ART FOUR, ADVANCED
POTTERY & SCULPTURE
EIGHTH GRADE
Philosophy
Creating successful three-dimensional artwork requires an understanding of the
principles of design and an application of specialized skills specific to each
medium.
Course Description
Students will explore the elements and principles of design as they apply to threedimensional artwork. Students will continue to develop and apply pottery skills
introduced in Art Three: Pottery and Sculpture. Students will use advanced
techniques in construction, hand-building, and decoration. Students will also
study historically significant sculptors in art history.
The topics below are to be covered and should be assessed in end of course tests.
Idaho State Standards for grades 6-8 in the Visual Arts are noted by
standard, goal, and objective.
PERFORMANCE (STANDARD THREE)
I. Students will develop problem-solving skills. (3.1.5; 3.3.3)
A. Brainstorm, research, rough sketch, final product. (3.3.3)
II. The student will use a variety of media and techniques to produce original art works
that demonstrate an understanding of design and communicates an idea. (3.1.1; 3.1.3;
3.1.4; 3.2.1; 3.2.2; 3.2.4; 3.3.2)
A. Clay
1. Explore the following visual art techniques at an advanced level
(3.3.1):
a) Pinch
b) Coil
c) Slab
d) Glazing
e) Pottery Wheel (experience)
f) A combination of any of the above.
2. Develop an enduring understanding of the elements and principles that
apply. (3.1.3.)
B. Sculpture
1. Use at least two of the following suggested media: plaster, plaster
gauze, polymer clay, air dry clay, wire, paper, papier mache’, wood, or
stone. (3.3.1)
2. Review the three types of sculpture (additive, subtractive, and cast)
and incorporate some of the following styles:
a) Figurative
b) Relief
c) Abstract/Objective
d) Functional/Non-functional
e) Monumental/Miniature
3. Develop an enduring understanding of the elements and principles that
apply. (3.1.3.)
C. Assemblage
1. Use found objects and mixed media to create assemblage sculptures.
(3.3.1)
2. Develop an enduring understanding of the elements and principles that
apply. (3.1.3.)
III. Students demonstrate the correct use and care of a variety of tools and equipment.
A. Students use tools properly and safely. (3.1.2)
B. Students clean and store art materials and supplies correctly. (3.1.2)
HISTORICAL AND CULTURAL CONTEXT (STANDARD ONE)
I. Students develop an awareness of major artists and their artwork. (1.1.1; 1.1.2; 1.1.3;
2.2.7) Options include but are not limited to:
A. Auguste Rodin (1840-1917)
1. French Impressionist Sculptor
2. Most famous work: The Thinker
B. Frederic Auguste Bartholdi (1834-1904)
1. French Monumental Sculptor
2. Most famous work: The Stature of Liberty
C. Lorenzo Ghiberti (1378-1455)
1. Early Renaissance Sculptor
2. Most famous work: The Gates of Paradise
D. Donatello (1386-1466)
1. Early Renaissance Sculptor
2. Known for figurative and bas-relief sculptures
E. Claes Oldenburg (1929-present)
1. Pop Art Sculptor
2. Sculpts everyday objects on a grand scale
F. Alberto Giacometti (1901-1966)
1. Surrealist Sculptor
2. Sculpted abstract figurative sculptures
II. Students will create a work of art influenced by an artist. (3.2.3)
III. Students will develop an awareness of and analyze art from diverse world cultures.
(1.1.4; 2.1.4)
CRITICAL THINKING (STANDARD TWO)
I. Students will be taught how to analyze art. (2.1.1; 2.2.3)
A. Description: What is seen? (2.1.1)
B. Analysis: How are the elements and principles used? (2.1.2; 2.1.3)
C. Interpretation: What is the message of the work? (2.1.2; 2.1.3; 2.2.2)
D. Judgment: Was the artist successful in presenting the message? (2.2.3)
II. Aesthetics
A. Following criticism and analysis, students will be able to judge the aesthetic
value of a work of art. “What makes it art?” (2.1.1; 2.2.2; 2.2.3)
B. Recognize there are different responses to specific works of art.
1. Students should be able to justify their response to a given work of art.
(2.2.3)
2. Students should learn to appreciate a peer’s response which may be
different from their own. (2.2.5)
3. Students should be able to write an appropriate Artist’s Statement
about an individual work, and their collective body of work. (2.2.6; 3.1.6)
C. Students should understand the appropriate behavior while attending and/or
participating in arts events (2.2.4)
III. Vocational
A. Expose students in some way to vocations linked to the visual arts. (2.2.1)
IV. Connections
A. It is beneficial to make connections with various disciplines throughout the
learning process. (1.2.1; 2.2.1)