Have your students easily create 'Face Mugs' in the style of early southern United States 'Face Jugs.' Students learn the history behind 'face jugs' and hand-build a mug following that style.
5 sessions; 55 minutes per session
1. SWBAT explain history of 'face jugs' as they relate to the Civil War and the Reconstruction period.
2. SWBAT explain properties of clay and stages clay goes through.
3. SWBAT construct a clay mug using slab methods
4. SWBAT construct with clay using score and slip methods
5. SWBAT apply glaze appropriately and effectively.
2. empty bottles or empty soda cans
3. plastic wrap or plastic baggies
5. modeling tools
6. rolling pins
1. Discuss history of slave pottery and 'face jugs' as they refer to the Edgefield area of South Carolina.
2. have students research or show examples of 'face jugs'
3. Each student wraps a bottle or can loosely with plastic wrap/baggie and holds it in place with tape (cover the bottom of the bottle as well)
4. Students roll out a slab of clay approx. 4" high by 9" long (long enough to wrap around the bottle)
5. Students wrap slab around bottle/can and then roll another slap and cut it to fit the bottom of the bottle.
6. Score and slip edges of bottom to edge of slab around bottle - score and slip edges of slab that overlap on wrapped bottle.
7. Students add facial features to 'face mugs' - the wilder the better. - be sure to score and slip each feature on. Use modeling tools to achieve more detail.
8. Add a handle for their mug (optional).
8.5. Remove can/bottle
9. Dry and bisque fire.
10. Glaze and refire.
1. Does the mug hold water (good construction)
2. Does the mug have a defined face - creativity
I assign different grades for construction and for glazing so it is a two grade project.
Feel free to contact me with any additional questions.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
[9-12 Advanced] 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
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences