Performance Tasks

Task Title: Japanese Tea Ceremony:
Historical and Cultural Importance

24J Student Goal
Curriculum Framework/Guidelines Items Addressed
Performance Task Guide
Products & Performances To Be Assessed

Benchmark Level:

1

2

3

CIM

Oregon Arts Content Standard
to be assessed (using a scoring guide):
* possible other connections

	Aesthetics and Art Criticism:* Respond to, explain, and analyze works of art, based on technical, organizational, and aesthetic elements.
	Historical and Cultural Perspectives: Understand how works of art relate to the time periods and cultures in which they are created and how certain works of art from various time periods and cultures are related.
	Create, Present and Perform:* Use ideas, skills, and techniques in the arts.

Academic Content in the extended definition(s):
(* possible other connections)

	English (including Literature & Reading)		History*		PE
	Second Language |		Civics		Art
	Science |		Economics		Music
	Math |		Geography		Health
	Technology |		Culture*		Other ____________

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State Curriculum Framework items
addressed at the benchmark level:

Historical and Cultural Perspectives: Understand how works of art relate to the time period and cultures in which they were created and how certain works of art from various time periods and cultures are related.
Benchmark 3 (by end of grade 8) - Describe and explain distinguishing features of works of art and their historical and cultural contexts.

Note: This proposed task is one of three presented and pulled from an integrated year-long Arts Plan school project emphasizing worldwide connections and focusing on the historical use of clay in the Eastern Hemisphere in creating functional and arts objects. See Japanese Tea Ceremony task proposals for Aesthetics and Art Criticism, and Create, Present and Perform.

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Performance Task Guide

Task Description:
(include whole class, group and individual work as appropriate)

Students will learn the elements and order of a Japanese Tea Ceremony, focusing on pottery as the central element of importance in the ceremony. They will draw and correctly label (name and sequence) the pieces of pottery used in a tea ceremony.

Prerequisite Knowledge and Skills:
To successfully perform this task, students will need preliminary knowledge of the traditional Japanese Tea Ceremony: its history, cultural importance, pieces used, and procedure in the ceremony.

Materials and Resources:
Books and videos on the Tea Ceremony (the Regional Arts and Culture Council in Portland, 1-503-823-5111)
Check with your local University or Community College Speakers Bureau of foreign students (Lewis and Clark, Portland State, and University of Oregon have them)

Adaptations:
(Changes in the task to meet individual student needs without altering the standards or rigor of the task.)
Preliminary lessons can be used by all levels if done in cooperative groups.

Teacher Comments/Recommendations:
Be sure to choose three examples that are clearly different in age, function, and firing technique.

Task Developer: Mary Putka, Hosford Middle School, Portland

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Products & Performances to Be Assessed
Student Work to Be Scored	Scoring Guides	Describe a Successful Performance (Check the Curriculum Framework/Guidelines)
Drawing and labels identifying and sequencing use of pottery in tea ceremony.	Historical and Cultural Perspectives	Students will draw and label each piece of pottery that is used in a traditional Japanese Ceremony and correctly number each, indicating the sequence of use in the Ceremony.
|	Responds to artwork, making insightful connections to familiar and unfamiliar experience with clarity and sensitivity.	See student self-reflection below.

Student Self-Reflection:

Japanese Tea Ceremony - Working with Clay
Japanese Tea Ceremony: Aesthetics and Art Criticism

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