Ceramics B Syllabus

1 Trimester - .5 credit

Recommended Grade Level: 9-12

Prerequisite:Introduction to Art, Ceramics A.

Course Description:

This is a continuation of Ceramics A.Students will continue to apply the elements and principles of design to creating ceramic objects. Areas of exploration include hand-building, additive and subtractive sculpture, and function and non-functional pieces.

Student Grades:

Student grades will be based upon a possible final grade of 100%. That grade is broken up in the following manner:

*Performance Assessment/Art making: 75%

These are project grades. The projects will be graded based upon rubrics .

*Assessment (RTI, Critiques, Open Responses, Quizzes, etc.): 25%

Summative assessments will be administered as one way of ensuring that students are learning the essential targets of this course. However, learning will be checked frequently during this class and as we progress through the material. Also, students will be asked to complete written critiques of their work periodically. These are formative self-assessments that will help me better understand where each student is in their art making.

*Final Exam: 10% Your final exam will be worth 10% of your final grade. It is a summative assessment and will include material covered in all previous tests.

Classroom Rules

Respect others.

Bring materials to class with you every day.

BE ON TIME! If you are being held by another teacher, ask him or her to call me when the bell rings, NOT after I’ve posted my attendance.

Listen to instructions and follow directions. Do not talk while I am talking.

No students are allowed in my office or on my computer, SO DO NOT ASK!

You are not allowed to store your things in here during the day (sports equipment, PE clothes, drinks in fridge, etc.).

Obey all rules as laid down in the student handbook.

Only one student will be allowed to leave the room at a time to go to the restroom and you must take the hall pass.

ALIGNMENT OF NATIONAL CORE ARTS STANDARDS (2014) WITH
THE KENTUCKY ACADEMIC STANDARDS FOR THE ARTS (2016)
Artistic Processes
Creating
Definition: Conceiving and developing new artistic ideas and work. / Performing/Presenting/Producing
Performing (Music, Dance, and Theatre): Realizing artistic ideas and work through interpretation and presentation.
Producing (Media Arts): Realizing and presenting artistic ideas and work.
Presenting (Visual Arts): Interpreting and sharing artistic work. / Responding
Definition:
Understanding and evaluating how the arts convey meaning. / Connecting
Definition: Relating artistic ideas and work with personal meaning and external context.
Anchor Standards
Students will:
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work. / Students will:
4. Select, analyze, and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work. / Students will:
7. Perceive and analyze artistic work.
8. Interpret meaning in artistic work.
9. Apply criteria to evaluate artistic work. / Students will:
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

Standards related to written critiques, career writes, short and long writes, and Scholastic Arts and Scholastic Action magazines:

English Language Arts Standards/Writing, Grades 9-10, 11-12

  • WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
  • WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.
  • WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Reading Standard: Informational Text, Grades 11-12

  • RST.11-12.2.Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
  • RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Unit 1 Understanding Three Dimensional Work

WEEK 1

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

  • I can learn about the various ways of visual communication using three dimensions
  • Pretest
  • Resources: Living with Art: Three Dimensional media: Arts of Ritual and Daily Life, Power point on Sculpture, Vocabulary List
  • Test on Vocabulary

WEEK 2-3

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Using knowledge of Greek Architecture I can create a birdhouse using one of the Greek orders.

Activities and Resources: Handout on the Greek order of Architecture. Teacher’s sample,

  • Materialspaper, pencils
  • There will be a discussion on slab building reminding the students the basic directions for building slab boxes and how to apply this knowledge to building a birdhouse.
  • Plan birdhouse and show plans to Ms. Roach
  • Work on the birdhouse
  • Formative: Observation
  • Scoring rubric for summative assessment. This is a planned testing point
  • Project Response Worksheet (WHST.11-12.2, RST.11-12.1, RST.11-12.2, RST.11-12.4)
  • Argumentative Writing Essay: Artwork Critique (WHST.11-12.1, WHST.11-12.4, WHst.11-12.5)
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Unit 2 Subtractive Sculpture

WEEK 4-5

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

I can express myself through 3 dimensional works of art.

Activities and Resources:

  • Living with Art: Three Dimensional media: The human Figure in Sculpture
  • Students will be given a 5 pound block of clay to carve out a self-expressive human figure.
  • They will write an artist statement on their art, explaining what they feel they expressed through this medium
  • Art will be in the display case
  • Formative assessment: observation
  • Summative: rubric This is a planned testing point
  • Project Response Worksheet (WHST.11-12.2, RST.11-12.1, RST.11-12.2, RST.11-12.4)
  • Argumentative Writing Essay: Artwork Critique (WHST.11-12.1, WHST.11-12.4, WHst.11-12.5)
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Unit 3 Additive Sculpture

WEEK 6

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

I can create multiples by using additive sculpture

Activities and Resources:

  • Teacher’s example of plaster molds
  • There will be a demonstration on mold making
  • Students will sketch out ideas and choose the best one before getting the clay.
  • They will create their molds from the clay using plaster
  • Formative assessment: observation
  • There will be a rubric for the product. This is a planned testing point
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

WEEK 7-8

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

I can use a mold to recreate multiples to create a set

Activities and Resources:

  • Teacher’s example (During this time students may attempt throwing on the wheel)
  • Video:Throwing on the Potter’s Wheel
  • Students will be given a choice on type of set they want to create (Canisters, boxes, cups, and so on)
  • They will use the molds created in the last lesson to make a set through form and decoration
  • Students will sketch out ideas and choose the best one before getting the clay.
  • Formative assessment: observation
  • The final sets will be on display
  • Summative: There will be a rubric This is a planned testing point
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

WEEK 9-12

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

Unit 4 Independent Problem Solving

Activities and Resources:

  • A menu of projects will be given to the students who will choose how they want to earn their final 1000 points.
  • They will be given projects that they can create using the skills they have learned from the past units
  • Students will start to write a critique on a piece of work
  • Formative assessment: observation
  • Summative: There will be a rubric This is a testing point
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Item / REQUIREMENTS / WORTH
These are possible points the work will still be graded on:
  • Following directions
  • Craftsmanship,
  • Effort
  • Creativity.

Coffee Cup or Mug / Has a handle, used glaze that is food safe / 50 points (2 cups would equal 100 possible points, 10 would equal possible 500)
Plate / Look at a famous painting and use it for your plate. Drawing for the painting on the plate will have to be approved by Mrs. Roach. Use under glazes to paint on the plate and a clear over glaze for final firing. / Each plate will be worth 250 points.
Teapot / Must have a handle and working spout and a lid. Needs to be able to hold 2 cups. Needs to be glazed. / Teapot will be worth 200 points
Chess set (one side) / Must have 8 Pawns, 2 Rooks, 2 Knights, 2 Bishops and a King and Queen. The half set needs to fit on an average size Chess Board. Example: Pawns would be Native Americans, Rooks could be teepees, Knights could Native Americans on Horses, Bishops could be Medicine Men and the King would be the Chief and the Native American Princess would be the Queen. / The project will be worth a possible 500 hundred points. (depending on level of difficulty)
Bowls (may be draped, coiled or thrown.) / A bowl needs to be large enough to eat a cup of ice cream out of. Must have a food safe glaze. / Each bowl will be worth 50 points.
Expressive sculpture / Needs to have some meaning to the viewer as well as the artist. Will need to be created using two or more methods. / Depending of artistic quality, difficulty of subject matter and appearance of finished product student may earn 50-500 points
Piggy Banks / Can be any animal formed with 2 pinch pots. / Possible 150 points.
lidded slab box / Lid must fit and have a flange. The box will need to be glazed inside and out. Will need to measure 5 inches in one direction and needs to have decoration on it. / Worth 150 points.
Wheel thrown Vase / Must be at least 6 inches tall and thrown on the wheel / Can be worth 200 points
Flower pots / Needs to be decorated and not glazed on the inside. Will need a small hole in the bottom / Can be worth 100 to 300 points depending on decoration and size.
Bird Bath / Must be at least 2 foot tall and in 2 pieces. / Possible 500 points depending on complexity
Coil Pots / Depends on size of the coil pot and complexity / Possible 250 points
Luminary / Score depends on the designs and how it functions as a light. / Possible 100- 150 points
Set of three / Create a set of three items using decorative sprigs that visually ties it together / Possible 100 to 300 points depending of level of difficulty

Ceramics B 1