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HIGH SCHOOL
Ceramics and 3D studio in Pittsburgh Public School District
PROJECT ONE
Intermediate ceramics students create ceramic triptychs based on architecture that they encounter in their daily lives by carving a series of earthenware three tiles.
Drawing from both art history and contemporary art, students will use traditional techniques and formats to convey present-day narratives through abstracted imagery.
ABSTRACT
ARCHITECTURE
Drawing From
ART HISTORY
Students learn about the history behind triptychs and their significance in European traditions, discussing Heironymus Bosch's "Garden of Earthly Delights" as a prominent example. They then discussed how triptychs can be applied in a contemporary context, and how this process translates to ceramic relief carving.
Drawing From
CONTEMPORARY ART
Brian Alfred is a contemporary painter who often depicts abstracted architectural elements. Alfred was born in Pittsburgh, PA and now works in Brooklyn, NY.
Students discussed Alfred's work, focusing on his treatment of formal elements to simplify and emphasize architectural elements.
PITTSBURGH IN RELIEF
Students Carve
Students Glaze
CERAMIC TILE TRIPTYCHS
ABOUT THE PROJECT
"ABSTRACT ARCHITECTURE"
Students create work about identity as it relates to the places they inhabit by creating a ceramic tile triptych of images of architecture that they encounter in their daily lives. Students learn about how contemporary artists abstract and portray architecture around them, emphasizing formal elements. Students also learn about art history traditions of triptychs–a series of three works intended to be viewed together–and discuss how juxtaposing images changes or deepens their meaning meaning.
BIG IDEA
Identity and Place
BIG IDEA AS TIED TO PROJECT
Through this lesson, students examine place as a signifier of daily experience and identity. After taking photos of architecture that they encounter in their daily lives, students will crop images to highlight formal elements (line, shape, etc.). Students will learn about triptychs and their art historical significance and apply this format to their own work by creating a series of three images intended to be viewed together.
KEY CONCEPTS
Architecture | Formal elements | Abstraction | Subtractive | Relief | Triptych | Juxtaposition
ESSENTIAL QUESTIONS
How does architecture relate to daily experience and identity?
How does placing an image in relationship to another image change its meaning?
Where do we find elements of art in our daily lives?
ENDURING UNDERSTANDINGS
Architecture that is significant or present in one’s life can be a signifier of identity.
Placing imagery in juxtaposition can change the meaning of each element.
Elements of art can be found in daily life, and is heavily present in architecture.
PROJECT OBJECTIVES
Students will be able to measure and cut three identical square clay tiles.
Students will be able to carve imagery in relief through subtractive methods.
Students will be able to identify and emphasize formal elements in architecture.
Students will be able to analyze and compare historical and contemporary works of art.
PENNSYLVANIA ARTS STANDARDS
9.1.12 C Integrate and apply advanced vocabulary to the arts forms.
9.2.12 A Explain the historical, cultural and social context of an
individual work in the arts.
9.2.12 H Identify, describe and analyze the work of Pennsylvania Artists in dance,
music, theatre and visual arts.
9.3.12 A Explain and apply the critical examination processes of works in the
arts and humanities. • Compare and contrast • Analyze • Interpret
• Form and test hypotheses • Evaluate/form judgments
NATIONAL CORE ARTS STANDARDS
VA:Cr1.2.Ia Shape an artistic investigation of an aspect of present day life using a
contemporary practice of art or design.
VA:Cr3.1.Ia Apply relevant criteria from traditional and contemporary cultural contexts to
examine, reflect on, and plan revisions for works of art and design in progress.
VA:Re8.1.Ia Interpret an artwork or collection of works, supported by relevant and sufficient
evidence found in the work and its various contexts
PROJECT TWO
NONREPRESENTATIONAL
SCULPTURE
Advanced ceramics and sculpture students explore creating nonrepresentational sculpture through additive processes.
This project focused on process rather than pre-designed outcomes and challenged students to engage in sustained inquiry while being open to changes in form.
Drawing From
THE NATURAL WORLD
Students learn about how certain animals build their homes by incramentally adding bits of material and consider how these animal behaviors might translate to artmaking processes.
Drawing From
CONTEMPORARY ART
Students analyze and discuss the work of contemporary artists who create non-representational art through additive processes.
Students Explore
ADDITIVE PROCESSES
CONTEMPORARY ART
Students Analyze
Students Refine
NONREPRESENTATIONAL ART
ABOUT THE PROJECT
"NONREPRESENTATIONAL SCULPTURE"
Students explore additive processes to create nonrepresentational works of art. Drawing on both the natural world and contemporary art, students will analyze and discuss work being made by artists today and consider process as a focal point to creation. This project challenges students to let go of pre-determined and representational methods and experiment with materials and unconventional processes.
BIG IDEA
Process
BIG IDEA AS TIED TO PROJECT
Through this lesson, students are led by process rather than a concept for a final form. This asks students to consider multiple ways of making meaning and motivations for artmaking.
KEY CONCEPTS
Nonrepresentational art | Additive sculpture | Process-based inquiry
ESSENTIAL QUESTIONS
How can studio processes create meaning in art?
How is additive sculpture significant as a process?
How can we communicate ideas through non-representational artwork?
ENDURING UNDERSTANDINGS
Process is not only a means to an end; it can create content in artwork.
Additive sculpture, like all processes, has conceptual implications.
Conceptual content can be delivered through nonrepresentational as well as representational means.
PROJECT OBJECTIVES
Students will be able to analyze and discuss contemporary artworks.
Students will be able to consider the conceptual implications of process.
Students will be able to engage in artmaking processes with an unknown outcome.
PENNSYLVANIA ARTS STANDARDS
9.3.12 A Explain and apply the critical examination processes of works in the
arts and humanities. • Compare and contrast • Analyze • Interpret
• Form and test hypotheses • Evaluate/form judgments
9.3.12.C Apply systems of classification for interpreting works in the arts and
forming a critical response.
NATIONAL CORE ARTS STANDARDS
VA:Cr1.2.IIIa Choose from a range of materials and methods of traditional and contemporary
artistic practices, following or breaking established conventions, to plan the making
of multiple works of art and design based on a theme, idea, or concept.
VA:Cr3.1.IIIa Reflect on, reengage, revise, and refine works of art or design considering relevant
traditional and contemporary criteria as well as personal artistic vision.