Ceramics I Curriculum

Ceramics I Curriculum Victor Central Schools

Acknowledgements Shawn Duckworth Senior High Art Teacher Marysue Hartz-‐Holtz Senior High Art Teacher

New York State Learning Standards for the Visual Arts (Note: performance indicators for 9-‐12 grade level only, see “NYS Standards Art.doc” in

Staff Shared à Art Department Folder) Standard 1: Creating, Performing and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. Commencement Performance Indicators:

• create a collection of art work, in a variety of mediums, based on instructional assignments and individual and collective experiences to explore perceptions, ideas, and viewpoints

• create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images

• demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition

• reflect on their developing work to determine the effectiveness of selected mediums and techniques for conveying meaning and adjust their decisions accordingly

Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Commencement Performance Indicators:

• select and use mediums and processes that communicate intended meaning in their art works, and exhibit competence in at least two mediums

• use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation

• interact with professional artists and participate in school-‐ and community-‐sponsored programs by art organizations and cultural institutions

• understand a broad range of vocations/avocations in the field of visual arts, including those involved with creating, performing, exhibiting, and promoting art

Standard 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Commencement Performance Indicators:

• use the language of art criticism by reading and discussing critical reviews in newspapers and journals and by writing their own critical responses to works of art (either their own or those of others)

• explain the visual and other sensory qualities in art and nature and their relation to the social environment

• analyze and interpret the ways in which political, cultural, social, religious, and psychological concepts and themes have been explored in visual art

• develop connections between the ways ideas, themes, and concepts are expressed through the visual arts and other disciplines in everyday life

Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. Commencement Performance Indicators:

• analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey

• examine works of art and artifacts from United States cultures and place them within a cultural and historical context

• create art works that reflect a variety of cultural influences

Victor Central School District K-‐12

Commencement Outcomes World-‐Ready Graduates

Effective Communicators Students will:

• Read, write, listen and speak purposefully and critically in a variety of situations. • Communicate in multiple ways, including through the arts. • Understand and perform in a variety of group settings and diverse populations. • Work collaboratively as an effective member of a team.

Quality Producers Students will:

• Produce relevant, innovative, high quality products that reflect originality and excellence.

• Prioritize, plan, and manage for optimum results. Complex Thinkers Students will:

• Identify problems and use effective strategies to reach solutions. • Use critical and creative thinking strategies and skills in a variety of situations. • Take risks when tackling challenging problems.

Life-‐Long Learners Students will:

• Develop and apply effective study skills. • Use state-‐of-‐the-‐art technology communications networks to access, manage,

integrate, evaluate, and create information in order to function in a global society. • Modify and/or influence thinking, attitudes and/or behaviors to function in a multi-‐

cultural society. • Be driven by curiosity and a desire to know.

Essential Understandings and Benchmarks for Art 9-‐12: Regardless of the course, these are all encompassing at the 9 – 12 Levels

Essential Understandings:

• Art is a vehicle for communicating an idea. • Assessment in the visual arts needs to be an objective process despite its subjective

nature. • The end product is created with craftsmanship in mind in order to create a

professional product, whether aesthetic or utilitarian. • Artwork is created today as a result of the work that was created in the past.

Benchmark 1: The Elements of Art Line, Shape, Color, Value, Texture, Space, & Form The Students Will:

• Recognize the elements within a work of art • Apply the elements as a tool for creating a work of art with the intention of

strengthening their work • Describe the use of each specific element within the context of a work of art

Benchmark 2: The Principles of Design Balance, emphasis, variety, movement, proportion, contrast, unity, rhythm, pattern, repetition, & harmony The Students Will:

• Recognize the principles of design within a work of art • Apply the principles of design as a tool for creating a work of art with the intention

of strengthening their work • Understand the concept of a principle and how it differs from an element

Benchmark 3: Color Competency 12 Step Color Wheel, Additive (RGB) Color Wheel, Subtractive (CMYK) Color Wheel, Tints, Shades, Tones, & Color Schemes: Monochromatic, Analogous, Complimentary, Triadic, Warm, and Cool The Student Will:

• Be able to identify the 12 step, additive, and subtractive color wheels within their appropriate contexts

• Manipulate color through the use of various artistic media • Expand their knowledge of color beyond the color wheel through understanding

tints, shades, and tones • Learn a variety of techniques for mixing, blending, and layering colors • Know the components of color: hue, value, and intensity • Understand that color can impact the mood and meaning of a work of art • Know and be able to apply six common color schemes: Monochromatic, Analogous,

Complimentary, Triadic, Warm, and Cool

Benchmark 4: The Creative Process Brainstorming, Concept Mapping, Thumbnail Sketching, In-‐Process Critiques, Diversity in Potential Outcomes, Critical Thinking & Creative Problem Solving The Student Will:

• Learn strategies for critical thinking and creative problem solving • Understand that creating a work of art is a process that requires the development of

an idea and the revisions of that idea that lead to the creation of a visual piece • Learn how to generate ideas through techniques such as brainstorming, concept

mapping, and thumbnail sketching • Understand that a work of art is a problem that can result in an endless amount of

possible outcomes Benchmark 5: Critiquing Compare and contrast, reflection, and constructive criticism The Student Will:

• Analyze artwork using the language of visual art including vocabulary terms, the elements of art, and principles of design

• Have the confidence to make informed, objective statements about their own work and the work of their peers

• Reflect on the processes and products created as a form of self assessment Benchmark 6: Quality, Craftsmanship, and Care for Materials Preparation, Art Process, Presentation, Organization, Cleanup The Student Will:

• Demonstrate respect for classroom materials in order to maintain the organizational structure of the physical environment

• Understand that creating a quality product requires time, effort, and patience throughout the creative process

• Recognize that developing an investment in their work while avoiding careless mistakes is integral to the creation of a quality product

Benchmark 7: Art Criticism and Aesthetics Feldman’s Model for Art Criticism, Formalism, Expressionism, Imitationalism, & Functionalism The Student Will:

• Learn how to formally analyze a work of art • Describe specific qualities of a work of art based on Feldman’s Model of Art

Criticism • Recognize the key aesthetic characteristics of Formalism, Expressionism,

Imitationalism, & Functionalism Benchmark 8: Media Literacy Computer Usage Goals, and Introductory Media Experience Expectations The Students Will:

• Develop a basic skill set using the following digital media formats: computers, digital cameras, scanners, and a drawing tablets in conjunction with an industry-‐standard software format

• Be exposed to a variety of visual arts media Benchmark 9: Art History Breadth in Art History Timeline, Depth in Modern Art (Since Impressionism) The Students Will:

• Understand the visual arts in relation to history and cultures • Analyze common characteristics of works of art and artifacts across time periods

and among cultural groups to identify influences • Identify the characteristics of the major art movements since the invention of

photography • Create works of art that incorporate art history into their own creative processes • Appreciate the rich history of art, its evolution throughout time, and how it

continues to impact the art they create today • Recognize specific Modern Art Movements

Philosophy of Art Education Victor Central School District

Art is a language that allows the student to express individuality and communicate ideas about self and the world through the use of visual symbols and images. The need to create has been an essential part of human nature since the beginning of times. It enriches the human experience on many levels (functional, decorative and spiritual), and can serve as a format for historical documentation and social commentary. Art is a natural vehicle for nurturing problem solving, decision-‐making and self-‐evaluation opportunities along with other higher order thinking skills. Art education seeks to develop creative, sensitive and artistically literate individuals who may grow emotionally, aesthetically and intellectually through active expression or reflective appreciation of the arts. The study of art from other cultures heightens the student’s aesthetic awareness, sensitivity and respect for other views, values, and traditions as well as their own. Study of the visual arts provides students with the opportunity to develop a critical and intensely personal view of them in relation to the world. As an integral part of the life-‐long learning process that extends beyond the classroom, art connects with the other disciplines to create a collective experience. Experiences in art help to educate the while child while nurturing the individual strengths of each student. Learning cooperatively in a common environment encourages growth of self-‐esteem and self-‐confidence. Development of sensitivity to the needs and feelings of others balances with responsibility for one’ s own personal well being in the art room. Students learn tolerance for one another and an ability to consider taking new points of view. New challenges in the art room support the skill of risk-‐taking, which leads to a lifetime of successful personal and professional growth.

Ceramics I Units 1st Marking Period: Weeks 1-‐10 Unit # 1 – Introduction to Ceramics (2 weeks) Unit # 2 – Handbuilding – Pinch Construction (4 weeks) Unit # 3 – Handbuilding – Coil Construction (4 weeks) 2nd Marking Period: Weeks 11-‐20 Unit # 4 – Handbuilding – Slab Construction (4 weeks) Unit # 5 – Final Project and Assessment (6 weeks)

Ceramics I Timeline (1/2 Year course meeting 2-‐class blocks every 4 days)

1st Marking Period Introduction to Ceramics

Handbuilding – Pinch Construction

2nd Marking Period

Handbuilding – Coil Construction

Handbuilding – Slab Consruction

Final Project and Assessment

Ceramics I – Unit #1 Introduction to Ceramics (2 weeks)

NYS Learning Standards for the Arts: 2 and 3 VCS Commencement Standards: Effective Communicators and Complex Thinkers Essential Understandings:

1. Preparation, maintenance, and care of materials and tools for proper use is an important aspect of ceramic arts.

2. Ceramics has evolved through time. 3. Current ceramic artwork and careers are a result of what was created and

developed in the past. 4. Organization, planning and documenting is critical to the process of creating

artwork. Terminal Objectives: The Students Will:

1. Be able to demonstrate and use their understanding of clay care and maintenance by properly handling clay, cleaning tools and workspace, and storing raw clay.

2. Be introduced to the history of ceramics. 3. Understand the significance of ceramics as an art form and career in the arts. 4. Create a working organizer to brainstorm, plan and document processes for the

course. Task Analysis: The Students Will:

• Examine a slideshow presentation of an overview of ceramic examples including timelines and artist bio/information.

• Review and complete a vocabulary handout that includes: ceramics, pottery, armature, slake, recondition, and tools (fettling knife, needle tool, rib, paddle, clay cutter, sponge, loop, bat).

• Explore and examine the properties of clay, working with clay, ceramic tools, and their proper use.

• Gain an understanding of the proper storage of raw clay. • Learn about ceramics safety in addition to essential cleaning procedures of the

ceramics studio, materials and tools. • Develop an awareness for common assessment, craftsmanship, and work ethic

expectations both inside and outside of the classroom. • Create a graphic organizer and course binder for working with a sketchbook to

brainstorm, plan, and document processes. Relevant Activities:

1. Develop a course introduction presentation and handout outlining ceramics examples, properties, and types of clay.

2. Complete a vocabulary sheet based on introductory ceramics terms. 3. Recondition clay into a workable state and then store for future use. 4. Demonstrate and practice proper handling and cleanup procedures of clay, tools,

workspace and selves. 5. Develop presentation and handouts based on critical vocabulary, tools,

maintenance, and safety for the ceramics studio. 6. Create graphic organizer/binder for brainstorming, idea development, planning,

and process documentation.

Relevant Resources:

• Book: Handbuilt Pottery Techniques Revealed by Jacqui Atkin, 2004 • Book: Experience Clay by Maureen Mackey, 2003

Ceramics I – Unit #2 Handbuilding – Pinch Construction (4 weeks)

NYS Learning Standards for the Arts: 1, 2 and 3 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:

1. Various forms of construction methods in Ceramics – focus on pinch construction as a method that can be applied to clay product creation.

2. Historic through contemporary applications of pinch technique. 3. Preparation, maintenance, and care of materials and tools for proper in-‐process use

as well as care and treatments at the completion of each day and project. Terminal Objectives: The Students Will:

1. Be able to demonstrate their understanding of pinch technique by creating several pinch-‐constructed forms.

2. Be able to identify, understand and then relate techniques seen in examples into their own final pinch forms.

3. Be able to demonstrate and use their understanding of clay care and maintenance by properly handling, cleaning and storing raw clay, tools, in-‐process creations, and final products.

Task Analysis: The Students Will:

• Examine a presentation of ceramic pinch construction examples. • Review and complete a vocabulary handout that includes: wedging, pinch

construction, slip and score, texture, greenware, leatherhard, bisqueware, plasticity, kiln, firing, and sculptural – additive and subtractive.

• Explore the process and techniques of ceramic pinch construction by creating several forms implementing these techniques, i.e slip/score and adding holes for air escape during firing.

• Gain an understanding of the proper storage of in-‐progress projects. • Implement the steps for designing and planning a pinch-‐constructed form through

brainstorming, conceptual research, and sketching. • Demonstrate their understanding and ability to collect visual information and

references from their surroundings, and then successfully apply use of imagery into their final artwork.

• Combine design and exploration experiences and exposures to create a final pinch constructed form.

• Gain further understanding of the firing process through review and demonstration. • Explore finishing options on bisqueware, such as, acrylics, watercolor washes, etc.

• Understand that a well-‐planned design concept is essential to creating a successful ceramics end product.

• Reflect on the development of the creative process. • Develop an awareness for common assessment, craftsmanship, and work ethic

expectations both inside and outside of the classroom. • Determine positive habits of creating and working with a sketchbook for

brainstorming, planning, and process documentation. • Assess and reflect upon their work and the work of their peers through class

critiques and aesthetic discussions based on the formal qualities of their artwork. Relevant Activities:

1. Develop a presentation and assignment handout outlining conceptual project theme, requirements and expectations.

2. Practice using low fire Cone 06 clay to create several pinch pots, slip and score 2 pinch pots together to create hollow globe, reshape globe into several alternate forms, and poke holes into clay to prevent explosion.

3. Check for understanding of expectations and techniques through class discussions and sharing.

4. Create visual organizer for brainstorming, idea development and planning specific to a pinch constructed project.

5. Develop a culminating project based on pinch construction: a. Hybrid sculpture of produce and animal b. Functional bowl set c. Rattle, whistle, or other musical instrument d. Elongated vases e. Zoomorphic tripod vessel

6. Review and demonstrate steps and vocabulary for proper kiln firing. 7. Demonstration of finishing technique specific to this project. 8. Culminate in class critique, where teacher and students reflect on strong points,

dynamic qualities, and offer constructive criticism including suggestions for improvements.

Relevant Resources:


Ceramics I – Unit #3 Handbuilding – Coil Construction (4 weeks)

NYS Learning Standards for the Arts: 1, 2, 3 and 4 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:

1. Various forms of construction methods in Ceramics – focus on coil construction as a method that can be applied to clay product creation.

2. Historic through contemporary applications of coil technique. 3. Understanding that utilitarian ceramic forms created throughout history have an

impact on the work that is created today. 4. Preparation, maintenance, and care of materials and tools for proper in-‐process use


1. Be able to demonstrate their understanding of coil technique by creating multiple coil-‐constructed forms.

2. Be able to identify, understand and then relate techniques seen in examples into their own final coil forms.

3. Examine utilitarian ceramic work from a variety of different cultures and apply concepts to their own work.



• Examine a presentation of ceramic coil construction examples in historical and cultural contexts.

• Review and complete a vocabulary handout that includes: coil, glaze, sgraffito, slip trailing, incising, functional/utilitarian, aesthetic

• Explore the process and techniques of ceramic coil construction by creating a coil mug with handle.

• Explore the finishing process and techniques of sgrafitto and slip trailing on leatherhard mug.

• Gain an understanding of the proper storage of in-‐progress and final projects. • Implement the steps for designing and planning a coil-‐constructed form with a

cultural influence through brainstorming, conceptual research, and sketching. • Demonstrate their understanding and ability to research cultural utilitarian pottery

and its impact on form, function and design.

• Collect visual information and references from their cultural influence, and then successfully apply use of research and imagery into their final artwork.

• Combine design and exploration experiences and exposures to create a final coil constructed form implementing the sgraffito technique.

• Explore the possibility of creating a template to assist with form consistency and symmetry.

• Gain further understanding of the firing process through review and demonstration, where students help load and unload kiln.

• Explore glaze finishing options on bisqueware. • Understand that a well-‐planned design concept is essential to creating a successful

ceramics end product. • Reflect on the development of the creative process. • Develop an awareness for common assessment, craftsmanship, and work ethic




1. Develop a presentation and assignment handout outlining a culturally influenced project theme, requirements and expectations.

2. Practice using red low fire Cone 06 clay to create a small practice coil vessel with handle.

3. Demonstrate and experiment with white clay sgraffito and slip trail design techniques on leatherhard red clay practice vessel.


5. Create visual organizer and references for cultural research, brainstorming, idea development and planning specific to a coil constructed project.

6. Develop a culminating project based on coil construction with a cultural connection: a. Greek Story Pot Vessel b. Japanese Lanterns or Luminaries c. Native American Mimbres d. Aboriginal Vases or Bowls

7. Review and practice steps and vocabulary for proper kiln bisque firing. 8. Demonstration of finishing technique specific to this project, i.e sgraffito and glaze

application. 9. Review and demonstrate steps and vocabulary for proper glaze firing. 10. Culminate in class critique, where teacher and students reflect on strong points,


Relevant Resources:

• Book: Handbuilt Pottery Techniques Revealed by Jacqui Atkin, 2004

• Book: Experience Clay by Maureen Mackey, 2003 • Greek Pottery:

o http://www.ancientgreece.co.uk/dailylife/explore/exp_set.html o http://ancienthistory.about.com/od/greekartarchaeology/tp/GreekPottery.htm o http://mkatz.web.wesleyan.edu/vases/vase_shapes.html

Ceramics I – Unit #4 Handbuilding – Slab Construction (4 weeks)

NYS Learning Standards for the Arts: 1, 2, and 3 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:

1. Various forms of construction methods in Ceramics – focus on slab construction as a method that can be applied to clay product creation.

2. Historic through contemporary applications of slab technique. 3. Preparation, maintenance, and care of materials and tools for proper in-‐process use


1. Be able to demonstrate their understanding of slab technique by creating multiple slab-‐constructed forms.

2. Be able to identify, understand and then relate techniques seen in examples into their own final slab forms.



• Examine a presentation of ceramic slab construction examples. • Review and complete a vocabulary handout that includes: slab, glaze, and

underglaze. • Demonstrate and practice rolling slab tiles and adding a variety of textures to be

used for glaze reference and experimentation. • Explore the process and techniques of ceramic slab construction by creating a

practice cube, cutting a lid, adding handles, feet or other embellishments. • Explore glaze and underglaze finishing process and techniques on bisque fired slab

tile made previously. • Gain an understanding of the proper storage of in-‐progress and final projects. • Implement the steps for designing and planning a slab-‐constructed form through

brainstorming, conceptual research, and sketching. • Demonstrate their understanding and ability to collect visual information and

references, and then successfully apply use of research and imagery into their final artwork.

• Combine design and exploration experiences and exposures to create a final slab constructed form.

• Explore the possibility of creating a 3D template to disassemble and use as a project pattern.

• Gain further understanding of the firing process through review and demonstration, where students help load and unload kiln.

• Explore glaze and underglaze finishing options on bisqueware based on previous experimentation.

• Understand that a well-‐planned design concept is essential to creating a successful ceramics end product.

• Reflect on the development of the creative process. • Develop an awareness for common assessment, craftsmanship, and work ethic




1. Develop a presentation and assignment handout outlining a conceptually based project theme, requirements and expectations.

2. Practice using low fire Cone 06 clay to create a small practice slab hollow cube. 3. Demonstrate and practice cutting a lid and adding a handle or other embellishments

when cube is leatherhard. 4. Check for understanding of expectations and techniques through class discussions

and sharing. 5. Create visual organizer and references for brainstorming, idea development and

planning specific to a slab constructed container. 6. Develop a culminating slab constructed container project with a conceptual and/or

personal design focus: a. Joseph Cornell Box b. Dream House or Bird House c. “Contain Your Fears” d. Personal Definition or Symbolic Box

7. Review and practice vocabulary and steps for proper kiln bisque firing. 8. Application of glaze and underglaze finishing techniques and applications. 9. Review and demonstrate vocabulary and steps proper glaze firing. 10. Culminate in class critique, where teacher and students reflect on strong points,


Relevant Resources:


Ceramics I – Unit #5 Final Project and Assessment (6 weeks)

NYS Learning Standards for the Arts: 1, 2, 3 and 4 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:

1. Various forms of construction methods in Ceramics – focus on multiple methods within final work of ceramic art.

2. Historic through contemporary applications of ceramic handbuilding techniques. 3. Preparation, maintenance, and care of materials and tools for proper in-‐process use


1. Be able to demonstrate their understanding of all handbuilding and finishing processes by creating a final product using multiple techniques.

2. Be able to identify, understand and then relate techniques seen in examples into their own final handbuilt forms.



• Examine a presentation of ceramic construction examples that incorporates multiple handbuilding techniques.

• Review and complete course vocabulary handout. • Implement the steps for designing and planning a ceramic project using multiple

handbuilding concepts covered in Units 2-‐4. • Demonstrate their understanding and ability to collect visual information and

references, and then successfully apply use of research and imagery into their final artwork.

• Combine design and exploration experiences and exposures to create a final handbuilt ceramic project.

• Demonstrate and apply understanding of the firing process. • Demonstrate and apply understanding of finishing options. • Understand that a well-‐planned design concept is essential to creating a successful

ceramics end product. • Be assessed on their comprehension and application of ceramic concepts,

vocabulary, techniques and processes covered throughout the course in written form.

• Reflect on the development of the creative process.

• Develop an awareness for common assessment, craftsmanship, and work ethic expectations both inside and outside of the classroom.

• Determine positive habits of creating and working with a sketchbook for brainstorming, planning, and process documentation.

• Assess and reflect upon their work and the work of their peers through class critiques and aesthetic discussions based on the formal qualities of their artwork.

Relevant Activities:

1. Develop a presentation and assignment handout outlining a conceptually based project theme, requirements and expectations that implements multiple handbuilding techniques.


3. Create visual organizer and references for brainstorming, idea development and planning specific to a final project.

4. Develop a culminating final project with a conceptual theme: a. Functional “Set of…” b. Place setting for a historical or popular figure c. Sculptural cake for historic or popular figure

5. Review, implement and assess for understanding processes and vocabulary covered throughout the course.

6. Culminate in class critique, where teacher and students reflect on strong points, dynamic qualities, and offer constructive criticism including suggestions for improvements.

Relevant Resources:


Ceramics I Curriculum

Education

Transcript of Ceramics I Curriculum