Submitted by: Judie Jacobs,
Holy Innocents' Episcopal School
Unit: Functional Ceramics (Japanese Tea
Ceremony below)
Lesson Plan: Fun and Funky Teapots
Grade Level: High school (adaptable to middle school)
Click images for larger views
Objectives: Students will
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Look at the tea pots through time - critique
modern art examples and compare to more traditional designs
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Implement planning - determine appropriate hand building
techniques to use for construction
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Design lid/handle and spout to be part of the
overall design as well as function like a tea-pot - design an original
teapot
-
Utilize additive and subtractive sculpture methods
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Select aesthetically pleasing glazes/and or under glazes
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Demonstrate craftsmanship in forming and glazing.
Materials:
Earthenware clay (or Buff stoneware)
Slip
Modeling tools
Small sponges
Canvas
Underglazes/glazes
Painting brushes
Rolling pins
wooden slats/guide sticks
assorted medium size bowls
Vocabulary:
Functional - traditional - Glazing - underglazes -
Additive - subtractive - Slab/draped slab - pinch - coil - contemporary
Resources:
Instruction/Motivation:
- Have the students look at many teapot examples
and brainstorm ways to make their teapot unique. Browse the Internet -
or have several books available as well as Ceramics' Monthly
Magazines. Discuss artists' source of ideas
- Explain parts of the teapot - have diagram
available that shows parts that should be incorporated into the
design.
- Review handbuilding techniques if
necessary.
Procedures: (note it is assumed students already know the basic handbuilding
techniques for this lesson. Middle School students make need
demonstrations)
- Brainstorm ideas - write down objects
that are meaningful to you to use as inspiration for teapot design.
- Make several thumbnail sketches of ideas - select
one to enlarge and sketch in more detail. Develop a plan using hand
building techniques.
- An easy way to make body of pot is using draped
slab pressed inside a bowl. Using a rolling
pin and wooden slats, roll out even slabs to use for construction.
Each slab must be slipped and scored. Make body with slab - coil or
pinch method.
- Create base of teapot before adding strainer,
spout and foot.
- Form lid to fit into top of base - and mesh with
design (without falling in).
- Use thin straw to make strainer holes in body
before attaching spout.
- Finish by adding interesting details that fit
chosen theme. Use additive and subtractive techniques to add details.
Handle and spout must add to the theme.
- Smooth all cracks and rough areas with a damp
sponge before letting it dry out.
- Schedule in-progress critiques
- After bisque firing, glaze- or underglaze and
clear glaze and fire again. Select glazes for their aesthetic value -
must be food safe.
- Have class critique
Copyright extension: Discuss copyright with
students. The idea of a sculptural teapot can not be copyrighted nor can
the idea of a teapot shaped like a house be copyrighted. Look at the
various teapots found online. Sketch one that gives you the most
inspiration (or save image to file - check site's "Fair
Use"/copyright policy). Save the artist's name, title of teapot
and date. Continue then with your own ideas. At the end of the project,
share both the finished work and the source of inspiration. Decide as a
class if the new creation is unique enough to be copyrighted. Decide as a
class if the new work infringes on another artist's copyright. In general
items of craft can not be copyrighted - only what that artist does that is
unique. Utilitarian objects may be patented - if there is something new
that is developed. Encourage students as they work to date their new ideas
(for instance, once one student decided to do a baseball, that idea was
taken and another could not use it for this particular lesson). Date each
new idea that is added (keeping track in sketchbooks) then at the
end of the class period, see if any other classmates can claim copyright
infringement. (Note: in the classroom setting, generally there is a
sharing of ideas freely - that doesn't always work in the "real
world"). Encourage students to sign and date their finished work. You
may want them to make their own logo stamp to mark their work. This can be
stamped down towards the base or on the bottom.
Evaluation:
- Did students participate in class discussion of contemporary
whimsical teapots and more traditional styles?
- Did student implement planning to design a
whimsical teapot combining handbuilding techniques? Is work original?
Creative?
- Did student exhibit craftsmanship in construction
and glazing of teapot.
Sample Rubric - modified from Rubric by
Marianne Galyk
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Assessment
Rubric
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Student Name:
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Class Period:
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Assignment:
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Date Completed:
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Circle the
number in pencil that
best shows how well you feel that you completed that criterion for
the assignment.
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Excellent
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Good
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Average
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Needs
Improvement
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Rate
Yourself
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Teacher’s
Rating
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Criteria 1 – Designs - creativity -
problem solving. Is work unique?
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4
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3
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2
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1
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|
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Criteria 2 – Construction and
functionality - Does teapot work?
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4
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3
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2
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1
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Criteria 3 – Aesthetics in glazing
or underglazing - glaze application
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4
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3
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2
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1
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|
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Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good use of
class time?
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4
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3
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2
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1
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|
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
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4
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3
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2
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1
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Total
Possible: 20
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YOUR TOTAL
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Grade
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Student's Comments:
Teacher's Comments:
Submitted by: Christa Wise, Saugatuck, Michigan
Unit: Functional Ceramics - Japan
Lesson: Sculptural Teapots - Narrative works
Grade level: Middle school through high school (and beyond!)
Christa
Wise was a winner of the Fulbright
Memorial Scholarship to Japan. This is one of the lessons she developed to
share her experiences with her students. Adapt lesson plan above. Many Art Ed
List members have been awarded this opportunity.
The
3-D Studio class worked on teapots. We
started the assignment by making tea.
I put out Styrofoam cups, teabags, an electric hot pot for water,
wooden stirring sticks, paper napkins, and packets of sugar.
Students arriving to class were surprised to be able to gather
around and make tea and for the first five minutes, class was very lively.
Once everyone had their tea, I explained that practically
everything they had done was antithetical to the Japanese Tea Ceremony.
I read a story about a visit to a teahouse.
We talked about the reverence for the experience and how all of the
tea implements were very special. I
shared some examples of teapots, cups, whisks, and had them all taste
powdered tea. I think this
lesson was very effective because of the contrast of our casual experience
to the formality and meaning in the tea ceremony.
I gave the assignment to make teapot with the option to complete
additional pieces like teacups, a sugar bowl, and a cream pitcher.
Curiously,
once one class saw these teapots, other classes working in clay begged to
make teapots as well. This
semester, all five classes working in clay had students working on
Japanese-inspired teapots that began with a very atypical tea ceremony.
Here
is an example of a teapot made by one of the students.
It is based on a fairy tale about a Chinese fisherman and a large
fish that gives him three wishes if he will save the fish’s life.
While the story is not Japanese, I think the image was inspired by
this student’s limited perception of Japan.
I think the fish and water images were inspired by some of the
Japanese prints I had on display on the walls.
Using the boat as a handle for the lid of the pot seems to a
particularly effective technique.
The other example is also a narrative piece.
Resources
on Japanese Culture:
