Column Construction
Content Area: Visual Arts
Grades: 9-12 Advanced
Task Description:
Students will be introduced to the
Sanctuary of Apollo at Delphi through the
use of the Ashes2Art website. Specific
attention is to be given to the various
columnar orders used in the architecture.
Students will watch the informative videos
and view the images and panos individually
on the website. After a discussion of
applicable architectural terms, students will
work individually to sculpt a column out
of mid fire white clay in either the Ionic,
Doric, or Corinthian Order.
Background or Instructional
Context/Curriculum
Connections:
Column Construction is primarily a Visual
Arts production lesson however students
are expected to use technology to research
the architectural history of the Greek
monuments at Delphi and use this to
connect the production aspect of the lesson
with the historic components.
The Attachments to this lesson include:
Guided Research Worksheet
Rubric
Visual Resources
Column Construction | http://www.coastal.edu/ashes2art
Objectives:
The student will:
1. Complete research on the Doric, Ionic, and Corinthian
Order. ( Nat. Standards: III A, III C., IV A., IV E.) Assessment:
Research Worksheet
2. Demonstrate knowledge of Vocabulary relating to Greek
architecture as well as clay techniques. (Nat. Standards: IV B.)
Assessment: Research Worksheet
3. Plan his/her column by executing a thumbnail sketch
outlining which order of column he/she has chosen, as well
as the various pieces in which his/her column is to be
constructed. Students should also list the various clay
techniques they will be employing in the construction of his/
her column. (Nat. Standards: I B., I D., II E.) Assessment:
Teacher Observation/ Rubric
4. Execute column construction using various techniques
including slab construction, coiling, pinch, molding, wedging,
and slip and score (Nat. Standard: I A.) Assessment: Rubric
5. Demonstrate knowledge of paint and glaze by choosing
one of these techniques and applying it to his/her column. (Nat.
Standard: I A.) Assessment: Rubric
6. Critique his/her own work as well as the work of his/her
classmates. (Nat. Standard: V A., V D.) Assessment: Rubric
Time:
(45 minute class periods)
1 class for instruction of lesson, research
1 class for demonstration of clay techniques, addressing
vocabulary and student practice of techniques
4-5 classes for construction of columns
1-2 classes for glaze, paint, etc
1 class for critique and completion of Artists Statement
Worksheet
(Kiln firing is to be done by educator, in between students
classes)
1
Tools and Materials:

1 computer per student Masking Tape

Drawing Paper Plastic Bags (Grocery or Trash
Pencils Bags)
White Sculpt Clay Various Clay Modeling Tools
Slip dishes Glazes
Canvas Cloth Paint
Rolling pins Assorted Brushes
Tubes of various sizes (Plastic works most Sponges
effectively but cardboard or aluminum can Lazy Susans
work) Paper Towels
Newspaper

Visuals and Resources:

Ashes2Art website: www.coastal.edu/ashes2art
Examples of Doric, Ionic, and Corinthian columns from Ancient Greece, and from present day

Books: Stokstad, Marilyn. Art History: Second Edition Volume One. New Jersey: Prentice-Hall
Inc., 2002.
Gardner, Helen. Art Through the Ages: Sixth Edition. New York: Harcourt Brace
Jovanovich, Inc., 1975.

Goals:
I. Understanding and Applying Media Techniques and Processes Creative Expression: Students will
develop and expand their knowledge of visual arts media, techniques and processes in order to express
ideas creatively in their artworks.

II. Using knowledge of Structures and Functions Aesthetic Perception/Creative Expression:

Students will demonstrate knowledge of the elements and principles of design and show an aesthetic
awareness of the visual and tactile qualities in the environment that are found in works of art.

III. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas Creative Expression/
Aesthetic Valuing: Students will use a variety of subjects, symbols, and ideas in creating original
artwork and will evaluate the use of these elements in the artworks of others.

IV. Understanding the Visual Arts in Relation to History and Cultures Historical and Cultural
Perceptions: Students will demonstrate a knowledge of artists, art history, and world cultures and will
understand how the visual arts reflect, record, and shape cultures.

V. Reflecting upon and Assessing the Merits of Their Work and the Work of Others Historical
and Cultural Perception/Aesthetic Valuing: Students will use thorough analysis, interpretation, and
judgment to make informed responses to their own artworks and those of others.

Column Construction | http://www.coastal.edu/ashes2art 2

National Standards:
I. Understanding and applying media techniques and processes:
A. Students apply media, techniques, and processes with sufficient skill, confidence, and
sensitivity that their intentions are carried out in their artworks
B. Students conceive and create works of visual art that demonstrate an understanding of how
the communication of their ideas relates to the media, techniques, and processes they use.
D. Students initiate, define, and solve challenging visual arts problems independently using
intellectual skills such as analysis, syntheses, and evaluation.

II. Using knowledge of structures and functions:

E. Students create multiple solutions to specific visual problems that demonstrate competence
in producing effective relationships between structural choices and artistic functions.

III. Choosing and evaluating a range of subject matter, symbols, and ideas:
A. Students reflect on how artworks differ, visually, spatially, temporally, and Functionally, and
describe how these are related to history and culture..
C. Students describe the origins of specific images and ideas and explain why they are of value
in their artwork and in the work of others.

IV. Understanding the visual arts in relation to history and cultures:

A. Students differentiate among a variety of historical and cultural contextsin terms of
characteristics and purposes of works of art.
B. Students describe the function and explore the meaning of specific art objects within varied
cultures, times and places.
E. Students analyze common characteristics of visual arts evident across time and among
cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning.

Vocabulary:
Ionic Order
Capital
Shaft
Base
Doric Order
Drum
Stylobate
Stereobate
Abacus
Corinthian Order
Acanthus leaf
Volute
Flute
Fillet

Column Construction | http://www.coastal.edu/ashes2art 3

Procedures:
1. Discuss Sanctuary of Apollo at Delphi. Discuss political and social components of Delphi and its
role in Ancient Greece. Discuss history of the Oracle. (See list of resource material)

2. Discuss key architectural terms and vocabulary. Give specific attention to the differences in the
Ionic, Doric, and Corinthian Order.

3. Discuss vocabulary terms showing examples present in the Athena Pronaia, the Athenian Treasury,
Siphnian Treasury, etc.

4. Introduce website to students. Encourage the students to explore the site, reading essays, viewing
3D models, images, and panos. Have students watch each of the five minute videos individually.
Move class to computer lab if necessary so that each student has access to a computer so that they
may research at an individual pace and choose the areas of particular interest independently.

5. Have students explore the Ashes2Art website and complete the Tholos worksheet.

6. After the worksheet is completed have students return to classroom and introduce examples of Ionic,
Doric, and Corinthian Columns in both the ancient setting as well as in present day. (It is particularly
interesting to show students images from around their community, state, or school.)

7. Continue to reiterate Vocabulary, and point out defining characteristics of each column.

8. Have students choose an order of which to reproduce using clay.

9. Have students sketch out their column labeling the order in which they wish to work.

10. Demonstrate clay techniques including: slab construction, coiling, pinching, wedging, and slipping
and scoring.

11. Discuss and demonstrate use of clay modeling tools.

12. Place canvas cloth on the desks of students.

13. Give students a sample of clay with which to practice these techniques.

14. After students are comfortable with clay techniques, have them return to their thumbnail sketch
and label which techniques they will be using to achieve the visual affects they desire. (For
example to obtain the capital one may use slab construction, but to achieve a volute, one may use
coiling.) Have the students label each area of their design.

15. Have students begin by wrapping a plastic tube in newspaper.(If plastic or aluminum tubes are
unavailable, this technique can be done by rolling several sheets of newspaper and binding them
with rubber bands to create a tube.) Tape the newspaper together with masking tape. (Do not tape
newspaper to plastic tube, only to itself. This is to facilitate the release of the clay from the tube.)

Column Construction | http://www.coastal.edu/ashes2art 4

Procedures (continued):
19. Wedge Clay

20. Roll out slabs of clay approximately of an inch thick, and long enough to wrap around tube. More
clay may be added as needed.

22. When clay is leather hard remove tube from center of column.

23. Any paper left on the inside can be removed, but it is not necessary

24. Wrap the ends of the column with wet paper towels and place in a plastic bag. It is beneficial to
place a wet sponge in the plastic bag to keep clay from drying out between classes.

25. Construct another slab to be the top of the capital of the column

26. Place the plastic tube used to create the column on top of the slab and trace the opening of the circle
onto the clay.

27. Cut out this circle and attach it to the bottom of the column. The remaining slab (now with a hole in
it) will become the top of the column.

28. By leaving this hole in the column, it becomes a vessel, but this also decreases the chance of the
clay exploding in the kiln and destroying not only itself, but the work of other students.

29. Now, students may begin the detailing to create the specific order they choose to recreate.

30. Once column is finished the clay must be allowed to completely dry before firing.

31. Students should finish their columns using glazes or paint

Column Construction | http://www.coastal.edu/ashes2art 5

 Name:_____________________

Architecture Research Worksheet:

Using the Glossary of terms available on the Ashes2Art website, define the following terms, and give one
example of where each term could be seen.

Ionic Order:

Capital:

Shaft:

Base:

Doric Order:

Drum:

Stylobate:

Stereobate:

Abacus:

Corinthian Order:

Acanthus leaf:

Volute:

Flute:

Fillet:

Column Construction | http://www.coastal.edu/ashes2art 6

Architecture Research Worksheet (continued):

Choose two architectural structures to discuss. Research these monuments by reading essays, viewing
the short videos, and looking at panos and 3D models. Compare and contrasts the architectural tech-
niques used in the two structures. Be sure to incorporate the above vocabulary in your comparison.

In your research and exploration of the Ashes2Art website, what did you find to be the most interesting?
Discuss why you found this to be of interest and how you can use this information in your own art pro-
duction.

After researching the various architectural structures of Ancient Greece, which order have you chosen to
recreate in your column construction, Doric, Ionic or Corinthian? Why did you choose this order?

Column Construction | http://www.coastal.edu/ashes2art 7

Rubric:

0 1 2 3
Planning and No attempt at a Student has not Student has planned Student has planned
Preparation thumbnail sketch was defined the order he his/her column by his/her column by
of Column made. or she has chosen to executing a thumbnail executing a thumbnail
Construction replicate at all, and sketch, but has not sketch outlining
the student has not clearly defined the which order he/she
listed the techniques order he/she chose, or has chosen as well as
needed to create the has not clearly defined the and techniques he/
desired column. the techniques he/ she will use to attain
she will use to attain this column.
desired column.
Use of Techniques No attempt at using Multiple techniques Multiple techniques Various techniques
the clay techniques were not used in were used to create such as slab
discussed in class. the construction of the column however, construction, coiling,
the column, or the were not executed pinching, molding,
student did not use the with complete wedging, or slip and
techniques specified accuracy. The score were used to
in class. construction is create the column
adequate and uses effectively.
more than one of
the clay techniques
discussed in class.
Knowledge and No attempt at glazing Student does Student demonstrates Student demonstrates
Application of or painting column not demonstrate knowledge of knowledge of
Glaze or Paint was made. knowledge of paint and glaze by paint and glaze by
paint and glaze choosing one of choosing one of
by executing their these techniques but these techniques
application poorly or execution has slight and executing is
incorrectly. problems. successfully on his/
her column.
Critique and Student makes no Student does not Student contributes Student offers
Reflection attempt to participate use appropriate to critique session, thoughtful critique of
in critique session. vocabulary in critique but reflection upon his/her own work as
session, and reflection their own work and well as that of other
upon his/her own the work of others students. The student
work is very limited. is limited. Student uses appropriate
uses appropriate vocabulary and
vocabulary contributes to the
critique session.

Column Construction | http://www.coastal.edu/ashes2art 8

 Athenian Treasury Detail: Athenian Treasury Frieze

Polygonal Wall
Column Construction | http://www.coastal.edu/ashes2art 9
Tholos Temple of Athena Pronaia

Detail: Tholos Temple of Athena Pronaia

Column Construction | http://www.coastal.edu/ashes2art 10