Jar (olla) with Geometric Designs, 1000–1150
Mimbres
Earthenware with slip
16 1/2 × 17 1/4 × 17 1/4 in. (41.9 × 43.8 × 43.8 cm)
Museum purchase funded by Meredith J. Long in honor of Fayez Sarofim at "One Great Night in November, 1992"

Habits of Mind

  • COMMUNICATE Verbalize ideas, thoughts, feelings / ask provocative questions / ask for support

Writing Shaped Poetry

Discussion through works of art encourage how to approach ambiguous and complex ideas, thoughts, and feelings. The MFAH offers a democratic space where students and teachers can develop, practice and articulate these habits of mind. Remember that the quality of the conversation is what is important, not finding the artist’s “answer.” Slow down and take the time to make careful observations. Talk about what you notice, and try to avoid jumping to conclusions and interpretations. Be sure to give enough time for silent looking and thinking.

Curriculum Objectives

•  Describe works of art, generating descriptive detail by using adjectives and adverbs.

•  Write “shape poetry” based on a work of art.

GRADE LEVEL

6

SUBJECT AREA

Language Arts

HABITS OF MIND

Communicate

Connecting to the Work of Art

This example of Mimbres pottery is very unusual because of its shape and large size, and because it has survived completely intact.  Large jars decorated with geometric designs were used for carrying and storing water.  On the shoulder of this vessel is a wide band of geometric designs including stepped motifs, squared spirals, zigzags, and triangles painted in a soft golden tan. Many of these bowls have a “kill hole,” a jagged hole in the bottom that was made intentionally as part of a funerary ritual before these creations were interred in burials, but this jar does not have one.

 

Mimbres pottery typically uses bold contrasts of black and white, so this color scheme of warm browns is unusual.  Two thin bands of color emphasize the area around the opening of the vase.  The complex geometric patterns on the shoulder of the jar rely on the dynamic play of zigzag and diagonal lines.  The artist contrasts areas of cream, brown, and cream-and-brown stripes in rhythmic, alternating patterns.

 

Native American pottery was made using the coiling method.  An artist built up a vessel from a flat base by placing coils of clay on top of each other and pinching them together.  Using hands, stones, and other tools, the artist then smoothed the surface of the jar.

 

The Mimbres people lived in the Southwestern corner of present-day New Mexico.  Their ancestors, who had arrived in the region by 10,000 B.C., hunted bison and other large game.  As the large game became extinct, these nomadic people survived by gathering plants and hunting smaller animals.

 

Around A.D. 200, the Mimbres people formed small settlements and began to rely on agriculture for food.  At the same time they started producing pottery.¹ Between A. D. 750 and 1150, the Mimbres people produced dark-on-light pottery bowls with figures painted on the interior.  The height of artistry was achieved by the Mimbres culture, which in its classic phase (1000-1150) produced some of the most sophisticated, imaginative painting on pottery.

 

1.  J. J. Brody, Catherine J. Scott, and Steven A. LeBlanc, Mimbres Pottery, Ancient Art of the American Southwest (New York:  Hudson Hills Press, 1983), pp. 23-29.

Observations

•  Study the three pieces of pottery.  Generate a list of words on the board to describe the shapes.  Generate a list of synonyms for clay, pottery, and vessel.

•  Review ways in which the decoration conforms to and emphasizes the shape of each vessel.  Find examples of repeated patterns, lines, and colors.   Discuss how repetition brings rhythm and unity to each piece.

Assessment

•  Introduce the concept of “shaped poetry,” a poem constructed so that its lines form a shape that relates to its subject.  Share examples of shape poetry with the class.

•  Have students study their own clay pieces, using adverbs and adjectives to write descriptive phrases of different lengths about the colors, textures, patterns, etc.

•  On a piece of paper, lightly trace the cut-paper shapes of the pots.  Experiment with different arrangements of lines to fit the shape and create an effective poem.  Complete the poem and erase the outline of the pot.  The lines of the poem will suggest the shape of the clay piece.

Resources Available to Order

The Art-To-Go lending library features materials that may easily be integrated across the K–12 curriculum. Resources include DVDs, music CDs, children’s books, study guides, poster sets, and collection-based interpretive materials produced by the KFEC. Educators, community leaders, and docents from throughout Texas are welcome to borrow Art-To-Go resources. To place your order, search the online catalogue and add the selected items to your basket. After you have reviewed your basket, submit the order electronically.


The Learning Through Art program at the Museum of Fine Arts, Houston, is underwritten by:

Mercantil Commercebank

The Learning Through Art curriculum website is made possible in part by a grant from the Institute of Museum and Library Services.