Column Construction. Objectives: Task Description: Background or Instructional Context/Curriculum Connections: Time:

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1 Column Construction Content Area: Visual Arts Grades: 9-12 Advanced Task Description: Students will be introduced to the Sanctuary of Apollo at Delphi through the use of the Ashes2Art website. Specific attention is to be given to the various columnar orders used in the architecture. Students will watch the informative videos and view the images and panos individually on the website. After a discussion of applicable architectural terms, students will work individually to sculpt a column out of mid fire white clay in either the Ionic, Doric, or Corinthian Order. Background or Instructional Context/Curriculum Connections: Column Construction is primarily a Visual Arts production lesson however students are expected to use technology to research the architectural history of the Greek monuments at Delphi and use this to connect the production aspect of the lesson with the historic components. The Attachments to this lesson include: Guided Research Worksheet Rubric Visual Resources Objectives: The student will: 1. Complete research on the Doric, Ionic, and Corinthian Order. ( Nat. Standards: III A, III C., IV A., IV E.) Assessment: Research Worksheet 2. Demonstrate knowledge of Vocabulary relating to Greek architecture as well as clay techniques. (Nat. Standards: IV B.) Assessment: Research Worksheet 3. Plan his/her column by executing a thumbnail sketch outlining which order of column he/she has chosen, as well as the various pieces in which his/her column is to be constructed. Students should also list the various clay techniques they will be employing in the construction of his/ her column. (Nat. Standards: I B., I D., II E.) Assessment: Teacher Observation/ Rubric 4. Execute column construction using various techniques including slab construction, coiling, pinch, molding, wedging, and slip and score (Nat. Standard: I A.) Assessment: Rubric 5. Demonstrate knowledge of paint and glaze by choosing one of these techniques and applying it to his/her column. (Nat. Standard: I A.) Assessment: Rubric 6. Critique his/her own work as well as the work of his/her classmates. (Nat. Standard: V A., V D.) Assessment: Rubric Time: (45 minute class periods) 1 class for instruction of lesson, research 1 class for demonstration of clay techniques, addressing vocabulary and student practice of techniques 4-5 classes for construction of columns 1-2 classes for glaze, paint, etc 1 class for critique and completion of Artist s Statement Worksheet (Kiln firing is to be done by educator, in between students classes) Column Construction 1

2 Tools and Materials: 1 computer per student Drawing Paper Pencils White Sculpt Clay Slip dishes Canvas Cloth Rolling pins Tubes of various sizes (Plastic works most effectively but cardboard or aluminum can work) Newspaper Masking Tape Plastic Bags (Grocery or Trash Bags) Various Clay Modeling Tools Glazes Paint Assorted Brushes Sponges Lazy Susans Paper Towels Visuals and Resources: Ashes2Art website: Examples of Doric, Ionic, and Corinthian columns from Ancient Greece, and from present day Books: Stokstad, Marilyn. Art History: Second Edition Volume One. New Jersey: Prentice-Hall Inc., Gardner, Helen. Art Through the Ages: Sixth Edition. New York: Harcourt Brace Jovanovich, Inc., Goals: I. Understanding and Applying Media Techniques and Processes Creative Expression: Students will develop and expand their knowledge of visual arts media, techniques and processes in order to express ideas creatively in their artworks. II. Using knowledge of Structures and Functions Aesthetic Perception/Creative Expression: Students will demonstrate knowledge of the elements and principles of design and show an aesthetic awareness of the visual and tactile qualities in the environment that are found in works of art. III. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas Creative Expression/ Aesthetic Valuing: Students will use a variety of subjects, symbols, and ideas in creating original artwork and will evaluate the use of these elements in the artworks of others. IV. Understanding the Visual Arts in Relation to History and Cultures Historical and Cultural Perceptions: Students will demonstrate a knowledge of artists, art history, and world cultures and will understand how the visual arts reflect, record, and shape cultures. V. Reflecting upon and Assessing the Merits of Their Work and the Work of Others Historical and Cultural Perception/Aesthetic Valuing: Students will use thorough analysis, interpretation, and judgment to make informed responses to their own artworks and those of others. Column Construction 2

3 National Standards: I. Understanding and applying media techniques and processes: A. Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks B. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use. D. Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, syntheses, and evaluation. II. Using knowledge of structures and functions: E. Students create multiple solutions to specific visual problems that demonstrate competence in producing effective relationships between structural choices and artistic functions. III. Choosing and evaluating a range of subject matter, symbols, and ideas: A. Students reflect on how artworks differ, visually, spatially, temporally, and Functionally, and describe how these are related to history and culture.. C. Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. IV. Understanding the visual arts in relation to history and cultures: A. Students differentiate among a variety of historical and cultural contextsin terms of characteristics and purposes of works of art. B. Students describe the function and explore the meaning of specific art objects within varied cultures, times and places. E. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning. Vocabulary: Ionic Order Capital Shaft Base Doric Order Drum Stylobate Stereobate Abacus Corinthian Order Acanthus leaf Volute Flute Fillet Column Construction 3

4 Procedures: 1. Discuss Sanctuary of Apollo at Delphi. Discuss political and social components of Delphi and its role in Ancient Greece. Discuss history of the Oracle. (See list of resource material) 2. Discuss key architectural terms and vocabulary. Give specific attention to the differences in the Ionic, Doric, and Corinthian Order. 3. Discuss vocabulary terms showing examples present in the Athena Pronaia, the Athenian Treasury, Siphnian Treasury, etc. 4. Introduce website to students. Encourage the students to explore the site, reading essays, viewing 3D models, images, and panos. Have students watch each of the five minute videos individually. Move class to computer lab if necessary so that each student has access to a computer so that they may research at an individual pace and choose the areas of particular interest independently. 5. Have students explore the Ashes2Art website and complete the Tholos worksheet. 6. After the worksheet is completed have students return to classroom and introduce examples of Ionic, Doric, and Corinthian Columns in both the ancient setting as well as in present day. (It is particularly interesting to show students images from around their community, state, or school.) 7. Continue to reiterate Vocabulary, and point out defining characteristics of each column. 8. Have students choose an order of which to reproduce using clay. 9. Have students sketch out their column labeling the order in which they wish to work. 10. Demonstrate clay techniques including: slab construction, coiling, pinching, wedging, and slipping and scoring. 11. Discuss and demonstrate use of clay modeling tools. 12. Place canvas cloth on the desks of students. 13. Give students a sample of clay with which to practice these techniques. 14. After students are comfortable with clay techniques, have them return to their thumbnail sketch and label which techniques they will be using to achieve the visual affects they desire. (For example to obtain the capital one may use slab construction, but to achieve a volute, one may use coiling.) Have the students label each area of their design. 15. Have students begin by wrapping a plastic tube in newspaper.(if plastic or aluminum tubes are unavailable, this technique can be done by rolling several sheets of newspaper and binding them with rubber bands to create a tube.) Tape the newspaper together with masking tape. (Do not tape newspaper to plastic tube, only to itself. This is to facilitate the release of the clay from the tube.) Column Construction 4

5 Procedures (continued): 19. Wedge Clay 20. Roll out slabs of clay approximately ¾ of an inch thick, and long enough to wrap around tube. More clay may be added as needed. 22. When clay is leather hard remove tube from center of column. 23. Any paper left on the inside can be removed, but it is not necessary 24. Wrap the ends of the column with wet paper towels and place in a plastic bag. It is beneficial to place a wet sponge in the plastic bag to keep clay from drying out between classes. 25. Construct another slab to be the top of the capital of the column 26. Place the plastic tube used to create the column on top of the slab and trace the opening of the circle onto the clay. 27. Cut out this circle and attach it to the bottom of the column. The remaining slab (now with a hole in it) will become the top of the column. 28. By leaving this hole in the column, it becomes a vessel, but this also decreases the chance of the clay exploding in the kiln and destroying not only itself, but the work of other students. 29. Now, students may begin the detailing to create the specific order they choose to recreate. 30. Once column is finished the clay must be allowed to completely dry before firing. 31. Students should finish their columns using glazes or paint Column Construction 5

6 Architecture Research Worksheet: Name: Using the Glossary of terms available on the Ashes2Art website, define the following terms, and give one example of where each term could be seen. Ionic Order: Capital: Shaft: Base: Doric Order: Drum: Stylobate: Stereobate: Abacus: Corinthian Order: Acanthus leaf: Volute: Flute: Fillet: Column Construction 6

7 Architecture Research Worksheet (continued): Choose two architectural structures to discuss. Research these monuments by reading essays, viewing the short videos, and looking at panos and 3D models. Compare and contrasts the architectural techniques used in the two structures. Be sure to incorporate the above vocabulary in your comparison. In your research and exploration of the Ashes2Art website, what did you find to be the most interesting? Discuss why you found this to be of interest and how you can use this information in your own art production. After researching the various architectural structures of Ancient Greece, which order have you chosen to recreate in your column construction, Doric, Ionic or Corinthian? Why did you choose this order? Column Construction 7

8 Rubric: Planning and Preparation of Column Construction No attempt at a thumbnail sketch was made. Student has not defined the order he or she has chosen to replicate at all, and the student has not listed the techniques needed to create the desired column. Student has planned his/her column by executing a thumbnail sketch, but has not clearly defined the order he/she chose, or has not clearly defined the techniques he/ she will use to attain desired column. Student has planned his/her column by executing a thumbnail sketch outlining which order he/she has chosen as well as the and techniques he/ she will use to attain this column. Use of Techniques No attempt at using the clay techniques discussed in class. Multiple techniques were not used in the construction of the column, or the student did not use the techniques specified in class. Multiple techniques were used to create the column however, were not executed with complete accuracy. The construction is adequate and uses more than one of the clay techniques discussed in class. Various techniques such as slab construction, coiling, pinching, molding, wedging, or slip and score were used to create the column effectively. Knowledge and Application of Glaze or Paint No attempt at glazing or painting column was made. Student does not demonstrate knowledge of paint and glaze by executing their application poorly or incorrectly. Student demonstrates knowledge of paint and glaze by choosing one of these techniques but execution has slight problems. Student demonstrates knowledge of paint and glaze by choosing one of these techniques and executing is successfully on his/ her column. Critique and Reflection Student makes no attempt to participate in critique session. Student does not use appropriate vocabulary in critique session, and reflection upon his/her own work is very limited. Student contributes to critique session, but reflection upon their own work and the work of others is limited. Student uses appropriate vocabulary Student offers thoughtful critique of his/her own work as well as that of other students. The student uses appropriate vocabulary and contributes to the critique session. Column Construction 8

9 Athenian Treasury Detail: Athenian Treasury Frieze Polygonal Wall Column Construction 9

10 Tholos Temple of Athena Pronaia Detail: Tholos Temple of Athena Pronaia Column Construction 10

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