ROSE TREE MEDIA SCHOOL DISTRICT COURSE CURRICULUM

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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


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
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
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
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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.
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November, 2003
Essential Question, Concept or Theme: The Firing Process
PA Standards
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies
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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.
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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
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November, 2003
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