Greek Vase Lesson Plan
VISUAL ARTS LESSON PLAN
Grade Level: 5 through 8
Duration: 3 class periods, 45 minutes
Author: Sammantha Caraveo
Date: 2/13/12
Unit: Stories
Lesson: Greek Story Tile
Massachusetts Visual Arts Curriculum Framework Learning Standards
1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and
yarns, and understand how to use them to produce different visual effects
1.8 Maintain the workspace, materials, and tools responsibly and safely.
3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention,
and/or conveys ideas and emotions.
5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and
supportively within the group
Connection Strands
6. Purposes of the Arts. Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings.
8. Concepts of Style, Stylistic Influence, and Stylistic Change. Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres.
10. Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.
Specific Lesson Objectives:
The students will…
- Look at Greek art
- Discuss how stories used to be told and how they are told today
- Sketch out ideas on a vase template
- Carve image into a clay tile
- Use slips for the border and illustration on the clay tile
Assessment of Learning: Ongoing checks for understanding: Is the student making a border? Does the student have a story in mind? What are the students’ interests that might lead to a story?
“Critic’s Corner: Shaping Vases”, Scholastic Art, see attached
Also, see rubric attached
Essential Questions
What are stories?
What are some ways we tell stories?
Are stories important?
Why or why not?
Guiding Questions
Is your story real or out of your imagination?
Is your story about you or someone else?
What about your story are you going to include in your illustration
Activity:
The student will create a story slab or tile, influenced by Greek vases, using clay, and slip.
Motivation:
- Begin discussion with essential questions.
- Show and read article “Hercules and Cerberus”, Scholastic Art
- Show pictures of ancient murals, and vases.
- Show “Hercules” clip
- Give demonstration
Materials:
- Images of Greek art.
- Scholastic Magazine copies (pg 2-9, “Shaping Vases”)
- Orange construction paper
- Pencils
- Sharpie or black markers or crayons
- Vase stencils
- Clay ( 25 small handfuls, one each)
- Carving and etching tools
- Black slip OR black glaze
- Glaze brushes
- Kiln
Procedure:
Day 1
- Have paper, pencils, markers and templates at each table
- Introduce lesson and begin discussion (see motivation)
- Give a demonstration
- Students will sketch out ideas
- Clean up
Day 2
- Reintroduce lesson
- Give demonstration of rolling out tile and carving
- Hand students back sketches
- Students will carve images into the clay tile
- Outline sketches on vases in sharpie
- Clean up
- (Fire tiles before the next week)
Day 3
- Reintroduce lesson
- Students will receive their fired tiles
- Give demonstration of how to apply slip or glaze
- Student will apply slip or glaze to tiles
- Finish outlining sketches in sharpie
- Read Scholastic Art pg 2-9
- Complete “Shaping Vases” activity sheet
- Gather together to discuss each other’s progress
- Clean up
References and specific resources:
Achilles and Ajax Exekias. Retrieved February 13, 2012 from http://wwwdelivery.superstock.com/WI/223/1788/PreviewComp/SuperStock 1788- 14337.jpg
A Young Man Singing and Playing the Kithara, The Berlin Painter. Retrieved February 13, 2012 from http://www.metmuseum.org/toah/images/h2/h2_56.171.38.jpg
Black figure amphora. Retreived February 13, 2012 from http://upload.wikimedia.org/wikipedia/commons/thumb
Driscoll, David. (1999) Massachusetts Arts Curriculum Frameworks. Massachusetts, MDOE.
Hercules and Cerberus. Retrieved February 13, 2012 from http://www.perseus.tufts.edu/Herakles/Hpix/1992.06.0122.jpeg
(2007, September/October). Hercules and Cerberus. Scholastic Art, Volume 38, 8-9.
Hercules Vase. Retrieved February 13, 2012 from http://www.broomlet.com/disney35-end.png
Kleiner, Fred S. and Christin J. Mamiya. (2008). Gardner’s Art through the Ages.Thomson Learning Inc.
Muse picture. Retrieved February 13, 2012 from http://4.bp.blogspot.com
Red figure amphora. Retrieved February 13, 2012 from http://www.beazley.ox.ac.uk/images/pottery
Appendices: Rubric, slideshow, Scholastic Art
Grade Level: 5 through 8
Duration: 3 class periods, 45 minutes
Author: Sammantha Caraveo
Date: 2/13/12
Unit: Stories
Lesson: Greek Story Tile
Massachusetts Visual Arts Curriculum Framework Learning Standards
1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and
yarns, and understand how to use them to produce different visual effects
1.8 Maintain the workspace, materials, and tools responsibly and safely.
3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention,
and/or conveys ideas and emotions.
5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and
supportively within the group
Connection Strands
6. Purposes of the Arts. Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings.
8. Concepts of Style, Stylistic Influence, and Stylistic Change. Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres.
10. Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.
Specific Lesson Objectives:
The students will…
- Look at Greek art
- Discuss how stories used to be told and how they are told today
- Sketch out ideas on a vase template
- Carve image into a clay tile
- Use slips for the border and illustration on the clay tile
Assessment of Learning: Ongoing checks for understanding: Is the student making a border? Does the student have a story in mind? What are the students’ interests that might lead to a story?
“Critic’s Corner: Shaping Vases”, Scholastic Art, see attached
Also, see rubric attached
Essential Questions
What are stories?
What are some ways we tell stories?
Are stories important?
Why or why not?
Guiding Questions
Is your story real or out of your imagination?
Is your story about you or someone else?
What about your story are you going to include in your illustration
Activity:
The student will create a story slab or tile, influenced by Greek vases, using clay, and slip.
Motivation:
- Begin discussion with essential questions.
- Show and read article “Hercules and Cerberus”, Scholastic Art
- Show pictures of ancient murals, and vases.
- Show “Hercules” clip
- Give demonstration
Materials:
- Images of Greek art.
- Scholastic Magazine copies (pg 2-9, “Shaping Vases”)
- Orange construction paper
- Pencils
- Sharpie or black markers or crayons
- Vase stencils
- Clay ( 25 small handfuls, one each)
- Carving and etching tools
- Black slip OR black glaze
- Glaze brushes
- Kiln
Procedure:
Day 1
- Have paper, pencils, markers and templates at each table
- Introduce lesson and begin discussion (see motivation)
- Give a demonstration
- Students will sketch out ideas
- Clean up
Day 2
- Reintroduce lesson
- Give demonstration of rolling out tile and carving
- Hand students back sketches
- Students will carve images into the clay tile
- Outline sketches on vases in sharpie
- Clean up
- (Fire tiles before the next week)
Day 3
- Reintroduce lesson
- Students will receive their fired tiles
- Give demonstration of how to apply slip or glaze
- Student will apply slip or glaze to tiles
- Finish outlining sketches in sharpie
- Read Scholastic Art pg 2-9
- Complete “Shaping Vases” activity sheet
- Gather together to discuss each other’s progress
- Clean up
References and specific resources:
Achilles and Ajax Exekias. Retrieved February 13, 2012 from http://wwwdelivery.superstock.com/WI/223/1788/PreviewComp/SuperStock 1788- 14337.jpg
A Young Man Singing and Playing the Kithara, The Berlin Painter. Retrieved February 13, 2012 from http://www.metmuseum.org/toah/images/h2/h2_56.171.38.jpg
Black figure amphora. Retreived February 13, 2012 from http://upload.wikimedia.org/wikipedia/commons/thumb
Driscoll, David. (1999) Massachusetts Arts Curriculum Frameworks. Massachusetts, MDOE.
Hercules and Cerberus. Retrieved February 13, 2012 from http://www.perseus.tufts.edu/Herakles/Hpix/1992.06.0122.jpeg
(2007, September/October). Hercules and Cerberus. Scholastic Art, Volume 38, 8-9.
Hercules Vase. Retrieved February 13, 2012 from http://www.broomlet.com/disney35-end.png
Kleiner, Fred S. and Christin J. Mamiya. (2008). Gardner’s Art through the Ages.Thomson Learning Inc.
Muse picture. Retrieved February 13, 2012 from http://4.bp.blogspot.com
Red figure amphora. Retrieved February 13, 2012 from http://www.beazley.ox.ac.uk/images/pottery
Appendices: Rubric, slideshow, Scholastic Art