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Visual Arts Performance Tasks

Task Title: Japanese Tea Ceremony - Pottery Analysis

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

Benchmark Level: Check Box 1 Check Box 2 Checked Box 3 Check Box CIM

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

Checked Box Aesthetics and Art Criticism: Respond to, explain, and analyze works of art, based on technical, organizational, and aesthetic elements.
Check Box 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.
Check Box Create, Present and Perform:* Use ideas, skills, and techniques in the arts.

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

Check Box English
(including Literature & Reading)		 Check Box History* Check Box PE
Check Box Second Language
|		 Check Box Civics Checked Box Art
Check Box Science
|		 Check Box Economics Check Box Music
Check Box Math
|		 Check Box Geography Check Box Health
Check Box Technology
|		 Check Box Culture* Check Box Other ____________
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State Curriculum Framework items
addressed at the benchmark level:

(See State Standards document for this statement listed by benchmark level along with Arts Content Standards.)

Aesthetics and Art Criticism: Respond to, explain, and analyze works of art, based on technical, organizational, and aesthetic elements.
Benchmark 3 (by end of grade 8) - Recognize and describe how technical, organizational, and aesthetic elements contribute to ideas, emotions, and overall impact communicated by works of art.

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 Create, Present and Perform, and Historical and Cultural Perspectives.

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Performance Task Guide

Amount of Time to Complete:
2-3 fifty-minute lessons.

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

Students describe in writing 3 pieces of Japanese pottery. The description will tell approximate age (very old, newer, present day) and include how they know the age, the firing method used (traditional rakku or kiln methods), and the pottery's function in Japanese culture.

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

  • Knowledge of Japanese pottery forms
  • Knowledge of Japanese criteria for pots and vessels
  • Knowledge of the function of various forms of Japanese pottery
  • Knowledge of ways to recognize methods of firing
    (rakku and kiln)

Materials and Resources:
Check the public library for file folders of pictures of pottery from historic to present - select examples that show distinct differences. Ask parents, faculty, friends for any samples they may have and would be willing to let students touch and pass around. Encyclopedia or Internet for simplified explanations and using samples of pictures of Rakku and kiln firing. Check District AV guide for slides, filmstrips, or videos.

Adaptations:
(Changes in the task to meet individual student needs without altering the standards or rigor of the task.)
Preliminary lessons can be used by all levels if done in cooperative groups.

Teacher Comments/Recommendations:
Be sure to choose three examples that are clearly different in age, function, and firing technique.

Task Developed By: 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)
Written explanation and analysis of three pottery forms Aesthetics and Art Criticism A successful performance will be a written paper that describes the age (very old, newer, present day), function (how and why used), and correctly identifies the firing method (rakku or kiln) used for three examples of Japanese pottery. Each response will describe and tell how the student knows the technical or aesthetic element he/she recognizes.
| State preferences and reasons for preferences. See student self-reflection below.

Student Self-Reflection:

Students will sketch the piece (of three) that they think or believe they would prefer to drink or eat from and, below their sketch, tell why.

Japanese Tea Ceremony - Working with Clay
Japanese Tea Ceremony: Historical and Cultural Perspectives


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