Research images from the MET

Pouring vessel
ca. 1550–1458 B.C.
Egypt, Dynasty 18, early*&offset=0&rpp=100&pos=74

vessel with handles
8th–9th century
Excavated in Iran, Nishapur*&offset=0&rpp=100&pos=67

embellished with lines
Terracotta jar with three handles
ca. 1600–1500 B.C.

This is an example of the post you are completing to show you have learned to refine your search of the Metropolitan Museum of Art’s online collection. Create a citation for each image. Here is a link to the assignment sheet. I will add to this page throughout the day as a demonstration of uploading the image and creating a caption with correct content.

Here is the LINK to the document to help narrow down the geographic region and time period using the Met Museum’s filter.

Storage vessel
2nd century B.C.–A.D. 3rd century

Terracotta straight-sided cup
ca. 1750–1700 B.C.

color to embellish
Lidded Vessel
3rd–4th century

Florida Theme Project

Jake’s work in progress

This year all level one art classes are creating a project based on a ideas and imagery the student associates with Florida. In Ceramics 1 we started this project reading an article from the News Journal about the history of Port Orange. Using a 3,2,1 reading strategy each class worked as individuals and small groups to gain new knowledge and summarize the text, as well as pulling out content that could be the starting idea for a new artwork.

Jasnit’s work in progress

Last year our theme project “What’s Inside My Head” was much more wide open. Many students had a hard time starting the project with both the subject and form being a free choice. Reflecting on this problem, I asked my ceramics 1 students to develop a project idea that fit into one of the following categories: culture, environment, famous person, history. I presented five different sculptural options to create: a pair of bookends, a bank, a shoe, portrait bust, or a teapot. The pair of bookends has been the most popular selection, using slab building to create the basic form.

Last Friday students reached the halfway point of the building process. Some students are using underglaze and applying some color to their work before leaving it out to dry. After the work is finished it will dry for about a week then be fired for the first time. Glazes will be applied and the work is then fired for the second time. You can read what the students have to say in their own words, each student’s blog is featured in the left-hand column or under the GEAR icon depending on you device. I’ve featured a few students’ blogs below that will give you a picture of the range of projects and ideas that are being developed in class.

Faheem’s Blog

Nate’s Blog

Sarah’s Blog

Stephanie’s Blog

Portrait Busts in Ceramics 2

This fall I saw an Amaco/Brent video series being shared on Facebook. It is an Amaco/ Brent sculpture lesson using a Renaissance painting as the basis for a three-dimensional form. The videos are only a few minutes each and use time-lapse photography to abbreviate the demonstration process.

I was inspired by a friend’s visit to London to create a file of portraits for the students to select their figure. At first, I thought that I would present this part as a research task however, I was concerned about having to veto their choices due to the complexity of the point of view, cropping and just having too many choices. Most of the images are from European artists, however, I did include some American works as well. Once the project was rolled out I was sharply aware that I did not do a good job including ethnic diversity;. I am collecting images now, (please share your ideas and recommendations).

Austin works on the proportion of the lower face on his portrait based on Grant Wood’s “American Gothic.”

Rietta S grade 11 working on a portrait based on the work of Sandro Botticelli.

Throughout the first semester, students worked independently completing projects with different methods of construction and intentions. The portrait bust project has brought cohesion to the group as they have worked on this challenge. It has provided many opportunities for students to collaborate and help each other solve problems. Examples include how to cut slabs to create the curving transition from the neck to the head, pushing in eye sockets to create the bridge of the nose, and complementing each other’s accomplishments.

Morgan helping Mary work out the placement of the eyes on her portrait based on the work of Sandro Botticelli.

These pieces are built like vessels, hollow and from the bottom up. The shape and size of the initial slab base influence the size and proportion of the over all form. It provides an opportunity to observe details of clothing, jewelry, and hairstyles from another era while trying to recreate or summarize them with clay. The students are using red earthenware clay and will make their own choices in how to finish the surface of their sculpture.

Penny applies details to Anne Boleyn’s head covering.

Artists Refine Craft

Alicia grade 11

Alicia grade 11

I have been working to include more student choice in Ceramics 1 projects this year. The “Utilitarian Vessel” allowed students to choose a method of construction practiced already, draped slab, coiling or pinching to make a form of their choice to be used in the home. Students sketched out several ideas and created a maquette, or small model, of showing their plans. The works were bisque fired and glazed. They used results of other glazed projects to make decisions about color combinations and application technique. Reading one student’s reflection, I knew I was on the right track:

The project that held my interest longest was the utilitarian vessel project where I created a candy bowl. The reason I enjoyed this project so much is because it felt personalized in a way that I was in control of what I was going to make.” Sarah grade 10

Aliana grade 10

Aliana grade 10

Madelyn grade 10

Madelyn grade 10

Currently Ceramics 1 started building their “Refine Craft” project. Each student selected a project from four choices, a jar with a lid, an animal vessel, a coiled vase or slab lantern. Each project is meant to be challenging and present new problems to solve while utilizing an already practiced method of construction. I formatted each project the same so all students go through the same artistic behaviors: research, plan, improve art making skills, solve problems and reflect.  I hope that each student can find a way to develop their own personalized ceramic artwork. Refine Craft
In the new year, Ceramics I will focus on projects that communicate with others, presenting more possibilities to develop personalized projects and creative expression.


Trevor grade 12