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© 2009 FunArtLessons.com 1

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Congratulations! You have purchased a FunArtLessons.com Art Unit.

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Symbols, Signs & Designs: Ceramic Pendants

© 2009 FunArtLessons.com

3

A FunArtLessons.com ART UNIT

By Kari Wilson

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51 page Art Unit appropriate for students age 8-16 in art classes, scout groups, recreation classes, after school clubs, independent study, home school settings

Teacher Section Student Section begins on page 20


About the Author FunArtLessons.com

art unit components

How to use this Power Point: book or slideshow

National Standards I Can Statements:

learning goals and objectives

Lesson Sequence Chart Materials List Art Words: vocabulary

Student Gallery

“I Can” statements* Guiding Question Project Description Journal Response Topics Research Task* Art Start activities Project Directions Assessment Guide* Self-Critique* Artist’s Statement*

*Copy master included.

4

Included in this PowerPoint

About the Author


5 Kari Wilson has been an educator for over twenty years,

teaching first through sixth grades as well as middle school language arts and social studies. Her current passion is teaching art at a public middle school in Grand Rapids, Michigan. Kari's own education includes a Bachelor of Fine Arts from San Francisco State University, a Master of Fine Arts from the University of Arizona, and a Master of Education, along with teaching credentials.

Kari stepped out of the classroom for several years to serve as a Curriculum Associate in a large California school district, where she developed a variety of programs from “Back to School with Basic Health and Safety” to “The Achievement Club,” a program designed to help struggling readers. This program received the Golden Bell award from the California School Boards Association. As a member of the California History Social Science Project (CHSSP), Kari was involved in the development and implementation of numerous social studies units. Kari’s unit, Child Work in Colonial Days, was published by the UCLA branch of CHSSP.

Kari has continued exploring her interest in history as a recent participant in a Gilder Lehrman summer institute at the Woodrow Wilson Presidential Library, where she engaged in research for the development of a series of civics lessons which include integrated art activities. These lessons on the Core Democratic Values, as well as her other curriculum units for preschool through 10th grade, are available online at FunLessonplans.com, a companion site to FunArtLessons.com.

FunArtLessons Art Unit Components


6

Guiding QuestionThe guiding question provides “food for thought” to help connect the project to a larger philosophical discussion.

Journal Response TopicsStudents write responses in their sketchbooks and share with partners and group mates. This process helps enrich class discussion and helps students plan their project.

Art StartArtStart is a series of independent activities which provide exercise in basic art skills and concepts needed for the unit project. Students work independently in their sketchbook the first 10-15 minutes of class.

ResearchThe research component encourages students to explore cultural, historical and environmental connections between the unit project and the world beyond the classroom.

The ProjectSlides provide step-by-step instructions. During project work days demonstrate additional skills or methods as they become necessary. The Lesson Sequence chart provides a basic time frame for the project. During project work days circulate assisting students with methods, techniques and ideas.

AssessmentUse the “I Can” slide and worksheet to help students track their learning. Use the Interactive Assessment Guide to engage students in analyzing the ways in which their art and work habits meet the project criteria. The self-critique questions ask the artist to reflect on the art-making process. Answers can be rewritten on the form provided to create an Artist’s Statement.

ExhibitionIt is important for students to have the opportunity to display their work to complete the process of communication in which artists are engaged. Instructions are provided for students to create a gallery information card, write an artist’s statement and find an appropriate venue for display.

How to use this PowerPoint: Book or Slideshow

Use this document as a Book, a slideshow, or both, depending on your resources.


7

If you have a computer and digital projector in your classroom:

Read the Teacher Section directly on the computer screen as you plan your lessons. Then, display the Student Section Art Start sketchbook activities and step-by-step project instructions as a slideshow for your class. Print out only the student worksheets, as needed.

If you do not have a digital projector in your classroom: Read the Teacher Section on the computer screen as you plan your

lessons. Photocopy Student Section pages to use as hand-outs. Use the step-by-step project instructions to plan the project and guide your demonstrations.

If you do not have a computer in your classroom: Print entire document and use as you would any hard-copy, teacher

resource publication. Make photocopies of Student Section pages to use as handouts.

This Lesson Meets National StandardsThis lesson addresses the following standards established by the National Art Education Association:


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Content Standard Achievement Standard

Understanding and applying media, techniques, and processes

Students apply media, techniques, and processes with sufficient skill, confidence and sensitivity that their intentions are carried out in their art.

Choosing and evaluating a range of subject matter, symbols, and ideas

Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.

Understanding the visual arts in relation to history and cultures

Students know and compare the characteristics of artworks in various eras and cultures.

What Your Students Will

LearnYour students will learn about art, themselves and the world in this unit. They will also have fun! The “I Can” statements are a kid friendly way of presenting the learning goals and objectives of this unit, all of which have been aligned with the National Art Education Association Standards.

Have students write each “I Can” statement in their sketchbooks as they gain new skills.

Or, photocopy the “I Can” statements check-off sheet in the student section so that students can track their progress.

I can:• Explain the history of several

ancient symbols.• Compare ancient symbols

from different cultures.• Use symbols to create

meaning in my own artwork.• Use clay and ceramic tools to

create a work of art.

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Lesson Sequence


10

Day 1 Day 2 Day 3 Day 4 Day 5

Slides 20-27

•Introduce project

•Share “I Can” statements

•Introduce vocabulary

•Discuss Guiding Question

•Journal Response #1

•Art Start #1

Slides 28-31

•Art Start #2

•Journal Response #2

•Research

Slide 32 & 34

•Art Start #3

Share research in small groups

Slides 14-19Show student gallery images as time allows

Slide 33 & 46

•Art Start #4

Slide 46Go over project criteria.

Hand out optional student copy, slide 47

Slides 35-36

•Plan and create unique design for clay pendant

•Make pattern drawing

Lesson Sequence


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Day 6 Day 7 Day 8 Day 9 Day 10

Slide 37-38

•Demonstrate rolling clay slab and cutting pendant shape

•Label pendant forms

•Store overnight until leather hard

Slide 39-42

•Demonstrate carving technique

•Work on pendants

•Dry under board for several days

•Fire

Slide 43

•Demonstrate method to glaze bisque ware pendant

•Glaze and fire

Slide 44-46

•Make simple lanyard to hang pendant

•Fill out Assessment Guide

Slides 46-50

•Make Gallery card showcase in your school or local community center

•Fill out Self-Critique.

•Write Artist’s Statement for display


12

Supplies and Equipment

Photocopies or books with pictures of ancient symbols

Student SketchbooksDrawing materials: markers, pencils, pen and inkMeasuring and tracing tools such as a ruler and

compassClay, rolling pins, slats, clay tools for carving, glaze*Yarn, embroidery floss, leather lanyard materials*If kiln fired clay and equipment is not readily available this project would be easily adaptable to

one of the air dry or oven baked clays now available at craft stores.

Art Words Introduce vocabulary as you begin the project. Reinforce terms during ArtStart activities. Invite students to write vocabulary words and definitions in their sketchbook. Encourage students to use Art Words as they answer journal responses and discuss art work.


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Symbol A mark or simple drawing which

stands for something else

Pattern The systematic arrangement,

design or repetition of elements in a work of art

Texture The way a surface feels to the

touch or the way it looks as though it would feel such as bumpy or smooth.

Space The distances or area

around, between or within components of an artwork including: Negative space is the empty space

around or within an object or form; also called white space.

Positive space is filled with something such as line, color, or shape.

Shape The outline of a figure or

form including: Geometric shapes such as a

triangle, circle or star Freeform shapes such as the

natural shape of a cloud.

Student Gallery

Green and blue plastic beads compliment the turquoise cord.

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Peace

The complimentary colors of orange and blue, along with careful carving, really make the peace sign stand out.

15


Yawn

Soft silk cord was just the right touch for this little face.

16


Boxes

Carving reveals four levels of rectangles enhanced with red, black and green glaze.

17


Soft Star

Texture on unglazed clay on the star form adds visual interest. Buttons are a creative addition to the lanyard.

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Striped Star

Black and red glaze on the carved stripes enhance the design.

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STUDENT SECTION


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Symbols, Signs & DesignsCeramic Pendants

USING CLAY AND ANCIENT SYMBOLS, SIGNS AND DESIGNS YOU WILL CREATE A CERAMIC PENDANT WITH YOUR OWN UNIQUE DESIGN CARVED INTO IT.


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The Project Make a Pendant

What You Will Learn

You will learn about art, yourself and the world in this unit. You will also have fun!

Write each “I Can” statement in your sketchbook as you gain new skills.

I can:• Explain the history of several

ancient symbols.• Compare ancient symbols

from different cultures.• Use symbols to create

meaning in my own artwork.• Use clay and ceramic tools to

create a work of art.

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Name

Signs, Symbols & DesignsWhat You Will Learn

Directions: You will learn about art, yourself and the world in this unit. You will also have fun! Check off each “I Can” statement as you gain a new skills.

I can:

Explain the history of several ancient symbols.

Compare ancient symbols from different cultures.

Use symbols to create meaning in my own artwork.

Use clay and ceramic tools to create a work of art.

Art Words Write vocabulary words and definitions in your sketchbook. Use Art Words as you answer journal responses and discuss art work.


24

Symbol A mark or simple drawing

which stands for something else

Pattern The systematic

arrangement, design or repetition of elements in a work of art

Texture The way a surface feels to

the touch or the way it looks as though it would

feel such as bumpy or smooth.Space

The distances or area around, between or within components of an artwork including: Negative space is the empty space

around or within an object or form; also called white space.

Positive space is filled with something such as line, color, or shape.

Shape The outline of a figure

or form including: Geometric shapes such as a

triangle, circle or star Freeform shapes such as the

natural shape of a cloud.

HOW DO SYMBOLS SHOW COMMONALITIES BETWEEN CULTURES?


25

Guiding Question

A SY M B O L I S A S I M P L E M A R K O R D R AW I N G W H I C H R E P R E SE N T S A C O M P L E X I D E A .

WHAT ARE SOME SYMBOLS THAT YOU USE IN YOUR DAILY

LIFE?


26

Brainstorm ActivityJournal Response #1

Art Start #1


27

A symbol is a simple mark or drawing which represents something else such as an idea or emotion.

This is a symbol: !So is this: And this: +

Use markers. Draw as many symbols as

you can. Try to fill the page. Use a different color for each

symbol. Share with your group. Add any symbols others have

drawn that you don’t have.


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Art Start #2

Draw a symbol that has special meaning to you. Company logos are symbols that are copyrighted,

so you can’t use those. Think of symbols that are universal. Look at Art Start # 1 for ideas.

Use colored pencil and fill at least half the page.

Draw it in your own way by playing with elements such as shape, color or pattern.

Journal Response #2


29

Look at the symbol you chose for Art Start #2.

In a full paragraph explain why you chose this symbol. Use at least three details or examples to support your topic sentence. Don’t forget to write a conclusion that leaves the reader thinking about a new idea.

Find out About Ancient SymbolsGo to www.symbols.com. Search by word index for symbols you are interested in such as “PEACE.” Fill out the chart below.


30

Draw symbols

Symbol names

Meanings

Locations&

Date or era


Find out About Ancient SymbolsGo to www.symbols.com. Search by word index for symbols you are interested in such as “PEACE.” Fill out the chart below.

Name

Draw symbols

symbol names

meanings

Locations&

Date or era

Art Start #3


32

Draw designs based on circles. Use colored pencils or markers.

Use a compass or circle-shaped template, such as jar or tub lids, to draw 3 or 4 circles in your sketchbook.

Use a ruler, compass or jar lids of different sizes to build geometric designs such as those shown here.

Try several different designs.

A design is an ornamental pattern.

Art Start #4


33

Use a pen holder and wide nib with a water base black ink.

Choose symbols from your internet research which are new to you.

Experiment with nibs.Choose your favorites.Draw on a 6 inch

square of paper, finish with a watercolor wash.

Let’s Get Started on the Art Project

Follow the steps outlined in the next few slides to create your own ceramic pendant.

34


Step Oneplan your pendant


35

Symbols, Signs, & Designs: decide if your pendant design will mostly have symbolic meaning or decorative pattern.

Sketch a few ideas for the pendant you will make.

Decide on the basic shape: geometric or free-form.

Keep your design simple as you will be carving it from clay.

Step Twomake your pattern drawing


36

Once you have decided on a symbol and how it will look cut a piece of paper slightly larger than the size and shape you want for your finished pendant.

Draw your design.Shade the positive space.Leave the negative space

paper white.This will be your pattern

for your clay work.

Step Threeroll a slab


37Gather your materials.You will need a ball of clay

about the size of a tennis ball in a plastic bag.

You will need a clay knife and other tools.

A piece of upholstery fabric makes a useful mat to keep the dust down.

Pat clay to the thickness of an inch.

Roll out from the center in both directions with even pressure.

Step Fourcut shapes


38

Place your pendant patterns on top of the slab.

Trace around paper shape and cut out with a knife or needle tool.

Carve your initials on the back with a dull pencil.

Place on a shelf, drape plastic loosely atop clay and allow to dry over night.

Step Fivetransfer design


39When your piece is leather-

hard you are ready to transfer your design to the clay surface

Place your paper drawing onto the clay. Press gently so it stays in place

Use a dull pencil or clay tool.

Carefully follow your pencil lines to transfer your drawing to the clay surface.

This will indicate where you will carve clay away to reveal your design.

Step SixCarve your design


40 Carefully remove your

paper drawing from the clay surface.

Check to make sure you have transferred all marks, adjust as needed.

Use a clay tool or bent paperclip tool to carve away clay to create negative space and reveal your design as the positive space.

Or do the opposite, carve away your design and leave the background as the positive space.

Step SevenCreate the hanging hole


41 Use a small dowel, clay tool,

or paper clip end to create a hole at least 1/8th inch from the top edge for hanging your pendant.

Dampen your finger, or use a clay sponge, and gently smooth over the entire surface and around all edges of your pendant.

Don’t forget to smooth the back where your have written your initials. Make sure you remove all clay burrs as these will be quite sharp after firing.

Step Eightdrying


42

Place your clay piece on a flat shelf to dry covered loosely in plastic.

Let it dry slowly so that it doesn’t crack.

When it is bone dry your piece is ready to fire in the kiln.

It is bone dry when it is room temperature.

While moisture remains in the piece it will be cool to the touch.

Step Nineglaze


43When your piece has been

fired once it is referred to as bisque-ware.

Gather glaze materials: newspaper, soft brushes, glaze.

Glaze your bisque-ware pendant. Be sure to use three coats of glaze.

Sponge the bottom of your piece to clean any stray glaze off so that it does not stick to the kiln shelf.

Step TenMake a lanyard for your pendant


44

There are many ways to create an attractive lanyard for your pendant.

Simply string it on a piece of ribbon, leather or yarn.

Braid or knot the yarn or embroidery floss to create visual interest.

Add beads, if you like.

Interactive Assessment GuideDirections: For each category where you feel you have earned a 1 or 2 make notes in the boxes to explain why.


45

Symbols, Signs, Designs

Clay Pendants

3Wow

All Criteria Met

2Good Job!

Most Criteria Met

1Keep Trying!

Some Criteria Met

Sketchbook

I Completed 4 Art Starts with care and attention to detail.I Completed journal response #1 & 2 thoughtfully and neatly.

Pendant Design

I carefully considered geometric and organic shape in my design. I used negative and positive space for visual effect.

CraftsmanshipCarving is effective in creating a design. Surfaces are smooth and free of clay burrs. Hole is large enough. Glaze is neither too thick nor too thin and the back is clean of glaze.

EffortI always used class time wisely. I completed each part of the assignment to the best of my ability.

Citizenship

I was careful with supplies and equipment. I cleaned up after myself and helped others. My attitude was enthusiastic and respectful.


Interactive Assessment GuideDirections: For each category where you feel you have earned a 1 or 2 make notes in the boxes to explain why.

Symbols, Signs, DesignsClay Pendants

3Wow

All Criteria Met

2Good Job!

Most Criteria Met

1Keep Trying!

Some Criteria Met

Sketchbook

I Completed 4 Art Starts with care and attention to detail.I Completed journal response #1 & 2 thoughtfully and neatly.

Pendant Design

I carefully considered geometric and organic shape in my design. I used negative and positive space for visual effect.

Craftsmanship

Carving is effective in creating a design. Surfaces are smooth and free of clay burrs. Hole is large enough. Glaze is neither too thick nor too thin and the back is clean of glaze.

EffortI always used class time wisely. I completed each part of the assignment to the best of my ability.

Citizenship

I was careful with supplies and equipment. I cleaned up after myself and helped others. My attitude was enthusiastic and respectful.

Name

D I R E C T I O N S : M A K E A G A L L E RY C A R D T O P U T N E X T T O Y O U R P E N D A N T I N A D I S P L AY C A S E O R B U L L E T I N B O A R D. F O L D A N U N L I N E D I N D E X C A R D O R P I E C E O F C A R D S T O C K I N H A L F S O T H AT I T W I L L S TA N D U P L I K E A T E N T. W R I T E T H E F O L L O W I N G I N F O R M AT I O N O N Y O U R G A L L E RY C A R D I N D A R K O R C O L O R F U L M A R K E R .


47

Make a Gallery Card

TITLEARTIST’S NAME

MEDIUM (MATERIALS YOU USED IN YOUR ART)

DATE

Art Self-Critique(Kri-teek: to discuss a creative work giving an assessment of its successful qualities.)


48

Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use four vocabulary terms: symbol, pattern, texture, space, shape. Circle each term you use.

1. Describe your artwork. Tell about the materials you used, include information about shape and space.

2. What are some of the challenges you faced in completing your pendant? What did you learn from this project?

3. Choose an element or principle of art that you used successfully. How did it contribute to your artwork?


Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use 4 vocabulary terms : symbol, pattern, texture, space, shape. Circle each term you use.

1. Describe your artwork. Tell about the materials you used, describe details such as shape and space.

2. What are some of the challenges you faced in completing your pendant? What did you learn from this project?

3. Choose an element or principle of art that is used successfully . How did it contribute to your artwork?

Name

Art Self-Critique(Kri teek: to discuss a creative work, giving an assessment of its successful qualities.)


Artist’s Statement by

The End

51


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