1 / 18

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

sine
Download Presentation

Egyptian Canopic Jars

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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?

More Related