TRANSITION YEAR UNITS
1. Title of Transition Unit
Art – Ceramics Wall Relief Project. Theme: Food
2. Area of Study
Aesthetic Development
3. Overview
This gives the student the opportunity to see the link between research – preparing drawings –
design process – to finished ceramic pieces. Even those who are “not good of art” are pleasantly
surprised to see what they can produce. The organization of a display of work provides a great
opportunity for team work.
4. Links
Good Food Awareness
5. Summary Outline of the Unit
1. Students will make pencil drawings of fruit and vegetables. Emphasis to be on form line,
tone, pattern.
2. Students to draw from secondary sources using images of fruit and vegetables.
3. Drawing of whole form.
4. Show students images of wall relief ceramics. Look at various decorative methods applicable
to clay and glazing. Relief pattern, applied pattern and texture.
5. Students make individual sketches and work in groups of 3 to design a clay tile relief – mural.
6. Students select work they wish to make.
7. Inspect and measure wall selected for mural
8. Draw up design full size on large sheets joined together e.g. lining paper.
9. Photograph drawing for reference.
10. Cut large drawing into sections (enough for each student).
11. Students build clay section and develop design in tandem with whole mural development.
12. Fire work in kiln.
13. Decorate with glazes.
6. Breakdown of the Unit
1 double per week for 14 weeks.
7. Aims
This Transition Unit aims to:
1. Develop an appreciation of clay relief sculpture, modeling and firing process.
2. Give students the opportunity to be involved in a design process.
8. Learning Outcomes
On completion of this unit students should be able to:
3.
4.
5.
6.
7.
8.
Appreciate the importance of product designs.
Design given objects within the limitations of a set theme.
Draw a plan suitable for translation into 3D.
Make an aesthetically pleasing object.
Develop an appreciation of the importance of product design.
Give students the opportunity to be involved in a design process.
9. Key Skills
How evidenced
Information Processing
Students should select, analyse and evaluate
information gathered from their drawings and
research and bring this information into the
process of designing their chosen piece.
Critical and Creative Thinking
Students will decide what the forms of their
design will be e.g. abstract or natural form,
pattern, shape or texture.
Communicating
Display should communicate the design process
and message on healthy eating..
Working with Others
Students will observe each others progress and
this will influence the design process of their
work at developmental stage.
Being Personally Effective
Students will be responsible for total design
process from plans to finished product. Students
will adhere to rules when working with clay and
be responsible for tidy up in own area.
10. Methodologies
1.
2.
3.
4.
Using information technology for research.
Examples shown.
Demonstrations on drawing techniques and use of clay.
Working in groups planning the mural design and display.
11. Assessment Methods
Ongoing
Ongoing self and peer assessments.
Culminative
1. Marks given for prep drawings and
design sketches.
2. Marks also given for finished piece,
student input and application.
3. Grade given in school report.
4. Exhibition of completed works in chosen
areas.
12. Evaluation
Class discussion and individual interviews with students on completion of project.
13. Resources
1.
2.
3.
4.
5.
National Gallery visit.
History & Appreciation of Art.
‘Hand made Tiles’ by Frank Giorgini.
The Internet.
School Library.
Numeracy:
1. Measuring wall for mural.
2. Deciding on length and height of mural.
3. Enlarging drawings to suit chosen size.
Literacy:
1. Mural, relief panel, firing, glazing.