ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Advanced Ceramics
GRADE LEVEL: 10, 11, 12
CREATION DATE: January 2007
Essential Question, Concept or Theme: Origins of Clay: The History of Ceramics
PA Standards
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
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Understand how clay is formed and is a
naturally occurring material.
Become familiar with the various types
of clay.
Understand ceramics first uses and its
impact on human history.
Become familiar with how clay was
used in different areas of the world
throughout history.
Know how clay was formed and
finished traditionally.
Develop an understanding of the
historical timeline of ceramics.
Understand early ceramic techniques
and how they impact modern processes.
Understand how ceramics were used in
the Mediterranean.
Understand how ceramics were used in
the Middle East.
Understand how ceramics were used in
Asia.
Understand how ceramics were used in
Africa.
Understand how ceramics were used in
the Indigenous America.
Understand how ceramics were used in
Europe.
Understand how ceramics were used in
the United States
Products:
 Written Assignments
 PowerPoint Presentations
 Critical Reviews of historical
works
 Abstract and
Representational clay
sculptures
 Functional Vessels
 Sketches and Reference
Photographs
 Templates and plans
Performances:
 Class Presentations
 Verbal/written critique
 Process Demonstrations
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





Advanced Ceramics
Page 1
Hands in Clay, Charlotte F.
Speight, John Toki, Mayfield
Publishing Company,
Mountain View, CA, 1995
(Resource)
Clay, Suzanne Staubach,
Berkley Books, New York,
NY, 2005 (Resource)
Experience Clay, Maureen
Mackey, Davis Publications,
Worcester, MA, 2003
(Resource)
Ceramics Sourcebook, Errol
Manners, Chartwell Books,
Inc., Secaucus, NJ, 1990
(Resource)
The Big Book of Ceramics,
Joaquim Chavarria, WatsonGuptill Publications, New
York, NY, 1993 (Resource)
Approx. Time Allotment:
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-
January, 2007
Essential Question, Concept or Theme: Origins of Clay: The History of Ceramics
PA Standards
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology


Ceramics Monthly
Pottery Making Illustrated
Technology
 Computer work stations,
Video projector, digital
camera, VHS and DVD
Approx. Time Allotment:
Instructional Strategies
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


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Advanced Ceramics
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-
January, 2007
Essential Question, Concept or Theme: Origins of Clay: The History 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
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
Approx. Time Allotment:
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)
Advanced Ceramics
Page 3
-3-
January, 2007
Essential Question, Concept or Theme: The Function of Ceramics
PA Standards:
Benchmark/Skills
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





Understand how clay has been used
for everyday objects.
Become familiar with the use of clay
for technological advances.
Develop an opinion about how
function affects the aesthetics of an
object.
Understand the concept of form vs.
function.
Know how clay is used currently in
everyday objects and industry.
Thoroughly understand the difference
between functional and nonfunctional objects.
Explore possible functional uses of
ceramics.
Create functional ceramic pieces
using a variety of processes.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 Functional Vessels
 Non-functional objects
 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
 Written Assignments
 PowerPoint Presentations
 Critical Reviews of historical works
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
self-evaluation, rubrics, sketchbook,
teacher evaluation



Advanced Ceramics
Page 4
Hands in Clay, Charlotte F.
Speight, John Toki, Mayfield
Publishing Company,
Mountain View, CA, 1995
(Resource)
Clay, Suzanne Staubach,
Berkley Books, New York,
NY, 2005 (Resource)
Experience Clay, Maureen
Mackey, Davis Publications,
Worcester, MA, 2003
(Resource)
Ceramics Sourcebook, Errol
Manners, Chartwell Books,
Inc., Secaucus, NJ, 1990
(Resource)
The Big Book of Ceramics,
Joaquim Chavarria, WatsonGuptill Publications, New
York, NY, 1993 (Resource)
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-
January, 2007
Essential Question, Concept or Theme: The Function of Ceramics
PA Standards:
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment


Instructional Strategies

Ceramics Monthly
Pottery Making Illustrated
Technology
Computer work stations, Video
projector, digital camera, VHS and
DVD










Advanced Ceramics
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.
January, 2007
Essential Question, Concept or Theme: The Function 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)
Advanced Ceramics
Page 6
-6-
January, 2007
Essential Question, Concept or Theme: The Form of Ceramics
PA Standards:
Benchmark/Skills







Understand how clay has been used
aesthetically throughout history.
Understand how creative clay use has
evolved throughout history.
Understand how form effects
function.
Experiment with a variety of ceramic
forms and the methods used to create
them.
Understand the correlation between
form and aesthetics.
Use form to enhance the function and
aesthetics of ceramic works.
Create ceramic works with an
emphasis on form.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 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
 Written Assignments
 PowerPoint Presentations
 Critical Reviews of historical
works
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, under glaze,
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



Hands in Clay, Charlotte F. Speight,
John Toki, Mayfield Publishing
Company, Mountain View, CA, 1995
(Resource)
Clay, Suzanne Staubach, Berkley
Books, New York, NY, 2005
(Resource)
Experience Clay, Maureen Mackey,
Davis Publications, Worcester, MA,
2003 (Resource)
Ceramics Sourcebook, Errol Manners,
Chartwell Books, Inc., Secaucus, NJ,
1990 (Resource)
The Big Book of Ceramics, Joaquim
Chavarria, Watson-Guptill
Publications, New York, NY, 1993
(Resource)
Ceramics Monthly
Pottery Making Illustrated
Technology
Computer work stations, Video projector,
digital camera, VHS and DVD
Advanced Ceramics
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-
January, 2007
Essential Question, Concept or Theme: The Form of Ceramics
PA Standards:
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies











Advanced Ceramics
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.
January, 2007
Essential Question, Concept or Theme: The Form 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)
Advanced Ceramics
Page 9
-9-
January, 2007
Essential Question, Concept or Theme: Process: Fundamental Procedures
PA Standards:
Benchmark/Skills





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.
Exhibit a thorough understanding of
basic clay construction processes and
ability to implement each when
appropriate.
Exhibit knowledge of basic kiln firing
procedures and firing preparation.
Understand how to combine processes
to achieve a desired result.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 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
 Written Assignments
 PowerPoint Presentations
 Critical Reviews of historical
works
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, under glaze,
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



Hands in Clay, Charlotte F. Speight,
John Toki, Mayfield Publishing
Company, Mountain View, CA, 1995
(Resource)
Clay, Suzanne Staubach, Berkley
Books, New York, NY, 2005
(Resource)
Experience Clay, Maureen Mackey,
Davis Publications, Worcester, MA,
2003 (Resource)
Ceramics Sourcebook, Errol Manners,
Chartwell Books, Inc., Secaucus, NJ,
1990 (Resource)
The Big Book of Ceramics, Joaquim
Chavarria, Watson-Guptill
Publications, New York, NY, 1993
(Resource)
Ceramics Monthly
Pottery Making Illustrated
Technology
Computer work stations, Video projector,
digital camera, VHS and DVD
Advanced Ceramics
Page 10
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 -
January, 2007
Essential Question, Concept or Theme: Process: Fundamental Procedures
PA Standards:
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies












Advanced Ceramics
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.
January, 2007
Essential Question, Concept or Theme: Process: Fundamental Procedures
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
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
Approx. Time Allotment:
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)
Advanced Ceramics
Page 12
- 12 -
January, 2007
Essential Question, Concept or Theme: Process: Wheel Work
PA Standards
Benchmark/Skills









Enhance knowledge of the potter’s
wheel in ceramic construction.
Enhance wheel throwing skills:
centering, opening, widening, raising,
shaping, trimming, and footing
Explore how the wheel can be used to
create a variety of forms (cups, bowls,
plates, hollow forms, etc.).
Create multipart wheel thrown objects.
Develop proficient wheel working
skills.
Thoroughly understand traditional
wheel processes and how they influence
modern techniques.
Develop a familiarity with the basic
tools used to while working on the
wheel.
Understand how the potter’s wheel has
evolved through out history.
Enhance vocabulary in reference to the
process and tools used.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 Functional Vessels
 Non-functional wheelthrown sculptures
 Plates, cups, mugs, bowls,
etc.
 Wheel-Thrown Lids (flat,
domed and flanged)
 Basic wheel thrown shapes
 Complex, multipart pieces
 Sketches and Reference
Photographs
 Written Assignments
 PowerPoint Presentations
 Critical Reviews of
historical works
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, under glaze,
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
self-evaluation, rubrics,
sketchbook, teacher
evaluation





Advanced Ceramics
Page 13
Hands in Clay, Charlotte F.
Speight, John Toki, Mayfield
Publishing Company, Mountain
View, CA, 1995 (Resource)
Clay, Suzanne Staubach,
Berkley Books, New York, NY,
2005 (Resource)
Experience Clay, Maureen
Mackey, Davis Publications,
Worcester, MA, 2003
(Resource)
Ceramics Sourcebook, Errol
Manners, Chartwell Books, Inc.,
Secaucus, NJ, 1990 (Resource)
The Big Book of Ceramics,
Joaquim Chavarria, WatsonGuptill Publications, New York,
NY, 1993 (Resource)
Ceramics Monthly
Pottery Making Illustrated
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 -
January, 2007
Essential Question, Concept or Theme: Process: Wheel Work
PA Standards
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Technology
Computer work stations, Video
projector, digital camera, VHS and
DVD
Instructional Strategies









Advanced Ceramics
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 -
January, 2007
Essential Question, Concept or Theme: Process: Wheel Work
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)
Advanced Ceramics
Page 15
- 15 -
January, 2007
Essential Question, Concept or Theme: Process: Advanced Procedures
PA Standards
Benchmark/Skills





Become familiar with additional
process that can be used to create
ceramic work.
Understand how molds (slip, drape,
press, etc.) can be created and used in
ceramic construction.
Understand how to use ceramic tools
(extruders, slab rollers, carving and
modeling tools, etc.) to enhance work.
Become more efficient working with
clays.
Create complex sculptural works in
clay using conventional and
unconventional processes.

Aligned Materials/
Resources/Technology
Assessment
Products:
 Functional Vessels
 Non-functional objects
 Hollow forms (rattles,
whistles, jars, beads, etc.)
 Tableware
 Tiles
 Slab-built boxes and
sculptures
 Abstract and
Representational clay
sculptures
 Non-functional wheelthrown 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
 Written Assignments
 PowerPoint Presentations
 Critical Reviews of
historical works
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, under glaze,
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
self-evaluation, rubrics,
sketchbook, teacher
evaluation
Advanced Ceramics
Approx. Time Allotment:



Page 16
Hands in Clay, Charlotte F.
Speight, John Toki, Mayfield
Publishing Company, Mountain
View, CA, 1995 (Resource)
Clay, Suzanne Staubach,
Berkley Books, New York, NY,
2005 (Resource)
Experience Clay, Maureen
Mackey, Davis Publications,
Worcester, MA, 2003
(Resource)
Ceramics Sourcebook, Errol
Manners, Chartwell Books, Inc.,
Secaucus, NJ, 1990 (Resource)
The Big Book of Ceramics,
Joaquim Chavarria, WatsonGuptill Publications, New York,
NY, 1993 (Resource)
Ceramics Monthly
Pottery Making Illustrated
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.
- 16 -
January, 2007
Essential Question, Concept or Theme: Process: Advanced Procedures
PA Standards
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Technology
Computer work stations, Video
projector, digital camera, VHS and
DVD
Instructional Strategies









Advanced Ceramics
Page 17
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.
- 17 -
January, 2007
Essential Question, Concept or Theme: Process: Advanced Procedures
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
Enrichment Strategies
Research of well known
artists who used ceramics
extensively
Research of careers that
require ceramics (pottery
production, industrial
applications, product design,
etc.)
Approx. Time Allotment:
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)
Advanced Ceramics
Page 18
- 18 -
January, 2007
Essential Question, Concept or Theme: Process: Surface and Texture
PA Standards
Benchmark/Skills








Establish surface as a fundamental
element in ceramic designs.
Enhance techniques for using color and
texture to enhance a ceramic work.
Develop skills 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.
Experiment with alternative ways to
alter the surface of the clay.
Further the understanding of colored
clays, colored slips, oxides and
carbonates and under glaze.
Thoroughly understand the basic
properties of glaze.
Enhance techniques used in successful
color application.
Aligned Materials/
Resources/Technology
Assessment
Products:
 Functional Vessels
 Non-functional objects
 Hollow forms (rattles,
whistles, jars, beads, etc.)
 Tableware
 Tiles
 Slab-built boxes and
sculptures
 Abstract and
Representational clay
sculptures
 Non-functional wheelthrown 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
 Written Assignments
 PowerPoint Presentations
 Critical Reviews of
historical works
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, under glaze,
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
self-evaluation, rubrics,
sketchbook, teacher
evaluation
Advanced Ceramics
Approx. Time Allotment:



Page 19
Hands in Clay, Charlotte F.
Speight, John Toki, Mayfield
Publishing Company, Mountain
View, CA, 1995 (Resource)
Clay, Suzanne Staubach,
Berkley Books, New York, NY,
2005 (Resource)
Experience Clay, Maureen
Mackey, Davis Publications,
Worcester, MA, 2003
(Resource)
Ceramics Sourcebook, Errol
Manners, Chartwell Books, Inc.,
Secaucus, NJ, 1990 (Resource)
The Big Book of Ceramics,
Joaquim Chavarria, WatsonGuptill Publications, New York,
NY, 1993 (Resource)
Ceramics Monthly
Pottery Making Illustrated
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.
- 19 -
January, 2007
Essential Question, Concept or Theme: Process: Surface and Texture
PA Standards
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

Technology
Computer work stations, Video
projector, digital camera, VHS and
DVD








Advanced Ceramics
Page 20
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.
- 20 -
January, 2007
Essential Question, Concept or Theme: Process: Surface and Texture
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
Enrichment Strategies
Research of well known
artists who used ceramics
extensively
Research of careers that
require ceramics (pottery
production, industrial
applications, product design,
etc.)
Approx. Time Allotment:
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)
Advanced Ceramics
Page 21
- 21 -
January, 2007
Essential Question, Concept or Theme: Process: Kilns and Firing
PA Standards
Benchmark/Skills










Adequately prepare works for firing.
Know each of the stages of the firing
process.
Understand how to load and unload a
bisque and glaze kiln.
Thoroughly understand the process of
pit firing.
Thoroughly understand the process of
Salt-Firing.
Thoroughly understand the process of
firing with wood.
Thoroughly understand the process of
firing with gas.
Thoroughly understand the process of
Raku firing.
Explore a variety of non-traditional and
alternative firing methods.
Research and understand various firing
method used throughout history.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 Functional Vessels
 Non-functional objects
 Hollow forms (rattles,
whistles, jars, beads, etc.)
 Tableware
 Tiles
 Slab-built boxes and
sculptures
 Abstract and
Representational clay
sculptures
 Non-functional wheelthrown 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
 Written Assignments
 PowerPoint Presentations
 Critical Reviews of
historical works
Resources




Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks, student
self-evaluation, rubrics,
sketchbook, teacher
evaluation
Advanced Ceramics
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, under glaze,
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 22
Hands in Clay, Charlotte F.
Speight, John Toki, Mayfield
Publishing Company, Mountain
View, CA, 1995 (Resource)
Clay, Suzanne Staubach,
Berkley Books, New York, NY,
2005 (Resource)
Experience Clay, Maureen
Mackey, Davis Publications,
Worcester, MA, 2003
(Resource)
Ceramics Sourcebook, Errol
Manners, Chartwell Books, Inc.,
Secaucus, NJ, 1990 (Resource)
The Big Book of Ceramics,
Joaquim Chavarria, WatsonGuptill Publications, New York,
NY, 1993 (Resource)
Ceramics Monthly
Pottery Making Illustrated
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.
- 22 -
January, 2007
Essential Question, Concept or Theme: Process: Kilns and Firing
PA Standards
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies

Technology
Computer work stations, Video
projector, digital camera, VHS and
DVD








Advanced Ceramics
Page 23
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.
- 23 -
January, 2007
Essential Question, Concept or Theme: Process: Kilns and Firing
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)
Advanced Ceramics
Page 24
- 24 -
January, 2007
Essential Question, Concept or Theme: Craft as Art: Critiquing Ceramics
PA Standards
Benchmark/Skills









Discuss the concept of crafts and art.
Understand how ceramics functions or
craft and fine art.
Discuss the similarities between fine art
and crafts.
View and critique works in ceramics
and other arts.
Examine how ceramics are impacted by
other arts.
Critically examine the effectiveness of
a process to achieve a desired result.
Consider how individual work relates to
the work of other.
Evaluate work to determine
effectiveness of design, process,
execution and finish.
Build on past projects and concepts to
improve the quality of work.
Aligned Materials/
Resources/Technology
Assessment
Products:
 Written Assignments
 PowerPoint Presentations
 Critical Reviews of
historical works
 Artist Reviews
 Historical research and
reviews
 Sketches and Reference
Photographs
 Functional Vessels
 Non-functional objects
 Hollow forms (rattles,
whistles, jars, beads, etc.)
 Tableware
 Tiles
 Slab-built boxes and
sculptures
 Abstract and
Representational clay
sculptures
 Non-functional wheelthrown sculptures
 Basic wheel thrown shapes
 Plates, cups, mugs, bowls,
etc.
 Wheel-Thrown Lids (flat,
domed and flanged)
 Functional Slab Containers
 Relief and decorative tiles
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, under glaze,
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
Advanced Ceramics
Approx. Time Allotment:


Page 25
Hands in Clay, Charlotte F.
Speight, John Toki, Mayfield
Publishing Company, Mountain
View, CA, 1995 (Resource)
Clay, Suzanne Staubach,
Berkley Books, New York, NY,
2005 (Resource)
Experience Clay, Maureen
Mackey, Davis Publications,
Worcester, MA, 2003
(Resource)
Ceramics Sourcebook, Errol
Manners, Chartwell Books, Inc.,
Secaucus, NJ, 1990 (Resource)
The Big Book of Ceramics,
Joaquim Chavarria, WatsonGuptill Publications, New York,
NY, 1993 (Resource)
Ceramics Monthly
Pottery Making Illustrated
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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January, 2007
Essential Question, Concept or Theme: Craft as Art: Critiquing Ceramics
PA Standards
Benchmark/Skills
Aligned Materials/
Resources/Technology
Assessment
self-evaluation, rubrics,
sketchbook, teacher
evaluation
Approx. Time Allotment:
Instructional Strategies

Technology
Computer work stations, Video
projector, digital camera, VHS and
DVD








Advanced Ceramics
Page 26
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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January, 2007
Essential Question, Concept or Theme: Craft as Art: Critiquing 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
Enrichment Strategies
Research of well known
artists who used ceramics
extensively
Research of careers that
require ceramics (pottery
production, industrial
applications, product design,
etc.)
Approx. Time Allotment:
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)
Advanced Ceramics
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January, 2007