Habits of Mind

  • Develop Grit

Estimating Measurements

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

  • Identify examples of halves and fourths

  • Estimate units used to measure weight

  • Measure object by weight

GRADE LEVELS


SUBJECT AREA


HABIT OF MINDS

  • Have students estimate a one pound piece of clay. Weigh to check and correct the estimate.

  • Divide clay in half. Estimate how many ounces are in each half. Weigh to check and correct the estimate. Repeat with dividing clay into fourths.

  • What type of artwork is this? How might it have been made?

  • What shapes can you make out in this artwork? Is it abstract or figurative?

  • Describe the shape of this object. Where else do we find this shape?

  • How is color used as a compositional tool? How are the different parts of the jar highlighted? Look at the body, shoulder and neck.

  • The painted pattern on the shoulder of the jar is sometimes called a running spiral. How do the spirals align with the form of this object?

  • What else do you notice about the jar?


  • Where do you think the artwork was made? Why?

  • Can you think of the function of this object? What does its shape remind you of? What does the fact that this jar was made around 2300 BC and yet is preserved so well tell you about its function?

  • What do you think the handles on the side are for?

  • The Majiayao culture is a name given by archaeologists to a group of Neolithic communities who lived primarily in the upper Yellow River region of Gansu and Qinghai provinces. The culture existed from 3100 BC to 2000 BC and is chronologically divided into three phases: Majiayao, Banshan and Machang. Given the time in which the Banshan people lived, what do you think their society looked like?





This large vessel is a classic example of the pottery produced in Banshan, China more than four thousand years ago.  Many Neolithic, or stone age, ceramic wares that have been discovered were used in daily life.  However, the design of a spiral with a notched motif, as seen here, is called the “death pattern” and appears exclusively on funerary wares.

This vessel, and other examples from Banshan are characterized by flaring sides rising from a narrow flat bottom.  The jar is very wide and rounded at the center, then narrows to a cylindrical neck.  Two small handles are placed at either side of the jar’s widest area.  The body and shoulder of the jar are decorated with dynamic whorl designs in red, brown, and black paint.  The spiral pattern represents one of the earliest known uses of the brush in China’s long artistic tradition.

The Banshan pots by placing thick coils of clay on top of each other. The top and bottom of the jar were built separately then combined and smoothed with a paddle or spatula. Slip, a mixture of clay and water was applied to the piece’s body to cover flaws and provide a smooth surface for painting. The vessels were fired in kilns that allowed heat to be evenly distributed.

This vessel, discovered fully intact, comes from the province of Gansu in northwest China and is associated with the Yangshao culture that spread across central and northwest China from about 5000 to 2000 B.C.  These Neolithic people had no metal tools or technology as they learned to farm and tame animals in the transition from a hunter gatherer society to a more settled experience.

Artifacts provide valuable information about all societies but are especially important for those civilizations without written records.  In China, pottery dates back approximately nine thousand years, and ceramics survive from the earliest periods of Chinese history.  Therefore, even pottery and pottery fragments are able to provide important insights into these early cultures.


The Learning Through Art program is endowed by Melvyn and Cyvia Wolff.

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

All Learning and Interpretation programs at the Museum of Fine Arts, Houston, receive endowment income from funds provided by the Louise Jarrett Moran Bequest; Caroline Wiess Law; the William Randolph Hearst Foundation; The National Endowment for the Humanities; the Fondren Foundation; BMC Software, Inc.; the Wallace Foundation; the Neal Myers and Ken Black Children’s Art Fund; the Favrot Fund; and Gifts in honor of Beth Schneider