Professional Documents
Culture Documents
Objectives:
Task Description:
Students will be introduced to the The student will:
Sanctuary of Apollo at Delphi through the 1. Complete research on the Doric, Ionic, and Corinthian
use of the Ashes2Art website. Specific Order. ( Nat. Standards: III A, III C., IV A., IV E.) Assessment:
attention is to be given to the various Research Worksheet
columnar orders used in the architecture.
Students will watch the informative videos 2. Demonstrate knowledge of Vocabulary relating to Greek
and view the images and panos individually architecture as well as clay techniques. (Nat. Standards: IV B.)
on the website. After a discussion of Assessment: Research Worksheet
applicable architectural terms, students will
work individually to sculpt a column out 3. Plan his/her column by executing a thumbnail sketch
of mid fire white clay in either the Ionic, outlining which order of column he/she has chosen, as well
Doric, or Corinthian Order. 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:
Background or Instructional Teacher Observation/ Rubric
Context/Curriculum
Connections: 4. Execute column construction using various techniques
including slab construction, coiling, pinch, molding, wedging,
Column Construction is primarily a Visual and slip and score (Nat. Standard: I A.) Assessment: Rubric
Arts production lesson however students
are expected to use technology to research 5. Demonstrate knowledge of paint and glaze by choosing
the architectural history of the Greek one of these techniques and applying it to his/her column. (Nat.
monuments at Delphi and use this to Standard: I A.) Assessment: Rubric
connect the production aspect of the lesson
with the historic components. 6. Critique his/her own work as well as the work of his/her
classmates. (Nat. Standard: V A., V D.) Assessment: Rubric
The Attachments to this lesson include:
Guided Research Worksheet
Rubric Time:
Visual Resources (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 Artists Statement
Worksheet
Books: Stokstad, Marilyn. Art History: Second Edition Volume One. New Jersey: Prentice-Hall
Inc., 2002.
Gardner, Helen. Art Through the Ages: Sixth Edition. New York: Harcourt Brace
Jovanovich, Inc., 1975.
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.
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.
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.
Vocabulary:
Ionic Order
Capital
Shaft
Base
Doric Order
Drum
Stylobate
Stereobate
Abacus
Corinthian Order
Acanthus leaf
Volute
Flute
Fillet
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.
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.
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.)
Ionic Order:
Capital:
Shaft:
Base:
Doric Order:
Drum:
Stylobate:
Stereobate:
Abacus:
Corinthian Order:
Acanthus leaf:
Volute:
Flute:
Fillet:
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 tech-
niques 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 pro-
duction.
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?
0 1 2 3
Planning and No attempt at a Student has not Student has planned Student has planned
Preparation thumbnail sketch was defined the order he his/her column by his/her column by
of Column made. or she has chosen to executing a thumbnail executing a thumbnail
Construction replicate at all, and sketch, but has not sketch outlining
the student has not clearly defined the which order he/she
listed the techniques order he/she chose, or has chosen as well as
needed to create the has not clearly defined the and techniques he/
desired column. the techniques he/ she will use to attain
she will use to attain this column.
desired column.
Use of Techniques No attempt at using Multiple techniques Multiple techniques Various techniques
the clay techniques were not used in were used to create such as slab
discussed in class. the construction of the column however, construction, coiling,
the column, or the were not executed pinching, molding,
student did not use the with complete wedging, or slip and
techniques specified accuracy. The score were used to
in class. construction is create the column
adequate and uses effectively.
more than one of
the clay techniques
discussed in class.
Knowledge and No attempt at glazing Student does Student demonstrates Student demonstrates
Application of or painting column not demonstrate knowledge of knowledge of
Glaze or Paint was made. knowledge of paint and glaze by paint and glaze by
paint and glaze choosing one of choosing one of
by executing their these techniques but these techniques
application poorly or execution has slight and executing is
incorrectly. problems. successfully on his/
her column.
Critique and Student makes no Student does not Student contributes Student offers
Reflection attempt to participate use appropriate to critique session, thoughtful critique of
in critique session. vocabulary in critique but reflection upon his/her own work as
session, and reflection their own work and well as that of other
upon his/her own the work of others students. The student
work is very limited. is limited. Student uses appropriate
uses appropriate vocabulary and
vocabulary contributes to the
critique session.
Polygonal Wall
Column Construction | http://www.coastal.edu/ashes2art 9
Tholos Temple of Athena Pronaia