BAA Metal Art and Jewelry 11 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 11
Grade Level of Course: Grade11/12
Number of Course Credits: 4
Number of Hours of Instruction: 120 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.
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
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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
Lost wax casting
15
Unit 9
Stain glass
11
Unit 10
Final project
40
Total Hours
BAA Metal Art & Jewelry Framework
120
2
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.
 Demonstrate an acceptance of self and others
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Positive participant
Supportive
Encouraging
Open minded
Willing to work with all
Inclusive
Takes responsibility for one’s action
 Demonstrate the attitudes and skill of personalized learning
 Self reflective
 Accepting
 Curious
 Self motivated(intrinsic)
 Self advocating
 Takes initiative
 Speaks with confidence & purpose
 Demonstrates follow through
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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
dremel.
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:
 consistently use safe work practices
 identify WHMIS symbols that apply to workplace materials
 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
 identify hazardous situations in the work environment and take appropriate action
 demonstrate good "housekeeping" techniques
Self in Society
It is expected that students will:
 consistently apply safe and healthy work practices in a metal art & jewelry shop environment.
Communication
It is expected that students will:
 identify specific tools for specific operations
 identify tools by proper name.
Technology
It is expected that students will:
 select tools appropriate for specific operations
 perform each task accurately.
Applied Problem Solving
It is expected that students will:
 wear appropriate safety attire
 use tools and equipment safely
 identify and rectify hazardous conditions.
Unit 3: Design process & sketching
Time: 2 hours
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:
 demonstrate an understanding of the design process:
 demonstrate a knowledge and ability to producing rough ideation sketches
 demonstrate a knowledge and ability to develope a series of functional working sketches
 demonstrate a knowledge and ability to create a functional model of the finished product
 Perform a critical analysis of the model and make appropriate changes were necessary to produce a
quality project
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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
Design process
It is expected the students will:
 demonstrate an understanding of the design process by:
 producing 10 rough ideation sketches
 developing 2 functional working sketches
 Perform a critical analysis of the proposed product and make appropriate changes were necessary
to produce a quality project
Materials and processes
It is expected the students will:
 demonstrate appropriate method for preparing polymer clay
 demonstrate a variety of methods for making beads of different shapes and designs.
 produce a piece of jewelry in the form of a necklace or bracelet
Personalized learning
It is expected the students will:
 demonstrate the ability to research the proposed design and the processes to produce it
 identify and organize task-related tools and materials to complete project
 identify, organize, and execute processes required to complete project
 be self reflect and perform a project analysis in a association with a project marking rubric
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 appropriate method for cutting forming and silver soldering copper, nickel silver and
silver sheet stock
 demonstrate ability to finish a ring using files, emery papers and buffing compounds and equipment
 produce a sheet metal ring
 be able to identify the correct method for using soft, medium and hard silver solder
Personalized learning
It is expected the students will:
 demonstrate the ability to research the proposed design and the processes to produce it
 identify and organize task-related tools and materials
 identify, organize, and execute processes required to accomplish a task
 be self reflect and perform a project analysis in a association with a project marking rubric
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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:
 demonstrate appropriate method for cutting, forming copper, nickel silver and silver sheet stock
 demonstrate ability to finish sheet metal products using files, emery papers, ultrasonic cleaner and
buffing compounds and equipment
 produce a sheet metal pendent
Personalized learning
It is expected the students will:
 demonstrate the ability to research the proposed design and the processes to produce it
 identify, organize, and execute processes required to accomplish a task
 identify and organize task-related tools and materials
 be self reflect and perform a project analysis in a association with a project marking rubric
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 appropriate method for cutting forming copper, nickel silver and silver wire stock into
chains
 demonstrate ability to finish sheet metal products using files, emery papers, ultrasonic cleaner and
buffing compounds and equipment
 produce a necklace or bracelet adorned with a pendants or stone
Personalized learning
It is expected the students will:
 demonstrate the ability to research the proposed design and the processes to produce it
 identify, organize, and execute processes required to accomplish a task
 identify and organize task-related tools and materials
 be self reflect and perform a project analysis in a association with a project marking rubric
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Unit 8: Lost wax casting
Time: 15 hours
Students will be introduced to the materials and processes needed to design and produce a ring using the lost wax
casting procedure.
Curriculum Organizers
Materials and processes
It is expected the students will:
 demonstrate appropriate method for sizing a ring using a ring gauge
 demonstrate appropriate method sizing a wax ring blank
 demonstrate the ability to carve a pattern from design process accurately into the wax lank
 demonstrate appropriate method for mounting a ring blank with wax sprew and mount in casting
plug
 demonstrate appropriate method preparing an casting investment
 demonstrate appropriate method throwing the investment using the spin caster
 demonstrate ability to finish cast ring using files, emery papers, ultrasonic cleaner and buffing
compounds and equipment
 produce a cast ring
Personalized learning
It is expected the students will:
 demonstrate the ability to research the proposed design and the processes to produce it
 identify, organize, and execute processes required to accomplish a task
 identify and organize task-related tools and materials
 be self reflect and perform a project analysis in a association with a project marking rubric
Unit 9: Stained Glass
Time: 11 hours
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 appropriate method for cutting polishing stained glass
 demonstrate correct method to apply copper soldering tape to glass.
 demonstrate correct method of soldering stained glass
 produce a stained glass window pain
Personalized learning
It is expected the students will:
 demonstrate the ability to research the proposed design and the processes to produce it
 identify, organize, and execute processes required to accomplish a task
 identify and organize task-related tools and materials
 be self reflect and perform a project analysis in a association with a project marking rubric
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Unit 10: final project
Time: 40 hours
All students will be required to complete a final project. The students are responsible for choosing their final project
from the processes they have learned. The project will be broken down into the following components: design
process and research, design portfolio, production, and submission. The production component is subdivided into
modelling, process and materials. The project also involves the writing of progress reports and weekly production
schedule sheets. These allow for effective communication between instructor and student.
Curriculum Organizers
Materials and processes
It is expected the students will:
 research the appropriate materials for the project they are producing.
 Prepare a production check list/quality control list showing sequence of processes required to
complete the project
 Prepare a materials list and cost sheet
 Complete weekly self evaluations on the progress of the projects
 demonstrate ability to finish sheet metal products using files, emery papers, ultrasonic cleaner and
buffing compounds and equipment
 produce a sheet metal pendent
Personalized learning
It is expected the students will:
 identify, organize, and execute processes required to produce project
 identify and organize task-related tools and materials
 be self reflect and perform a project analysis in a association with a project marking rubric
 identify environmental, social, and ethical considerations associated with metal art jewelry
 identify and utilize employability skills. describe career opportunities that exist in metal art jewelryrelated fields
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.
BAA Metal Art & Jewelry Framework
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Type of assessment
Summative
Category
Theory test and
assignments
Formative
Practical application
(this section will
also involve teacher
and student self
assessment
following student
rubric)
Projects
Formative
Projects weighting
Project student self
evaluations
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
Weighting
10%
Project evaluation
Attention to detail
Quality of construction
Quality of finish
Aesthetics
75%
Project marking break down
 polymer clay
 sheet metal ring
 sheet metal pendant
 chain making
 stain glass
 lost wax casting
 final project
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
BAA Metal Art & Jewelry Framework
15%
10%
10%
10%
10%
10%
10%
15%
75%
Personal Communication
Student/instructor
Self evaluation
Daily participation mark
reflection/self evaluation
Group dialogue
Other
Weekly assessment
Teacher anecdotal records
rubrics
9
Learning Resources:
Books
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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
Basic wax modelling:an adventure in creativity, Hiroshi Tsuyuki, Matsubara-kashiwa Books Inc,
1999
Practical Casting:A A Studio Reference, Tim McCreight, Brynmorgen Press1986
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