1. SWBAT explain the mishima technique and how it developed.
2. SWBAT create a line art design using the mishima technique
3. SWBAT understand how slips, engobes and underglazes work.

1. Clay
2. Underglaze
3. Clay tools
4. Pencil
5. clear glaze
6. sandpaper

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1. Students create two ceramic mug forms using slab building techniques
2. Students create 4 designs 4"x9" that are related to each other
3. Teacher introduces the concept of mishima, showing students historical examples of the technique as well as modern examples. Teacher explains how technique originated and history behind technique. (see resources)
4. Teacher demonstrates how to create the mishima technique:
a) transfer drawing onto leather hard clay surface by either redrawing or tracing the two best ideas onto the surface of the mugs.
b) using a dull pencil, further engrave the design into the surface of the mug.
c) paint over the incised lines with slip, engobes or underglazes.
d) let dry to bone dry
e) using either sand paper or metal ribs, scrape off excess underglaze, leaving only the incised lines colored.
5) students create the mishima technique on their mugs using their idea sketches.
6) finish drying and bisque fire.
7) after bisque firing, students glaze pots with a clear glaze.
8) refire.

Can students explain mishima technique and the history behind it?

How effective is student mishima technique? Is their design well defined and excess color removed? Did they remove to much color?

Students write a reflection/critique on their artwork evaluating it based on interpretation, analysis, description and judgement.

http://pottery.about.com/od/slipsengobes/ss/mishima_all.htm

feel free to contact me with questions or comments.

[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

[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

[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

[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

[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

[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

[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

[9-12 Advanced] Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

Asian Art

Color/Value, Emphasis, Line, Rhythm/Pattern, Texture

Ceramics

Foreign Language, History/Social Studies, Multicultural Studies