Submitted by: Kevan Nitzberg, Anoka
High School, Anoka, Minnesota.
UNIT: Greek Architecture - Sculpture - Ceramics
Lesson: Greek Columns
Grade Level: High School (adaptable to middle school) - AP
Art History
   
Click on the images for full size.
Lesson Description:
As part of the studying of ancient Greek art forms, the AP Art
History Class worked on fashioning Greek columns out of mid fire
white clay. Students could select to work on a Doric, Ionic,
Corinthian, or Caryatid style column, with variations on each
theme being allowed.
Lesson Objective:
Provide students with a strategy to better learn about the
various attributes of Greek column design, in addition to
providing them with valuable hands on art making skill
development.
Students will:
- apply knowledge learned to construct a
ceramic column
- utilize skills in ceramic slab
construction and various decorating techniques
- critique works of art
Materials:
White sculpture clay (or other firing clay),
slip dishes, canvas cloth, guide sticks. rolling pins, tubes (Pringles
cans will work), newspaper, masking tape, plastic bags, clay
modeling tools, glazes, underglazes, assorted stains,
brushes
Procedure:
- Look at examples of ancient Greek columns
and discuss their distinctive characteristics
a - primary source of information used: Gardiner's 12th
edition of Art Through The Ages
b - additional resources used: online art history sites
primarily found through searching Google
c - retention of images facilitated through saving images and
links to internet using Art Collector in ArtsConnectEd (http://www.artsconnected.org) as part of a course long art history journal
- selection of particular style
- preparation of form for creating columns:
plastic cylinders used (tubes used were from inside of paper rolls donated from a paper
warehouse).
a - tubes came in different sizes (circumference) - students
were able to select size of choice
b - paper was masking taped to the outside of tubes to provide
a release mechanism by which to free the leatherhard clay column - important: do not tape the paper to the tube - only
tape the paper to itself
- after wedging clay, slabs were rolled out
(approximately 3/4" thick, 18" high x14" wide)
- rolled out slabs were applied to paper
covered columns - more clay was added as needed
- once the clay was hard enough, the
cylinder was removed from the column's core - sometimes this meant grabbing the plastic cylinder with
a pair of grips / pliers and tugging until it came loose
- the paper that was left on the inside of
the clay was removed (any traces of paper left will burn off
in kiln)
- the ends of the column were wrapped and
moistened so that they could still be worked on
- an additional slab was created to act as
the top of the capital of the column
a - the clay covered plastic tube was placed over the final
slab and a circle was drawn on the clay slab
b - the column was removed and a hole was cut in the top of
the slab
- the column was reconnected to the
'capital' slab and the circle that had been removed was affixed to the bottom of the column (now
on top). Bottom was closed with the circle - the top was left
open (making them functional vessels as well as sculptural
forms).
- any ornamentation / carving that was to
be done using the clay was done with the columns in the upside down position to decrease the
chance of warping the capital
- once the structure was complete, the clay
was allowed to thoroughly dry and then was fired (Cone 04 at slow speed) - students using underglazes applied them prior to the first
firing
- Finishing Treatments: Final surface treatment included (but were not limited to),
glaze, stain, paint, and clear enamel spray.
- Class Critique - evaluate the student art
- compare and contrast with Greek architecture - describe
influences.
Assessment: Rubric
Level 4:
* Comprehensive understanding of selected architectural style is
exhibited in the designing of the column (Doric, Ionic,
Corinthian, Caryatid)
* Masterful construction of column evidenced through skill
displayed in working with the clay (shaping, carving, adherence of
pieces, etc.)
* Excellent execution and selection of finishing techniques
incorporated in the completion of the column (glaze, stain, paint,
etc.)
* Outstanding overall quality of work achieved both in terms of
level of craftsmanship and application of aesthetic principles
Level 3:
* A clear understanding of selected architectural style exhibited
in the designing of the column (Doric, Ionic, Corinthian,
Caryatid)
* Good understanding of how to work with clay is evident in the
construction of the column
(shaping, carving, adherence of pieces, etc.)
* Thoughtful application and selection of finishing techniques
employed in the completion of the column (glaze, stain, paint,
etc.)
* Very good overall quality of work achieved both in terms of
level of craftsmanship and application of aesthetic principles
Level 2:
* Adherence to a specific architectural style is apparent in the
designing of the column (Doric, Ionic, Corinthian, Caryatid)
* Some understanding of how to work with clay as a medium is
exhibited in the construction of the column (shaping, carving, adherence
of pieces, etc.)
* Choice of the finishing techniques employed in the creation of
the column appears to have received some consideration (glaze,
stain, paint, etc.)
* An acceptable level of quality is achieved in both or either the
level of craftsmanship and / or the application of aesthetic
principles
Level 1:
* Very limited understanding of a particular architectural style
is incorporated in the designing of the column (Doric, Ionic,
Corinthian, Caryatid)
* Little understanding of the construction techniques needed for
successfully working with clay are shown in the work (shaping,
carving, adherence of pieces, etc.)
* Selection of finishing techniques employed in the creation of
the column seem to be haphazard and have little regard for a
desired effect (glaze, stain, paint, etc.)
* Poor level of quality is achieved in both or either the level of
craftsmanship and / or the application of aesthetic principles
National Standards:
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
4.
Understanding the visual arts in relation to history and
cultures |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
| Students
apply media, techniques, and processes with sufficient
skill, confidence, and sensitivity that their intentions
are carried out in their artworks |
Students
demonstrate the ability to form and defend judgments about
the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art |
Students
reflect on how artworks differ visually, spatially,
temporally, and functionally, and describe how these are
related to history and culture |
Students
differentiate among a variety of historical and cultural
contexts in terms of characteristics and purposes of works
of art |
Students
identify intentions of those creating artworks, explore
the implications of various purposes, and justify their
analyses of purposes in particular works |
| Students
conceive and create works of visual art that demonstrate
an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use |
Students
evaluate the effectiveness of artworks in terms of
organizational structures and functions |
Students
apply subjects, symbols, and ideas in their artworks and
use the skills gained to solve problems in daily life |
|
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| |
Students
create artworks that use organizational principles and
functions to solve specific visual arts problems |
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