ROSE TREE MEDIA SCHOOL DISTRICT COURSE CURRICULUM COURSE TITLE: Ceramics B GRADE LEVEL: 9, 10, 11, 12 CREATION DATE: January, 2007 Essential Question, Concept or Theme: Working with Clay PA Standards Benchmark/Skills Identify the basic properties of clay and understand how they affect ceramic work. Understand how plasticity, shrinkage, and moisture are important to the ceramic process. Become skilled at clay preparation especially wedging. Understand the recycling and reconstituting process. Develop a familiarity with the tools used to work with clay. Thoroughly understand studio maintenance and clean-up Understand traditional clay processes and how they influence modern techniques. Develop critical and creative thinking skills Use and develop vocabulary in reference to process and aesthetics. Explain the historical, cultural, and social context of an individual work. Relate and analyze a work of art from its historical and cultural perspective. Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Products: Abstract and Representational clay sculptures Functional Vessels (jars, bottles, vases, plates, bowls, etc.) Recycled clay Sketches and Reference Photographs Templates Performances: Verbal/written critique Assessment: Class participation, demonstrations, projects, performance tasks, student self-evaluation, rubrics, sketchbook, teacher evaluation Materials Clays: earthenware, stoneware, casting slip Glazes: low fire, underglaze, overglaze, engobes Paints: acrylics, tempera, watercolor, shoe polish, stains, India ink Writing utensils: pencils, pens Miscellaneous: fabrics, metals, glass, plaster, found objects, wood Adhesives/binders: glue, staples, nails Resources Experience Clay, Maureen Mackey, Davis Publications, Worcester, MA, 2003 (Textbook) Ceramics Sourcebook, Errol Manners, Chartwell Books, Inc., Secaucus, NJ, 1990 (Resource) Ceramics Monthly Pottery Making Illustrated Technology Computer work stations, Video projector, digital camera, VHS and DVD Pottery and Sculpture 9 Page 1 Instructional Strategies Learning Activities: Participate in teacher-led discussions Learn and demonstrate all safety considerations and good work habits Observe teacher demonstrations of techniques and processes. Demonstrate technical aspects of projects when appropriate. Work on assigned projects for the allotted time. Engage in peer review and class discussion while working. Observe and review resources provided by the teacher. Locate and research additional resources. Participate in verbal critiques of artworks while in process and when concluded, in whole class setting and in individual review. Instructional strategies: Demonstrate and show examples of the technical aspect of each project, from student and artist works. Note safety considerations. Distribute assignment sheets Discuss vocabulary, historical background, and various cultural artists as they relate to the unit. Note safety considerations for use of studio materials. Allow work time for students. Critique preliminary sketches, allow for further work time. Use in process art criticism with individuals and groups Use individual critique as necessary. Assign and evaluate related assignments (homework, sketchbook, journal, written work.) Refer to the theme questions and encourage “BIG” questions as they relate to philosophic -1- November, 2003 Essential Question, Concept or Theme: Working with Clay PA Standards Benchmark/Skills Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Instructional Strategies Pottery and Sculpture 9 Page 2 and aesthetic issues. Gather resource materials, examples, and AV materials for unit Arrange guest speakers and fieldtrips as desired. Prepare display boards, learning centers, and visual aids for classroom use. Discuss with students their prior knowledge of the unit. Use of various classroom management and grouping methods for studio work sessions. Evaluate the unit for future use. At the conclusion of each unit and report period, review and summarize student’s individual progress as needed. At the conclusion of each project, conduct art criticism, referring to early class discussion of historical and contemporary works and examples. Evaluate the unit for future use. -2- November, 2003 Essential Question, Concept or Theme: Working with Clay PA Standards: Adaptations/Inclusion Techniques The instructor may use, but is not limited to… Providing an outline of key points Providing a calendar of events and due dates of projects Providing small group instruction Providing individual instruction Adjusting requirements in terms of media or size Providing visual reinforcement Breaking tasks into manageable steps Allowing extra time Approx. Time Allotment: Enrichment Strategies Research of well known artists who used ceramics extensively Research of careers that require ceramics (pottery production, industrial applications, product design, etc.) Remediation Strategies Peer tutoring Extra time in art studio Re-teaching specific components of the task Using visual aids Demonstrate techniques for small groups or individual settings Multicultural/Interdisciplinary Connection Use a variety of artists, cultures, and genres as examples and to generate lessons. Independent study Research of selected websites (i.e., to determine significance of ceramics in various cultures and time periods, to determine various materials used to create works in clay) Pottery and Sculpture 9 Page 3 -3- November, 2003 Essential Question, Concept or Theme: Hand-Built Ceramics PA Standards: Benchmark/Skills Understand how to use HandBuilding create a variety of clay forms. Demonstrate proficiency using each of the basic hand-building processes including modeling, pinching, coiling and slab construction. Enhance general construction skill set which will allow students to create a variety of objects. Become familiar with the use of the clay extruder and how it can be used to create and enhance ceramic forms. Understand how surface decoration and texture can be used to enhance ceramic forms. Become familiar with the use of molds and texture stamps. Develop skills necessary to build freestanding three-dimensional sculptures. Understand the difference between functional and non-functional objects. Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Products: Functional vessels Non-functional vessels Hollow forms (rattles, whistles, jars, beads, etc.) Tableware Tiles Slab-built boxes and sculptures Abstract and Representational clay sculptures Sketches and Reference Photographs Materials Clays: earthenware, stoneware, casting slip Glazes: low fire, underglaze, overglaze, engobes Paints: acrylics, tempera, watercolor, shoe polish, stains, India ink Writing utensils: pencils, pens Miscellaneous: fabrics, metals, glass, plaster, found objects, wood Adhesives/binders: glue, staples, nails Resources Performances: Verbal/written critique Assessment: Class participation, demonstrations, projects, performance tasks, student selfevaluation, rubrics, sketchbook, teacher evaluation Experience Clay, Maureen Mackey, Davis Publications, Worcester, MA, 2003 (Textbook) Ceramics Sourcebook, Errol Manners, Chartwell Books, Inc., Secaucus, NJ, 1990 (Resource) Ceramics Monthly Pottery Making Illustrated Technology Computer work stations, Video projector, digital camera, VHS and DVD Pottery and Sculpture 9 Page 4 Instructional Strategies Learning Activities: Participate in teacher-led discussions Learn and demonstrate all safety considerations and good work habits Observe teacher demonstrations of techniques and processes. Demonstrate technical aspects of projects when appropriate. Work on assigned projects for the allotted time. Engage in peer review and class discussion while working. Observe and review resources provided by the teacher. Locate and research additional resources. Participate in verbal critiques of artworks while in process and when concluded, in whole class setting and in individual review. Instructional strategies: Demonstrate and show examples of the technical aspect of each project, from student and artist works. Note safety considerations. Distribute assignment sheets Discuss vocabulary, historical background, and various cultural artists as they relate to the unit. Note safety considerations for use of studio materials. Allow work time for students. Critique preliminary sketches, allow for further work time. Use in process art criticism with individuals and groups Use individual critique as necessary. -4- November, 2003 Essential Question, Concept or Theme: Hand-Built Ceramics PA Standards: Benchmark/Skills Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Instructional Strategies Pottery and Sculpture 9 Page 5 -5- Assign and evaluate related assignments (homework, sketchbook, journal, written work.) Refer to the theme questions and encourage “BIG” questions as they relate to philosophic and aesthetic issues. Gather resource materials, examples, and AV materials for unit Arrange guest speakers and fieldtrips as desired. Prepare display boards, learning centers, and visual aids for classroom use. Discuss with students their prior knowledge of the unit. Use of various classroom management and grouping methods for studio work sessions. Evaluate the unit for future use. At the conclusion of each unit and report period, review and summarize student’s individual progress as needed. At the conclusion of each project, conduct art criticism, referring to early class discussion of historical and contemporary works and examples. Evaluate the unit for future use. November, 2003 Essential Question, Concept or Theme: Hand-Built Ceramics PA Standards: Adaptations/Inclusion Techniques The instructor may use, but is not limited to… Providing an outline of key points Providing a calendar of events and due dates of projects Providing small group instruction Providing individual instruction Adjusting requirements in terms of media or size Providing visual reinforcement Breaking tasks into manageable steps Allowing extra time Approx. Time Allotment: Enrichment Strategies Research of well known artists who used ceramics extensively Research of careers that require ceramics (pottery production, industrial applications, product design, etc.) Independent study Remediation Strategies Peer tutoring Extra time in art studio Re-teaching specific components of the task Using visual aids Demonstrate techniques for small groups or individual settings Multicultural/Interdisciplinary Connection Use a variety of artists, cultures, and genres as examples and to generate lessons. Research of selected websites (i.e., to determine significance of ceramics in various cultures and time periods, to determine various materials used to create works in clay) Pottery and Sculpture 9 Page 6 -6- November, 2003 Essential Question, Concept or Theme: Wheel Thrown Forms PA Standards: Benchmark/Skills Enhance throwing skills using the potter’s wheel in ceramic construction. Develop a better understanding of wheel throwing methods: centering, opening, widening, raising, shaping, trimming, and footing Understand how the wheel can be used to create a variety of forms. Develop proficient wheel working skills. Become familiar with the process of thrown tableware. Become familiar with the process of making thrown lids. Become familiar with the process of making handles. Understand traditional wheel processes and how they influence modern techniques. Combine wheel-thrown and handbuilt objects to create one unified piece. Develop a familiarity with the basic tools used to while working on the wheel. Understand how the potter’s wheel has evolved throughout history. Use of proper vocabulary in reference to the process and tools used. Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Products: Functional Vessels Non-functional wheel-thrown sculptures Basic wheel thrown shapes Plates, cups, mugs, bowls, etc. Wheel-Thrown Lids (flat, domed and flanged) Sketches and Reference Photographs Performances: Verbal/written critique Resources Assessment: Class participation, demonstrations, projects, performance tasks, student selfevaluation, rubrics, sketchbook, teacher evaluation Experience Clay, Maureen Mackey, Davis Publications, Worcester, MA, 2003 (Textbook) Ceramics Sourcebook, Errol Manners, Chartwell Books, Inc., Secaucus, NJ, 1990 (Resource) Ceramics Monthly Pottery Making Illustrated Technology Computer work stations, Video projector, digital camera, VHS and DVD Pottery and Sculpture 9 Materials Clays: earthenware, stoneware, casting slip Glazes: low fire, underglaze, overglaze, engobes Paints: acrylics, tempera, watercolor, shoe polish, stains, India ink Writing utensils: pencils, pens Miscellaneous: fabrics, metals, glass, plaster, found objects, wood Adhesives/binders: glue, staples, nails Page 7 Instructional Strategies Learning Activities: Participate in teacher-led discussions Learn and demonstrate all safety considerations and good work habits Observe teacher demonstrations of techniques and processes. Demonstrate technical aspects of projects when appropriate. Work on assigned projects for the allotted time. Engage in peer review and class discussion while working. Observe and review resources provided by the teacher. Locate and research additional resources. Participate in verbal critiques of artworks while in process and when concluded, in whole class setting and in individual review. Instructional strategies: Demonstrate and show examples of the technical aspect of each project, from student and artist works. Note safety considerations. Distribute assignment sheets Discuss vocabulary, historical background, and various cultural artists as they relate to the unit. Note safety considerations for use of studio materials. Allow work time for students. Critique preliminary sketches, allow for further work time. Use in process art criticism with individuals and groups Use individual critique as necessary. -7- November, 2003 Essential Question, Concept or Theme: Wheel Thrown Forms PA Standards: Benchmark/Skills Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Instructional Strategies Pottery and Sculpture 9 Page 8 -8- Assign and evaluate related assignments (homework, sketchbook, journal, written work.) Refer to the theme questions and encourage “BIG” questions as they relate to philosophic and aesthetic issues. Gather resource materials, examples, and AV materials for unit Arrange guest speakers and fieldtrips as desired. Prepare display boards, learning centers, and visual aids for classroom use. Discuss with students their prior knowledge of the unit. Use of various classroom management and grouping methods for studio work sessions. Evaluate the unit for future use. At the conclusion of each unit and report period, review and summarize student’s individual progress as needed. At the conclusion of each project, conduct art criticism, referring to early class discussion of historical and contemporary works and examples. Evaluate the unit for future use. November, 2003 Essential Question, Concept or Theme: Wheel Thrown Forms PA Standards: Adaptations/Inclusion Techniques The instructor may use, but is not limited to… Providing an outline of key points Providing a calendar of events and due dates of projects Providing small group instruction Providing individual instruction Adjusting requirements in terms of media or size Providing visual reinforcement Breaking tasks into manageable steps Allowing extra time Approx. Time Allotment: Enrichment Strategies Research of well known artists who used ceramics extensively Research of careers that require ceramics (pottery production, industrial applications, product design, etc.) Independent study Remediation Strategies Peer tutoring Extra time in art studio Re-teaching specific components of the task Using visual aids Demonstrate techniques for small groups or individual settings Multicultural/Interdisciplinary Connection Use a variety of artists, cultures, and genres as examples and to generate lessons. Research of selected websites (i.e., to determine significance of ceramics in various cultures and time periods, to determine various materials used to create works in clay) Pottery and Sculpture 9 Page 9 -9- November, 2003 Essential Question, Concept or Theme: Surface of Ceramics PA Standards: Benchmark/Skills Understand techniques for using color and texture to enhance a ceramic work. Develop skill that can be used to alter the texture of an object. Understand how Impressing, Incising Appliqué, Piercing and Burnishing can be used to change the surface of a piece. Become familiar with how color is used in Ceramics. Develop an understanding of colored clays, colored slips, oxides and carbonates and under glaze. Understand the basic properties of glaze. Learn how glaze has been used historically. Learn techniques used in successful color application. Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Products: Functional Vessels Non-functional vessels Hollow forms (rattles, whistles, jars, beads, etc.) Tableware Tiles Slab-built boxes and sculptures Abstract and Representational clay sculptures Non-functional wheel-thrown sculptures Basic wheel thrown shapes Plates, cups, mugs, bowls, etc. Wheel-Thrown Lids (flat, domed and flanged) Functional Slab Containers Relief and decorative tiles Sketches and Reference Photographs Performances: Verbal/written critique Assessment: Class participation, demonstrations, projects, performance tasks, student selfevaluation, rubrics, sketchbook, teacher evaluation Pottery and Sculpture 9 Page 10 Materials Clays: earthenware, stoneware, casting slip Glazes: low fire, under glaze, over glaze, engobes Paints: acrylics, tempera, watercolor, shoe polish, stains, India ink Writing utensils: pencils, pens Resources Experience Clay, Maureen Mackey, Davis Publications, Worcester, MA, 2003 (Textbook) Ceramics Sourcebook, Errol Manners, Chartwell Books, Inc., Secaucus, NJ, 1990 (Resource) Technology Computer work stations, Video projector, digital camera, VHS and DVD Instructional Strategies Learning Activities: Participate in teacher-led discussions Learn and demonstrate all safety considerations and good work habits Observe teacher demonstrations of techniques and processes. Demonstrate technical aspects of projects when appropriate. Work on assigned projects for the allotted time. Engage in peer review and class discussion while working. Observe and review resources provided by the teacher. Locate and research additional resources. Participate in verbal critiques of artworks while in process and when concluded, in whole class setting and in individual review. Instructional strategies: Demonstrate and show examples of the technical aspect of each project, from student and artist works. Note safety considerations. Distribute assignment sheets Discuss vocabulary, historical background, and various cultural artists as they relate to the unit. Note safety considerations for use of studio materials. Allow work time for students. Critique preliminary sketches, allow for further work time. Use in process art criticism with individuals and groups - 10 - November, 2003 Essential Question, Concept or Theme: Surface of Ceramics PA Standards: Benchmark/Skills Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Instructional Strategies Pottery and Sculpture 9 Page 11 - 11 - Use individual critique as necessary. Assign and evaluate related assignments (homework, sketchbook, journal, written work.) Refer to the theme questions and encourage “BIG” questions as they relate to philosophic and aesthetic issues. Gather resource materials, examples, and AV materials for unit Arrange guest speakers and fieldtrips as desired. Prepare display boards, learning centers, and visual aids for classroom use. Discuss with students their prior knowledge of the unit. Use of various classroom management and grouping methods for studio work sessions. Evaluate the unit for future use. At the conclusion of each unit and report period, review and summarize student’s individual progress as needed. At the conclusion of each project, conduct art criticism, referring to early class discussion of historical and contemporary works and examples. Evaluate the unit for future use. November, 2003 Essential Question, Concept or Theme: Surface of Ceramics PA Standards: Adaptations/Inclusion Techniques The instructor may use, but is not limited to… Providing an outline of key points Providing a calendar of events and due dates of projects Providing small group instruction Providing individual instruction Adjusting requirements in terms of media or size Providing visual reinforcement Breaking tasks into manageable steps Allowing extra time Approx. Time Allotment: Enrichment Strategies Research of well known artists who used ceramics extensively Research of careers that require ceramics (pottery production, industrial applications, product design, etc.) Independent study Remediation Strategies Peer tutoring Extra time in art studio Re-teaching specific components of the task Using visual aids Demonstrate techniques for small groups or individual settings Multicultural/Interdisciplinary Connection Use a variety of artists, cultures, and genres as examples and to generate lessons. Research of selected websites (i.e., to determine significance of ceramics in various cultures and time periods, to determine various materials used to create works in clay) Pottery and Sculpture 9 Page 12 - 12 - November, 2003 Essential Question, Concept or Theme: The Firing Process PA Standards Benchmark/Skills Become familiar with the two most common types kilns: Electric and Gas. Understand how pyrometers and pyrometric cones are used in the firing process. Understand a cone chart and how it impacts the firing process. Know the Stages of Firing (Bisque and Glaze) and understand the difference between the two. Develop a basic understanding of additional firing techniques (pit firing, barrel firing, wood firing, saggar and raku) Adequately prepare work to be bisque and glaze fired. Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Products: Functional Vessels Non-functional vessels Hollow forms (rattles, whistles, jars, beads, etc.) Tableware Tiles Slab-built boxes and sculptures Abstract and Representational clay sculptures Non-functional wheel-thrown sculptures Basic wheel thrown shapes Plates, cups, mugs, bowls, etc. Wheel-Thrown Lids (flat, domed and flanged) Functional Slab Containers Relief and decorative tiles Sketches and Reference Photographs Performances: Verbal/written critique Resources Experience Clay, Maureen Mackey, Davis Publications, Worcester, MA, 2003 (Textbook) Ceramics Sourcebook, Errol Manners, Chartwell Books, Inc., Secaucus, NJ, 1990 (Resource) Assessment: Class participation, demonstrations, projects, performance tasks, student self-evaluation, rubrics, sketchbook, teacher evaluation Pottery and Sculpture 9 Materials Clays: earthenware, stoneware, casting slip Glazes: low fire, under glaze, over glaze, engobes Paints: acrylics, tempera, watercolor, shoe polish, stains, India ink Writing utensils: pencils, pens Miscellaneous: fabrics, metals, glass, plaster, found objects, wood Adhesives/binders: glue, staples, nails Technology Computer work stations, Video projector, digital camera, VHS and DVD Page 13 Instructional Strategies Learning Activities: Participate in teacher-led discussions Learn and demonstrate all safety considerations and good work habits Observe teacher demonstrations of techniques and processes. Demonstrate technical aspects of projects when appropriate. Work on assigned projects for the allotted time. Engage in peer review and class discussion while working. Observe and review resources provided by the teacher. Locate and research additional resources. Participate in verbal critiques of artworks while in process and when concluded, in whole class setting and in individual review. Instructional strategies: Demonstrate and show examples of the technical aspect of each project, from student and artist works. Note safety considerations. Distribute assignment sheets Discuss vocabulary, historical background, and various cultural artists as they relate to the unit. Note safety considerations for use of studio materials. Allow work time for students. Critique preliminary sketches, allow for further work time. Use in process art criticism with individuals and groups Use individual critique as necessary. Assign and evaluate related assignments (homework, sketchbook, journal, written work.) Refer to the theme questions and encourage “BIG” questions as they relate to philosophic and aesthetic issues. - 13 - November, 2003 Essential Question, Concept or Theme: The Firing Process PA Standards Benchmark/Skills Approx. Time Allotment: Aligned Materials/ Resources/Technology Assessment Instructional Strategies Pottery and Sculpture 9 Page 14 Gather resource materials, examples, and AV materials for unit Arrange guest speakers and fieldtrips as desired. Prepare display boards, learning centers, and visual aids for classroom use. Discuss with students their prior knowledge of the unit. Use of various classroom management and grouping methods for studio work sessions. Evaluate the unit for future use. At the conclusion of each unit and report period, review and summarize student’s individual progress as needed. At the conclusion of each project, conduct art criticism, referring to early class discussion of historical and contemporary works and examples. Evaluate the unit for future use. - 14 - November, 2003 Essential Question, Concept or Theme: The Firing Process PA Standards: Adaptations/Inclusion Techniques The instructor may use, but is not limited to… Providing an outline of key points Providing a calendar of events and due dates of projects Providing small group instruction Providing individual instruction Adjusting requirements in terms of media or size Providing visual reinforcement Breaking tasks into manageable steps Allowing extra time Approx. Time Allotment: Enrichment Strategies Research of well known artists who used ceramics extensively Research of careers that require ceramics (pottery production, industrial applications, product design, etc.) Remediation Strategies Peer tutoring Extra time in art studio Re-teaching specific components of the task Using visual aids Demonstrate techniques for small groups or individual settings Multicultural/Interdisciplinary Connection Use a variety of artists, cultures, and genres as examples and to generate lessons. Independent study Research of selected websites (i.e., to determine significance of ceramics in various cultures and time periods, to determine various materials used to create works in clay) Pottery and Sculpture 9 Page 15 - 15 - November, 2003