Print and complete the worksheet. Then assess yourself using the rubric provided.
CHARACTERISTICS OF NAVAJO POTTERY
After looking at the Navajo pottery at the two websites, complete this worksheet.
1. Generally, what color does the clay used become when fired?
2. What kinds of decoration do you see on the pots?
3. How would you describe the shapes of the pots?
4. What different purposes might these pots have been used for?
5. In what ways does this pottery seem like other pottery you have seen?
Reading the answers on your worksheet, decide which level you have achieved as described below.
1. You can identify the characteristic forms of Navajo pots.
Beginning:
You make a limited attempt to describe the pots, answering in single words or brief phrases.
Competent:
You use complete sentences to accurately describe the pots, mentioning their colors, shapes, and kinds of decorations.
Advanced:
You describe the characteristics of the pots in detail, noting how it is the same as or different from other pottery you have seen.
2. You can discuss the purpose for which various kinds of pots are made.
Beginning:
You name one or two purposes for which Navajo pots are made.
Competent:
You name or describe several purposes for which Navajo pots are made.
Advanced:
You describe the purposes for which Navajo pots are made in some detail.
3. You can explain the differences between traditional and newer forms of Navajo pottery and the reasons for these differences.
Beginning:
You don't find any differences.
Competent:
You explain two or more differences (in styles, in technology, in purpose, etc.) between traditional and newer forms of Navajo pottery.
Advanced:
You explain in detail the reasons for the differences between traditional and newer forms of Navajo pottery.
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| ignment 1 |
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After reading the Introduction to Some Well Known Nanajo Potters, write a short paper reporting information about Navajo potters, their role in the community, the similarities and differences among the styles of the various potters.
Check your paper against the Assessment guide. Make what corrections you think important.
Pottery Information
Beginning:
You name two or more Navajo potters. You match two or more names with images of their pots.
Competent:
You can name all the potters and tell something about each of them. You match all but one or two of the potters and images correctly.
Advanced:
You name all the potters and give some details about them and their lives. You matech all of the potters and their images correctly.
Writing Conventions
Beginning:
Your writing demonstrates little control of standard writing conventions and has frequent, significant errors that impede readability, such as: punctuation and spelling errors, incorrect punctuation, errors in grammar and usage.
Competent:
Your writing demonstrates control of standard writingconventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage).
Advanced:
Your writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage)and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability.
| Assignment 2 |
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Print and complete the worksheet. Then assess yourself using the rubric provided.
This is a homework activity to be completed out of school. It is also an experiment that may or may not succeed, so be prepared for some surprises.
1. In any local area where there is sometimes water, collect small quantities of clay, placing the samples in reclosable sandwich bags. Look for earthen material that is not "dirt" but has a relatively fine texture if dry. It will usually have a gray or slightly reddish color.
2. Label each bag with the location in which the material was found.
3. If there is no local source of clay (a rather unusual situation) use a dry sample of commercial clay. Crush it and place it in the sandwich bag.
4. Now add a few drops of water to the sample in each bag and squeeze the closed bag to mix the clay with water. Add water slowly, a few drops at a time, until the material is damp and, hopefully, holds together like cookie dough.
5. Keep a record of your observations. Decide whether each sample seems to be clay that sticks together and can be formed when damp or does it simply get wet and not stick together?
6. For each sample, write up your observations on the worksheet attached.
Sample # ____
1. Where did you collect this sample? Describe the location.
2. What color is the sample?
3. What is the texture of the sample? How does it feel when dry?
4. Describe what happened when you added water to the sample?
5. Do you think this sample is clay? or common dirt? Why?
Sample # ____
1. Where did you collect this sample? Describe the location.
2. What color is the sample?
3. What is the texture of the sample? How does it feel when dry?
4. Describe what happened when you added water to the sample?
5. Do you think this sample is clay? or common dirt? Why?
Sample # ____
1. Where did you collect this sample? Describe the location.
2. What color is the sample?
3. What is the texture of the sample? How does it feel when dry?
4. Describe what happened when you added water to the sample?
5. Do you think this sample is clay? or common dirt? Why?
Sample # ____
1. Where did you collect this sample? Describe the location.
2. What color is the sample?
3. What is the texture of the sample? How does it feel when dry?
4. Describe what happened when you added water to the sample?
5. Do you think this sample is clay? or common dirt? Why?
Repeat for each additional sample.
You can explain what clay is and describe some of its physical and chemical properties.
Beginning:
Answers to the questions are incomplete. Few samples are collected and/or reported on.
Competent:
Answers to the questions are complete and accurate. Several samples are collected and reported on.
Advanced:
Answers to the questions are complete, accurate, and detailed. Many samples are collected and reported on.
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