Ceramics II Curriculum Grades 9-12

Transcription

1 NEPTUNE TOWNSHIP SCHOOL DISTRICT Ceramics II Curriculum Grades 9-12 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ February 28, 2018 Document C1#1

2 NEPTUNE TOWNSHIP BOARD OF EDUCATION Laura G. Granelli, President Monica Kowalski-Lodato, Vice President Brady M. Connaughton Dorothea L. Fernandez Nicole M. Green Chanta L. Jackson Jason A. Jones Michelle A. Moss Donna L. Puryear SCHOOL DISTRICT ADMINISTRATION Tami R. Crader, Ed.D. Superintendent of Schools Matthew Gristina, Ed.D. Assistant Superintendent of Schools Peter J. Leonard Business Administrator/Board Secretary Peter I. Bartlett Assistant Business Administrator/Assistant Board Secretary Kathleen M. Skelton Director of Special Services Shawanda Beale Supervisor of School Counseling Services Cheryl L. Romano Supervisor for Curriculum, Instruction & Assessment Kathleen M. Thomsen Supervisor of Early Childhood Education Nicholas Pizzulli Interim Administrator for Athletic & Co-Curricular Activities

3 ELEMENTARY SCHOOL ADMINISTRATION Principals Mark K. Alfone, Ed.D., Midtown Community Lori B. Burns, Ed.D., Early Childhood Center Lakeda D. Demery, Shark River Hills Sally A. Millaway, Ed.D., Gables James M. Nulle, Green Grove Jerard L. Terrell, Ed.D., Summerfield MIDDLE SCHOOL ADMINISTRATION Arlene M. Rogo, Ed.D., Principal Thomas Decker, Vice Principal Michael V. Smurro, Vice Principal HIGH SCHOOL ADMINISTRATION Jennifer C. Joseph, Principal Titania M. Hawkins, Ed.D., Vice Principal James H. Whitson, Vice Principal DEPARTMENT CHAIRPERSONS Kelly Baldino Charles M. Kolinofsky Joshua Loveland Dawn Reinhardt Nicole Sanyigo Tara L.Stephenson Karen Watt Hillary L. Wilkins

4 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ An Affirmative Action Equal Opportunity Employer 2018

5 NEPTUNE TOWNSHIP SCHOOL DISTRICT CERAMICS II CURRICULUM Table of Contents Acknowledgements...i District Mission Statement... ii District Educational Outcome Goals... iii Course Description... iv Curriculum Unit Title Page Pacing Guide... 1 Advanced Decorative Techniques... 2 Advanced Handbuilding Techniques... 9 Advanced Sculptural Form... 16

6 NEPTUNE TOWNSHIP SCHOOL DISTRICT Ceramics II Acknowledgements The Ceramics II Curriculum guide was developed for Neptune High School through the efforts of Mr. Glenn Swindell, Neptune High School Visual Art Teacher, in cooperation with Mr. Robert J. Hamm, Department Chairperson for the Performing & Visual Arts, and under the guidance of Mrs. Jennifer Joseph, Neptune High School Principal, and Ms. Cheryl Romano Supervisor for Curriculum, Instruction and Assessment. The teacher is to be commended for his dedication in formatting this curriculum into UbD and his expertise in the area of Visual Arts Education. This curriculum guide goes beyond skill instruction, and devotes a greater percentage of instructional time to problem-solving and active learning. It is our hope that this guide will serve as a valuable resource for the staff members who teach this course and that they will feel free to make recommendations for its continued improvement. Also, it is our hope that this guide will support and advance the Arts in our school district. The Ceramics II Curriculum guide was written in alignment to the New Jersey Student Learning Standards for Visual and Performing Arts (2014), and the National Core Arts Standards (2014). i

7 NEPTUNE TOWNSHIP SCHOOL DISTRICT DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School District is to prepare students for a life-long learning process in a complex and diverse world. It is with high expectations that our schools foster: A strong foundation in academic and modern technologies. A positive and varied approach to teaching and learning. An emphasis on critical thinking skills and problem-solving techniques. A respect for and an appreciation of our world, its resources, and its people. A sense of responsibility, good citizenship, and accountability. An involvement by the parents and the community in the learning process. ii

8 Neptune Township School District Educational Outcome Goals The students in the Neptune Township schools will become life-long learners and will: Become fluent readers, writers, speakers, listeners, and viewers with comprehension and critical thinking skills. Acquire the mathematical skills, understandings, and attitudes that are needed to be successful in their careers and everyday life. Understand fundamental scientific principles, develop critical thinking skills, and demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information. Become technologically literate. Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS), New Jersey Student Learning Standards (NJSLS), and Next Generation Science Standards (NGSS). Develop the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics and geography. Develop a respect for different cultures and demonstrate trustworthiness, responsibility, fairness, caring, and citizenship. Become culturally literate by being aware of the historical, societal, and multicultural aspects and implications of the arts. Demonstrate skills in decision-making, goal setting, and effective communication, with a focus on character development. Understand and practice the skills of family living, health, wellness and safety for their physical, mental, emotional, and social development. Develop consumer, family, and life skills necessary to be a functioning member of society. Develop the ability to be creative, inventive decision-makers with skills in communicating ideas, thoughts and feelings. Develop career awareness and essential technical and workplace readiness skills, which are significant to many aspects of life and work. iii

9 CERAMICS II CURRICULUM COURSE DESCRIPTION (5 Credits) Ceramics II is a hands-on course for students who have a serious interest in visual art and are competent in the skills and techniques of clay-working. The in-depth exploration of advanced concepts, materials, and techniques is stressed; along with a historical and cultural awareness as a resource for students creative efforts. Career awareness is developed along with advanced methods of hand-building and decoration. Traditional and more experimental forms are developed, culminating in the creation of a variety of static and dynamic sculptural forms. Students will develop a comprehensive portfolio of personal artwork for presentation. Students will be able to critique works of art in a professional way both orally and in writing. Prerequisites Successful completion of Ceramics I, with a minimum passing score, as determined by the Department iv

10 Pacing Guide Sequence Suggested Timeframe Activity Notes 1 Duration of Course 2 About 5 projects 3 TBD by school Advanced Decorative Techniques Advanced Handbuilding Techniques Midterm Exam This will be woven into all projects during the course. Department created: Majority of exam will consist of the creation of visual art in addition to responding / critiquing the visual arts. 4 About 1 to 3 projects Advanced Handbuilding Techniques (continued) 5 6 to 8 projects Advanced Sculptural Form 6 TBD by school Final Exam Department created: Majority of exam will consist of the creation of visual art, in addition to responding / critiquing the visual arts. 1

11 Unit Plan Title Suggested Time Frame Advanced Decorative Techniques Ongoing and continuous Overview / Rationale This Unit is a direct continuation of the skills and techniques covered in Ceramics I. Using traditional and experimental decorative techniques to enhance ceramic forms. Emphasis on expressing the artist s point of view and personal style in the creation of unique one of a kind decoration. Beyond the basics of line, shape, color, and texture- students will explore raised and lowered design elements, engobes, bubble glazing, as well as more traditional and experimental decorative applications as a means of self-expression. By the end of the unit students will be able to: Identify the difference between decoration that enhances form and that, which detracts. Implement the elements and principles of design into the decoration of their forms. Use specific artistic techniques to decorate works of ceramic art. Demonstrate safe handling of tools and supplies. Understand the rich cultural history of ceramic art and its decoration. Present, critique, and analyze student works of art Develop their personal style in the choice and implementation of decorative effects. Enhance through decoration ceramic forms through additive and subtractive methods. Experience traditional and experimental means of decoration of ceramic forms. Stage 1 Desired Results 2014 New Jersey Student Learning Standards for Visual and Performing Arts Note: The instructor and administration will work to align this course to the most recent New Jersey Student Learning Standards for the Visual and Performing Arts, as set by the Department of Education. 1.1-The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2-History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3-Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. 1.4-Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts, philosophies, judgement, and analysis to works of art in visual art. National Core Art Standards for Visual Arts Students who successfully complete this course will meet the High School Advanced standards. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. 2

12 VA:Cr1.1.IIIa Investigate - Planning VA:Cr1.2.IIIa Investigate - Planning Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change. Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept. Anchor Standard 2: Organize and develop artistic ideas and work VA.Cr2.1.IIIa Investigate Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept. VA.Cr2.2.IIIa Investigate Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work. VA.Cr2.3.IIIa Investigate Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives. Anchor Standard 3: Refine and complete artistic work. VA:Cr3.1.IIIa Reflect - Refine - Continue Reflect on, reengage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision. Artistic Strand: Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. VA:Pr4.1.IIIa Select Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. VA:Pr5.1.IIIa Analyze Investigate, compare, and contrast methods for preserving and protecting art. Anchor Standard 6: Convey meaning through the presentation of artistic work. VA:Pr6.1.IIIa Share Curate a collection of objects, artifacts, or artwork to impact the viewer s understanding of social, cultural, and/or political experiences. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work VA:Re.7.1.III a VA:Re.7.2.III a Perceive Perceive Analyze how responses to art develop over time based on knowledge of and experience with art and life Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture. Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re.8.IIIa Analyze Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis 3

13 Anchor Standard 9: Apply criteria to evaluate artistic work. VA:Re.9.IIIa Interpret Construct evaluations of a work of art or collection of works based on differing sets of criteria. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. VA:Cn10.1.III Ia Synthesis Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding VA:Cn11.1.III Relate Ia Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society Essential Questions: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? How does knowing the contexts histories, and traditions of art forms help us create works of art & design? Why do artists follow or break from established traditions? How do artists and designers create works of art or design that effectively communicate? How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials and tools? What responsibilities come with the freedom to create? How do artists determine what resources are needed to formulate artistic investigations. Enduring Understandings Creativity and innovative thinking are essential life skills that can be developed. Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. Mastery of the fundamentals of ceramics allow for avenues of greater self expression. What methods and processes are considered when preparing artwork for presentation or preservation Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. 4

14 What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection. How does one determine criteria to evaluate a work of art? How is a personal preference different from an evaluation? Knowledge: Students will know How forms can be enhanced through decoration. Procedures for using various tools in decorating pottery. The historical significance of design and decoration of pottery. The importance of safety while designing and decorating pottery. Possible career choices in the arts, focusing on clay and sculpture work. Vocabulary relevant to pottery and its decoration. How to make informed aesthetic judgments concerning pottery decoration. The firing process and its effect on decoration. People evaluate art based on various criteria The Elements and Principles of Art are the initial criteria used to evaluate the effectiveness of a piece of art or design. Skills: Students will be able to Demonstrate the principles and elements of art in their pottery designs. Develop designs suitable to the various techniques explored. Demonstrate an understanding of aesthetics. Identify and use tools and materials to produce a particular design or form. Complete projects that exhibit good craftsmanship. Follow all safety rules. Demonstrate knowledge of pottery vocabulary and be able to use it orally, in written assignments, and on tests. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 5

15 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. X Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management E CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. X Career Awareness E CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ET CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections The instructor will use Arts Integration techniques to connect this curriculum to other academic content areas, with the approval of administration. Technology will be integrated into instruction through appropriate available online platforms and devices, to connect to appropriate standards. Primary Source Readings Secondary Source Readings Supporting Text pages Student Resources Decorating Pottery: with clay, slip, and glaze. F. Carlton Ball, A Ceramics Monthly Handbook, 1967 The Practical Potter: a step by step handbook, Josie Warshaw, Hermes House, 1999 Appropriate Visual Art Supplies and reference materials at the discretion of the instructor with the approval of administration. Teacher Resources Texts: Ceramic Sculpture, John B. Kenny, Chilton Book Co., 1953 Finding One s Way With Clay, Paulus Berenson, Simon & Schuster, 1972 The Horizon Book of the Arts of China, The Editors of Horizon Magazine, ,000 years of Art, The Editors of Phaidon Press Inc.,

16 Stoneware and Porcelain: The Art Of High-Fired Pottery, Daniel Rhodes, Chilton Book Co, 1999 Supplemental Workbooks: Decorating Pottery: with clay, slip, and glaze. F. Carlton Ball, A Ceramics Monthly Handbook, 1967 Handmade Tiles: Designing, Making, Decorating, Frank Giorgini, Lark Ceramics Books, 1947 Websites: wwwyoutube.com Appropriate Visual Art Supplies and reference items, and source material at the discretion of the instructor with the approval of administration. Videos: Youtube.com Ceramic tutorials as a reference material. Specific examples created by or selected by the instructor. Stage 2 Assessment Evidence Performance Task(s) may include: Other Evidence: Formative Glazing Greenware Glazing Bisque-Ware Sgraffito Spatter Decoration Fluting [concave & convex] Slips and Engobes Resists [Wax, Paper, Shellac] Sponging Incised Decoration Embossed Decoration Slip Trailing Bubble Glaze Application Aesthetic Analysis Responses Demonstration Participation Guided Practice Collaborative Learning Activities Feedback Sessions Class Critiques Notebooks Do Now Activities Quizzes Summative: Department Created Rubrics Department Created Summative Assessments Instructional Strategies Suggested Learning Activities Demonstrations Guided Practice Projects Exercises Stage 3 Learning Plan Descriptions 7

17 Modifications Modeling Homework Class Discussion Notebooks/Portfolios Field Trips Exhibitions of Student Work Classwork Critiques Lectures Opening Activities Other learning strategies at the discretion of the instructor, to meet appropriate standards Special Education Students: (These are just suggested ideas to modify instruction. All modifications and accommodations should be specific to each individual child s IEP) Accommodations such as additional time, peer assistance, and teacher interventions. Expectations will be modified for students to ensure a successful understanding of Ceramics, as appropriate to the individual student. English Language Learners: Modifications to conceptual expectations. Modifications to directions for tasks, as needed, to ensure a successful understanding of Ceramics, as appropriate to the individual student. Visual and nonverbal cues and prompts. Notes in advance of a unit. Students at Risk of Failure: Teacher interventions, additional learning supports such as peer intervention. Alternative assignments to replace or buoy current work, amend deadlines as needed for students who temporarily lose use of one or more hand or miss essential content due to prolonged absences. Gifted Students: Additional research/performance/creative avenues for learning- more comprehensive and experimental decorative techniques, greater detailed forms, more complex structures, introduction to throwing on the wheel, assist in recycling and reclaiming clay, loading and firing of kilns. Encourage students to explore concepts in greater depth through independent study. 8

18 Unit Plan Title Suggested Time Frame Advanced Handbuilding Techniques Approximately six to eight projects Overview / Rationale This unit is a direct continuation of the skills and techniques covered in Ceramics I. Students will utilize and deepen the skills introduced in the Hand-Building Techniques Unit, with an emphasis on speed forming where direct methods are combined and realized with precision and rapidity. Multiple steps and techniques are planned and implemented to coincide with the natural drying process of the material. The various forms created in this unit are made with the foreknowledge that they are to be used to expand the artist s understanding of the material, a fluidity in the process of forming, its potential for decoration, and to further develop and expand one s competency and personal style. By the end of this unit students will be able to: Demonstrate an understanding of the elements of design particular to three-dimensional forms. Demonstrate an understanding of the principles of design. Communicate knowledge of vocabulary common to ceramics. Demonstrate an understanding of the hand-building techniques for ceramics.. Implement the elements and principles of design into a variety of artwork. Communicate an understanding of what constitutes art. Demonstrate the proper care and use of equipment, using approved safety practices. Incorporate variations of the hand-building techniques together to create complex forms. Develop and explore time saving practices in the creation of ceramic forms. Express a particular point of view or style in the creation of ceramic forms. Stage 1 Desired Results 2014 New Jersey Student Learning Standards for Visual and Performing Arts Note: The instructor and administration will work to align this course to the most recent New Jersey Student Learning Standards for the Visual and Performing Arts, as set by the Department of Education. 1.1-The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2-History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3-Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. 1.4-Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts, philosophies, judgement, and analysis to works of art in visual art. 9

19 National Core Art Standards for Visual Arts Students who successfully complete this course will meet the High School Advanced standards. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. VA:Cr1.1.IIIa Investigate - Planning VA:Cr1.2.IIIa Investigate - Planning Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change. Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept. Anchor Standard 2: Organize and develop artistic ideas and work VA.Cr2.1.IIIa Investigate Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept. VA.Cr2.2.IIIa Investigate Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work. VA.Cr2.3.IIIa Investigate Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives. Anchor Standard 3: Refine and complete artistic work. VA:Cr3.1.IIIa Reflect - Refine - Continue Reflect on, reengage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision. Artistic Strand: Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. VA:Pr4.1.IIIa Select Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. VA:Pr5.1.IIIa Analyze Investigate, compare, and contrast methods for preserving and protecting art. Anchor Standard 6: Convey meaning through the presentation of artistic work. VA:Pr6.1.IIIa Share Curate a collection of objects, artifacts, or artwork to impact the viewer s understanding of social, cultural, and/or political experiences. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work VA:Re.7.1.IIIa Perceive Analyze how responses to art develop over time based on knowledge of and experience with art and life 10

20 VA:Re.7.2.IIIa Perceive Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture. Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re.8.IIIa Analyze Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis Anchor Standard 9: Apply criteria to evaluate artistic work. VA:Re.9.IIIa Interpret Construct evaluations of a work of art or collection of works based on differing sets of criteria. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. VA:Cn10.1.IIIIa Synthesis Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding VA:Cn11.1.IIIIa Relate Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society Essential Questions: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? How does knowing the contexts histories, and traditions of art forms help us create works of art & design? Why do artists follow or break from established traditions? How do artists and designers create works of art or design that effectively communicate? How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? How do artists and designers care for and maintain materials, tools, and equipment? Enduring Understandings: Creativity and innovative thinking are essential life skills that can be developed. Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals. People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. Mastery of the fundamentals of ceramics allow for avenues of greater self expression. 11

21 Why is it important for safety and health to understand and follow correct procedures in handling materials and tools? What responsibilities come with the freedom to create? How do artists determine what resources are needed to formulate artistic investigations? What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection. How does one determine criteria to evaluate a work of art? How is a personal preference different from an evaluation? Knowledge: Students will know The nature of clay from a raw material to a finished and fired piece. Procedures for using various tools in making pottery. A variety of hand-building techniques, including pinch pot, coil pot, slab and their variations. The historical significance of ceramics. The importance of safety while designing ceramic forms. Possible career choices in the visual arts, especially focusing on clay and sculpture. The meanings of relevant vocabulary particular to ceramics. What methods and processes are considered when preparing artwork for presentation or preservation Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. People evaluate art based on various criteria The Elements and Principles of Art are the initial criteria used to evaluate the effectiveness of a piece of art or design. Skills: Students will be able to Demonstrate the principles and elements of art in their pottery designs. Develop designs suitable to the various techniques explored. Demonstrate an understanding of aesthetics. Identify and use tools and materials to produce a particular design or form. Create pinch pots, coil pots, slab forms, as well as combinations of the various techniques to make complex forms. Complete projects that exhibit good craftsmanship. Follow all safety rules. 12

22 How to make informed aesthetic judgments concerning ceramics. The Drying process and how to maintain plasticity. Demonstrate knowledge of pottery vocabulary and be able to use it orally, in written assignments, and on tests. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ET CRP1. Act as a responsible and contributing citizen and employee. X Income and Careers ETA CRP2. Apply appropriate academic Money Management and technical skills. CRP3. Attend to personal health and financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility ET CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. X Career Awareness ET CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ET CRP11. Use technology to enhance productivity. X Career Preparation CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections The instructor will use Arts Integration techniques to connect this curriculum to other academic content areas, with the approval of administration. Technology will be integrated into instruction through appropriate available online platforms and devices, to connect to appropriate standards. 13

23 Primary Source Readings Secondary Source Readings Student Resources The Complete Book of Ceramic Art, Polly Rothenberg, Crown Publishers, 1972 The Complete Book of Pottery Making, John B. Kenny, Chilton Book Co., 1976 The Practical Potter: a step by step handbook, Josie Warshaw, Hermes House, 1999 Handmade Tiles: Designing, Making, Decorating, Frank Giorgini, Lark Ceramics Books, 1947 Teacher Resources Texts: Ceramic Sculpture, John B. Kenny, Chilton Book Co., 1953 Finding One s Way With Clay, Paulus Berenson, Simon & Schuster, 1972 The Horizon Book of the Arts of China, The Editors of Horizon Magazine, ,000 years of Art, The Editors of Phaidon Press Inc., 2007 Stoneware and Porcelain: The Art Of High-Fired Pottery, Daniel Rhodes, Chilton Book Co, 1999 Supplemental Workbooks:The Practical Potter: a step by step handbook, Josie Warshaw, Hermes House, 1999 Handmade Tiles: Designing, Making, Decorating, Frank Giorgini, Lark Ceramics Books, 1947 Websites: wwwyoutube.com Videos: Youtube.com Ceramic tutorials as a reference material. Specific examples created by or selected by the instructor. Appropriate Visual Art Supplies and reference items, and source material at the discretion of the instructor with the approval of administration. Performance Task(s): Large Symmetrical Forms Quick Forming [slab/coil hybrid] Sectional Vase [large combined pinch pots] Large Relief Tiles [slab] High and Low Relief [slab] Drape Forms [slab] Pattern and Template Forming [slab] Stage 2 Assessment Evidence Other Evidence: Formative Aesthetic Analysis Responses Demonstration Participation Guided Practice Collaborative Learning Activities Feedback Sessions Class Critiques 14

24 Lidded Forms Footed Bowls Press Molds Matching Sets [series] Notebooks Do Now Activities Quizzes Summative: Department Created Rubrics Department Created Summative Assessments Instructional Strategies Suggested Learning Activities Modifications Stage 3 Learning Plan Descriptions Demonstrations Guided Practice Projects Exercises Modeling Homework Class Discussion Notebooks/Portfolios Field Trips Exhibitions of Student Work Classwork Critiques Lectures Opening Activities Other learning strategies at the discretion of the instructor, to meet appropriate standards Special Education Students: (These are just suggested ideas to modify instruction. All modifications and accommodations should be specific to each individual child s IEP) Expectations will be modified for students to ensure a successful understanding of Ceramics, as appropriate to the individual student. English Language Learners: Modifications to directions for tasks, as needed, to ensure a successful understanding of Ceramics, as appropriate to the individual student. Visual and nonverbal cues and prompts. Notes in advance of a unit. Students at Risk of Failure: Teacher interventions, additional learning support in the form of, alternative assignments to replace or buoy current work, amend deadlines as needed and if appropriate, peer interventions. Gifted Students: Additional research avenues, more comprehensive decorative techniques, greater detailed forms, more complex structures, introduction to throwing on the wheel, assist in recycling and reclaiming clay, loading and firing of kilns. Encourage students to explore concepts in greater depth through independent study. Experimental glaze applications. 15

25 Unit Plan Title Suggested Time Frame Advanced Sculptural Forms Approximately six to eight projects Overview / Rationale This unit is a direct continuation of the skills and techniques covered in Ceramics I. Sculptural techniques-low and high relief, sprigs, embossing, as well additive and subtractive methods will be used to create new forms as well as to add further dimension to the more traditional ceramic forms created in the advanced hand-building unit. Creation of a variety of sculptural forms to include- static forms, dynamic forms, and abstract forms. By the end of the unit students will be able to: Demonstrate safe handling of tools and supplies. Understand the cultural history of ceramic sculpture. Present, critique, and analyze student works of art Implement the elements and principles of design into their ceramic forms. Identify the specific origin and stylistic differences of a variety of ceramic forms. Utilize specific additive and subtractive techniques to create three-dimensional ceramic forms. Understand the difference between representational and more abstract ceramic forms. Create and differentiate between both static and dynamic forms. Stage 1 Desired Results 2014 New Jersey Student Learning Standards for Visual and Performing Arts Note: The instructor and administration will work to align this course to the most recent New Jersey Student Learning Standards for the Visual and Performing Arts, as set by the Department of Education. 1.1-The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2-History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3-Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. 1.4-Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts, philosophies, judgement, and analysis to works of art in visual art. National Core Art Standards for Visual Arts Students who successfully complete this course will meet the High School Advanced standards. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. 16

26 VA:Cr1.1.IIIa Investigate - Planning VA:Cr1.2.IIIa Investigate - Planning Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change. Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept. Anchor Standard 2: Organize and develop artistic ideas and work VA.Cr2.1.IIIa Investigate Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept. VA.Cr2.2.IIIa Investigate Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work. VA.Cr2.3.IIIa Investigate Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives. Anchor Standard 3: Refine and complete artistic work. VA:Cr3.1.IIIa Reflect - Refine - Continue Reflect on, reengage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision. Artistic Strand: Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. VA:Pr4.1.IIIa Select Critique, justify, and present choices in the process of analyzing, selecting, curating, and presenting artwork for a specific exhibit or event. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. VA:Pr5.1.IIIa Analyze Investigate, compare, and contrast methods for preserving and protecting art. Anchor Standard 6: Convey meaning through the presentation of artistic work. VA:Pr6.1.IIIa Share Curate a collection of objects, artifacts, or artwork to impact the viewer s understanding of social, cultural, and/or political experiences. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work VA:Re.7.1.III a VA:Re.7.2.III a Perceive Perceive Analyze how responses to art develop over time based on knowledge of and experience with art and life Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture. Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re.8.IIIa Analyze Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis 17

27 Anchor Standard 9: Apply criteria to evaluate artistic work. VA:Re.9.IIIa Interpret Construct evaluations of a work of art or collection of works based on differing sets of criteria. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. VA:Cn10.1.III Ia Synthesis Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding VA:Cn11.1.III Relate Ia Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society Essential Questions: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? How does knowing the contexts histories, and traditions of art forms help us create works of art & design? Why do artists follow or break from established traditions? How do artists and designers create works of art or design that effectively communicate? How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials and tools? What responsibilities come with the freedom to create? How do artists determine what resources are needed to formulate artistic investigations. Enduring Understandings Creativity and innovative thinking are essential life skills that can be developed. Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. Mastery of the fundamentals of ceramics allow for avenues of greater selfexpression. What methods and processes are considered when preparing artwork for presentation or preservation Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. 18

28 What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection. How does one determine criteria to evaluate a work of art? How is a personal preference different from an evaluation? Knowledge: Students will know Techniques for building miniature ceramic sculpture. How supports are used to expand what is possible while sculpting clay. Procedures for using various tools in making pottery and ceramic sculpture. Ways of speed forming utilizing the hand-building techniques, pinch pot, coils, slabs along with their variations and combinations. The historical significance of pottery and ceramic sculpture. The importance of safety while designing pottery and ceramic sculpture. Possible career choices in the arts focusing on clay and sculpture work. The meanings of relevant sculpture terms, tools, and vocabulary. How to make informed aesthetic judgments concerning pottery. The drying process and how to maintain plasticity. The characteristics of Abstract Forms. Additive and Subtractive Methods. People evaluate art based on various criteria The Elements and Principles of Art are the initial criteria used to evaluate the effectiveness of a piece of art or design. Skills: Students will be able to Demonstrate the principles and elements of art in their sculptural designs. Develop designs suitable to the various techniques explored. Demonstrate an understanding of aesthetics. Identify and use tools and materials to produce a particular design or form. Make pinch pots, coils, slabs, as well as combinations of the various techniques to make complex sculptural forms. Complete projects that exhibit good craftsmanship. Follow all safety rules. Demonstrate knowledge of pottery vocabulary and be able to use it orally, in written assignments, and on tests. Utilize supports to create dynamic forms. Devise creative ways to present and exhibit their work individually or part of a group. 19

29 In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and contributing citizen and employee. X Income and Careers ETA CRP2. Apply appropriate academic and technical skills. Money Management E CRP3. Attend to personal health and Credit and Debt Management financial well-being. ETA CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental, social and economic impacts of decisions. X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies. Insuring and Protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation ET CRP9. Model integrity, ethical leadership and effective management. X Career Awareness E CRP10. Plan education and career paths aligned to personal goals. X Career Exploration ET CRP11. Use technology to enhance productivity. X Career Preparation E CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections The instructor will use Arts Integration techniques to connect this curriculum to other academic content areas, with the approval of administration. Technology will be integrated into instruction through appropriate available online platforms and devices, to connect to appropriate standards. Primary Source Readings Student Resources Creating Ceramic Miniatures, Carla and John B. Kenny, Crown Publishing, 1979 The Simple Screamer: Guide to the Art of Paper Mache and Cloth Mache, Dan Reeder, Peregrine Smith Books, 1984 Claywork: Form and Idea in Ceramic Design, Leon I. Nigrosh, Davis Publications,