Ceramics A Syllabus
Course Description:
1 Trimester - .5 credit
Recommended Grade Level: 9-12
Prerequisite: Introduction to Art
In this three-dimensional art course, students will utilize the elements and principles of design and apply them to creating ceramic objects. Areas of exploration include functional and non-functional pieces utilizing the three hand-building techniques: pinch, coil, and slab.
Materials Required:
*Pencil for planning your projects
*Ice cream bucket with lid or some other form of container-need 1 per group of students!
*Optional-items for creating textures
Class Rules:
· 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 (equipment, PE clothes, drinks in fridge, etc.).
· Obey all rules as laid down in the student handbook.
· One student will be allowed to leave the room at a time to go to the restroom and you must take the hall pass.
· The clay and clay dust are toxic chemicals. Keep any food or drink out of contact of your working area.
· Absolutely no throwing the clay or tools, or horseplay with the clay or tools!
· No texting or playing games.
Clay Class Disclaimer: Clay is messy! Dress appropriately or bring extra clothes. I have plenty of aprons also!
Student Grades:
Student grades will be based upon a possible final grade of 100%. That grade is broken up in the following manner:
*Completed Projects/Assignments: 80%
The participation and completion of daily assignments is included in this part of your grade. I am stressing that even a few unfinished projects will drastically alter your grade, if not fail you completely.
*Assessments: 20%
Formative and Summative; RTI; Writing Assignments
*Final Exam (Portfolio): 10%
The final exam will reflect the ceramic techniques, terminology, and other content that we will cover throughout the class.
MISSED WORK:
Students that miss an assignment are expected to make up the assignment upon return to class, if not at home.
Finished projects must be turned in BY THE DUE DATE. If an assignment is not completed by the due date, the student is expected to complete it outside of class, and a percentage will be deducted, depending upon how late the work is. When we spend two weeks working on one painting, do not expect to make it up in a few days!
The Three C’s Grading Rubric will be utilized UNLESS a different rubric is given before the start of each project!
The Three C’s Artwork Grading RubricConcept: This includes idea/idea development and correctness of criteria included- 33%
Creativity: This refers to the usage of the elements and principles of design; originality of thought-33%
Craftsmanship: This refers to the skillful use of the art materials; clean lines-34%
Projected Course Outline:
1. Unit 1, Week 1: Elements and Principles of Design as seen in Clay/Introduction to Ceramics
2. Unit 2, Week 2: Modelling/Carving-Creating a Stamp in Clay
3. Unit 3, Weeks 3-4: Hand building Technique-Pinch-Clay Animal Project/Glazing
4. Unit 4, Weeks 5-7: Hand building Technique-Slab-Personal Clay Box Project/Glazing
5. Unit 5, Weeks 8-10: Hand building Technique-Coil-Coil Mugs/Glazing
6. Unit 6, Weeks 11-12: Careers in Art and Review
ALIGNMENT OF NATIONAL CORE ARTS STANDARDS (2014) WITHTHE 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.
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 Clay
WEEK 1
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 7: Perceive and analyze artistic work.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
I can learn about the nature of clay by reading about it
· Pretest
· Resources: Clay is fundamental and Introduction to Clay, Vocabulary List
· Test on Vocabulary
WEEK 2
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 2: Organize and develop artistic ideas and work.
I can create artwork using my knowledge of the clay.
· Activities and Resources: Teacher’s sample,
· Materials paper, coloring pencils
· There will be a discussion on the thickness of the slab, even drying time and how bone dry clay can easily break
· Plan wind chimes
· Work on the wind chimes
· Formative: Observation
· Scoring rubric for summative assessment. 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)
Unit2 Glazing
WEEK 3
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 2: Organize and develop artistic ideas and work.
I can understand the basics of glazes and glazing.
I can create a functional piece of art
Activities and Resources:
· Study sheet on the basics of glazes, teacher’s example of a glaze pot with most of the glazes applied and fired.
· Students will hand build a piggy bank using pinch pots. There will a handout for students to read on how to build a piggy bank as well as a demonstration by the teacher.
· Students will sketch out ideas and choose the best one before getting the clay.
· Students will apply glaze to bisque fired wind chimes and pigs.
· Pigs will be exhibited in the cafeteria display case
· Formative assessment: observation
· Summative: 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)
Unit 3 Hand building
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 2: Organize and develop artistic ideas and work.
WEEK 4
I can use the slab method to build a box.
Activities and Resources:
· A power point on sculpture will be presented, Teacher’s example
· There will be a demonstration on building a slab box.
· Students will sketch out ideas and choose the best one before getting the clay.
· Formative assessment: observation
· 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)
· Summative: Students will write a paper detailing the step by step method on building a slab box
· 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 5/6
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
I can create a narrative piece of pottery
Activities and Resources:
· Power point on Native American pottery, Teacher’s example
· There will be a demonstration on coiling, burnishing and painting a pot using slip.
· Students will sketch out ideas and choose the best one before getting the clay.
· Formative assessment: observation
· Summative: There will be a 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)
WEEK 7
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 2: Organize and develop artistic ideas and work.
I can create functional pottery
Activities and Resources:
· Discussion on hand building a Vase/ laminar using the soft slab method Teacher’s example
· Students will be shown how to create a cup using the soft slab method.
· There will be a demonstration on soft slab building.
· Formative assessment: observation
· 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 8
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 8: Interpret intent and meaning in artistic work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
I can create a narrative piece of 3-dimensional art
Activities and Resources:
· Discussion on hand building a lidded slab box and using texture for decoration
· This activity will also include putting objects inside the box that represent little known facts about the creator of the box. (Students will work with symbols.)
· Students will be shown how to create a lidded slab box
· There will be a demonstration on creating the lid.
· Formative assessment: observation
· Summative: There will be a rubric. This is a planned testing point
· Students will write why they chose the symbols used in their boxes.
· 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
Anchor Standard 7: Perceive and analyze artistic work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
I can study an artist by reading, looking and copying his work.
Activities and Resources:
· Postcards of famous paintings from the 19th and 20th century will be available for students to study, Power point on Art history
· Students will choose a master artist and write a one page report on that artist.
· They will choose one painting that they like and use it to paint on a plate.
· Students will be shown how to create a plate.
· There will be a demonstration on painting the plate
· 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)
· Formative assessment: observation
· Summative: There will be a rubric on the report and the plate. This is a planned testing point
I can duplicate a 2-D work by using relief sculpture.
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)
Activities and Resources:
· Photographs of quilt blocks, teacher’s examples
· We will discuss Kentucky rich tradition of quilt making and look at the photographs of quilt blocks. Students will review relief sculpture
· Students will choose a quilt block
· Students will be shown how to a tile
· There will be a demonstration on carving out the tile
· 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)
· Formative assessment: observation
· 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 10, 11 and 12
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.