and interpretation as steps leading to the assessment of one's own
craft. |
Expectation B |
Students will select works of art and interpret their meaning
bases upon the application of expressive characteristics and use
of symbolism. |
Indicator - Critical Response |
Students will describe analyze, and interpret how artists select
modes of representation and formats to express personal ideas, thoughts
and feelings. |
Benchmark - CRAFTS I |
Students will:
- Compare and/or contrast expressive characteristics of functional
crafts used within historical and contemporary cultures.
- Identify criteria to assess completed crafts focusing on quality
of craftsmanship. |
Expectation C |
Students will compare the use of elements of art and principles
of design in selected works of art and demonstrate their application
by executing expressive compositions, characteristics and the use
of symbolism Indicator - Critical Response
Students will use art vocabulary to describe and analyze the role
of design in expressing unique visions. |
Benchmark - CRAFTS I |
Students will demonstrate a craft and identify appropriate art
vocabulary to describe and analyze qualities that make the work
unique. |
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Outcome 2: HISTORICAL, CULTURAL AND
SOCIAL CONTEXT
Students will demonstrate an understanding of the visual
arts as a basic aspect of history and human experience. |
Expectation A |
Students will propose ways that the visual arts reflect significant
historical, cultural, and social issues |
Indicator - Creative Expression |
Inspired by selected works of art from different times and places,
students will create a work of art that explores a cultural and/or
social issue. |
Benchmark - CRAFTS I |
Students will:
- Demonstrate the use of symbolism in crafts to represent cultural
ideas
- Create works of art that reflect particular cultures, times and
places |
Indicator - Critical Response |
Students will determine the ways that works of art provide social
commentary., document historical events and reflect the values and
beliefs of the society in which they are created. |
Benchmark - CRAFTS I |
Students will describe how values, beliefs and customs can be
expressed through crafts. |
Expectation B |
Students will determine factors that influence the creation
of art in specific historical eras and places by studying works
of art and other sources of information. |
Indicator - Creative Expression |
Inspired by selected works of art from different times and places,
the students will create a work of art that explores a cultural
and/or social issue. |
Benchmark - CRAFTS I |
Students will create a project with the use of symbolism to represent
a cultural idea |
Expectation C |
Students will draw relationships between the stylistic choices
artists make and the context within which they work. |
Indicator - Creative Expression |
Inspired by the Unique styles and forms of different artists,
students will create expressive works of art based on the same subject
or theme. |
Benchmark - CRAFTS I |
Students will, using the works of art from a selected culture
and/or period, identify unique styles and create a craft that is
reflective of the culture and/or period. |
Indicator - Critical Response |
Students will compare similarities and differences in style an
technique among schools of art and periods in art history, using
information from various sources. |
Benchmark - CRAFTS I |
Students will compare and contrast how symbolism has been used
in crafts to represent cultural ideas. |
Expectation D |
Students will explain and support historical, theoretical
and aesthetic assumptions to explain how artistic processes and
contents influence, and in turn, are affected by other disciplines. |
Indicator - Critical Response |
Students will use a study of historical periods to identify shared
underlying philosophical values and cultural ideals that influenced
the artist, authors/poets and/or musicians, that contributed to
a specific stylistic movement. |
Benchmark - CRAFTS I |
Students will evaluate how technological advances have influenced
design and media choices in the creation of crafts. |
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Outcome 3: CREATIVE EXPRESSION AND
PRODUCTION
Students will demonstrate the ability to organize knowledge and
ideas for expression in the production of art. |
Expectation A |
Students will demonstrate competent application of the skills,
knowledge and attitudes required to produce works of art in a variety
of media |
Indicator - Creative Expression |
Within the context of a give or chosen art problem, students will
select media, experiment with processes and representational skills. |
Benchmark - CRAFTS I |
Students will demonstrate the use of a variety of tools, media
and materials to experiment with processes and explore range of
ideas. |
Indicator- Critical Response |
In reflecting on the completed work, students will describe, analyze
and interpret the meaning created and evaluate the choice and use
of media, skills and knowledge in solving the art problem. |
Benchmark - CRAFTS I |
Students will compare and/or contrast stylistic differences of
crafts produced in class and elaborate on how the subject matter
may be addressed with different media. |
Expectation B |
Students will create visual images that reflect knowledge of various
subjects from observation and imagination. Indicator - Critical
Response
Students will describe source(s) of ideas for a personal work and
discuss how ideas were generated, how representational problems
were solved, what visual reference and/or information was used,
and how the work changed from beginning to completion and what was
thought about the process of making the work. |
Benchmark - CRAFTS I |
Students will:
- Demonstrate a variety of tools and Materials to create crafts
- Evaluate how ideas were developed, steps and procedures used in
completing a final craft project. |
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Outcome 4 - AESTHETIC CRITICISM
Students will demonstrate the ability to identify, analyze and apply
criteria for making visual aesthetic judgements. |
Expectation C |
Students will develop and refine a set of criteria for judging
art and apply it to personal choices and strategies in decision
making and art production. |
Indicator - Creative Expression |
Students will design a presentation of personal work as a process
portfolio to demonstrate a set of criteria that reflects person
aesthetic choices. |
Benchmark - CRAFTS I |
Students will, based on stylistic trends, produce a process
portfolio that demonstrates the student's personal style and/or
expression. |
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What enduring understandings are desired?
The free trade of luxury goods between the Islamic sphere of influence
and Christian Europe during the Medieval and Renaissance period
led to a transfer and fusion of ideas and styles. This fusion
is particularly visible in the Arts.
- Ceramics and ceramic production from this period demonstrate
this idea.
- Recognizing patterns and their origins is a way to track cultural
interaction.
What essential questions will guide this unit and focus
the teaching and learning?
How are ideas transferred between cultures?
What is a pattern and how is it created?
How are ceramics produced?
How are the arts of the Islamic world and Renaissance Europe related?
What key content knowledge will students acquire as
a result of this unit?
What will students know?
Students will be familiar with the historical and social context
of art objects from Medieval and Renaissance Europe and the Islamic
world.
Students will recognize the influence that trade with and through
the Islamic world had on the Renaissance in Europe.
Students will recognize various styles of ceramics and be familiar
with the vocabulary of ceramic production.
What key skills and processes will students acquire
as a result of this unit?
What will students be able to do?
Students will understand procedure for creating fired ceramics.
Students will locate countries and regions on a world map.
Students will use the complete writing process. |
Stage 2: Determine Acceptable Evidence of Learning
Assessment
What will students do to demonstrate the desired knowledge/proficiencies?
Through what performance tasks/projects will students
demonstrate understanding? Include the rubric(s).
Students will produce Islamic style patterns using the four operations
of repetition.
Students will produce a glazed ceramic tile or plate using Islamic
motifs.
Through what other evidence, such as quizzes, tests,
and constructed responses, will students demonstrate achievement
of the desired results?
Students will complete a time line.
Students will produce a one minute constructed response.
Students will complete a review worksheet on ceramics vocabulary
and process.
Students will produce a written report using the complete writing
process.
How will students reflect upon and assess their own
learning?
Students will complete a written reflection with each project. |
Stage 3: Plan Learning Experiences and Instruction
Instructional Activities
Describe the instructional activities, such as Content Reading
and Writing Strategies, Graphic Organizers, Cooperative Learning,
and Technology, which will be used to help students reach the
desired results.
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Cooperative Learning
Reading for Information
Reading to perform a task
Guided practice
Independent practice
Organizing information into big Ideas |
Internet search/Research
Demonstration
Lecture/discussion
Self evaluation
Problem solving
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Unit Timeline (Daily Lessons):
Day One: In the computer lab, students will choose images
of ceramics from pre-selected web sites. These sites will include
materials from China, the Middle East, North Africa, and Europe.
Students will print the image and write down the complete attribution,
being sure to copy the region, material, style, date, etc. on post-it
notes. Instructor will also provide images from various cultures
to insure complete coverage. As a group, students will compare images
and create a list of similarities and differences on easel paper.
Students will then cut out images and attach them to a wall size
map of the world that includes the important cities and trade routes.
Students, working in pairs, will write a one minute response to
the question: Why do works of art from such far away places look
so similar? Day Two: Opening Question: How do ideas
move form place to place? Using the student generated list of
similarities and differences and the students’ responses
to the previous day’s reflections, the instructor will lead
a Lecture/Discussion (including visuals) of trade and idea exchange
through the Middle East. Included in this discussion will be that
state of the world in the Middles Ages in the Islamic world and
in Europe, including the spread of religion and the state of technology,
architecture and literacy. Important to the discussion will be
how the trade in luxury goods brought money and goods into Europe
and helped to spur the European Renaissance. During the discussion,
students will develop a timeline of events. Students will be given
a summary sheet to keep in their notebook on the material covered.
Day Three: Patterns, patterns everywhere. Opening question:
What is a pattern? (Planned or random repetition of elements,
one of the principles of design) Students will choose Islamic
patterns from provided samples. Students will view Renaissance
images that include the pattern to develop the connections. Instructor
will demonstrate use of stencils and pattern creation. Using quarter
stencils based on the samples, students will create images using
the four elements of pattern: translation, reflection, rotation,
glide reflection.
Day Four: Ceramics. Opening Question: What is clay?
(Sticky kind of earth use to make ceramics) Students review the
materials and processes of ceramic production (vocabulary and
process worksheet). Students, using the map from day one, discuss
the development of lusterware and Majolica ceramics from China
through the Middle East to Islamic Spain and Christian Europe.
Students produce tile or dish blank and store appropriately.
Day Five: Opening question: Why did the Mediterranean
potters develop tin glaze? Students use their design, developed
on day three, to decorate the ceramics. According to ability,
students can choose to A: Glaze fired clay blanks in Majolica
technique (this will take a few sessions) or B: Use wooden stamps
to impress clay blanks produced the previous day. The stamps are
based on the stencils used on day three so that students can reproduce
designs. These designs must be dried and fired before they can
be glazed.
Day Six, Seven and Eight: Writing. Students will produce,
according to ability, a written report on the unit (five paragraph
to two pages) using the full writing process. The report should
include the history, materials and processes used in the production
of the project. This activity will be interspersed with the completion
of the ceramics, extra painting time for group A, firing and glazing
for group B. At the completion of the ceramic project, the students
will complete a written reflection on their experience. Each of
these days would begin with an opening question appropriate to
the day’s work. |
Possible Key Words for Internet Search
Islamic Ceramics
Majolica
Pattern
Ceramic Production
Islamic influences on Renaissance Art |
Resources
Bibliography |
Akar, Azade. Treasury of Turkish Designs: 670
Motifs from Iznik Pottery. Mineola: Dover Publications, Inc.,
1988.
Ecker, Heather. Caliphs and Kings: The Arts and Influence of Islamic
Spain. Washington: Smithsonian Institution, 2004.
Forsgren, Krista A. And Benskin, Elizabeth. Arts of the Islamic
World: A Teachers Guide
Washington: Smithsonian Institution, 2002.
Hume, Helen D. Art History and Appreciation Activities Kit. West
Nyack: The Center for Applied Research in Education, 1992.
Mack, Rosamund E. Bazaar to Piazza: Islamic Trade and Italian
Art, 1300-1600. Berkely: University of California Press, 2002.
Mittler, Gene A. Art in Focus. Woodland Hills: Glenco/McGraw-Hill,
1994.
Rodriguez, Susan. Culture Smart. Paramus: Prentice Hall, 1999.
Wilson, Eva. Islamic Designs for Artists and Craftspeople. Mineola:
Dover Publications, Inc., 1988. |
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Web Resources |
(Please note some of these will work as links,
others need to be typed in at your browser, but all of the addresses
are correct and functional as of 7/25/04)
www.metmuseum.org/toah/intro/is.htm
Wonderful, map-based, interactive world history of art timeline.
Fun to use, easy to navigate, beautiful images and full attribution.
islamicceramics.ashmol.ox.ac.uk
Web-based teaching course on Islamic ceramic history and making
from oxford university. (No Images)
www.icm.gov.eg/e_introduction.html
302 attributed images of Islamic style ceramics from the Islamic
Ceramic Museum in Cairo, very clear description of styles.
www.rencentral.com/GSS/lesson11-maiolica.shtml
Brief history of Majolica ceramics with link to lesson on creating
majolica tile and list of colors and chemical composition of colors
The following resources all provide useful images with full attribution.
www.metmuseum.org/Works_of_Art/islamic_galleries.asp
www.philamuseum.org/collections/conservation/projects/maiolica/index.shtml
www.nga.gov/collection/gallery/itacer/itacer-main1.html
http://www.thebritishmuseum.ac.uk/compass |
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Materials |
Post-It notes
Islamic Stencils
Paper
Colored Pencils
Wall sized World map
Visuals
Ceramic Rubric(to be developed)
Clay terms and Process Review Sheet (to be developed) |
Pre-Write formats(included)
Reflection formats(included)
White Talc Clay
White Opaque Gloss Glaze (Amaco Type F)
Majolica Glazes
Paint Brush
Clay Tools
Pattern Sheets
Wood Stamps to match Pattern Sheets |
Handouts
Project Reflection Form
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Name
Date
Period |
How successful was I?
What did I learn that I didn't know before?
If I had to do this again, what would I do differently?
What should my grade be? Why? |
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Crafts - Report Worksheet
Name
Period
Craft
Materials
Directions (At least 4 sentences or steps.)
History (Paragraph - at least 5 sentences. Be
sure to answer the questions: What? Who? Where? When? and Why?)
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