Final Ceramic Scheme2011-Yr 4

8/6/2019 Final Ceramic Scheme2011-Yr 4

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Cetamic Scheme Plan: MelanieJonesTitle of Schemq 3 Dcemmic dief structuebased on rcflectionr line inarchitectual building andits suttoundinq sDace.

No. of Lessons:16TotalTime: (6 douhle and10 single) ll hours & 10minutes

Gtoup: 4* yeatNo. of Pupils:18

Aims:o Studcnts will expedence visual ideas, designs, technical and erpetimental skills,by creatirg a 3 dimensional form in small groups inspfued by modematchitectutalo Students will explote the ceative uses and uadetstand the chatactedstics of claymedium.o Studeots will apprcciate and understand the contemporary ceramic works ofDominique Bivat Seguardo and Frances Lambe in the context of historical andcultural contemtrDtaqy role in cetamics.o Students will develop individual personal skills arrd work on their designs,makins and tesolviog any desien issues. Dresent research in small srrouDs.Overall Leatning Outcomes for the Scheme:o Studerts will etplote, tecotd and develop idea thtough obsewation drawings,learn how to qnalyze and extact from an odginal soutce into a 2d design to createtemplates, ttanslate by constructing a 3d cetamic structure.o Investigate the ptocesses in slab building, relief form, and surface decoration,construct maquette, apply texture pattem.o Studeots will be to discuss, compare, cortrast and evaluate the ceramic workDominique Bivat Seguardo. Students will descdbe the subiect matter, diffetencebetween surfaces and torttres.r Studentswill crcate stnrctr[es that arc erprcssive andvisualintercsting.


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Investigating/Exploring/Cteating: (include illustmtions, especially your own wotk):Atchitectutal stnrctutes and teflection in line ate ...steel ftamer long rods; stong;weathered colours;stnrctrre; positive and negative space; constuction; geometric gridsequence; light and dark shadows; metat wirc; bricls; mechanical ; cone; long; thin,wide lines; ovedapping, tdangle, s{luare, cubesl tectangle; connections; iagged edges;juxtaposition, shalp cotnts; cuning walls; tendeting; ioining; smooth; textuted;, tension;minimal; single; multiple; coove>q concave; surface; vertical and hodzontal; location;natuial and man-made envfuoomenq green area; gravel; shiny; mirored; slqy; gtound andpattefn

Example offatchitectural aod school buildirlgs, teflection, lines; shapes and space.E>iploring requires:o Describing architectual looking at shapes, form, texture, space, pattern, surfaces,lines and teflectionInvestigating... the fotm, clay, volume, surfaces, shape, ioining methods anddifferent aspects of the cemmistwork and designs.

Errpedments with drawing techniques and maquette: 2d,/3d, forms, clay telief.Crcatisg...requires the studeats: to produce obsenration &awings of atchitectualspace focus on sha1rc, pattem, traciry; shapes; desrgn boards; studies andptoduce a gtoup of visual interest'rg finished 3d structues.Students arc cteatins and oroducitrg as an hdividual and in small gmups:

Dtawing /

Students as an individual will ptodlrce: -l x A4 observation drawings; 1xA4 detailstudies; a seties of thumbnail sketches ; 1x card maquette;Zx clay structures(made up of 3 and 4 relief slabs)Obserationd aad detail &awings based on atchitectutal buildiilg looking atreflection in line. Takiog interesting elements and developing them;Bv the end of the scheme srnall srtouD thev will Dtoduce: a sedes of 3D cemmicdief sfircturres; design aad support wotk: 1x desiga board; 2 x group maquette;

aa

detail studies catdboatd rclief clay relief


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Example 3D relief structwe (slab cube/ttiangle form) made in clay. (unfired pieces)textured sutfaceUndetstanding/Evaluating: (include illusttations):r Evaluations through group reviews, teseatch, homewodg designwod


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Key words/phrases:o attachr assemblel ioin; textue surface, connectionr manipulation, suspension;translate 2dto 3d form; opposites; kila; fite{ oxides; glazed; clay tools; bisque;incised; cut out sections; telie$ multiple units; distorg pattern; scale; exaggerateo steel stfllcture; wfue;construction; deconstructionl reconstruction of form; crop;maguette, assemble; natutal environment and atchitectuml buitdingsr Design, simple lines, orsingr tonal, rcflection; obseryation; detail; mirto4shadows; dtawing; balance compositionvisually andweighq flipping; aestheticsr Colout, volume, ioining rsense of spacer Lght, shade, ovetlapping, shadowsr flowing shapes, fotrn, ptaoning; problem solving; installatioq ceramico cortelnpofaly attists

1'""sh ing/Leaming Stmtegies:r Ptesent infotmation on subiect matter and key arees of leatning through visualaids.o GtouP discussion and analysis to compare and contrast key areas and artistsls6hniques.o GrouP descdption of key area, techfliques and subiect mattervetbally andthrough obserratioa &awingsr Teacher guided instructions through demonstationsr Peer presentations on Soup research.o flomewo*will demonstmte if the student has grasped ttre key areas of leamingduring the lessolrs and confidence and skills in subiect matter and rcsearch willgive the student knowledge.o Question and answer time allowed aftet technical demonstmtion and lessons

Materials: Selection of fabtics, scissors, pva, masking tape, medium paper,pastels, pencils, peffi, different catdboard, templates; tracing paper, paint, colouringpencils, Hessen/iute cloths, ttacing paper, found obiects from kitchen, slats; rolting pin;plastic bags; sealed containerc /i*; clay; hary; cutteq oxides;Wite, staws, sticls, fabrics, knitted iumper, kitchen fotk- markings; comrgate cards;club cards (cut with scissots get i4ggd edges ot look like pinking sheas)rplastic glovesand sponges fot applying oxides; old paintbrushes; boxes; newspaper;Safety Precaution:o Safety tallg demonsuation on coffect use of equipmeng craft knives, cutting

boatds, tools; prctective clothiog and gloves for oxides; whete applicable to eachlesson PIan.Diffetentiation:r IJse key words on whiteboatd to suptr oft and map out each lessonr Studene will be encoutaged to work to theit oum stengths and adapt theitdesigns and forms. A selection of ideas; l6mplates will be available for those whohave difficulties with assembling structures.o Students will be encouraged to work in pairs to support each other.o Techniques will be adiusted to allow students to explore this. Guidance fotstudent to assist them with erploting the idea to look at the natutal enviroamentfor studies and dmwings, texture.r A4 laminated photocopies of visual images andworl


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o Allow students to work at their own pace and own levels of capabilitiesTimeline/Sequence of Lessons:

Week One: Drawingksson 1 (double)\flednesday 16e March (outdoor weathet permitting)Introduce the subiect matter, key words; observadon drawings/thumbnail sketchesatound the school buildings and studies. i.e. Shape, fo*, lines, colout (oxide), texture,patteflr, structure and reflectioo. (pattem sdthin the pattem)Gtoup wotk spilt into three.Week tvio start 23d March -Drawing/DesignLesson 2 (double*) -Intrcduce Soup reseatch on cetamics contemporary artists; histogidrawing/de*ign/detailed drawmgs- line and reflection (outdoors)Lesson 3 (r*S1"*) continue detail dmwings and designLesson a (single) continue and complete detail &awings/design and series of groupstructure in card board /ptotective .16thing bdng in by week ending three.

Week Three*28 March - 1" of Aptil- DesignLesson 5 (doublex). Demonsttation on how to make maquette/templates. Make reliefstructure - 3 pet Soup - completed in doubleLesson I (stnglet gtoup continue with making maquette. Prepare slip for lesson 10 (tasksmall groups)/start to collect interesti.g obiects to make textute/telief surfacesLesson 9 (single) finish maquettes/assemble cardboatd structutes/preseflt tesearch togfoupN7eek Four-4s - 6b Apd - Making/technicalLesson 10 (double) Make telief structues (complete 3/4pet studeflt)Lesson 11 (single) condnue with relief structure (zipbrykeep clay moist andsuspended)Lesson 12 (single). Finish relief structue (complete another 3) - dry out Fdday O& April/ bisque / l


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Assessment rubric - 4thyear scheme - block 3DesignConcept/Creativity(20)

Technicalskills &development(20)

Knowledge andunderstanding(20)

Finishedwork(20)

Effort/commitmentto project(2Ol

Design: Use ofelements ofdesign: line,shape, space,form, colour,texturesurface,composition,aesthetics (5)

Balance of form,structure,texture, colour,shape; score;slip; slabbuilding; oxidesconstructionrelief joining(s)

Design / researchcontemporaryceramics techniquesand artists (5)

Knowledgeandunderstandingofkey areas(s)

Effort duringclass andconcentrationwhen creatingartwork.Contribution toresearch andef[ort inhomework. (5)Developmentof creative

ideas,interestingdetailconcepts(5)

Observationdrawingsl detailthumbnailsketches;maquette; slabbuilding; surfacedesign; applyingoxides(s)

(ey areas (5) translatelrawings from papernto 2d maquette;lesigns to a 3d ceramicbrm with surfacelecoration

Visual impact,care/ highquality offinished piece/presentationand designboard(5)

Student takingon boardguidance andevidence shownin work (5)

Demonstrateindependentthinking andapplying towork (5)

Engaging withthe technicalprocess,concepts andtechniques (5)

Working throughchallenges andproblem solving;consideringcomposition,developing skillsabout construction/assembling 3d forms(s)

Studenttechnicalresponse tocompositionworking withthe medium ofclay andoxides (5)

Works wellindividuallyandcollaborativelyin group work.Share equalroles and tasks;Responsible foruse of materialand clean workspace (5)

Creativethoughtprocess andoriginality andexperimenting(5)

Experiment withdifferenttextures; tooktime in creatingthe artwork. (5)

Understanding oftechniques andcorrect use and careof medium usedpaper; clay; oxides;use of tools (5)

Translating 2ddesigns into 3dceramic formstructurewhich hasoriginality;creative styleandexperiments(s)

Enthusiasmthroughout theproject andfinished piecereflects careand sfudentsbest work (5)

Final Ceramic Scheme2011-Yr 4

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