Ceramics II Curriculum
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Ceramics II Curriculum



Curriculum for Ceramics II at Victor Senior High School

Curriculum for Ceramics II at Victor Senior High School



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  • 1. Ceramics  II  Curriculum   Victor  Central  Schools         Acknowledgements    Shawn  Duckworth       Senior  High  Art  Teacher  Marysue  Hartz-­‐Holtz       Senior  High  Art  Teacher                                                                          
  • 2. New  York  State  Learning  Standards  for  the  Visual  Arts   (Note:  performance  indicators  for  9-­‐12  grade  level  only,  see  “NYS  Standards  Art.doc”  in   Staff  Shared  à  Art  Department  Folder)    Standard  1:  Creating,  Performing  and  Participating  in  the  Arts  Students  will  actively  engage  in  the  processes  that  constitute  creation  and  performance  in  the  arts  (dance,  music,  theatre,  and  visual  arts)  and  participate  in  various  roles  in  the  arts.    Commencement  Performance  Indicators:   • create  a  collection  of  art  work,  in  a  variety  of  mediums,  based  on  instructional   assignments  and  individual  and  collective  experiences  to  explore  perceptions,  ideas,   and  viewpoints     • create  art  works  in  which  they  use  and  evaluate  different  kinds  of  mediums,   subjects,  themes,  symbols,  metaphors,  and  images     • demonstrate  an  increasing  level  of  competence  in  using  the  elements  and  principles   of  art  to  create  art  works  for  public  exhibition   • reflect  on  their  developing  work  to  determine  the  effectiveness  of  selected  mediums   and  techniques  for  conveying  meaning  and  adjust  their  decisions  accordingly      Standard  2:  Knowing  and  Using  Arts  Materials  and  Resources  Students  will  be  knowledgeable  about  and  make  use  of  the  materials  and  resources  available  for  participation  in  the  arts  in  various  roles.    Commencement  Performance  Indicators:   • select  and  use  mediums  and  processes  that  communicate  intended  meaning  in  their   art  works,  and  exhibit  competence  in  at  least  two  mediums   • use  the  computer  and  electronic  media  to  express  their  visual  ideas  and   demonstrate  a  variety  of  approaches  to  artistic  creation     • interact  with  professional  artists  and  participate  in  school-­‐  and  community-­‐ sponsored  programs  by  art  organizations  and  cultural  institutions     • understand  a  broad  range  of  vocations/avocations  in  the  field  of  visual  arts,   including  those  involved  with  creating,  performing,  exhibiting,  and  promoting  art        Standard  3:  Responding  to  and  Analyzing  Works  of  Art  Students  will  respond  critically  to  a  variety  of  works  in  the  arts,  connecting  the  individual  work  to  other  works  and  to  other  aspects  of  human  endeavor  and  thought.    Commencement  Performance  Indicators:   • use  the  language  of  art  criticism  by  reading  and  discussing  critical  reviews  in   newspapers  and  journals  and  by  writing  their  own  critical  responses  to  works  of  art   (either  their  own  or  those  of  others)     • explain  the  visual  and  other  sensory  qualities  in  art  and  nature  and  their  relation  to   the  social  environment  
  • 3. • analyze  and  interpret  the  ways  in  which  political,  cultural,  social,  religious,  and   psychological  concepts  and  themes  have  been  explored  in  visual  art     • develop  connections  between  the  ways  ideas,  themes,  and  concepts  are  expressed   through  the  visual  arts  and  other  disciplines  in  everyday  life        Standard  4:  Understanding  the  Cultural  Dimensions  and  Contributions  of  the  Arts  Students  will  develop  an  understanding  of  the  personal  and  cultural  forces  that  shape  artistic  communication  and  how  the  arts  in  turn  shape  the  diverse  cultures  of  past  and  present  society.    Commencement  Performance  Indicators:   • analyze  works  of  art  from  diverse  world  cultures  and  discuss  the  ideas,  issues,  and   events  of  the  culture  that  these  works  convey     • examine  works  of  art  and  artifacts  from  United  States  cultures  and  place  them   within  a  cultural  and  historical  context     • create  art  works  that  reflect  a  variety  of  cultural  influences                                                        
  • 4. Victor  Central  School  District   K-­‐12   Commencement  Outcomes   World-­‐Ready  Graduates    Effective  Communicators  Students  will:   • Read,  write,  listen  and  speak  purposefully  and  critically  in  a  variety  of  situations.   • Communicate  in  multiple  ways,  including  through  the  arts.   • Understand  and  perform  in  a  variety  of  group  settings  and  diverse  populations.   • Work  collaboratively  as  an  effective  member  of  a  team.    Quality  Producers  Students  will:   • Produce  relevant,  innovative,  high  quality  products  that  reflect  originality  and   excellence.   • Prioritize,  plan,  and  manage  for  optimum  results.    Complex  Thinkers  Students  will:   • Identify  problems  and  use  effective  strategies  to  reach  solutions.   • Use  critical  and  creative  thinking  strategies  and  skills  in  a  variety  of  situations.   • Take  risks  when  tackling  challenging  problems.    Life-­‐Long  Learners  Students  will:   • Develop  and  apply  effective  study  skills.   • Use  state-­‐of-­‐the-­‐art  technology  communications  networks  to  access,  manage,   integrate,  evaluate,  and  create  information  in  order  to  function  in  a  global  society.   • Modify  and/or  influence  thinking,  attitudes  and/or  behaviors  to  function  in  a  multi-­‐ cultural  society.   • Be  driven  by  curiosity  and  a  desire  to  know.                          
  • 5. Essential  Understandings  and  Benchmarks  for  Art  9-­‐12:   Regardless  of  the  course,  these  are  all  encompassing  at  the  9  –  12  Levels        Essential  Understandings:   • Art  is  a  vehicle  for  communicating  an  idea.   • Assessment  in  the  visual  arts  needs  to  be  an  objective  process  despite  its  subjective   nature.   • The  end  product  is  created  with  craftsmanship  in  mind  in  order  to  create  a   professional  product,  whether  aesthetic  or  utilitarian.   • Artwork  is  created  today  as  a  result  of  the  work  that  was  created  in  the  past.      Benchmark  1:  The  Elements  of  Art  Line,  Shape,  Color,  Value,  Texture,  Space,  &  Form  The  Students  Will:   • Recognize  the  elements  within  a  work  of  art   • Apply  the  elements  as  a  tool  for  creating  a  work  of  art  with  the  intention  of   strengthening  their  work   • Describe  the  use  of  each  specific  element  within  the  context  of  a  work  of  art    Benchmark  2:  The  Principles  of  Design  Balance,  emphasis,  variety,  movement,  proportion,  contrast,  unity,  rhythm,  pattern,  repetition,  &  harmony  The  Students  Will:   • Recognize  the  principles  of  design  within  a  work  of  art   • Apply  the  principles  of  design  as  a  tool  for  creating  a  work  of  art  with  the  intention   of  strengthening  their  work   • Understand  the  concept  of  a  principle  and  how  it  differs  from  an  element    Benchmark  3:  Color  Competency  12  Step  Color  Wheel,  Additive  (RGB)  Color  Wheel,  Subtractive  (CMYK)  Color  Wheel,  Tints,  Shades,  Tones,  &  Color  Schemes:  Monochromatic,  Analogous,  Complimentary,  Triadic,  Warm,  and  Cool  The  Student  Will:   • Be  able  to  identify  the  12  step,  additive,  and  subtractive  color  wheels  within  their   appropriate  contexts   • Manipulate  color  through  the  use  of  various  artistic  media     • Expand  their  knowledge  of  color  beyond  the  color  wheel  through  understanding   tints,  shades,  and  tones   • Learn  a  variety  of  techniques  for  mixing,  blending,  and  layering  colors   • Know  the  components  of  color:  hue,  value,  and  intensity   • Understand  that  color  can  impact  the  mood  and  meaning  of  a  work  of  art   • Know  and  be  able  to  apply  six  common  color  schemes:  Monochromatic,  Analogous,   Complimentary,  Triadic,  Warm,  and  Cool  
  • 6.  Benchmark  4:  The  Creative  Process  Brainstorming,  Concept  Mapping,  Thumbnail  Sketching,  In-­‐Process  Critiques,  Diversity  in  Potential  Outcomes,  Critical  Thinking  &  Creative  Problem  Solving  The  Student  Will:   • Learn  strategies  for  critical  thinking  and  creative  problem  solving   • Understand  that  creating  a  work  of  art  is  a  process  that  requires  the  development  of   an  idea  and  the  revisions  of  that  idea  that  lead  to  the  creation  of  a  visual  piece     • Learn  how  to  generate  ideas  through  techniques  such  as  brainstorming,  concept   mapping,  and  thumbnail  sketching   • Understand  that  a  work  of  art  is  a  problem  that  can  result  in  an  endless  amount  of   possible  outcomes    Benchmark  5:  Critiquing  Compare  and  contrast,  reflection,  and  constructive  criticism    The  Student  Will:   • Analyze  artwork  using  the  language  of  visual  art  including  vocabulary  terms,  the   elements  of  art,  and  principles  of  design   • Have  the  confidence  to  make  informed,  objective  statements  about  their  own  work   and  the  work  of  their  peers   • Reflect  on  the  processes  and  products  created  as  a  form  of  self  assessment    Benchmark  6:  Quality,  Craftsmanship,  and  Care  for  Materials  Preparation,  Art  Process,  Presentation,  Organization,  Cleanup    The  Student  Will:   • Demonstrate  respect  for  classroom  materials  in  order  to  maintain  the   organizational  structure  of  the  physical  environment   • Understand  that  creating  a  quality  product  requires  time,  effort,  and  patience   throughout  the  creative  process   • Recognize  that  developing  an  investment  in  their  work  while  avoiding  careless   mistakes  is  integral  to  the  creation  of  a  quality  product    Benchmark  7:  Art  Criticism  and  Aesthetics  Feldman’s  Model  for  Art  Criticism,  Formalism,  Expressionism,  Imitationalism,  &  Functionalism  The  Student  Will:   • Learn  how  to  formally  analyze  a  work  of  art   • Describe  specific  qualities  of  a  work  of  art  based  on  Feldman’s  Model  of  Art   Criticism   • Recognize  the  key  aesthetic  characteristics  of  Formalism,  Expressionism,   Imitationalism,  &  Functionalism    Benchmark  8:  Media  Literacy  Computer  Usage  Goals,  and  Introductory  Media  Experience  Expectations  The  Students  Will:  
  • 7. • Develop  a  basic  skill  set  using  the  following  digital  media  formats:  computers,  digital   cameras,  scanners,  and  a  drawing  tablets  in  conjunction  with  an  industry-­‐standard   software  format   • Be  exposed  to  a  variety  of  visual  arts  media      Benchmark  9:  Art  History  Breadth  in  Art  History  Timeline,  Depth  in  Modern  Art  (Since  Impressionism)  The  Students  Will:   • Understand  the  visual  arts  in  relation  to  history  and  cultures   • Analyze  common  characteristics  of  works  of  art  and  artifacts  across  time  periods   and  among  cultural  groups  to  identify  influences   • Identify  the  characteristics  of  the  major  art  movements  since  the  invention  of   photography   • Create  works  of  art  that  incorporate  art  history  into  their  own  creative  processes   • Appreciate  the  rich  history  of  art,  its  evolution  throughout  time,  and  how  it   continues  to  impact  the  art  they  create  today   • Recognize  specific  Modern  Art  Movements                                              
  • 8. Philosophy  of  Art  Education   Victor  Central  School  District      Art  is  a  language  that  allows  the  student  to  express  individuality  and  communicate  ideas  about  self  and  the  world  through  the  use  of  visual  symbols  and  images.  The  need  to  create  has  been  an  essential  part  of  human  nature  since  the  beginning  of  times.  It  enriches  the  human  experience  on  many  levels  (functional,  decorative  and  spiritual),  and  can  serve  as  a  format  for  historical  documentation  and  social  commentary.      Art  is  a  natural  vehicle  for  nurturing  problem  solving,  decision-­‐making  and  self-­‐evaluation  opportunities  along  with  other  higher  order  thinking  skills.  Art  education  seeks  to  develop  creative,  sensitive  and  artistically  literate  individuals  who  may  grow  emotionally,  aesthetically  and  intellectually  through  active  expression  or  reflective  appreciation  of  the  arts.    The  study  of  art  from  other  cultures  heightens  the  student’s  aesthetic  awareness,  sensitivity  and  respect  for  other  views,  values,  and  traditions  as  well  as  their  own.  Study  of  the  visual  arts  provides  students  with  the  opportunity  to  develop  a  critical  and  intensely  personal  view  of  them  in  relation  to  the  world.  As  an  integral  part  of  the  life-­‐long  learning  process  that  extends  beyond  the  classroom,  art  connects  with  the  other  disciplines  to  create  a  collective  experience.    Experiences  in  art  help  to  educate  the  while  child  while  nurturing  the  individual  strengths  of  each  student.  Learning  cooperatively  in  a  common  environment  encourages  growth  of  self-­‐esteem  and  self-­‐confidence.  Development  of  sensitivity  to  the  needs  and  feelings  of  others  balances  with  responsibility  for  one’  s  own  personal  well  being  in  the  art  room.  Students  learn  tolerance  for  one  another  and  an  ability  to  consider  taking  new  points  of  view.  New  challenges  in  the  art  room  support  the  skill  of  risk-­‐taking,  which  leads  to  a  lifetime  of  successful  personal  and  professional  growth.                                    
  • 9. Ceramics  II  Units     3rd  Marking  Period:  Weeks  21-­‐30   Unit  #  1  –  Wheel  Throwing  (1  week,  ongoing  practice)   Unit  #  2  –  Slump/Hump  Molds  (3  weeks)   Unit  #  3  –  Plaster  Molds  (4  weeks)     4th  Marking  Period:  Weeks  31-­‐40   Unit  #  4  –  Teapot  (6  weeks)   Unit  #  5  –  Final  Project  and  Assessment;  Self-­‐Directed  Exploration  and  Reflection  (6  weeks)                                      Ceramics  II  Timeline                                    (1/2  Year  course  meeting  2-­‐class  blocks  every  4  days)     3rd  Marking  Period                 Wheel   Slump/Hump  Molds   Plaster  Molds   Teapot   Throwing                         4th  Marking  Period         Teapot   Final  Project  and  Assessment       -­‐  Self-­‐Directed  Exploration  and  Reflection                                      
  • 10. Ceramics  II  –  Unit  #1   Wheel  Throwing  (1  week,  ongoing  practice)    NYS  Learning  Standards  for  the  Arts:  1,  2,  and  3    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  and  Life-­‐Long  Learners    Essential  Understandings:     1. Various  forms  of  construction  methods  in  Ceramics  –  focus  on  wheel  throwing  as  a   method  that  can  be  applied  to  clay  product  creation.     2. Preparation,  maintenance,  and  care  of  materials  and  tools  for  proper  in-­‐process  use   as  well  as  care  and  treatments  at  the  completion  of  each  day  and  project.    Terminal  Objectives:  The  Students  Will:   1. Be  able  to  demonstrate  their  understanding  of  the  wheel  throwing  process  by   creating  multiple  wheel  thrown  forms.     2. Be  able  to  demonstrate  and  use  their  understanding  of  clay  care  and  maintenance   by  properly  handling,  cleaning  and  storing  raw  clay,  tools,  in-­‐process  creations,  and   final  products.    Task  Analysis:  The  Students  Will:   • Examine  a  presentation  of  wheel  thrown  ceramic  examples.   • Review  and  complete  a  vocabulary  handout  that  includes:  potter’s  wheel,  peddle,   splash  guard,  bat,  rib,  sponge,  needle  tool,  loop,  calipers,  clay  cutters,  wedging,   centering,  opening,  pulling,  collaring,  smoothing,  adding  texture,  trimming,   symmetry.   • Demonstrate  and  practice  the  process  and  techniques  of  throwing  a  6”  cylinder  on   the  wheel.     • Expand  and  experiment  with  proficiency  of  wheel  throwing  by  manipulating   cylinder  into  additional  forms.   • Gain  an  understanding  of  the  proper  removal  and  storage  of  wheel  thrown  pieces   before  firing.   • Demonstrate  and  practice  using  the  wheel  to  trim  a  foot  or  add  detail  to  a   leatherhard  wheel  thrown  piece.   • Demonstrate  and  apply  understanding  of  the  firing  process.   • Demonstrate  and  apply  understanding  of  finishing  options.   • Develop  an  awareness  for  common  assessment,  craftsmanship,  and  work  ethic   expectations  inside  the  classroom.   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class   discussions  based  on  their  proficiency  of  technique.    Relevant  Activities:  
  • 11. 1. Develop  a  presentation  outlining  process  steps  for  throwing  clay  on  the  wheel  with   examples  of  successful  outcomes     2. Demonstrate  and  practice  throwing  cylinders  and  additional  forms  on  the  wheel.   3. Demonstrate  and  practice  using  the  wheel  to  trim  a  foot  and/or  add  texture  or   details  once  piece  is  leatherhard.   4. Check  for  understanding  of  expectations  and  techniques  through  class  discussions   and  sharing.   5. Review,  implement  and  assess  for  understanding  processes  and  vocabulary  covered   within  unit.   6. Application  of  glaze  and  underglaze  finishing  techniques.   7. Culminate  in  class  discussion,  where  teacher  and  students  reflect  on  process,   challenges  and  successes.      Relevant  Resources:   • Book:  Experience  Clay  by  Maureen  Mackey,  2003                                                                  
  • 12. Ceramics  II  –  Unit  #2   Slump  and  Hump  Molds  (3  weeks)    NYS  Learning  Standards  for  the  Arts:  1,  2,  and  3    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers  and  Life-­‐Long  Learners    Essential  Understandings:     1. Various  forms  of  construction  methods  in  Ceramics  –  focus  on  using  slump  and   hump  molds  as  a  method  that  can  be  applied  to  clay  product  creation.     2. Historic  through  contemporary  applications  of  molding  techniques.   3. Preparation,  maintenance,  and  care  of  materials  and  tools  for  proper  in-­‐process  use   as  well  as  care  and  treatments  at  the  completion  of  each  day  and  project.    Terminal  Objectives:  The  Students  Will:   1. Be  able  to  demonstrate  their  understanding  of  slump  and  hump  molds  by  using   them  to  create  a  piece.     2. Be  able  to  identify,  understand  and  then  relate  techniques  seen  in  examples  into   their  own  molded  work.     3. Be  able  to  demonstrate  and  use  their  understanding  of  clay  care  and  maintenance   by  properly  handling,  cleaning  and  storing  raw  clay,  tools,  in-­‐process  creations,  and   final  products.    Task  Analysis:  The  Students  Will:   • Examine  a  presentation  of  ceramic  examples/techniques  for  using  slump  and  hump   molds  in  conjunction  with  the  coil  and  slab  construction  techniques.   • Review  and  complete  a  vocabulary  handout  that  includes:  hump/slump  molds,   pyrometric  cone,  successful  design,  balance,  symmetry,  asymmetry   • Review  the  properties  of  clay,  including  high  fire  Cone  6  and  low  fire  Cone  06.   • Demonstrate  and  practice  rolling  high  fire  clay  coils  and  using  them  to  create  a   design  on  top  of  or  into  a  mold,  then  smoothing  and  joining  them  together.   • Experiment  with  adding  feet  and  handles  and/or  using  clay  stamps  to  create   patterns  and  textures.  Students  may  use  existing  stamps  or  create  their  own.   • Explore  glaze  and  underglaze  finishing  processes  used  on  high  fire  clay.     • Gain  an  understanding  of  the  proper  storage  of  in-­‐progress  projects  when  using   plaster  molds  and  final  projects.   • Implement  the  steps  for  designing  and  planning  a  piece  using  a  slump  or  hump  mold   through  brainstorming,  conceptual  research,  and  sketching.     • Demonstrate  their  understanding  and  ability  to  collect  visual  information  and   references,  and  then  successfully  apply  use  of  research  and  imagery  into  their  final   artwork.    
  • 13. • Combine  design  and  exploration  experiences  and  exposures  to  create  a  final  project   using  slump  and  hump  molds.     • Gain  further  understanding  of  the  firing  process  specific  to  high  fire  Cone  6  clay   through  review  and  demonstration,  where  students  help  load  and  unload  kiln.   • Explore  glaze  and  underglaze  finishing  options  on  bisqueware.   • Understand  that  a  well-­‐planned  design  concept  is  essential  to  creating  a  successful   ceramics  end  product.     • Reflect  on  the  development  of  the  creative  process.   • Develop  an  awareness  for  common  assessment,  craftsmanship,  and  work  ethic   expectations  both  inside  and  outside  of  the  classroom.   • Determine  positive  habits  of  creating  and  working  with  a  sketchbook  for   brainstorming,  planning,  and  process  documentation.   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class   critiques  and  aesthetic  discussions  based  on  the  formal  qualities  of  their  artwork.    Relevant  Activities:   1. Develop  a  presentation  and  assignment  handout  outlining  a  design-­‐based  project,   requirements  and  expectations.   2. Practice  using  high  fire  Cone  6  clay  coils  and/or  slabs  to  create  a  piece  using  slump   or  hump  molds.   3. Demonstrate  and  practice  various  methods  of  connecting  different  elements  of  the   clay  to  create  a  cohesive  piece  both  visually  and  structurally.     4. Experiment  with  creating  texture  using  clay  stamps  and  adding  visually  interesting   and  functional  elements  such  as  feet  and  handles.     5. Check  for  understanding  of  expectations  and  techniques  through  class  discussions   and  sharing.   6. Create  visual  organizer  and  references  for  brainstorming,  idea  development  and   planning  specific  to  coil/slab  pieces  using  slump  and  hump  molds.   7. Develop  a  culminating  design-­‐based  project  using  slump  and/or  hump  molds.   8. Review  and  practice  vocabulary  and  steps  for  proper  kiln  bisque  firing  specific  to   Cone  6  clay.     9. Application  of  high  fire  glaze  and  underglaze  finishing  techniques  and  applications.   10. Review  and  demonstrate  vocabulary  and  steps  proper  Cone  6  glaze  firing.     11. Culminate  in  class  critique,  where  teacher  and  students  reflect  on  strong  points,   dynamic  qualities,  and  offer  constructive  criticism  including  suggestions  for   improvements.      Relevant  Resources:   • Book:  Handbuilt  Pottery  Techniques  Revealed  by  Jacqui  Atkin,  2004   • Book:  Experience  Clay  by  Maureen  Mackey,  2003              
  • 14. Ceramics  II  –  Unit  #3   Plaster  Molds  (4  weeks)    NYS  Learning  Standards  for  the  Arts:  1,  2,  3  and  4    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers  and  Life-­‐Long  Learners    Essential  Understandings:     1. Various  forms  of  construction  methods  in  Ceramics  –  focus  on  plaster  molds  as  a   method  that  can  be  applied  to  multiple  clay  production.     2. Historic  through  contemporary  applications  of  tile  mold  making  techniques.   3. Understanding  the  design  of  decorative  tile  work  created  throughout  history  has  a   cultural  significance  and  impact  on  work  that  is  created  today.   4. Preparation  and  care  of  materials  and  tools  for  proper  in-­‐process  use  as  well  as  care   and  treatments  at  the  completion  of  each  day  and  project.    Terminal  Objectives:  The  Students  Will:   1. Be  able  to  demonstrate  their  understanding  of  molding  techniques  by  creating   multiple  tiles  from  an  original  mold.     2. Be  able  to  identify,  understand  and  then  relate  techniques  seen  in  examples  into   their  own  work.     3. Examine  design  and  decorative  tile  work  from  a  variety  of  different  cultures  and   apply  concepts  to  their  own  work.   4. Be  able  to  demonstrate  and  use  their  understanding  of  clay  care  and  maintenance   by  properly  handling,  cleaning  and  storing  raw  clay,  tools,  in-­‐process  creations,  and   final  products.    Task  Analysis:  The  Students  Will:   • Review  and  complete  a  vocabulary  handout  that  includes:  soft  slab,  slip  casting,  bas-­‐ relief,  pattern,  repetition,  organic,  geometric,  symmetry,  design   • Examine  a  presentation  of  ceramic  tile  examples  focusing  on  continuous  and   repetitive  patterns  used  art  from  a  variety  of  cultures.     • Brainstorm  and  develop  designs  inspired  by  tiles  from  different  cultures  using  a   single  segment  that  when  repeated  and  joined  create  a  symmetrical  and  continuous   pattern.   • Implement  the  steps  for  designing  and  planning  a  master  tile  through   brainstorming,  conceptual  research,  and  sketching.     • Demonstrate  their  understanding  and  ability  to  collect  visual  information  and   references,  and  then  successfully  apply  use  of  research  and  imagery  into  their  final   artwork.     • Combine  design  and  exploration  experiences  and  exposures  to  create  a  master  tile   for  mold  creation.  
  • 15. • Examine  a  presentation  focusing  on  processes  and  steps  using  plaster  molds  to   create  multiple  tiles.   • Learn  and  apply  steps  for  mixing  plaster  and  creating  a  mold.   • Demonstrate  and  practice  creating  multiple  tiles  from  original  mold  using  soft  slap   and  slip-­‐casting  techniques.   • Gain  an  understanding  of  the  proper  storage  of  projects  using  plaster  molds.   • Apply  understanding  of  firing  process  where  students  load  and  unload  kiln.   • Explore  glaze  and  underglaze  finishing  options  on  bisqueware.   • Understand  that  a  well-­‐planned  design  concept  is  essential  to  creating  a  successful   ceramics  end  product.     • Develop  an  awareness  for  common  assessment,  craftsmanship,  and  work  ethic   expectations  both  inside  and  outside  of  the  classroom.   • Determine  positive  habits  of  creating  and  working  with  a  sketchbook  for   brainstorming,  planning,  and  process  documentation.   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class   critiques  and  aesthetic  discussions  based  on  the  formal  qualities  of  their  artwork.    Relevant  Activities:   1. Develop  a  presentation  and  assignment  handout  outlining  a  culturally  influenced   project  theme,  requirements  and  expectations.   2. Develop  a  culminating  design-­‐based  tile  project  using  plaster  molds  and  focusing   on:   a. Islamic  Art   b. Celtic  Art   c. MC  Escher  Tessellations     3. Create  visual  organizer  and  references  for  brainstorming,  idea  development  and   planning  specific  to  design  of  master  tile.   4. Demonstrate  and  practice  transferring  a  design  from  paper  onto  a  clay  slab  and  then   carving  low  relief  design  into  clay.     5. Check  for  understanding  of  expectations  and  techniques  through  class  discussions   and  sharing.   6. Demonstrate  how  to  mix  plaster  and  create  a  mold  from  original  tile.   7. Demonstrate  using  soft  slap  and  slip  casting  techniques  to  create  4-­‐6  identical  tiles   from  master  plaster  mold.   8. Review  and  application  steps  for  proper  kiln  bisque  firing.     9. Application  of  glaze  and  underglaze  finishing  techniques.   10. Culminate  in  class  critique,  where  teacher  and  students  reflect  on  strong  points,   dynamic  qualities,  and  offer  constructive  criticism  including  suggestions  for   improvements.      Relevant  Resources:   • Book:  Handbuilt  Pottery  Techniques  Revealed  by  Jacqui  Atkin,  2004   • Book:  Experience  Clay  by  Maureen  Mackey,  2003        
  • 16. Ceramics  II  –  Unit  #4   Teapot  (6  weeks)    NYS  Learning  Standards  for  the  Arts:  1,  2,  3  and  4    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers  and  Life-­‐Long  Learners    Essential  Understandings:     1. Art  may  embrace  multiple  solutions  to  a  problem.   2. Functional  works  of  ceramic  art  embrace  form  and  aesthetics  that  go  beyond  a  pure   utilitarian  purpose.   3. Preparation  and  care  of  materials  and  tools  for  proper  in-­‐process  use  as  well  as  care   and  treatments  at  the  completion  of  each  day  and  project.    Terminal  Objectives:  The  Students  Will:   1. Understand  that  form  and  function  work  together  to  create  an  aesthetic  work  of  art.     2. Be  able  to  identify,  understand  and  then  relate  design  of  both  form  and  function   seen  in  examples  into  their  own  work.     3. Be  able  to  demonstrate  and  use  their  understanding  of  clay  care  and  maintenance   by  properly  handling,  cleaning  and  storing  raw  clay,  tools,  in-­‐process  creations,  and   final  products.    Task  Analysis:  The  Students  Will:   • Review  and  complete  a  vocabulary  handout  that  includes:  spout,  handle,  lid,  foot,   flange   • Examine  a  presentation  of  ceramic  teapot  examples  focusing  on  form  in  conjunction   with  function.     • Research,  brainstorm  and  develop  teapot  designs  that  incorporate  a  conceptual  idea   into  the  functional  form.   • Implement  the  steps  for  designing  and  planning  a  teapot  through  brainstorming,   conceptual  research,  and  sketching.     • Demonstrate  their  understanding  and  ability  to  collect  visual  information  and   references,  and  then  successfully  apply  use  of  research  and  imagery  into  their  final   artwork.     • Combine  design  and  exploration  experiences  and  exposures  to  create  a  functional   teapot.   • Apply  understanding  of  firing  process  where  students  load  and  unload  kiln.   • Apply  glaze  and  underglaze  finishing  options  on  bisqueware.   • Understand  that  a  well-­‐planned  and  researched  design  concept  is  essential  to   creating  a  successful  ceramics  end  product.     • Develop  an  awareness  for  common  assessment,  craftsmanship,  and  work  ethic   expectations  both  inside  and  outside  of  the  classroom.  
  • 17. • Determine  positive  habits  of  creating  and  working  with  a  sketchbook  for   brainstorming,  planning,  and  process  documentation.   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class   critiques  and  aesthetic  discussions  based  on  the  formal  qualities  of  their  artwork.    Relevant  Activities:   1. Develop  a  presentation  and  assignment  handout  outlining  a  conceptually  based   teapot  project,  requirements  and  expectations.   2. Develop  a  culminating  concept-­‐based  teapot  project  influenced  by:   a. Art  history   b. Various  cultures   c. Fairy  tales  or  nursery  rhymes   d. Conceptual  self-­‐portraits   3. Create  visual  organizer  and  references  for  brainstorming,  idea  development  and   planning  specific  to  design  of  teapot.   4. Check  for  understanding  of  expectations  and  techniques  through  class  discussions   and  sharing.   5. Discuss  and  demonstrate  the  properties  specific  to  a  teapot.     a. Body   b. Spout   c. Handle   d. Foot   e. Lid  with  flange   6. Review  and  application  steps  for  proper  kiln  bisque  firing.     7. Application  of  finishing  techniques.   8. Culminate  in  class  critique,  where  teacher  and  students  reflect  on  strong  points,   dynamic  qualities,  and  offer  constructive  criticism  including  suggestions  for   improvements.      Relevant  Resources:   • Book:  Handbuilt  Pottery  Techniques  Revealed  by  Jacqui  Atkin,  2004   • Book:  Experience  Clay  by  Maureen  Mackey,  2003                              
  • 18. Ceramics  II  –  Unit  #5   Final  Project  and  Assessment;  Self-­‐Directed  Exploration  and  Reflection                         (6  weeks)    NYS  Learning  Standards  for  the  Arts:  1,  2,  3  and  4    VCS  Commencement  Standards:  Effective  Communicators,  Quality  Producers,  Complex  Thinkers  and  Life-­‐Long  Learners    Essential  Understandings:     1. Art  may  be  used  as  a  vehicle  of  self-­‐expression.   2. Artists  use  a  variety  of  skills  and  processes  when  they  develop  a  cohesive  body  of   work.      Terminal  Objectives:  The  Students  Will:   1. Relate  their  personal  interests  and  artistic  styles  into  the  work  they  create.   2. Reflect  and  expand  on  previous  skills,  concepts  and  knowledge  as  they  create  their   own  body  of  work.      Task  Analysis:  The  Students  Will:   • Review  and  complete  course  vocabulary  handout.   • Reflect  on  skills,  concepts  and  processes  introduced  and  explored  throughout   Ceramics  I  and  II.   • Discuss  how  artists  continually  explore  new  ways  of  thinking  and  producing   artwork  based  on  a  common  theme  or  development  of  personal  style.     • Implement  the  steps  for  designing  and  planning  a  final  ceramic  project  that  explores   and  expands  on  past  knowledge  and  skills  while  focusing  on  personal  self-­‐ expression.   • Demonstrate  their  understanding  and  ability  to  collect  visual  information  and   references,  and  then  successfully  apply  use  of  research  and  imagery  into  their  final   artwork.     • Verbally  explain  their  concept,  direction  and  technical  plan  for  final  ceramics   product.   • Combine  design  and  exploration  experiences  and  exposures  to  create  a  final  ceramic   project.     • Demonstrate  and  apply  understanding  of  the  firing  process.   • Demonstrate  and  apply  understanding  of  finishing  options.   • Understand  that  a  well-­‐planned  design  concept  is  essential  to  creating  a  successful   ceramics  end  product.     • Be  assessed  on  their  comprehension  and  application  of  ceramic  concepts,   vocabulary,  techniques  and  processes  covered  throughout  the  course  in  written   form.    
  • 19. • Reflect  on  the  development  of  the  creative  process,  technical  challenges,  and   approach  to  solving  problems  with  the  purpose  of  the  end  goal  in  mind.   • Develop  an  awareness  for  common  assessment,  craftsmanship,  and  work  ethic   expectations  both  inside  and  outside  of  the  classroom.   • Determine  positive  habits  of  creating  and  working  with  a  sketchbook  for   brainstorming,  planning,  and  process  documentation.   • Assess  and  reflect  upon  their  work  and  the  work  of  their  peers  through  class   critiques  and  aesthetic  discussions  based  on  the  formal  qualities  of  their  artwork.    Relevant  Activities:   1. Discuss  and  develop  a  presentation  and  assignment  handout  outlining  project   requirements  and  expectations.   2. Check  for  understanding  of  expectations  through  class  discussion.   3. Develop  a  culminating  self-­‐directed  final  project  or  series  that  focuses  on  self-­‐ expression  and  technical  exploration:   a. Sculptural  social  personification   b. Technical  series  of  a  construction  method   c. Conceptual  self-­‐portrait   d. Cultural  exploration   e. Artist  or  art  movement  influence   f. Social  commentary   4. Individual  teacher  and  student  conferences  to  discuss  concept,  direction  and   technical  plan.   5. Research,  plan  and  create  a  final  ceramics  product  where  several  stages  are  decided   and  planned  before  production  begins…   a. Design  concept  connected  to  a  previous  unit   b. Focus  on  functional  or  sculptural   c. Method  of  construction   d. Materials  and  clay  type   e. Finishing  process   6. Create  visual  organizer  and  references  for  brainstorming,  idea  development  and   planning  specific  to  a  final  project.   7. Individual  in-­‐progress  teacher  and  student  conference  to  check  for  proper  and   complete  development  of  idea  and  plan,  as  well  as  relevance  to  the  course  of  study   and  technical  ability.       8. Review,  implement  and  assess  for  understanding  processes  and  vocabulary  covered   throughout  the  course  by  completing:   a. Written  reflection   b. Multiple  choice  test   c. Visual  documentation   d. Class  presentation  or  demonstration   9. Culminate  in  class  critique,  where  teacher  and  students  reflect  on  strong  points,   dynamic  qualities,  and  offer  constructive  criticism  including  suggestions  for   improvements.