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I. Unit of Study: Knock off Products from the Age of Discovery
II. Lesson Title/Length of Time: Motifs on Blue and White Delftware and Porcelains
3 weeks, or 15 classes of 80-minute block periods
III. Author/County: Jennifer Fox
Cecil County, MD
IV. Grade Level/Subject Area(s): Grades: 9-12 / Creative Crafts
Interdisciplinary Connections: History, English, Music, and Math
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V. Abstract
This unit will come after book production and exploration through illustration of art elements and design principles. A comparison and contrast across cultures will connect the concept of Chinese Porcelain to Dutch Delft Pottery becoming the "Knock off" Product of the Age of Exploration. This unit will begin with Renga and Pantoum poetry; the concept of metamorphosis of ideas will be explored. I will discuss the idea of trade and that what promotes it is the desire and drive for getting "it." There are exports of all kinds of things we just have to have, an x-Box, a Kawasaki, a Fendi handbag. The theory of supply and demand affects economy and trade. Also, the desire to know what was out there beyond the mapped range of land fueled exploration. This will be explained as we look at artifacts of the “Encompassing the Globe Exhibit” and specifically the blue and white pieces that change from porcelain to earthenware as the product is reinterpreted over time. The different cultures that want the blue and white ceramic product eventually make their own interpretation through their cultural lens. While doing web research, looking at the Sackler Gallery and other websites, a perspective on the scope of Portuguese trade will be grasped. By looking at images of blue and white ceramics, different types of line or shape patterns will be modeled by what is seen. A mathematical approach to patterns will be explored. Patterns will be sketched, printed, and ultimately painted. The product will be: painting blue patterns on a clear vase. The inside will be spray painted white. Portuguese music will be discussed and listened to during the studio time.
VI. Motivation
- Warm-up prompts written in creative crafts sketch folders under “Questions About Art?”
- Stamp printmaking activity working with patterns
- Painted glass vase product
VII. Objectives/Skills
- Students will explore the history of blue and white ceramic wares and produce a painted vase with a similarly
- colored and patterned design.
- Students will read and respond to literature and images on the Internet for research.
- Students will identify the transfer of ideas and the movement and development of cultural motifs through
- decorative arts.
- Students will demonstrate understanding of balance and pattern through the application of line and shape
- patterns and unity through color.
- Students will identify the Age of Discovery in history by: exploring the trade, culture, and geography of Portugal in the
- 16th and 17th centuries.
- Students will write an artist’s statement and evaluation to analyze their process and product in reference to their experiences.
VIII. National Content Standards for the Visual Arts, Grades 9-12:
Content Standard: 1: Understanding and applying media, techniques, and processes
- Achievement Standard Proficient: Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks.
- Achievement Standard Advanced: Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium.
Content Standard: 3: Choosing and evaluating a range of subject matter, symbols, and ideas
- Achievement Standard Proficient: Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture.
- Achievement Standard Advanced: Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others.
Content Standard: 4: Understanding the visual arts in relation to history and cultures
- Achievement Standard Proficient: Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.
- Achievement Standard Advanced: Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.
Content Standard: 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
- Achievement Standard, Proficient: Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts.
- Achievement Standard, Advanced: Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions.
Content Standard: 6: Making connections between visual arts and other disciplines
- Achievement Standard, Proficient: Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences.
- Achievement Standard, Advanced: Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences.
X. Essential Questions:
- How are styles of handcrafted blue and white ceramic products different, due to the wide geographical spectrum of trade? How are they similar in aesthetic?
- What do decorative details suggest about the societies that created them?
- How did Portugal and early explorers influence perspective about the world?
- How has European (and American) art been influenced by trade during the Age of Discovery?
- What other cultures and traditions have been influenced by Chinese porcelain?
- What are the four major different types of patterns and how can they be utilized to make patterns more sophisticated?
XI. Vocabulary and Keywords:
- Balance-Symmetry, Asymmetry, and Radial (Crystallographic/all over same like a quilt)
- Pattern- Translation, Reflections, Rotations, Glide reflections
XII. Materials:
- Color xeroxes with blue and white ceramics
- Power Point on Porcelains
- Power Point on Math of Ceramics
- Computer cart of laptops or access to a computer lab
- Modern Examples of Blue and white ceramic ware
- Stamp pads of various colors
- Variety of Colored fadeless paper
- Glass vases, one for each student
- Clear acrylic spray sealer
- Cobalt blue, light blue, and black acrylic paint
- A variety of nylon detail brushes
- Large sheets of white paper
- Blue watercolor or colored pencils
- Printed Self-evaluation Forms
XIII. Resources:
- Smithsonian Exhibit: Sackler Gallery-
“Encompassing the Globe: Portugal and the World in the 16th and 17th Century” http://www.asia.si.edu/EncompassingtheGlobe/Portugal.htm/
- On-line Teacher Guide for Educators, Arts of China
Click on link: Iraq and China: Ceramics, Trade, and Innovation
This includes an interactive animation of trade and the influence on ceramic aesthetics. http://www.asia.si.edu/education/teacherResources/onlineGuidesChinese.htm
- Symmetry in Art: The Mathematics of Chinese Ceramics
(lecture notes and Power Point on Chinese Ceramics) http://www.math.nus.edu.sg/aslaksen/public.html
XIV. Scope and Sequence:
Day 1:
- Students respond in their “Questions About Art?” section of their notebook to the question “What do you know about poetry?”
- Students share responses and the teacher writes them on the overhead.
- Students take turns and work in teams or pairs, writing responses to make a Renga and Pantoum poems, first as a whole class on the term “travel,” “explore,” “metamorphosis,” or other related term pre-written on cards.
- Student responses are shared and links to previous knowledge shared. Poems and notes are kept in sketchbooks/notebooks.
- Applicable terms are defined and written in sketchbook with vocabulary. Words for poem prompts:
- exploration
- travel
- globe
- Portugal
- religion
- trade
- colonial
- Age of Discovery.
Day 2:
- Students share their Pantoum poems, type them, and discuss and evaluate the end results. Debrief the activity. “Do you think the end result was affected by the exchange of ideas?”
- Look at a comparison of portolan and Ptolemic maps from Sackler web site. As a class create a Venn diagram to compare and contrast maps.
- Students type up their poems and go to the Virtual trade ship explorer site to take a virtual sea journey.
- Students draw a course of their travel on a map of the journey and with notes from site selections, a compass delineating direction, and identify as many countries, oceans, and continents as possible and the name of your ship. Let students check their identifications on a current labeled map.
Day 3:
- Begin with a creative visualization of what it was like for Portuguese sailors to arrive at a new country in uncharted waters during the Age of Discovery. The teacher engages sensory and experiential responses through questioning when student’s eyes are closed.
- Debrief activity and ask questions ”What did you hear, see, smell, feel? What do you think people who saw the new arrivals thought?”
- Students will go to the site: Encompassing the Globe, the Sackler exhibition site, as an entire class on the LCD projector. Students will look at the Portuguese trade routes on Google Earth and how Portugal sought to dominate world trade. Students will look at the example of Chinese porcelain from the site and see the trade routes of the Portuguese.
- Students complete a web search independently or in pairs from the Sackler site. With time allowing review web search of Sackler Exhibition site.
Day 4 and 5:
- Students respond in their “Questions About Art?” section of their creative crafts folders, to the following question projected from the overhead, as they enter the room, and after getting settled: “What was the most important learning you had from the Encompassing the Globe, Sackler website?
- Students will go to the site: http://www.asia.si.edu/education/teacherResources/onlineGuide as an entire class on the LCD projector. Students will look as a class at the Chinese Art and Islamic from Smithsonian education site, play animations that illustrate travel and different types of blue and white pottery. Students will look at the example of Chinese porcelain from the site and see the trade routes on land.
- From the teacher PC students are shown the lecture Power Point by Dr. Quint Gregory on ceramics and products discussed briefly. The teacher will point out specific motifs and tomorrow categorize them.
- Students write notes on a motif worksheet to identify types.
- Students look at a series of color Xerox examples of different blue and white ceramics and copy motifs that create patterns on a worksheet.
- Review your warm-up questions by adding to the list. “What information can you add to your responses?”
Day 6:
- We will have a “tea party” and share motif ideas, especially for those who had difficulty sketching, to see other student examples and copy them to their sketch sheet.
- Along with tea, Asian and Arabic themed food will be shared like artichoke hearts, egg rolls, dried figs or fig Newton cookies, and, fortune cookies or samosas.
- Also, students will complete a Venn diagram to identify the different cultural icons and motifs on blue and white ceramics.
Day 7-9:
- The teacher gives students a pre-made sheet with cultural icons found on traditional blue and white ceramic ware.
- The teacher shows students teacher-made visuals for making a cut stamp of a motif and printing from it. The teacher shows students a Power Point on patterns made through math. The teacher demonstrates how to sketch, draw, and cut a stamp.
- Students continue sketches for final designs.
- When given teacher approval, students transfer smaller sketch to stamp and cut out with xacto knife.
- Students stamp designs on worksheet to define specific patterns, on colored fadeless paper, and on previously made book covers.
Day 9:
- Balance and types of balance are identified.
- Sketch four thumb nail sketches and select final patterns for final designs on a worksheet with four contour line drawings of the vase shape.
- Discuss sketches with teacher for final approval.
- Sketched design must follow criteria unless the teacher approves checking off criteria for a student.
- Criteria for painted glass vases:
- Vase is 100% completely decorated in blue and white, where 20-50% is blue.
- A repetitive pattern on the vase exhibits reflection, glide reflective, translation, or rotation.
- Unity is visible through the colors of only blue and white.
- Vase design uses either: radial, symmetrical, asymmetrical, or crystallographic balance.
- At least one repeated pattern uses a motif from another source.
- Two different motifs are used in patterns on the vase.
- Paint is applied thinly enough to avoid a cake icing effect.
- Paint is applied thickly enough to be opaque.
Day 10-14:
- Exemplary student work is shared with the whole class.
- The teacher plays Samba, Brazilian, and Portuguese music while students paint vases.
- The teacher circulates to help get students started or suggestions to solving problems. Students continue to paint. Students are to leave artwork in room unless prior approval is given.
Days 14-15:
- Students discuss and critique class work. Discussion is to focus on technique, quality, and how well work completed follows criteria.
- Students respond to their own work on a written self-evaluation form. Responses focus on strengths and weaknesses in completing the project criteria.
- Students are read examples of A and a D quality artist’s statements for a vase.
- Following a formal critique format, students write an artist’s statement for their artwork. Those who are still working can continue painting and complete writing as homework.
- All written work is due with artwork. Exemplary student work is displayed in hall cases with poems and artist’s statements.
XV. Assessments:
- Performance and product of written Renga and Pantoum poems
- Product of Pattern Sketches on worksheet
- Completed “Exploration Page” of the Sackler Exhibit
- Product of stamped patterns on paper and book covers
- Performance and product of a decorated book cover and papers
- Written self-evaluation of the vase product
- Product of Sketchbook drawings and class notes
- Class participation in discussions, studio work, and critiques
- Performance and product of a finished painted vase with a blue painted pattern
- Venn Diagram of motifs across cultures
- Graphic Organizer of Artist Influences Across Cultures
Lesson Title: Motifs on Blue and White Delftware and Porcelains
Course: Creative Crafts / 9-12
Time: 1 day block (80 minutes) / 2 days non-block (45 minutes)
Outcome:
Craftspeople will seek inspiration from blue and white ceramic ware from multiple cultures, by discovering artifacts, reading, responding, and drawing.
Previous knowledge:
Students will have explored the Sackler website (or completed a webquest) about artifacts and artwork from the Age of Exploration
National Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas.
- Achievement Standard Proficient: Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture.
- Achievement Standard Advanced: Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others.
Warm-Up:
Students will respond in their “Questions About Art?” section of their creative crafts folders, to the following question projected from the overhead, as they enter the room, and after getting settled. “What was the most important learning you had from the Encompassing the Globe, Sackler web site?
Introductory Activity:
Students will go to the site: http://www.asia.si.edu/education/teacherResources/onlineGuide as an entire class on the LCD projector. Students will look as a class at the Chinese Art and Islamic from Smithsonian education site, play animations that illustrate travel and different types of blue and white pottery. Students will look at the example of Chinese porcelain from the site and see the trade routes on land.
Guided Activity:
From the teacher PC students are shown the lecture Power Point by Dr. Quint Gregory on ceramics and products discussed briefly. The teacher will point out specific motifs and tomorrow categorize them. Students write notes on a motif worksheet to identify types.
Independent Activity:
Students will explore color xerox examples of blue and white ceramics and sketch their own examples of different motifs that create patterns on a worksheet.
Closure:
Tomorrow we will have a “tea party” and share motif ideas, especially for those who had difficulty sketching, to see other student examples. Also, students will complete a Venn Diagram to identify the different cultural icons and motifs on blue and white ceramics. Review your warm-up questions by adding to the list. “What information can you add to your responses?”
Assessment:
Products of Sketches and notes of motifs from blue and white ceramics
Essential Questions:
- Do students comprehend that trade across a broad geographical range influenced change on the cultural exemplar?
- Did students have time to start creating sketches that show interesting motifs inspired by the designs and artwork viewed?
- Will time be required to complete sketches tomorrow?
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