Chinese Bronze Vessels: A Ceramic Interpretation of a Historic Tradition

Chinese Bronze Vessels: A Ceramic Interpretation of a Historic Tradition Back to Lessons

Standards:

Students will demonstrate a knowledge of a historic period (Shang Dynasty) and an appreciation of a different culture (Chinese) by making a ceramic container that is meant to hold something of value.
Students will be able to draw conclusions about the similarities of different cultures through the use and design of vessels used for ceremonies.
Students will learn the definitions of ceramic terms and be able to use the vocabulary necessary to construct and finish a ceramic piece.
Students will demonstrate the understanding and skills used in producing a ceramic piece. The finish product will reflect an aesthetic understanding of the designs and forms used for bronze vessels from the Shang Dynasty.

Vocabulary: coil, slab, pinch pot, slip, slat, needle tool, wedge, score, incise, greenware, bisque, glaze, clay

Materials: low fire clay, slip, slats, pellon, rolling pins, wire tool, tongue depressors, chopsticks, brush, patterns, plastic, ware boards

Day 1 Introductory Activity

Show slides and internet images, explaining the history of these vessels and their use. Using maps to locate China and the art time line to identify period of history and what else was happening at this time. Use photos to explain how tombs were laid out and what articles were included for burial.

Using the folders at each table (4-5 students of mixed abilities & diverse cultures) of xerox images of Bronze Vessels. Have students take turns around the table identifying characteristics and parts typical of these vessels (legs, handles, shapes, animal & geometric forms, symmetrical designs, zoomorphic motifs with quadrupeds, reptiles, birds & insects, defined lips and edges, spouts). Holding up the same photos, ask what they these vessels were used for or held.

In sketchbooks draw 3 vessel shapes, 3 types of handles, 3 textural patterns, 3 types of animal designs, 3 types of legs.

Day 2 Ceramic terminology and review of tools/techniques

(Students vary in experience. Some have been in my classes for 2 or 3 years or just beginning this year but all should have done at least one ceramic project.)

With the tools in front of them, call out the name of the tool and have them hold it up. Ask the students in pairs tell their partner what the tool is used for. Ask for a volunteer to name the terms used to explain its use, listing them on the overhead and asking them to write them in their sketch book. When all terms are named and tools listed, have them write definitions in their sketchbooks.
Show examples of student and teacher work to explain the adaptation of clay for a bronze vessel. Have them list the required elements (legs/feet, finished lip edge, handles, textural pattern, Chinese style in shape &/or decoration) in sketchbook from overhead. Draw the 3 shapes available (bottle, box, cylinder). Have them sketch an idea for their vessel. Remind them of the limitations of clay.

Day 3: Demonstration

Elicit the names of 3 hand building techniques (slab, coil, pinch pot). Demonstrate the 3 shapes and how slab, coil, and pinch pot can be used for the basic shape and for decoration. Review vocabulary while demonstrating by asking questions.

Review: In sketch book, label the parts of the thumb nail with the technique that will be used to get that shape, part or pattern.

Days 4-7: Hands-on / Studio Practice

Students work in partners for rolling out slabs and cutting their shapes. The organization of materials and tools are by table (4-5 students) and the clean up is a cooperative activity. Students assign themselves jobs at their tables and additional jobs i.e. putting the unfinished work in a safe place are done on a voluntary basis. Students learn to use the correct terms when sharing tools and materials and helping one another. Emphasis is on originality and creativity but ideas are shared, helping one another with what is successful.

Discussion is encouraged as long as it doesn’t inhibit progress. (One week of drying and firing)

Day 8: Glazing (Second Firing)

Day 9: Self-Evaluation

Check list of required elements and aesthetics (developed by students and teacher during previous week) and write a paragraph(s) explaining the step by step process they used to make their finished vessel being sure to use as many terms as possible. SADIE students may use their sketch book notes for reference.