Personality Cups / 5nd Grade
Overview

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    Students are taught what each part of a cup is called, and what processes to go through to create each part of the cup by handbuilding. When glazing, students are directed to pick glazes according to what's important to them: their favorite color or the colors of the flag of a country that is meaningful to the student.

The parts of a cup, in side view (profile) and cross section ("x-ray")

Rationale

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    Cups are used everyday, yet most people do not consider it as an object worth inspecting or analyzing even though there is much consideration and calculation put into making each cup we hold. By creating a cup from scratch, students gain a sense of the amount of deliberate thought and effort that must be put in to create a cup and also experience an appropriate challenge to their level of psychomotor development.

Objectives

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• Students will know how to slip, score and weld
• Students will know the different clay stages: greenware, bisqueware, glazeware
• Students will know the name of each part of a cup
• Students will be able to create a hollow vessel (pinch pot)
• Students will be able to create a level lip
  

Addressed New York State Educational Standards

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• Standard 1
  Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.
• Standard 2
  Know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.
• Standard 3
  Reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.
• Standard 4
  Go to Visual Arts Standard Four Explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society.

Vocabulary

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• Cross-section -- an image that shows something as if it was cut through. The intersection of a plane through a three dimensional object.
• Side View / Profile View -- Looking at spomething from the side.
• Cup Foot -- The part of the cup that touches where it rests.
• Cup Handle -- The part of the cup that is intended to be used to use the cup
• Cup Lip -- The part of the cup that comes in contact with the mouth
• Cup Walls -- The part of the cup that gives the cup its height. The part that goes all the way around the cup.
• Thickness -- The distance between two surfaces.
• Leatherhard -- When the clay isn't soft enough to be shaped but can be carved.
• Greenware -- Clay that has not been fired at all.
• Bisqueware -- Clay that has been fired in the Kiln.
• Kiln -- The "oven" for the clay to harden it.
• To be fired -- To go through the process in the kiln of reaching cone 04 (1880 F) and returning to room temperature over a long period of time (overnight, in our case).
• To be bisque fired -- To make greenware into bisqueware. To make brittle, air dried clay into stone hard clay.
• To be glaze fired -- To have glaze (glass dust) melt together to coat the surface of the clay.
• Glazeware -- The "oven" for the clay to harden it.
• Glaze -- Crushed glass dust, mixed with water to form a slurry similar to the consistancy of yogurt.
• Glazing -- The process of applying glaze. "Painting" the cup. "I am glazing my pottery."
• Glaze Pooling -- When the glaze gets into a crack in the clay and is thicker there
• Glaze Breaking -- When the glaze pulls apart at a sharp edge of the clay and is very thin.
  

Evaluation

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Objectives	Excellent	Good	Fair	Poor	Incomplete
Evenness of walls	The walls are of even thickness throughout	The wall is thicker at one spot. There are a few cracks	The wall is thick and thin randomly. There are some cracks	The wall is thick and thin randomly. There are many cracks	The walls of the vessel are nonexistant, or cannot stand by itself
Levelness of the Lips	The lip is perfectly flat	The lip is almost flat	The lip is uneven here and there, but it is functional	The lip is uneven here and there, and it is not functional	There is no evidence of an effort to create an even lip
Handle	The handle is comfortable and functional right-side up	The handle is comfortable and functional, but it is more comfortable upside down	The handle is not comfortable yet functional, and it is more comfortable upside down	The handle is not comfortable and interferes with functionality. The handle is more comfortable upside down	The handle is unusuable. The handle is more comfortable upside down
Foot Quality	The foot of the cup is not squashed	The foot of the cup is squashed a little	The foot of the cup is squashed	The foot of the cup is squashed quite a bit	There is no discernable foot on the cup
Glaze Application	The glaze has been applied thick and even throughout the cup	The glaze has been applied thick and even on most the cup. There are one or two unintended spots where the clay is bare	The glaze has been applied thickly on most the cup. There are a few unintended spots where the clay is bare	The glaze has been applied to the cup but it requires a second coat. There are several spots where the clay is bare	The glaze has been applied thin and sloppy. There are several spots where the clay is bare
Glaze Consideration	Student has considered various glazing ideas on the glazing worksheet	Student has considered various glazing ideas on the glazing worksheet	Student has considered various glazing ideas on the glazing worksheet	Student has considered various glazing ideas on the glazing worksheet	Student has considered various glazing ideas on the glazing worksheet

Extension

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• Students can try pulling a handle, or help out a friend who is having trouble. Students are also encouraged to try different kinds of patterns on the surface of the cup with the consideration of pooling glaze. Students can also draw what kind of glazing pattern they would like to try on their cup.

Student Examples

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