D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B !2
This bell set from the tomb of Marquis Yi is considered one of the finest artifacts from the Warring
States Period. The 65 gold-inlaid, bronze bells cover five octaves and range in size from eight
inches high (5 lbs) to five feet high (448 lbs). According to an inscription on the central bell, it was a
gift from King Hui of Chu and was cast in 433
The Millenium Bell at Wuhan Yellow Crane Tower is rung with an exterior hammer that makes a
deep ringing sound when it hits.
Yongzheng Bell, 4th century BCE: Hand made in clay, this clay bell was an inexpensive alternative to
the Bronze bells of the royals’ tombs.
H I S T O R Y O F
Ancient Chinese Bells
Bell Set Tomb of Marquis Yi Warring States Period, c. 430 BC Hubei Provincial Museum, Wuhan
D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B !3
• A bell is a hollow object usually made of metal, but
sometimes of horn, wood, glass, or clay, with an interior
bead or exterior hammer that makes a deep ringing sound
when it's hit or shaken.
• The history of bells extends back almost to the dawn of
civilization, used to ward off evil spirits, to alter the weather,
or to mark festive occasions. Bells were originally religious
symbols in many ancient cultures, but they were also used
to communicate imminent danger.
• Other kinds of bells include a door bell, a bicycle bell, or a
school bell, all of which make a sound to signal something.
• Using their superior knowledge of pottery, the Chinese created the first "chiming"
Clay Bells Form & function are connected to
this lesson combining basic pinch
pot techniques and clay bead
making.
Making the Bell Start the pinch pot with a ball of clay that fits
comfortably in the palm of the hand. Hold the clay in
one hand and press the thumb of the other into the
ball, turning until a deep hole forms. The sides of the
pinch pot can vary but keep a little over 1/4" thickness.
While damp, use cutting tools to make a hole in the
bottom of the pot. The shape can stay plain or designs
can be cut into the edges or sides of the pot. Add
texture with the modeling tools at this time.
D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B !4
Making the Bead or Clapper Make small round balls of clay, large
enough to put a hole through them with
the tool. This tool produces holes of a
consistent size that are large enough to
accommodate the cord.
Finishing Dry 24 hours and fire, then glaze and fire
again.
Cut a small piece of cord into long strips of
varying lengths.
Thread the cord through the top bell. Knot
the string directly under the hole in the bell
to keep it in place.
Hang one bead toward the bottom of the
lip of the bell so it will strike the bell and
make a ringing sound. Add beads as
desired to decorate the top of the bell.
D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B !5
HOW DO YOU USE BELLS EVERYDAY?
HOW DID YOU CREATE YOUR ARTWORK?(What tools, supplies and techniques did you use? What was difficult?)
WHAT WILL YOU USE YOUR CLAY BELL FOR?(Decoration, gift, specific occasion, explain?)
Artist StatementYour name
D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B !6
I CAN STATEMENTS for CLAY BELLS
• Today I will learn of the origins of BELLS and the important roll China played in taking the bell
from practical to musical.
• Today I will learn about FORM, so that I CAN create a three-dimensional bell from clay. I know
I will have it when I have rolled and pinched my bell to hold it’s shape.
• Today I will learn how art can be something beautiful but also practical; I will make two beads -
one to be decorative for the top of the bell, and one to serve as the clapper so my bell can be
rung.
• Today I will learn about TEXTURE, so that I CAN use texture tools and other materials to
create a variety of surfaces on the clay.
• Today I will learn about COLOR, so that I CAN safely apply GLAZES of planned colors to
achieve an interesting design. I will also select a color scheme of my own.
I CAN STATEMENTS for CLAY BELLS
• CREATING: Organize and develop artistic ideas and work — experiment and develop skills in multiple
techniques through practice—show craftsmanship through care—document objects of personal
significance
• Refine and complete artistic work—create artists statements using art vocabulary to describe personal
choices in art-making
• PRESENTING, PRODUCING: Develop and refine artistic work for presentation — develop a logical
argument for safe and effective use of materials and techniques for preparing and presenting artwork
• Convey meaning through the presentation of artistic work —cite evidence of how an exhibition in a
museum presents ideas and provides information about specific concepts
• RESPONDING: Perceive and analyze artistic work- compare interpretation of art to another’s
interpretation —analyze cultural associations suggested by visual imagery
• Interpret intent and meaning in artistic work — interpret art by analyzing form, structure, context
information, subject, visual elements, and use of media to identify mood and ideas conveyed
• CONNECTING: Synthesize and relate knowledge and personal experiences to make art- Generate a
collection of ideas reflecting current interests and concerns that could be investigated in art- making.
• Relate artistic ideas and works with societal, cultural and historical context to deepen understanding
—Analyze how art reflects changing times, traditions, resources, and cultural uses.
D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B !7
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LEXI is an art teacher in Wuhan, China. She
began her love of art at age 9 when her
family moved to Japan. Her art class
introduced her to wood carving, block painting
and ceramics.
Now, Lexi inspires a new generation of children to live a
creative life by implementing the art programs of her
dreams.
Lexi’s favorite part of being a Sparkler is having a
community of support that allows her to find solutions
to managing her art room and finding the right words to
communicate with parents.
Thank you Lexi for sharing your story!