Glaze Test

Minnesota 9-12 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space; and principles such as repetition, pattern, emphasis, contrast and balance are combined to communicate meaning in the creation of, presentation of, or response to visual artworks.

  • 1b. Evaluate how the principles of visual art such as repetition, pattern, emphasis, contrast and balance are used in the creation of, presentation of, or response to visual artworks.

  • 1c. Analyze how the characteristics of Western and non-Western styles, movements, and genres in art contribute to the creation of, presentation of, or response to artworks.

  • 1d. Apply understanding of the health and safety issues related to creating in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Integrate the characteristics of the tools, materials and techniques of a selected media in original artworks to support artistic purposes.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Analyze how visual artworks influence and are influenced by personal, social, cultural or historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Synthesize and express an individual view of the meaning and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create a single, complex artwork or multiple artworks to express ideas.

  • 4b. Revise artworks based on artistic intent and using multiple sources of critique and feedback.

  • 4c. Justify an artistic statement, including how audience and occasion influence creative choices.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Present, exhibit, publish or demonstrate collections of artworks for different audiences and occasions.

  • 5b.Revise presentation based on artistic intent and using multiple sources of critique and feedback.

  • 5c. Justify artistic intent, including how audience and occasion influence presentation choices.
  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze, interpret and evaluate works of visual art by applying self-selected criteria within the traditions of the art form.

  • 6b. Justify choices of self-selected criteria based on knowledge of how criteria affects criticism.

    • Additional Tie-ins

  • Chemical properties of metals and elements
  • Glaze properties
    • Ceramics students have the opportunity to experiment with a select group of raw glaze ingredients. 8-12 glaze materials are covered in class. Their properties are learned so that students can predict with some accuracy what type of glaze will result from the combination of different materials. At its most basic level, a glaze consists of a flux and a colorant.

    Prior to this discussion, students have made and fired 10 small glaze test cups that consist of a shaft attached to a small bowl. Each cup is numbered from 1 to 10 The glaze test cups resemble mushrooms with their stems pointing in the air.

    Students mix minute batches of their desired materials and paint the materials on the stem. The design of the glaze test cups allows a glaze to be caught in the small cup if it turns out to be excessively runny. A chart is given for each student to write the number of the test cup, the ingredients used, and the amount of each ingredient used. In another space on the chart students write the desired or predicted characteristics of the glaze. Simply stating "blue" is not sufficient. A student must use the information presented in class and their notes (click here for the student notes handout.) to describe the glaze as accurately as possible. "A glossy, transparent blue" would be more acceptable. After the glaze firing, students will fill the last space on the chart with the actual results of their glaze mixture.

    Evaluation:

    One point is awarded for each glaze test cup based on how accurate the students' predicted results are. 10 points total



    The image below illustrates how Iron can become a flux in a glaze. (click the image to bring up a larger version.) The rims of the pitchers were lined with a solution of iron oxide. Note how the glaze has run down more in that area than the glaze in other areas. This fluxing effect can also be seen in the iron splotch on the side of the small blue pot.

    Also note the color difference. Both pitchers were fired with the same glaze. The large pitcher, however, was fired in a higher reduction atmosphere. Reduction atmospheres can cause changes in glaze and clay colors.