PEBL C-1

Spotlight on Art The Art and Culture of Photography and Pottery

 How long has art been around?  Since the beginning of human existence  Why was photography invented?  To help families identify their loved ones who died in war  Why did people make pottery?  To handle, cook, or store food

 How has photography, as art, gotten better?  New technology  Better cameras  Easy access to buy cameras  What is Photographic Composition?  How details in a photograph are put together

 How did people make pottery beautiful?  Carving interesting designs  Painting with different colors  Molding different shapes

 What can people tell from pottery that was used in the past?  What people ate  What grew around them  What lives were like

Zooming In How to Take a Photograph Personality in a Pot

 How long has photography been around?  Since 1825  What are some types of photographic composition?  Rule of thirds  Viewpoint  Framing  Background 

 What is the rule of thirds?  Placing the subject (person/thing the picture is focused on) in the outer third of the photo frame

 What is framing?  Using the objects in a certain area to frame the photograph (trees, mountains, buildings, etc.)

 What is background?  Part of the picture that is behind or around the subject

 What is pottery?  pots, jars, dishes and other tools made from clay  Why are there different types of pottery?  different cultures created different types of pottery depending on its usage

 What are some characteristics of Native American Pottery ?  had red pottery because of red dirt and clay  used patterns and symbols in their designs  drawings of animal/nature 

 What are some characteristics of Greek Pottery?  all sorts of shapes and sizes vialsbowl with handles plates jug with handles

 What are some characteristics of Korean Pottery?  famous for the colors of their pots green celadonbrown celadon

Project A Analyzing a Photograph

 Today, photographs are everywhere — in magazines and newspapers, in books, and on the Internet.  You have learned that there are specific things that photographers think about as they take pictures.  Keep in mind that not all the photographs you see are good examples of every type of photographic composition (the rule of thirds, viewpoint, framing, background).

 After reading “How to Take a Photograph,” it is time to put what you have learned to the test.  Analyze a photograph that you found online or in a magazine. Analyzing something means to look at it carefully and draw conclusions.  Look at the photograph carefully and think about how the rule of thirds, viewpoint, framing, and background are organized in the photograph. Then, you will present this analysis to your classmates.

 An analysis outlining the photographic composition of the photo you have chosen – your project will include:  a photograph you have chosen for your project  a descriptive detail of your photograph’s composition

1. Choose a picture to analyze. 2. Analyze the picture according to the four types of photographic composition mentioned in “How to Take a Photograph” (the rule of thirds, viewpoint, framing, and background). 3. Write a script to use when explaining your analysis to the class.  NOTE: If you are unable to find a picture in a magazine or online, you may use a picture you have at home. Try to choose a picture that is a good example of at least one element of photographic composition.

 The first step is to choose a photograph. Choose a photo that interests you and has at least one element of photographic composition, but hopefully more.  Places you could look include the following:  Magazines  Websites  Home

 To choose a good photograph to analyze, keep a few things in mind. Ask yourself the questions outlined on pg. 53 as you search for a good photograph to use.  What is the subject of the photograph?  Does it use the rule of thirds?  Does it have an interesting viewpoint?  Does it make use of a natural frame?  What is the background like?  What are some other interesting details that you see in the photograph?

 Now that you have chosen a photograph, it’s time to analyze it! Complete the chart according to your photograph.

 Turn to pg. 55 and take a look at the chart.  First, write down how your photo is an example of this element.  After that, write down how the photographer could have taken the picture differently and made the picture more interesting. (If you think the photographic composition is best the way it is, then you may leave it blank.)  If the photo doesn’t use an element, explain how the photographer could have used it.

 During your presentation, you need to show the class your photograph.  Try to make a large print of your photograph.

 If you have a difficult time enlarging your photo, try one of the suggestions below.  Print or make a few copies for groups of students to look at together.  Print or make two copies of the picture (one for you to hold and another to be passed around the classroom).  Print one photograph. As you tell your classmates about it, move around the room to give each student a chance to see the photo.

 Your Speech:  Plan a speech explaining how you have analyzed your photograph. Use the table that you completed about each component of your photograph and explain your analysis to the class. Use the guidelines below to help write your speech.

 Paragraph 1:  First, show the class your photo, and then explain why you chose this particular photograph. What do you like about it?  Paragraph 2:  Next, go through each element of composition (the rule of thirds, viewpoint, framing, and background) and explain whether your photo uses each element in the best possible way. If it does not, explain how you could change the photo so that it does.

 Paragraph 1:  First, show the class your photo, and then explain why you chose this particular photograph. What do you like about it?  Paragraph 2:  Next, go through each element of composition (the rule of thirds, viewpoint, framing, and background) and explain whether your photo uses each element in the best possible way. If it does not, explain how you could change the photo so that it does.

Project B Creating My Own Pottery

 Different people, families, schools, and countries have their own style. Maybe the wooden style houses in one town are completely different than the cement style houses in a different town.  In this same way, different groups of people in the past had different styles of clothing, food, art, and buildings.  These different styles are also seen in their pottery. Different cultures used different colors, materials, and designs when they made pots.

 Now it is time for you to create your very own style of pottery.  Using at least one idea from any of the different cultures mentioned in the article (Native American, Greek, Korean), you will create your own style of pottery.

 A pot designed entirely by you (either real or drawn) - think of the following when you are designing your pot:  what it will be used for  what it will look like  A speech explaining your pot to the class

1. Decide the style of your pot, including shape, color(s) and design(s). 2. Draw a rough draft of your pot, including a name for the new style you have created. 3. Write a speech explaining your pottery style to the class. Make a final draft of your pot: make an actual pot or a final drawing of what it would look like.  NOTE: If you wish, you may use the resources on the PBL website to do additional research on different pottery designs to help you create your own style.

 Before you start, think about each of the questions on pg. 59 and answer them in the space given.  As you start to choose shapes, colors, and designs, think back to the article and decide which designs interested you.  Remember, your pottery style must use at least one feature from any of the three styles mentioned in “Personality in a Pot” (Native American, Greek, and Korean).

 In Step 1, you brainstormed what your pot will look like. Now that you have a plan, use the space on pg. 60 to do a rough draft of your pot.  Include all of the features you mentioned in Step 1, including the colors. You will draw or create a final version of the pot to show your class in the next step.  Also, since you are creating your own style of pottery, it needs a name! What do you call this new style of pottery?

 If you are drawing a pot, use a large piece of paper to draw a clean and fully colored picture of the pot you have designed.  If you are making a pot, use any material to make the actual pot. Make sure to include all of the details in the original design of your pottery, including shape, colors, and decorations.

 Your Speech:  After making your final pot, use the answers you wrote in Step 1 to help you write a speech. The speech should explain why you made the pot the way that you did.  Paragraph 1:  First, tell the class the name of your new pottery style. Then, explain why you chose to make your pottery in that shape and what it is used for.

 Paragraph 2:  Explain the colors and designs of the pot. Why did you choose these colors? How did you come up with the design?  Paragraph 3:  Explain which part(s) of another culture you used (North American, Greek, and Korean).

 Before you begin your speech, place your pot where everyone can see it.  Make an outline of your speech. Use the outline as a guide during your speech. If you practice beforehand, you should be able to give most of your speech by memory. But, if you get lost or forget what to say, the outline will help you find your place.  Look up and speak loudly so that everyone understands you.  As you speak, point to the different parts of your design. You worked hard on this pot, so show it off!