finding meaning in objects - syracuse universityalklebin.mysite.syr.edu/site/teaching_files/mimbres...

Finding Meaning in Objects

Mimbres Painted PotteryName: Allison KlebineUnit Length: 5 weeks, class meets for five 50-minute periods each week.Grade Level: 8-10Key concepts addressed in this unit: • Objects have personal and social meanings.• Objects can have multiple meanings.• We learn by looking at objects, including both art and artifacts.• Objects can tell us about an environment, a person, one’s values, and one’s way of living.

Other Generative topics that might precede and follow this unit: • Nature and Culture• Identity (through objects)• Social Norms

References consulted: Blythe, T. (1998). The teaching for understanding guide. San Francisco: Jossey-Bass.

Brody, J. J. (2004). Mimbres painted pottery (revised ed.). Santa Fe: School of American Research Press.

Brody, J. J., Scott, C. J., & LeBlanc, S. A. (1983). Mimbres pottery: Ancient art of the american southwest. New York: Hudson Hills Press, Inc.

Hetland, L., Winner, E., Veenema, S. & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York: Teachers College Press.

Shaffer, B. S. (1999). The history of mimbres pottery interpretation. Studio Potter, 28(1), 57-62. Retrieved from http://vnweb.hwwilsonweb.com.

Schmitt, Dan. “The Function of Pots.” Ceramics Monthly 50, no. 4, April 2002, 110-12.

Swentzell, R. (1999). Walk carefully in the world: Mimbres and the pueblo tradition. Studio Potter, 28(1), 50-1. Retrieved from http://vnweb.hwwilsonweb.com.

Walker, S. R. (2001). Teaching meaning in artmaking. Worcester, MA: Davis Publications.

http://vnweb.hwwilsonweb.com






Unit Rationale

Our lives are all made up of individual experiences. Each experience is in essence some sort of relationship with another person, place, or thing. Often times, we forget about the relationships we all have with objects and how they shape our lives. Why do some objects mean so much to us, while others we discard without a thought? How do the aesthetic quality and function of an object give it meaning? How might our prior experiences affect our interpretation of the meaning of an object? As our culture has become more virtual and more disposable, these questions are becoming more important. In this unit, the meaning of objects in daily life will be explored through the study of Mimbres bowls.

Because there are so many unknowns about the Mimbres and their pots, studying them allows room for student speculation and imagination. Exploration of who made the bowls, what is on them, why they made them, and how they made them will all be addressed in this lesson. Students will then have the opportunity to create their own functional earthenware bowls with imagery that illustrates a personal meaning to them as well as one bowl intended for another person. At the end of the unit, students will be able to compare and contrast personal meanings that are drawn from looking at their own bowls versus the bowls made by their peers. They will also be able to discuss the different meanings or memory traces that come from looking at the bowls versus actually using the bowls for some specific function and speculate how using meaningful, handmade objects (rather than disposable and forgettable ones) might affect their experiences.

Overarching/Year-Long Understanding Goals

1. What can we learn from the process of making art?

2. What can be considered “art?”

3. How is art a part of your daily life? How might it affect your daily life?

Unit-long Understanding Goals/Learning objectives

1. How do we as a society distinguish art from artifact, fine art from craft, and aesthetic from function when looking at objects?Students will understand and evaluate society’s distinction of art and craft.

2. What kinds of imagery are found on Mimbres bowls and why?Students will speculate answers to unknown questions about why the Mimbres decorated their bowls as they did and back up their responses with visual evidence. Students will apply these ideas to their own work.

3. Can an object have multiple functions or multiple meanings? Students will learn how objects can carry different functions for different people and meanings based on a person’s experiences.

4. How can we give objects (clay bowls) meaning? Students will use the basic design layout patterns of Mimbres bowls to create designs that are relevant today.

5. How did the Mimbres craft their bowls? Students will experiment with found objects as tools for decorating their bowls. Students will construct coil-built bowls and decorate them with black and white slips. Students will demonstrate an understanding of the process of making pots.

Performances of Understanding (Activities) Ongoing Assessment

Introductory Performances/activities:

Class discussion of Mimbres pottery images. UG1, UG2

Preliminary sketches of at least six bowl designs (in sketchbook). UG4

Experimentation with found objects as tools for clay and slip (minimum six test tiles). UG5

Formative/Informal- guided discussion and feedback.

Formative/Formal-written statement of project ideas and possible outcomes. UG2, UG4Formative/Informal- individual discussion with each student to narrow ideas to three final designs.

Formative/Informal-class discussion to share tools and techniques used. Sketchbook reflection.Summative- test tile rubric, part of final project portfolio.

Guided Inquiry Performances

Completion of three black and white bowl design drawings that show personal meaning through the human figure, animals, and/or geometric design. UG4

Construction of three functional, coil-built terra cotta bowls (approximately 10 inches in diameter). UG5

Summative-self-assessment checklist, part of final project portfolio.

Formative/Informal- individual guidance and feedback on bowl construction.Summative-bowl rubric, part of final project portfolio.

Culminating Performance(s)

Decoration with black and white slips of the three coil-built bowls using simplified forms from drawings as well as tools and techniques learned from the test tiles. UG5

Class critique of three drawings, test tiles, and decorated bowls (before final glazing and firing). UG2, UG3, UG4, UG5

Glazing and firing of three bowls after decoration. UG5

Summative- bowl rubric, part of final project portfolio

Summative/Formal-critique

Summative-bowl rubricSummative/Formal-written reflection UG1, UG5

Standards met by unit

9.1.8 Production and Exhibition of Visual ArtsB. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

D. Demonstrate knowledge of at least two styles within each art form through exhibition of unique works.

E. Communicate a unifying theme or point of view through the production of works in the arts.

F. Explain works of others within each art form through exhibition.

H. Demonstrate and maintain materials, equipment, and tools safely at work spaces.

9.2.8 Historical and Cultural ContextsA. Explain the historical, cultural and social context of an individual work in the arts.

D. Analyze a work of art from its historical and cultural perspective.

K. Identify, explain and analyze traditions as they relate to works in the arts.

L. Identify, explain and analyze common themes, forms and techniques from works in the arts.

9.3.8 Critical Response

B. Analyze and interpret specific characteristics of works in the arts.

C. Identify and classify styles, forms, types and genre.

9.4.8 Aesthetic Response

A. Compare and contrast examples of group and individual philosophical meanings of works.

B. Compare and contrast informed individual opinions about the meaning of works to others.

C. Describe how the attributes of the audience’s environment influence aesthetic responses.

Resources and Materials needed

•Computer•Digital images•Projector•Handouts

•Student sketchbooks•Pencils•Bristol board•Charcoal•Spray fixative

•Earthenware clay•Canvas•White slip•Black slip•Rolling pins•Fettling knives•Rulers•Brushes•Found object tools•Scoring tools•Metal or rubber ribs•Trimming tools•Wax resist•Clear glaze•Kiln

Research Conducted

Little is known about the Mimbres culture. Anthropologists, archaeologists, and art historians study the famous black and white earthenware pottery of the Mimbres in order to learn more about them.

The Mimbres were part of a larger Mogollon culture who settled in the Mimbres River Valley in modern day New Mexico. They lived from around 200-1150 C.E. and their pottery flourished around 950-1150 C.E. Some scholars believe that the artists making these bowls were mostly women, who received training from relatives, because they were the center of home life while men worked in the fields. Others believe that both men and women made pottery. Scholars do agree that there were probably specialized artists whose role in society was strictly to paint bowls. The bowls of the Mimbres were used in daily life for food, as well as in mortuary functions. A “kill hole” would be pierced in the bottom of a bowl and placed over the face of the dead to allow the breath to escape to the sky as the body returned to the earth.

The imagery on the bowls consists of realistic and fantastic human figures, animal figures, and geometric design. They are painted in an abstracted style using black and white slip. Little is known about the reason for the choice of subject matter depicted in the bowls, but scholars have many ideas including: everyday life scenes, spiritual rituals, Mesoamerican ceremonies, Puebloan stories, Puebloan symbolism, observation of the natural world, good v. evil, death iconography, and astronomy.

Lesson Plan 1 For Finding Meaning in Objects: Mimbres Bowl Design

Name: Allison KlebineLesson Length: One week (five 50-minute class periods)

Understanding Goals (Learning objectives) that are addressed by this lesson 1. How do we as a society distinguish art from artifact, fine art from craft, and aesthetic from function when looking at objects?Students will understand and evaluate society’s distinction of art and craft.

2. What kinds of imagery are found on Mimbres bowls and why?Students will speculate answers to unknown questions about why the Mimbres decorated their bowls as they did and back up their responses with visual evidence. Students will apply these ideas to their own work.

4. How can we give objects (clay bowls) meaning? Students will use the basic design layout patterns of Mimbres bowls to create meaningful designs that are relevant today.

Materials Needed for the LessonComputer, projector, and digital images of Mimbres bowlsStudent sketchbooksPencilsErasersThree 10” diameter, bristol board circles per studentCharcoalKneaded erasersSpray fixative

References Consulted Brody, J. J. (2004). Mimbres painted pottery (revised ed.). Santa Fe: School of American Research Press.


Shaffer, B. S. (1999). The history of mimbres pottery interpretation. Studio Potter, 28(1), 57-62. Retrieved from http://vnweb.hwwilsonweb.com.

Swentzell, R. (1999). Walk carefully in the world: Mimbres and the pueblo tradition. Studio Potter, 28(1), 50-1. Retrieved from http://vnweb.hwwilsonweb.com.

Lesson Sequence

Procedure

Day 1 9:45 – 10:20

10:20-10:35

Show images of Mimbres pottery to the class. Conduct class discussion:•Who, most likely, made these pots? How do we know?•What kinds of imagery are on the bowls? Why? Brainstorm list of possible reasons.•Are the images realistic or fantastic? Why?•How were the bowls used? How often do we use handmade pots today? What is their significance to us?•Are the Mimbres pots art? Artifact? What’s the difference?

Students begin planning their own bowl design in sketchbooks.Handout: Basic layout patterns of Mimbres black on white paintings. (Brody, pg. 128)Homework: Complete at least six sketches of your own bowl designs. Four should relate to your own life/activities/environment, and two should relate to the life of someone else. (Gift bowl) They should all include figures, animals, and/or geometric decoration. (Bowl template page included)

Day 2

9:45-10:35 Talk with students individually about their sketches.Students revise sketches, and narrow designs to three (2 for self, 1 for another person)Students write journal entry in sketchbook:•What imagery did you select for the inside of your bowls? Why did you choose the designs you chose? What do they mean to you?•How do you plan to implement your designs?•How do you want your bowls to be used in your life once you complete them? Will you eat out of them or display them? Will you give your “gift” bowl to its intended recipient?







Day 3

9:45-9:55

9:55-10:35

Distribute three bristol board circles (10” diameter) to each studentDistribute pencils and charcoalDemonstrate/explain the drawing project:Students complete three detailed, black and white, charcoal drawings of their bowl designs. Two drawings relate to the student’s life, and one relates to the life of another person. Drawings should include human figures, animals, and/or geometric decoration. They may be real or fantasy figures drawn in a realistic or abstracted style, but should have an organized design layout (use handout). These drawings will be the templates for the decoration of the actual terra cotta bowls and will be displayed as part of the final project.

Students begin drawings.

Day 4

9:45-10:35 Students work on drawings due at end of class the next day.

Day 5

9:45-10:25

10:25-10:35

Students complete charcoal drawings. Drawings are sprayed with fixative (in spray booth or outside) and put in portfolio for critique at the end of the unit.

Students complete written self-assessment.

Assessment of Student Learning (20 points total)Students will be assessed based on:• Participation in class discussion (2 points)• Completion of at least six designs in sketchbook (homework–3 points)• Written journal entry of their rationale for the project (5 points)• Charcoal drawings will be assessed based on the following self-assessment (10 points):

• Have I completed three bowl designs?• Do two relate to my life and does one relate to the life of another person? Explain.• Are they detailed?

• Did I follow an organized design layout and use all of the space given?• Are my lines as clean and neat as possible?• Do all three drawings include at least one of the following: human figure, animal, geometric decoration?

• Charcoal drawings will also be included in class critique at the end of the unit.

Lesson Plan 2 For Finding Meaning in Objects: Test Tiles

Name: Allison KlebineLesson Length 4 days (four 50-minute class periods)

Understanding Goals (Learning objectives) that are addressed by this lesson

5. How did the Mimbres craft their bowls? Students will experiment with found objects as tools for decorating their bowls.

Materials Needed for the LessonComputerDigital projectorDigital imagesEarthenware clayCanvasWhite slipBlack slipRolling pinsFettling knivesRulersBrushesFound object toolsKilnStudent sketchbooks

References Consulted



Lesson Sequence

Procedure

Day 1 9:45 – 10:15

10:15-10:30

10:30-10:35

Show images of Mimbres bowls again. Review what students know about them already. Discuss the construction of the bowl.• How do you think the bowls were built? How do you know?• How do you think they were decorated? How do you know? Brainstorm list of possible ways to decorate bowls.

Demonstrate test tile construction.• Rolling a slab (on canvas)• Cutting even squares (approx 5”x 5”)• Carving initials onto the back of the test tile• Painting tile with slip, half white and half black• Carving through slip with found object “tool” to create texture and pattern that could be used for decoration-- emphasize using the object in different ways and encourage experimentation

Distribute and explain project rubric.

Homework: Students bring in at least six, and no more than ten objects that could be used as tools to decorate their bowls. Objects may be manmade or from nature. Objects must be school appropriate and cannot be ones intended for carving (i.e. no clay tools, knives, etc.)

Day 29:45-10:10

10:10-10:25

10:25-10:35

Student preparation of test tiles:

• Distribute canvas to protect tables, clay, rolling pins, rulers, and fettling knives.• Students will roll out clay, measure, and cut 5”x 5” squares.• Students will carve their initials into each tile.• Distribute brushes and slip to each table• Students will paint each tile half black and half white

Students begin experimentation with found object “tools”

Students cleanup: Wrap all unfinished tiles in plastic, wash and put away tools, fold and put away canvas, wash hands.

Day 39:45-10:25

10:25-10:35

Students complete test tiles. Let them dry overnight.

Students clean up.Day 49:45-10:25

10:25-10:35

Class discussion of test tiles. Students display dry tiles and explain how they created them.

Sketchbook assignment: choose five different techniques that were exhibited in the test tiles you saw today that you could potentially use in decorating your bowls. List the five tools, how they were used, and roughly sketch out how you may incorporate the technique into your overall bowl design.

Teacher will fire the test tiles for later glazing.

Assessment of Student Learning (20 points total)Students will be assessed based on:• Participation in class discussions (2 points)• Completion of six test tiles according to the project rubric (15 points)• Completion of sketchbook assignment at the end of the lesson (3 points)• Test tiles will also be included in the class critique at the end of the unit

Lesson Plan 3 For Finding Meaning in Objects: Coil Bowls

Name: Allison KlebineLesson Length: 6 days, (six 50-minute class periods)

Understanding Goals (Learning objectives) that are addressed by this lesson 5. How did the Mimbres craft their bowls? Students will construct coil-built bowls and later decorate them with black and white slips.

Materials Needed for the LessonEarthenware clayCanvasFettling knivesRolling pins

RulersScoring toolsWaterMetal or rubber ribsTrimming tools

Lesson Sequence

Procedure

Day 1 9:45-10:10

10:10-10:25

10:25-10:35

Demonstration of building coil bowl:• Rolling out slab• Cutting slab circle for base• Rolling out coils• Slipping and scoring to attach coils to base• Building up the walls, smoothing as you go

Distribute rubric and explain project.

Distribute canvas for work surface, clay, and tools.Students begin building three coil bowls 10” in diameter.

Students clean up: wrap work in plastic, wash and put away tools, fold and put away canvas, wash hands.

Day 29:45-10:25

10:25-10:35

Students work on constructing bowls.


Day 39:45-10:25

10:25-10:35

Students work on constructing bowls (should be beginning second bowl).


Day 49:45-10:25

10:25-10:35

Students work on constructing bowls (should be beginning third bowl).


Day 59:45-10:10

10:10-10:25

10:25-10:35

Students finish basic construction of three bowls.

Demonstration of finishing the bowl:• Trimming excess clay with trimming tool • Smoothing the surface with rubber or metal rib• Attaching coil for the foot of the bowl


Day 69:45-10:25

10:25-10:35

Students trim, smooth, and attach feet to their bowls, so they are ready for slip decoration.


Assessment of Student Learning (20 points total)Student assessment will be based on teacher observation and feedback throughout the lesson as well as their successful construction of three clay bowls according to the attached rubric.

Lesson Plan 4 For Finding Meaning in Objects: Decorating the Bowls

Name: Allison KlebineLesson Length 6 days (six 50-minute periods)

Understanding Goals (Learning objectives) that are addressed by this lesson 2. What kinds of imagery are found on Mimbres bowls and why?Students will speculate answers to unknown questions about why the Mimbres decorated their bowls as they did and back up their responses with visual evidence. Students will apply these ideas to their own work.

3. Can an object have multiple functions or multiple meanings? Students will learn how objects can carry different functions for different people and meanings based on a person’s experiences.

4. How can we give objects (clay bowls) meaning?

Students will use the basic design layout patterns of Mimbres bowls to create designs that are relevant today.

5. How did the Mimbres craft their bowls? Students will decorate their bowls with black and white slips, and evaluate the effectiveness of their designs.

Materials Needed for the LessonCoil bowls (previously made)Student drawings and sketchbooksWhite slipBlack slipBrushes (large and small)Found object toolsReferences Consulted



Lesson Sequence

Procedure

Day 1 9:45-10:05

10:05-10:35

Teacher explanation of project based on bowl rubric (previously distributed)

Brief demonstration of slip application techniques:• Pouring• Painting• Layering thin coats• Carving away

Students begin planning the decoration of their bowls based on the designs they previously drew and techniques from the test tile project.

Implement problem solving of which techniques would best lead to their desired results.

Day 29:45-10:25

10:25-10:35

Students work on decorating their bowls- painting and carving/texturing using found object tools.

Students clean up: wrap unfinished bowls in plastic, wash and put away brushes and tools, wash hands.

Day 39:45-10:25

10:25-10:35

Students continue work on bowl decoration (complete one bowl, begin second).


Day 49:45-10:25

10:25-10:35

Students continue work on bowl decoration (complete second bowl, begin third).


Day 59:45-10:25

10:25-10:35

Students complete the decoration of all three bowls.

Students clean up: let bowls dry, wash and put away brushes and tools, wash hands.

Day 69:45-10:35 Final discussion/critique of three decorated bowls, six test tiles,

and three charcoal drawings. Students will:

•Describe, explain, and defend their own work.

•Describe and evaluate the work of their peers.

•Compare and contrast personal meanings that are drawn from looking at their own bowls versus the bowls made by their peers.

•Discuss the different meanings or memory traces that come from looking at an object versus actually using the object for some specific function.

•Speculate how using meaningful, handmade objects (rather than disposable and forgettable ones) might affect their experiences.

(Bowls are bisque fired after critique)

Assessment of Student Learning (30 points total)Student learning will be assessed based on their completion of the three bowls according to the attached rubric (25 points) as well as their participation in the class critique (5 points).

Lesson Plan 5 For Finding Meaning in Objects: Glazing

Name: Allison Klebine Lesson Length 3 days (three 50-minute periods)

Understanding Goals (Learning objectives) that are addressed by this lesson 1. How do we as a society distinguish art from artifact, fine art from craft, and aesthetic from function when looking at objects?Students will understand and evaluate society’s distinction of art and craft.

5. How did the Mimbres craft their bowls? Students will glaze their bowls and demonstrate an understanding of the process of making pots.

Materials Needed for the LessonBrushesWax resistClear glazeKilnStudent sketchbooks

References Consulted


Lesson Sequence

Procedure

Day 1 9:45-10:00

10:00-10:25

10:25-10:35

Demonstration of glazing:• Waxing the foot• Brush application• Dipping• Pouring

Students begin glazing test tiles and bowls. Because of the amount of slip decoration and pattern on them, all of the bowls will be glazed clear and fired to cone 04.


10:25-10:35

Students finish glazing all test tiles and bowls.


10:15-10:35

Load glaze kiln.

Final sketchbook reflection: How did your original ideas change throughout the project to adapt to the challenges of working with clay and found objects as tools?

After completing the lengthy process of making a pot from scratch, do you think pots should be classified as art or craft? Why?

Assessment of Student Learning (10 points)Students will be evaluated based on their final glazing of their bowls according to the attached bowl rubric (5 points). Students will also be assessed on the completion of their final sketchbook reflection writing for the unit (5 points).

Lesson 1 Assignment Handout:

• Complete three detailed, black and white, charcoal drawings of your bowl designs, 10” in diameter, on a circular sheet of bristol board.

• Two drawings should relate to your life, and one drawing should relate to the life of another person.

• Drawings should include human figures, animals, and/or geometric decoration.

• The drawings may be real or fantasy figures drawn in a realistic or abstracted style, but should have an organized design layout (use handout).

These drawings will be the templates for the decoration of the actual terra cotta bowls and will be displayed as part of the final project.

Lesson 1 Self-Assessment Checklist (10 points):

I have completed three bowl designs. Two of them relate to my life. One of them relates to the life of someone else.

Explain how they relate to you and someone you know:

My designs are detailed. I followed an organized layout pattern. I used all of the space given. My lines are as clean and neat as possible. All three drawings include at least one of the following: human figure, animal,

geometric decoration.

Comments:

Rubric for Test Tiles (15 points possible)

Criteria Excellent Good Fair Needs Improvement

Homework:Student brought in at least six found object tools to decorate bowls. Objects may be manmade or from nature, but must be school appropriate and not intended to be a carving tool.

3 points 2 points 1 point Brought no objects

Completion:Student completed a minimum of six test tiles with black and white slip and found object decoration.

4 points 3 points 2 points 1 point

Construction:Student’s tiles are well-constructed: slabs rolled out evenly to 1/4” and cut to 5”x5” squares. Slip is evenly painted and carving is done neatly.


Creativity/Effort:Student uses object in a variety of creative and interesting ways to achieve different decorative effects.


Total Points Earned (15 possible):

Rubric for Earthenware Bowls (55 points)


Lesson 3: Construction (20pts)

Completion: Student constructed three clay bowls.

5 points 4 points 3 points ≤2 points

Form: Bowls are about 10” in diameter, round, and include a foot.


Neatness: Coils are rolled evenly, attached thoroughly, and surface is smooth.


Effort: Student used class time efficiently, and kept a positive, “can-do” attitude while working.


Lesson 4:Decoration (25 pts)

Completion: Student decorated three clay bowls.


Decorations are based on charcoal drawings (relate to life, include human/animal/geometric forms)


Student uses various tools/techniques learned from test tiles


Neatness: Decorations are as clean and detailed as possible.


Effort: Student used class time efficiently, and kept a positive, “can-do” attitude while working.



Critique (5 pts):Student actively participates in discussion, explaining/defending own work, and evaluating work of peers.


Lesson 5: Glazing (5pts)Student applies a thin, even coat of clear glaze to finish each bowl.


Total Points Earned (55 possible):

finding meaning in objects - syracuse universityalklebin.mysite.syr.edu/site/teaching_files/mimbres...

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