BAA [ Course Name and Grade Level ] Framework
District Name: Okanagan Skaha\
District Number:
# 67
Developed by: Dawn Richards
Date Developed:
October 2004-10-13
School Name: Penticton Secondary School
Principal’s Name:
Peter Corcoran
Board/Authority Approval Date:
Board/Authority Signature:
Course Name: Pottery 11
Grade Level of Course:
10/11/12
Number of Course Credits:
2 Fine Arts
Number of Hours of Instruction:
Prerequisite(s):
60
None
Special Training, Facilities or Equipment Required:
ofcarving and modelling tools
kiln, pottery wheels, wedging tables, assortment
Course Synopsis: Pottery 11 is a two credit course designed for students with little or no experience with clay.
In this course students will be introduced to the properties of clay and glazes, hand-building and wheel-throwing
techniques as well as the cultural and historical significance of clay-based art. The focus will not only be on skill
and technique but the creative aspects of form and surface design
BAA [ Course Name and Grade Level ] Framework
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Rationale: The main goal of the Pottery 11 is to provide students with a creative course that will fit into a 60 hour
format. Many students enjoy exploring their creative side but find it difficult to squeeze a 4 credit course into an
already packed timetable. Pottery also provides students who are insecure about their drawing skills to create with a
medium that is versatile and very tactile. I have offered Pottery as a course and as a club for 4 years and students
discover that they take pride in making things by hand.
Organizational Structure:
Unit/Topic
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Title
Time
Introduction to clay, history and safety issues
Hand-building techniques
Glazing Techniques
Wheel throwing Techniques
Sculpture
5 hours
15 hours
10 hours
15 hours
15 hours
60 hours
Total Hours
Unit/Topic/Module Descriptions:
Unit 1: Overview: Introduction to clay: History and Safety
Students will become familiar with how clay is formed, the historical influences and how the
tradition of clay has been passed on through the centuries. Students will also learn important safety issues
regarding handling of clay and glazes, use of equipment and proper clean-up of tools and studio. Students
will be tested on this information as well as specific terminology associated with ceramics at the end of
term.
Curriculum Organizers
Context: Students recognize historical, cultural and contemporary influences in ceramic art
Learning Outcomes
Students will be familiar with how clay is formed and its specific properties
Students will demonstrate proper handling of equipment and materials
Students will demonstrate importance of safe clean-up procedures
.
Unit 2: Overview: Hand-building Techniques
Students will learn four main hand building techniques; Pinch Pot, Carving from a solid base, Coil
and Slab. Students will create three projects using these techniques with the emphasis on creativity and
craftsmanship. As students progress through these projects, they will learn about the five stages of clay and
the possibilities and limitations of the medium. All work will be bisque-fired for glazing later.
Curriculum Organizers
Image development/Image strategies: Observation, Imagination/ Elaboration,
Visual Elements and Principles: Form, shape, balance, line, texture
Materials/Technologies and Processes: Clay stages, score and slip, coil, slab, stamping, incising
Learning outcomes:
Students will demonstrate knowledge of hand-building techniques in three projects
Students will demonstrate understanding of the various stages of clay
Unit 3: Overview: Glazing Techniques
In this unit students will be shown two approaches to glazing ceramic; underglazing and dip
glazing. Demonstrations on how to use underglazes and dip glazes for surface decoration and the reasons
for glazing will be explored. Proper application of glazes and safety issues regarding dust and the
importance of hand washing are stressed.
Curriculum Organizers
Elements and Principles of design: Colour, form, balance
BAA [ Course Name and Grade Level ] Framework
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Materials/technologies and Processes: Underglazes, kiln settings, dip glazes,
Learning Outcomes:
Students will demonstrate how to apply undergazes and dip glazes in a safe and effective manner
Students will demonstrate proper set up and clean up procedures for the glaze station.
Unit 4: Overview: Wheel Throwing
Students will watch demonstrations on how to use the kick wheel and electric wheel to produce
functional ceramic pieces. Step-by-step instruction on centering, opening, forming walls and
forming will be shown and reinforced with written instruction and practical experience. Proper
trimming techniques and handle making will also be covered.
Curriculum Organizers:
Materials/technologies and Processes: Kick and electric wheels, clay, forming tools, throwing
procedure sheets.
Context: The ages- old process of wheel throwing as demonstrated by Wayne Ngan (video)
will be recreated by students using similar technology.
Learning Outcomes: Students will demonstrate knowledge of wheel throwing techniques by producing
two required assignments.
Students will demonstrate proper finishing of pieces by trimming and glazing of work
Unit 5: Overview: Sculpture
The sculpture unit will involve students in producing non-functional art work using clay. This
unit will require students to produce a three dimensional work using the hand-building techniques
learned in Unit two. Demonstrations on building a paper armature and building a rough form
before adding details will give students step by step instruction on creating large sculptural
pieces. Students will design/plan their sculptures on paper before beginning. The work of Joe
Fafard will be featured
Curriculum Organizers:
Image Development: Consider the clay sculpture of Joe Fafard; his influences and image
sources
Design. sculpture on paper ; consider three views.
Visual Elements and Principles: form, texture, colour, space
Materials. Technologies, Processes: clay, slab, armature, incising, carving
Learning Outcomes: Students will using additive and subtractive sculpture techniques to
create an original art work
Students will plan ahead on paper to work out design before starting sculpture
Instructional Component:
Direct Instruction
Demonstrations
Note-taking
Video
Practical studio work
Assessment Component:
75% of the grade will be based on projects and related work ( planning &
tests)
25% of the grade will be based on studio participation; being prepared,
being on time ,use of studio time and clean-up
BAA [ Course Name and Grade Level ] Framework
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Learning Resources:
Videos; Wane Ngan; Reflections of Earth
Joe Fafard
Variety of visuals, posters, articles
Additional Information:
BAA [ Course Name and Grade Level ] Framework
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