BAA Metal Art and Jewelry 10 Framework

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BAA Metal Art and Jewelry 10 Framework
District Name: Okanagan Skaha
District Number: SD # 67
Developed by: Charles Lay
Date Developed: Thursday, 27 May 2010
School Name: Summerland Secondary School
Principal’s Name: Dave Searcy
Board/Authority Approval Date:
Board/Authority Signature:
Course Name: Metal Art & Jewelry 10
Grade Level of Course: Grade9/10
Number of Course Credits: 2
Number of Hours of Instruction: 60 hours
Prerequisite(s): None
Special Training, Facilities or Equipment Required: Metal working shop, basic metal shop hand tools,
basic jewellery hand tools, Acetylene soldering torch, Oxygen/Acetylene torch, lost wax casting spin caster,
burnout oven, buffing wheels, stain glass soldering iron and glass cutter, ultra-sonic gem cleaner, pickling bath,
polishing dremel.
Course Synopsis:
This course has been developed to expose students to the role that metal art and jewellery has in society today, and
to explore metal as an art medium. Students learn about what makes jewellery aesthetically pleasing and encourages
meaningful methods of ideation, design, planning, production and evaluation of various jewelry and artistic metal
projects. Students are encouraged to explore their individual interests and creativity through the design,
development, and manufacturing of many different artefacts. Projects include sheet metal pendants, copper ring,
nickel silver ring, sterling silver ring, chain making, polymer bead making, earrings, brooches and bracelets through
many styles and techniques of metal manipulation. Other topics may include: stained glass and wind chimes.
BAA Metal Art & Jewelry Framework
1
Rationale:
This course is offered so that students can explore different types of metals and techniques beyond those that are
used in traditional metalworking class. The intent of this course is to offer students an introduction to metal art and
jewelry making and help them determine if it is a possible career path for them or an interest worth pursuing.
Students will combine the knowledge of materials and procedures with creativity and artistic skill to produce unique
jewelry and art metal projects.
Organizational Structure:
Unit/Topic
Title
Time
Unit 1
Developing learner profiles, classroom contract, shop safety & code
of conduct
2
Unit 2
 Metal and jewelry hand tools and their uses
 Jewelry equipment safety and operation
6
Unit 3
Design process & sketching
2
Unit 4
Polymer clay beads
11
Unit 5
Sheet metal rings & silver soldering
11
Unit 6
Sheet metal pendant
11
Unit 7
Chain making
11
Unit 8
Stain glass
6
Total Hours
60
Unit/Topic/Module Descriptions:
Unit 1: Developing learner profiles and classroom contract
Time: 2 hours
Students will be introduced to the concept of different types of learning styles. This will be followed by a class
discussion of what this means to individual learners and the development of a safe learning environment. Each
student will complete a personal learner profile and identify personal strategies to help them succed. The class will
them be facilitated through a process to develop a class contract.
Curriculum Organizer
Learner profiles & student rubric
It is expected the students will:
 Develop communication skills such as reading and understanding information, as well as listening to
others and sharing information.
 Understand the classroom and shop behaviour expectations
 Agreed to these expectations and sign the Student expectations and behaviour contract
 Complete a student learner profile
 Demonstrate an acceptance of self and others, Takes responsibility for one’s action
BAA Metal Art & Jewelry Framework
2
Unit 2: Metal and jewelry hand tools and their uses
Jewelry equipment safety and operation
Time: 6 hours
Students will be introduced to the metal and jewelry hand tools and their safe use.
Students will be introduced to the safe use and operation of the specific jewelry equipment
Acetylene soldering torch, Oxygen/Acetylene torch, lost wax casting spin caster, burnout oven, buffing
wheels, stain glass soldering iron and glass cutter, ultra-sonic gem cleaner, pickling bath, polishing
dermal.
Curriculum Organizers
Note: It is expected the students will apply all of the unit 2 curriculum organizers to all of the production units
Health and Safety
It is expected the students will:
 identify safety equipment and materials within the shop
 be able to locate specific data sheets in the WHMIS binder
 demonstrate an understanding of industrial hygiene, including air quality issues
 demonstrate knowledge of safety features and practices associated with oxy-acetylene equipment,
Acetylene torch, spin caster, burn-out oven, polishing wheels and spin caster.
 demonstrate a knowledge of safety features and practices associated with metal-art related hand
tools
Self in society
It is expected the students will:



apply responsible environmental and social considerations in metal fabrication and machining
demonstrate proficiency in the application of employability skill’
demonstrate an understanding of family of origin and cultural preferences in the design of metal
artefacts and jewellery
Communication
It is expected that students will:
 be able to use coarse resources to correctly identify basic hand tools associated with metal art
jewellery
Technology
It is expected that students will:
 organize task-related workspace
 execute the processes required to complete a project
 communicate technical information effectively
Applied Problem Solving
It is expected that students will:
 demonstrate correct cleaning procedures for buffing and polishing metals
 identify safety issues associated with: pickling and flux solutions
 identify problems associated with soldering: copper, brass, nickel silver and sterling silver
 apply knowledge of safe practices associated with tools and equipment
BAA Metal Art & Jewelry Framework
3
Unit 3: Design process & sketching
Time: 2 hours
Curriculum Organizers
Note: It is expected the students will apply all of the unit 3 curriculum organizers to all of the production units
Students will be introduced to the basic design process which includes the process from ideation to finished product
Curriculum Organizers
Design process
It is expected the students will:
 follow the steps outlined in the design process
 use the fundamentals of drawing as visual communication
 interpret pictorial drawings and identify processes required to replicate drawings
 learn to record a concept and use rough sketches to convey that concept
 learn to make detailed drawings as a tool to manipulate, develop, illustrate and refine those concepts.
 prepare a list of materials and production chart
Unit 4: Polymer clay beads
Time: 11 hours
Students will be introduced to the materials and processes needed to design and produce polymer clay products
Curriculum Organizers
Materials and processes
It is expected the students will:
 understand and demonstrate the compatibility of different types of clay
 demonstrate an ability to perform basic clay methods such as:
jellyroll, bull’s eye, skinner roll, and checker board patterns
 demonstrate the practical skills associated with combining basic clay production methods to
complete a pendent of necklace.
 Apply knowledge of hand tools to select correct tools required to complete project
Personalized learning
It is expected the students will:
 demonstrate the ability to use course literature and internet to develop project in conjunction with
design process
 apply management skills to complete a project as outlined in design process
 evaluate the finished product ion in conjunction with the marking rubric to identify areas of
excellence and areas needing improvement
BAA Metal Art & Jewelry Framework
4
Unit 5: Sheet metal rings & silver soldering
Time: 11 hours
Students will be introduced to the materials and processes needed to design and produce sheet metal rings from a
variety of materials.
Curriculum Organizers
Materials and processes
It is expected the students will:
 demonstrate ability to identify sheet stock by physical appearance characteristics
 demonstrate ability to identify gauge of sheet stock
 evaluate qualities and characteristics of sheet stock in determining appropriate metal for desired ring
project
 apply procedures to cut and solder a variety of sheet metals
 apply procedures to finish a ring using files, emery papers and buffing compounds and equipment
Personalized learning
It is expected the students will:
 demonstrate the ability to use course literature and internet to develop project in conjunction with
design process
 apply management skills to complete a project as outlined in design process
 evaluate the finished product ion in conjunction with the marking rubric to identify areas of
excellence and areas needing improvement
Unit 6: Sheet metal pendant
Time: 11 hours
Students will be introduced to the materials and processes needed to design and produce sheet metal pendants from a
variety of materials.
Curriculum Organizers
Materials and processes
It is expected the students will:
 apply knowledge and skills associated with sheet stock learned in unit 5
 demonstrate ability to perform piercing using the jewellers saw and pin block
 demonstrate ability to join a variety of metals using soldering, riveting and wire
 apply procedures to finish a ring using files, emery papers and buffing compounds and equipment
Personalized learning
It is expected the students will:
 demonstrate the ability to use course literature and internet to develop project in conjunction with
design process
 apply management skills to complete a project as outlined in design process
 evaluate the finished product ion in conjunction with the marking rubric to identify areas of
excellence and areas needing improvement
BAA Metal Art & Jewelry Framework
5
Unit 7: Chain making
Time: 11 hours
Students will be introduced to the materials and processes needed to design and produce a variety of chains
Curriculum Organizers
Materials and processes
It is expected the students will:
 demonstrate a knowledge of the basic chain weaves:
Byzantine, Inca Puna, double and double twist
 Evaluate the correct gauge of wire and mandrel size required to produce a particular chain pattern
 Apply quality control procedure to ensure all links are closed and run smoothly when assembled
 produce a necklace or bracelet adorned with a pendants or stone
Personalized learning
It is expected the students will:
 demonstrate the ability to use course literature and internet to develop project in conjunction with
design process
 apply management skills to complete a project as outlined in design process
 evaluate the finished product ion in conjunction with the marking rubric to identify areas of
excellence and areas needing improvement

Unit 8: Stained Glass
Time: 6 hours
The stained glass project introduces the students to the concept of symmetry and how in our society the more
symmetrical an object the more it is perceived to be beautiful. This is a very creative project with many, many
different combinations of glass available. Students will use an entirely different set of tools and equipment for this
project, including diamond grinders, oil-filled glass cutters, running pliers and others.
Students will be introduced to the materials and processes needed to design and produce a stained glass ornament
Curriculum Organizers
Materials and processes
It is expected the students will:
 demonstrate an understanding of symmetrical design
 demonstrate the correct method for cutting glass
 apply quality control procedures associated with foiling glass
 demonstrate ability to solder design components into the desired product
 produce a stained glass sun catcher
Personalized learning
It is expected the students will:
 demonstrate the ability to use course literature and internet to develop project in conjunction with
design process
 apply management skills to complete a project as outlined in design process
 evaluate the finished product ion in conjunction with the marking rubric to identify areas of
excellence and areas needing improvement
BAA Metal Art & Jewelry Framework
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Instructional Component:
Direct instruction
Indirect instruction
Interactive instruction
Independent problem solving
Modelling
Shop & equipment skills assessment
Analysis of own work
Assessment Component:
 10% of the mark will be based on written tests and classroom assignments. Test and assignments will be
conducted throughout the first five weeks of the course to give the students the opportunity to learn the
required technical knowledge and procedures to complete their projects.
 15% of the mark will be assessed on the student’s daily conduct and attendance. This will be a daily mark
out of 2 and will be posted weekly to allow students to do self evaluation on there behaviour, work ethic
and productivity.
 75% of the grade will be for project evaluation, where quality of construction, aesthetics and accuracy of
measurement as it relates to the design sketches will be assessed.
Type of assessment
Summative
Category
Theory test and
assignments
Formative
Practical application
Summative
Project assessment
Shop skills
assessment
BAA Metal Art & Jewelry Framework
Details
Written test
–safety
-equipment operation techniques
-materials identification (metallurgy)
Work sheets (assignments)
-completed during lectures or videos
Performance – on time
Puts in a full class of work
Attitude –co-operative
Positive participation
Care to produce quality work
Behaviour –work ethic
Shop behaviour
Treats others with respect
Care of equipment and tools
Demonstrate appropriate shop conduct
using shop tools and equipment safely and
correctly
Project evaluation
Attention to detail
Quality of construction
Quality of finish
Aesthetics
Weighting
10%
15%
75%
Safe & proper use of tools and equipment
7
Projects weighting
Project marking break down
 polymer clay
 sheet metal ring
 sheet metal pendant
 chain making
 stain glass
total
Performance Methods
Daily participation
Completed projects
Brain storming
Project design
 sketches
 cost & materials sheets
 design analysis and artistic
merit
Theory test
Work sheets based on research of
materials and processes for each
project or technical information
delivered in classroom
17.5%
17.5%
17.5%
17.5%
5%
75%
Personal Communication
Student/instructor
Self evaluation
Daily participation mark
reflection/self evaluation
Group dialogue
Other
Weekly assessment
Teacher anecdotal records
rubrics
Learning Resources:
Books







Visual Quick tips: Wire Jewelry, Chris Franchetti Micheals, Wiley publishing,Inc. 2009
Making Metal Jewelry: Projects Techniques, inspirations, Joanna Gollberg, Sterling Publishing Co.,
Inc, 2003
Chain and Bead Jewelry, Scott David Plumlee, Watson-Guptill publications/New York, 2006
How to make Polymer Clay Beads, Linda Peterson, Cico Books, 2008
Creative Clay Jewelry: Designs To Make From Polymer Clay, Leslie Dierks, Sterling Publishing Co.,
1994
The Art and Craft of Jewellry, Janet Fitch, Reed International Books ltd, 1992
The complete book of Jewelry Making, Carles Codina, Lark books, 2006
BAA Metal Art & Jewelry Framework
8
BAA Metal Art & Jewelry Framework
9
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