Performance Tasks

Task Title: Japanese Tea Ceremony - Working with Clay

24J Student Goal
Curriculum Framework/Guidelines Items Addressed
Performance Task Guide
Products & Performances To Be Assessed

Benchmark Level:

1

2

3

CIM

Oregon Arts Content Standard
to be assessed (using a scoring guide):
* possible other connections

	Aesthetics and Art Criticism:* Respond to, explain, and analyze works of art, based on technical, organizational, and aesthetic elements.
	Historical and Cultural Perspectives:* Understand how works of art relate to the time periods and cultures in which they are created and how certain works of art from various time periods and cultures are related.
	Create, Present and Perform: Use ideas, skills, and techniques in the arts.

Academic Content in the extended definition(s):
(* possible other connections)

	English (including Literature & Reading)		History*		PE
	Second Language |		Civics		Art
	Science |		Economics		Music
	Math |		Geography		Health
	Technology |		Culture*		Other ____________

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State Curriculum Framework items
addressed at the benchmark level:

Create, Present and Perform: Use ideas, skills and techniques in the arts.
Benchmark 3 (by end of grade 8) - Create, present and/or perform a work of art, selecting and applying artistic elements and technical skills to achieve desired effect.

Note: This proposed task is one of three presented and pulled from an integrated year-long Arts Plan school project emphasizing worldwide connections and focusing on the historical use of clay in the Eastern Hemisphere in creating functional and arts objects. See Japanese Tea Ceremony task proposals for Aesthetics and Art Criticism, and Create, Present and Perform.

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Performance Task Guide

Task Description:
(include whole class, group and individual work as appropriate)

Students will make a tea cup or bowl from clay. (If additional time available, they may also make a coil tea pot). The criteria is the four "Ss:" symmetrical, simple, small enough to hold in one hand or between both hands, and crafted so it is smooth and soothing to the touch. The pottery will have a nature symbol (leaf or flower, for example) incised in the clay.

Prerequisite Knowledge and Skills:
To successfully perform this task students will need preliminary:

• Knowledge of and skill in pinch pot and coil methods of working with clay
• Knowledge of and skill in using glazes
• Skill in incising clay to create a design
• Knowledge of nature symbols

Materials and Resources:
Clay, tools (for incising), glazes, and materials for working with clay, kiln access
Pictures and examples of pottery used in a traditional tea ceremony
See Arts & Media Basics: Working with Clay

Adaptations:
(Changes in the task to meet individual student needs without altering the standards or rigor of the task.)
All students can complete this task.

Teacher Comments/Recommendations:
The teacher needs instruction or practice in teaching pinch pot or coil methods of working with clay.

Task Developer: Mary Putka, Hosford Middle School, Portland

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Products & Performances to Be Assessed
Student Work To Be Scored	Scoring Guides	Describe a Successful Performance (Check the Curriculum Framework/Guidelines)
Clay Cup For Drinking Tea	Create, present, perform Technical Quality & Creative Expression	Successful performance of this task will be the creation in clay of a tea cup that is symmetrical, simple (no handles), smooth to the touch, small enough to hold in one hand or between both. It will have an incised decoration representing nature, and be glazed and fired.

Student Self-Reflection:

1. What is the shape of your tea cup?
2. How does it feel when you hold it in your hand(s)?
3. What worked well?
4. What difficulties did you have in creating the cup?
5. What did you learn?
6. How do you feel when you hold your tea cup?

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