Ceramics II Curriculum

Ceramics II 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 II Units

3rd Marking Period: Weeks 21-‐30 Unit # 1 – Wheel Throwing (1 week, ongoing practice) Unit # 2 – Slump/Hump Molds (3 weeks) Unit # 3 – Plaster Molds (4 weeks) 4th Marking Period: Weeks 31-‐40 Unit # 4 – Teapot (6 weeks) Unit # 5 – Final Project and Assessment; Self-‐Directed Exploration and Reflection (6 weeks)

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

3rd Marking Period

Wheel Throwing

Slump/Hump Molds

4th Marking Period

Plaster Molds

Teapot

Final Project and Assessment

-‐ Self-‐Directed Exploration and Reflection

Teapot

Ceramics II – Unit #1 Wheel Throwing (1 week, ongoing practice)

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

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

2. 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 the wheel throwing process by creating multiple wheel thrown forms.

2. 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 wheel thrown ceramic examples. • Review and complete a vocabulary handout that includes: potter’s wheel, peddle,

splash guard, bat, rib, sponge, needle tool, loop, calipers, clay cutters, wedging, centering, opening, pulling, collaring, smoothing, adding texture, trimming, symmetry.

• Demonstrate and practice the process and techniques of throwing a 6” cylinder on the wheel.

• Expand and experiment with proficiency of wheel throwing by manipulating cylinder into additional forms.

• Gain an understanding of the proper removal and storage of wheel thrown pieces before firing.

• Demonstrate and practice using the wheel to trim a foot or add detail to a leatherhard wheel thrown piece.

• Demonstrate and apply understanding of the firing process. • Demonstrate and apply understanding of finishing options. • Develop an awareness for common assessment, craftsmanship, and work ethic

expectations inside the classroom. • Assess and reflect upon their work and the work of their peers through class

discussions based on their proficiency of technique. Relevant Activities:

1. Develop a presentation outlining process steps for throwing clay on the wheel with examples of successful outcomes

2. Demonstrate and practice throwing cylinders and additional forms on the wheel. 3. Demonstrate and practice using the wheel to trim a foot and/or add texture or

details once piece is leatherhard. 4. Check for understanding of expectations and techniques through class discussions

and sharing. 5. Review, implement and assess for understanding processes and vocabulary covered

within unit. 6. Application of glaze and underglaze finishing techniques. 7. Culminate in class discussion, where teacher and students reflect on process,

challenges and successes. Relevant Resources:

• Book: Experience Clay by Maureen Mackey, 2003

Ceramics II – Unit #2 Slump and Hump Molds (3 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 using slump and hump molds as a method that can be applied to clay product creation.

2. Historic through contemporary applications of molding techniques. 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 slump and hump molds by using them to create a piece.

2. Be able to identify, understand and then relate techniques seen in examples into their own molded work.



• Examine a presentation of ceramic examples/techniques for using slump and hump molds in conjunction with the coil and slab construction techniques.

• Review and complete a vocabulary handout that includes: hump/slump molds, pyrometric cone, successful design, balance, symmetry, asymmetry

• Review the properties of clay, including high fire Cone 6 and low fire Cone 06. • Demonstrate and practice rolling high fire clay coils and using them to create a

design on top of or into a mold, then smoothing and joining them together. • Experiment with adding feet and handles and/or using clay stamps to create

patterns and textures. Students may use existing stamps or create their own. • Explore glaze and underglaze finishing processes used on high fire clay. • Gain an understanding of the proper storage of in-‐progress projects when using

plaster molds and final projects. • Implement the steps for designing and planning a piece using a slump or hump mold

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 project using slump and hump molds.

• Gain further understanding of the firing process specific to high fire Cone 6 clay through review and demonstration, where students help load and unload kiln.

• Explore glaze and underglaze 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

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 design-‐based project, requirements and expectations.

2. Practice using high fire Cone 6 clay coils and/or slabs to create a piece using slump or hump molds.

3. Demonstrate and practice various methods of connecting different elements of the clay to create a cohesive piece both visually and structurally.

4. Experiment with creating texture using clay stamps and adding visually interesting and functional elements such as feet and handles.

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

6. Create visual organizer and references for brainstorming, idea development and planning specific to coil/slab pieces using slump and hump molds.

7. Develop a culminating design-‐based project using slump and/or hump molds. 8. Review and practice vocabulary and steps for proper kiln bisque firing specific to

Cone 6 clay. 9. Application of high fire glaze and underglaze finishing techniques and applications. 10. Review and demonstrate vocabulary and steps proper Cone 6 glaze firing. 11. Culminate in class critique, where teacher and students reflect on strong points,

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

Relevant Resources:

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

Ceramics II – Unit #3 Plaster Molds (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 plaster molds as a method that can be applied to multiple clay production.

2. Historic through contemporary applications of tile mold making techniques. 3. Understanding the design of decorative tile work created throughout history has a

cultural significance and impact on work that is created today. 4. Preparation 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 molding techniques by creating multiple tiles from an original mold.

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

3. Examine design and decorative tile work from a variety of different cultures and apply concepts to their own work.



• Review and complete a vocabulary handout that includes: soft slab, slip casting, bas-‐relief, pattern, repetition, organic, geometric, symmetry, design

• Examine a presentation of ceramic tile examples focusing on continuous and repetitive patterns used art from a variety of cultures.

• Brainstorm and develop designs inspired by tiles from different cultures using a single segment that when repeated and joined create a symmetrical and continuous pattern.

• Implement the steps for designing and planning a master tile 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 master tile for mold creation.

• Examine a presentation focusing on processes and steps using plaster molds to create multiple tiles.

• Learn and apply steps for mixing plaster and creating a mold. • Demonstrate and practice creating multiple tiles from original mold using soft slap

and slip-‐casting techniques. • Gain an understanding of the proper storage of projects using plaster molds. • Apply understanding of firing process where students load and unload kiln. • Explore glaze and underglaze finishing options on bisqueware. • Understand that a well-‐planned design concept is essential to creating a successful

ceramics end product. • 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 culturally influenced project theme, requirements and expectations.

2. Develop a culminating design-‐based tile project using plaster molds and focusing on:

a. Islamic Art b. Celtic Art c. MC Escher Tessellations

3. Create visual organizer and references for brainstorming, idea development and planning specific to design of master tile.

4. Demonstrate and practice transferring a design from paper onto a clay slab and then carving low relief design into clay.


6. Demonstrate how to mix plaster and create a mold from original tile. 7. Demonstrate using soft slap and slip casting techniques to create 4-‐6 identical tiles

from master plaster mold. 8. Review and application steps for proper kiln bisque firing. 9. Application of glaze and underglaze finishing techniques. 10. Culminate in class critique, where teacher and students reflect on strong points,


Relevant Resources:


Ceramics II – Unit #4 Teapot (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. Art may embrace multiple solutions to a problem. 2. Functional works of ceramic art embrace form and aesthetics that go beyond a pure

utilitarian purpose. 3. Preparation 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. Understand that form and function work together to create an aesthetic work of art. 2. Be able to identify, understand and then relate design of both form and function

seen in examples into their own work. 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.


• Review and complete a vocabulary handout that includes: spout, handle, lid, foot, flange

• Examine a presentation of ceramic teapot examples focusing on form in conjunction with function.

• Research, brainstorm and develop teapot designs that incorporate a conceptual idea into the functional form.

• Implement the steps for designing and planning a teapot through brainstorming, conceptual research, and sketching.


• Combine design and exploration experiences and exposures to create a functional teapot.

• Apply understanding of firing process where students load and unload kiln. • Apply glaze and underglaze finishing options on bisqueware. • Understand that a well-‐planned and researched design concept is essential to

creating a successful ceramics end product. • 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 teapot project, requirements and expectations.

2. Develop a culminating concept-‐based teapot project influenced by: a. Art history b. Various cultures c. Fairy tales or nursery rhymes d. Conceptual self-‐portraits

3. Create visual organizer and references for brainstorming, idea development and planning specific to design of teapot.


5. Discuss and demonstrate the properties specific to a teapot. a. Body b. Spout c. Handle d. Foot e. Lid with flange

6. Review and application steps for proper kiln bisque firing. 7. Application of finishing techniques. 8. Culminate in class critique, where teacher and students reflect on strong points,


Relevant Resources:


Ceramics II – Unit #5 Final Project and Assessment; Self-‐Directed Exploration and Reflection

(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. Art may be used as a vehicle of self-‐expression. 2. Artists use a variety of skills and processes when they develop a cohesive body of

work. Terminal Objectives: The Students Will:

1. Relate their personal interests and artistic styles into the work they create. 2. Reflect and expand on previous skills, concepts and knowledge as they create their

own body of work. Task Analysis: The Students Will:

• Review and complete course vocabulary handout. • Reflect on skills, concepts and processes introduced and explored throughout

Ceramics I and II. • Discuss how artists continually explore new ways of thinking and producing

artwork based on a common theme or development of personal style. • Implement the steps for designing and planning a final ceramic project that explores

and expands on past knowledge and skills while focusing on personal self-‐expression.


• Verbally explain their concept, direction and technical plan for final ceramics product.

• Combine design and exploration experiences and exposures to create a final 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, technical challenges, and approach to solving problems with the purpose of the end goal in mind.

• 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. Discuss and develop a presentation and assignment handout outlining project requirements and expectations.

2. Check for understanding of expectations through class discussion. 3. Develop a culminating self-‐directed final project or series that focuses on self-‐

expression and technical exploration: a. Sculptural social personification b. Technical series of a construction method c. Conceptual self-‐portrait d. Cultural exploration e. Artist or art movement influence f. Social commentary

4. Individual teacher and student conferences to discuss concept, direction and technical plan.

5. Research, plan and create a final ceramics product where several stages are decided and planned before production begins…

a. Design concept connected to a previous unit b. Focus on functional or sculptural c. Method of construction d. Materials and clay type e. Finishing process

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

7. Individual in-‐progress teacher and student conference to check for proper and complete development of idea and plan, as well as relevance to the course of study and technical ability.

8. Review, implement and assess for understanding processes and vocabulary covered throughout the course by completing:

a. Written reflection b. Multiple choice test c. Visual documentation d. Class presentation or demonstration

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

Ceramics II Curriculum

Education

Transcript of Ceramics II Curriculum