Jurying the level 1 art show #Florida

The art works from all the level 1 art classes will be on exhibit April 20 – May 19 at the Arthaus. Watch this space for an informational graphic when it becomes available. Right now the last of the Florida theme projects are coming out of the glaze kiln. This week ceramics students will work in pairs to select the pieces that will be sent to the exhibit. They will use the worksheet below to evaluate and score the selected pieces.

After last year’s activity to select the artworks, I reflected on how to encourage the jurors stakeholders in the process. I want them to consider the artistic behaviors they have been practicing while building their own artwork such as communication, planning, originality, craftsmanship. My objective is that the students in the juror role contemplate all the steps of creating these pieces, and recognize that the most successful artworks are not always the ones that are the most clever but ones that communicate a clear idea, shows mastery of the elements of art, or confident use of material and techniques.

This Juror’s worksheet was modified from Mrs. Christine Colby’s worksheet that her AP students use as a peer “mock scoring activity” for the 3-D AP breadth section. Christine teaches ceramics and 3-D studio art, she shared the lesson with other high school art teachers at an AP art teachers’ workshop held February 17, at the Arthaus.

The following artworks are the ones selected for the exhibitions. Congratulations to all the ceramics 1 students on your diverse ideas, interpretations and hard work.

Research images from the MET

Pouring vessel
ca. 1550–1458 B.C.
Egypt, Dynasty 18, early

vessel with handles
8th–9th century
Excavated in Iran, Nishapur

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.