Crossing Borders/Breaking Boundaries
The Portuguese Empire in the Sixteenth and Seventeenth Centuries
July 16-24, 2007
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I. Unit of Study:                                  Asian Arts/Portuguese interest/Porcelain

II. Lesson Title/Length of Time:       Popular Porcelains

Approx. 5-6, 90 min classes

III. Author/County:                            Jean Cuseo-Fields
Frederick County, MD

IV. Grade Level/Subject Area(s):     7th Grade Creative Arts

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V. Abstract:

This lesson introduces students to Asian arts and Portuguese arts by exploring a brief history of their initial encounters through the trade routes.  To engage student interest in this unit, I will use the idea of 'current trends' by asking them, as new young consumers, what new gadget they are interested in, i.e. the newest cell phone, Harry Potter book, etc., and tell them, the idea of what's new and hip and can make the inventor successful, is an age old trend.

 VI. Background:

Many of my units involve colonial exploration and the influence of the explorers on an indigenous culture.  My units can be flexible in their order. Some correlation to the previous units will be mentioned, either because of similar art techniques or cultural habits, etc.

 VII. Materials:

  • Reading assignment
  • Examples/images of porcelain from multiple cultures (Persian, Ming dynasty, Portuguese, Dutch, English)
  • Pattern worksheets
  • Clay tiles (if budget permits)
  • Glazes
  • Paint brushes

VIII. Fine Arts Standards/Outcomes:

Aesthetics

  • CA.700.25 Recognize and articulate the ways in which the artistic elements and concepts demonstrate consistency across cultural diversity.
  • CA.700.25.01 Compare and contrast the artistic symbols, styles, and themes used in two or more geographical or multicultural groups.

 Historical/Cultural

  • CA.700.33 Analyze and classify artists and artistic products by factors such as style, subject matter, historical and cultural context, and technique.
  • CA.700.35 Demonstrate the ways in which art forms are integrated, as well as supportive and reflective of one another.

Creative Expression

  • CA.700.43 Identify, classify and select the appropriate tools, materials, and techniques for creating artistic products.
  • CA.700.50 Create images based upon observed and imagined experiences.
  • CA.700.50.01 Create projects based on a variety of multicultural groups and varied art forms.

Criticism

  • CA.700.60 Apply and communicate personal aesthetic criteria in making judgments about one's own work.
  • CA.700.60.02 Apply styles, techniques, medium, subject matters, and environmental contributions learned in evaluating artistic expression to the evaluation of one's own artistic expression.

IX. Scope and Sequence:

A. Teacher Directed: Reading assignment, technique research/development

B. Guided Practice: Brush stroke techniques, glaze application, etc.

C. Independent Practice: Rough draft sketches, practice with paint brush, etc.

Day 1

Warm-up:

  • Read narrative/story of the capture of the Santa Catarina.
  • Have kids imagine what valuables are on ship. “What would you want to be on the ship to have and enjoy sharing with friends?”
  • Discuss, what is their modern day “piracy?”

Activity:

  • Mini- history lesson on the trade routes of the Portuguese, using world map.
  • Lesson will include what items the Portuguese had to trade (wine/dried fish, etc.) and items they wanted (spices).
  • Focus on economic wants/needs from Social Studies content.
  • Mention how much time it takes each voyage.

Closure:

  • Make a list of countries that Portugal trades with (Africa, China, Brazil)

Day 2

Warm-up:

  • Display porcelain ware from China, Portugal, Holland.
  • Have kids describe color, pattern, symbols, etc.  Discuss similarities/differences.

Activity:

  • Describe unit objectives (hand-out), expectations etc.
  • Discuss that items of trade helped the economy of both cultures involved.  Much of society benefits (sailors, investors, artists, merchants, etc).
  • Discuss how Porcelain becomes the new trend that is popular and in demand.
  • Describe project will be to design a tile in one of the styles we will research. Have folders for tables with various styles of porcelain form Ming China to English blue/white wares.
  • Create 3 rough drafts of ideas for a tile you will produce.

Closure:

  • Discuss which style was your favorite.

Day 3

Activity:

  • Learn brush/paint techniques; practice.
  • Reading assignment on types of clay.

Day 4

Activity:

  • Draw final draft in proportion.
  • Transfer image to tile in pencil.
  • Apply glaze.

Day 5

Activity:

  • Self-evaluation on clay and tile work
  • Enrichment activity: types of ships used for trade?

X. Assessment

  • Reading assignment
  • Techniques practice
  • Rough draft sketches
  • Final tile project
  • Self-evaluation

XI. Closure/Reflection

Trends reflect current societies’ supply/demand, arts interests, leisure activities, etc.

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Sponsored by
the Center for Renaissance & Baroque Studies
and the Maryland State Department of Education