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Egyptian Canopic Jars

Egyptian Canopic Jars. and the Rest Pot. by Amber Ward. Classroom Communities. Colorado 30-40 middle school students Lower-middle socioeconomic status Ethnically diverse Adequate PTA support 7 daily preps. Kansas 25 middle school students Upper-middle socioeconomic status

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Egyptian Canopic Jars

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  1. Egyptian Canopic Jars and the Rest Pot by Amber Ward

  2. Classroom Communities • Colorado • 30-40 middle school students • Lower-middle socioeconomic status • Ethnically diverse • Adequate PTA support • 7 daily preps. • Kansas • 25 middle school students • Upper-middle socioeconomic status • Ethnically homogenous • Active PTA support • 3 daily preps.

  3. Day 1: Obituary Anticipatory set: TSW answer the following via think-pair-share: What one thing would you not want to live without? TTW . . . • Readobituary from newspaper • Createobituary with help from students • Dispense obituary examples

  4. Day 1: Obituary (cont’d.) • TSW write a one paragraph obituary, answering . . . • Who were you? • How will people remember you? • What was your occupation? • Did you have a family? • How old were you when you passed away? • What were your hobbies?

  5. Day 2: Art History • TSW circle 5-10 adjectives from obituary • TSW design complementary symbols • TTW introduce Egyptian history and canopic jars visually and aurally

  6. Canopic Jar: Examples

  7. Canopic Jar: History Duamutef: the jackal-headed god represented the east; jar contained the STOMACH and was protected by the goddess Neith. Qebehsenuef: the falcon-headed god represented the west; jar contained the INTESTINES and was protected by the goddess Selket. Hapi: the baboon-headed god represented the north; jar contained the LUNGS and was protected by the goddess Nephthys. Imseti: the human-headed god represented the south; jar contained the LIVER and was protected by the goddess Isis.

  8. Day 3: • Why “Rest Pot” title? • Q: What one thing would you not want to live without? A: My brain • TTW model visual communication via Rest Pot “top view” and “side view”design in light of above answer • Size (tall and narrow) • Form (figural) • Surface design (symbols from obituary adjectives) • Lid and handle: TTW solicit feedback from students • Hand-building technique (coil) • TSW play with clay for 15 minutes

  9. “form follows function”

  10. Pots: Pinch, Coil, Slab

  11. Days 4-12 • Hand building demonstration (1 day) • Clay vocabulary; I’m sorry, I have no idea what you’re talking about. • Work in progress; greenware (5 days) • Dispense and preview rubric • Formative assessment • Glazing demonstration • Glaze pots (2 days)

  12. Day 13: Critique • Find a work a person you know would like. Why do you think s/he would like it? • Find a work you think an artist would like. Why do you think s/he would like this? • Find a work you wonder about. What do you wonder?   • Find a work you know something about. What do you know?  • Find a work that is familiar. Why is it familiar?

  13. Rubric The student will earn a number from 0 to 10 for each of the five requirements listed below. Total possible points equal 50. 10 Excellent 46 - 50 A 9 Very Good 41 - 45 B 8 Good 37 - 40 C 7 Satisfactory 32 - 36 D 6 Unsatisfactory 31 - below F • Did the student design a clay pot that is communicative of his/her self-identity via innovative symbols, surface design, and/or form? • Did the student perform fundamental hand building approaches in clay, such as coils, slabs, and pinch? • Did the student construct a Rest Pot based on a personal interpretation of Egyptian Canopic jars? • Did the student analyze meaning and intention in works of art via critique? • Did the student have a positive attitude toward all members of the classroom community?

  14. Statement: Rest Pots Ms. Ward’s 3-D Art students recently learned about the Egyptians and their ceramic canopic jars. These jars held mummified organs and were often placed in the tomb of the deceased--along with food, drink, cosmetics and valuables. The visual art students chose any one item (animate or inanimate) that they found particularly valuable and/or sentimental. After journaling, the students then sculpted a ceramic Rest Pot that reflected this item. The student will be able to… • design a clay pot that is communicative of his/her personality via innovative symbols, surface design, and/or form. Standard 1 • perform fundamental hand building approaches in clay, such as: a coil, slab or pinch pot. Standard 3 • construct a Rest Pot based on a personal interpretation of Egyptian canopic jars. Standard 4

  15. Questions?

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