Ceramic knotes
The timeline should also list or highlight the dates for theĢ. The world map should identify or highlight only the countries that the objects
![ceramic knotes ceramic knotes](https://www.bluewillowstudio.net/uploads/4/7/9/0/47907769/s658849513277344500_p12_i25_w600.jpeg)
Provide each group with images of ceramic objects from the Getty's collection, a world map,Īnd a timeline. Divide students into groups of four or five. Additional research may be added and other works may be substituted.ġ. Click on thumbnails for brief historical information. Below are suggested objects for this unit. Images of ceramic objects for small groups of students.
![ceramic knotes ceramic knotes](http://www.bluewillowstudio.net/uploads/4/7/9/0/47907769/s658849513277344500_p12_i22_w600.jpeg)
Copies of a timeline that includes only the creation dates for each object Copies of a world map identifying only the countries in which the Getty objects for the lesson were made Information about each object, printed out from, for use by small groups form opinions about value, meaning, form, and function. analyze similarities and differences between ceramic objects from different cultures. identify and interpret expressive properties of ceramics and speculate on the maker's intent. discuss how ceramic artworks reflect specific concerns and intentions of an artist and his or her culture. identify ceramic artworks from different historical and cultural contexts. They develop criteria for value and meaning of these objects, and create a timeline to situate the objects in history. Students view ceramic vessels from different time periods and cultures, and discuss their meanings, functions, and original contexts. This is the first lesson in a sequential unit. The lesson plan and downloadable materials on this page are licensed under a Creative Commons Attribution 4.0 International License. Paul Getty Museum Education staff from a curriculum originally published on the Getty's first education website, ArtsEdNet.