Pottery Curriculum Grades 9-12

Transcription

1 NEPTUNE TOWNSHIP SCHOOL DISTRICT Pottery Curriculum Grades 9-12 NEPTUNE TOWNSHIP PUBLIC SCHOOL SYSTEM Office of the Superintendent 60 Neptune Blvd. Neptune, NJ Wednesday, May 30, 2012 Document C1#1

2 NEPTUNE TOWNSHIP BOARD OF EDUCATION John E. Daniels, Sr., President Kerry J. Gizzi, Vice President Dwayne Breeden Laura G. Granelli Jennifer S. Latshaw Matthew P. Stevens Fred C. Capolongo Chanta L. Jackson Denis C. McCarthy SCHOOL DISTRICT ADMINISTRATION David A. Mooij Superintendent of Schools Bertha L. Williams-Pullen Assistant Superintendent of Schools Matthew Gristina Assistant Superintendent Curriculum, Instruction & Assessment Peter J. Leonard Business Administrator/Board Secretary Peter I. Bartlett Assistant Business Administrator/Assistant Board Secretary Kathleen M. Skelton Director of Special Services Jennifer M. Clearwaters Director of School Counseling Services SUPERVISORS Nancy H. Moore-Fuss Kathleen M. Thomsen

3 ELEMENTARY SCHOOL ADMINISTRATION Principals Sally A. Millaway, Gables James M. Nulle, Green Grove Dr. Arlene M. Rogo, Midtown Community Donato J. Saponaro, Shark River Hills Jerard L. Terrell, Summerfield Benedict P. Yennella, Early Childhood Center MIDDLE SCHOOL ADMINISTRATION Mark K. Alfone, Principal Marjory V. Wilkinson, Vice Principal Michael V. Smurro, Assistant Principal HIGH SCHOOL ADMINISTRATION Richard W. Allen, Principal Titania M. Hawkins, Vice Principal James H. Whitson, Vice Principal Department Chairpersons Lakeda D. Demery Michael Fiorillo Charles M. Kolinofsky Joshua Loveland Tara L. Stephenson Candice Wells Hillary L. Wilkins Cheryl L. Young

4 POTTERY CURRICULUM Table of Contents Acknowledgements i District Mission Statement ii District Educational Outcome Goals iii Art Department Program Philosophy iv Course Description v Instructional Resources vi Curriculum Unit 1 Hand-building Unit 2 Throwing on the Potter s Wheel Unit 3 Glazing and Firing

5 POTTERY CURRICULUM ACKNOWLEDGEMENTS In order for all students to have experience with and a knowledge of the arts, Neptune Township art curricula will enable our students to experience personal, intellectual, social, economic, and human growth by fostering creativity and providing opportunities for expression beyond the limits of language. By the end of grade 12, students are expected to communicate proficiently in one or more arts disciplines of their choice, and be able to: Define and solve artistic problems with insight, reason, and technical proficiency. Develop and present basic analyses of works of art from structural, historical, cultural, and aesthetic perspectives. Call upon their informed acquaintance with exemplary works of art from a variety of culture and historical periods. Relate various types of arts knowledge and skills within and across the arts disciplines by mixing and matching competencies and understandings in artmaking, history, culture, and analysis in any arts-related project. Special appreciation for writing this guide is extended to Nicole Luccarelli, High School art teacher, in cooperation with Tara Stephenson, Department Chairperson, Nancy Moore-Fuss, Supervisor, and under the direction of Matthew Gristina, Assistant Superintendent of Curriculum, Instruction & Assessment. The teachers are to be commended for their dedication in formatting this curriculum into UbD and their expertise in the area of Art. 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. The Pottery Curriculum guide was written in alignment to the 2009 NJCCCS for Visual and Performing Arts, the 2010 Common Core State Standards for English Language Arts and Mathematics, and the 2009 NJCCCS for 21 st Century Life & Careers.

6 i NEPTUNE TOWNSHIP SCHOOL DISTRICT DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School System is to prepare all students for life in the 21 st Century by encouraging them to recognize that learning is a continuing process. Thus, it is with high expectations that our schools foster: A strong foundation in academic areas, modern technologies, life skills and the arts. A positive and varied approach to teaching and learning. An emphasis on critical thinking skills and problem-solving techniques. A respect for an appreciation of our world, its resources and its peoples. A sense of responsibility, good citizenship and accountability. An involvement by the parents and the community in the learning process.

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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). 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 Neptune High School Art Department PHILOSOPHY Experience with knowledge of the arts is a vital part of a complete education. The arts are rich disciplines that include a vibrant history, an exemplary body of work to study, and compelling cultural traditions. An education in the arts is an essential part of the academic curriculum for the achievement of human, social, and economic growth. The education of our students in the arts is critical to their personal success and the success of New Jersey in the 21 st century. The arts offer tools for development. They enable personal, intellectual, and social development for each individual. Teaching in and through the arts within the context of the total school curriculum is key to maximizing the benefits of the arts in education. For students, an education in the arts provides them with the ability to: Create, reshape and fully participate in the enhancement of the quality of life globally; Allow social, cultural, and intellectual interplay among men and women of different ethnic, racial, and cultural backgrounds through the focus on the humanities; Possess the essential technical skills and abilities significant to many aspects of life and work in the 21 st century; Understand and impact the increasingly complex technological environment. Paraphrased from the introduction to the 2009 NJCCCS for Visual and Performing Arts iv

10 POTTERY CURRICULUM COURSE DESCRIPTION (5 credits) Pottery is a full-semester course designed to acquaint the student with the basic materials, tools, equipment, and techniques of making pottery. Emphasis is on building functional pieces by using hand-building techniques, such as coil, pinch and slab methods. The students will work form simple to complex forms, such as vases, jars and tea pots. The students will learn to transform a mass of clay into a finished, glazed and fired piece of their design. Development of wheel throwing skills is also introduced, as well as more advanced glazing and decorative techniques. Prerequisite: none v

11 POTTERY CURRICULUM INSTRUCTIONAL RESOURCES BOOKS: Ceramic Sculpture, John B. Kenny (Chilton Book Co., 1953) Finding One s Way With Clay, Paulus Berenshon (Simon & Schuster, 1972) Pottery on the Wheel, Elsbeth Woody (Farrar, Straas & Giroux, 1988) ADDITIONAL MATERIALS: 2009 NJCCCS for Visual and Performing Arts TECHNOLOGY: Websites: Videos: Ceramic Handbuilding: Pinch and Coil by Mollie Favour (Crystal Productions, 1999) Ceramic Handbuilding: Slab Construction by Mollie Favour (Crystal Productions, 1999) vi

12 Unit 1 Plan Content Area: Visual Art Unit Title: Hand-building Target Course/Grade Level: Pottery/Grades 9-12 Unit Duration: Weeks Learning Targets Visual & Performing Arts Standards 1.1 The Creative Process 1.2 History of the Arts & Culture 1.3 Performance Aesthetic Responses & Critique Methodologies Standard Statement All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in visual art. All students will understand the role, development, and influence of the arts throughout history and across cultures. All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in visual art. Other Standards 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. G-GMD Visualize relationships between two-dimensional and three dimensional objects. G-MG Apply geometric concepts in modeling situations. CPI # CPI Statement D.1 Distinguish innovative applications of the elements of the art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras D.2 Produce an original body of artwork in one or more art mediums that demonstrates 1

13 mastery of visual literacy, methods, techniques, and cultural understanding D.4 Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art D.5 Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works I exhibition areas inside and outside the classroom A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of visual art A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of multimedia artwork from diverse cultural contexts and historical eras B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. Enduring Understandings Through the use of various handbuilding techniques, clay can be used to create art. The relationship of the arts and culture is mutually dependent; culture affects the arts and the arts reflect and preserve culture. Every artist has a style; every artistic period has a style. Learning Targets: Knowledge Students will know The nature of clay. 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 pottery. The importance of safety while designing pottery. Possible career choices in the arts. The meanings of relevant pottery vocabulary. How to make informed aesthetic judgments concerning pottery. Essential Questions What is art? How can clay become art? Does art define culture or does culture define art? Learning Targets: 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. Make a pinch pot, coil pot and slab. Complete projects which 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. Demonstrate knowledge of the history 2

14 of pottery. Make informed aesthetic judgments while making self-assessments or critiquing the work of others. Evidence of Learning Formative Assessments & Other Evidence of Learning Homework Class discussion Notebooks/portfolios Classwork Do Nows Quizzes Q1, Q3 exams Summative Assessments & Performance Tasks Final projects/performance tasks which could include: Simple pinch pot Cluster pot Gargoyles Cylinder pot Bottles Patterned coils Lanterns Plates Boxes Bird Feeder Tiles Q2 and Final exams Teacher Resources Websites Books Ceramic Sculpture by John B. Kenny (Chilton Book Co., 1953) Finding One s Way With Clay by Paulus Berenshon (Simon & Schuster, 1972) Handouts Visual aids to demonstrate techniques Vocabulary Miscellaneous Teacher demonstrations of techniques Student samples as exemplars 3

15 Videos: Ceramic Handbuilding: Slab Construction (28 min.) by Mollie Favour (Crystal Productions, 1999) Ceramic Handbuilding: Pinch and Coil (26 min.) by Mollie Favour (Crystal Productions, 1999) Visits to various area museums 1. Grounds for Sculpture, Hamilton, NJ 2. Museum of Modern Art, New York, NY 3. Metropolitan Museum of Art, New York, NY 4. Philadelphia Museum of Art, Philadelphia, PA 5. Newark Museum, Newark, NJ 6. Guggenheim Museum, New York, NY 7. Whitney Museum of American Art, New York, NY 8. Jane Voorhees Zimmerl Art Museum, Rutgers University, New Brunswick, NJ 4

16 Unit 2 Plan Content Area: Visual Art Unit Title: Throwing on the Potter s Wheel Target Course/Grade Level: Pottery/Grades 9-12 Unit Duration: 3-4 Weeks Learning Targets Visual & Performing Arts Standards 1.1 The Creative Process 1.2 History of the Arts & Culture 1.3 Performance Aesthetic Responses & Critique Methodologies Standard Statement All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in visual art. All students will understand the role, development, and influence of the arts throughout history and across cultures. All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in visual art. Other Standards 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. G-GMD Visualize relationships between two-dimensional and three dimensional objects. G-MG Apply geometric concepts in modeling situations. CPI # CPI Statement D.1 Distinguish innovative applications of the elements of the art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. 5

17 D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding D.4 Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art D.5 Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works I exhibition areas inside and outside the classroom A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of visual art A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of multimedia artwork from diverse cultural contexts and historical eras B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. Enduring Understandings Through the use of various handbuilding techniques, clay can be used to create art. Every artist has a style; every artistic period has a style. Essential Questions What is art? How can clay become art? Learning Targets: Knowledge Students will know The need for function when designing pottery. Procedures for using the potter s wheel. The importance of centering the clay on the wheel-head. Methods and mechanics of opening up the clay. The importance of safety while using the wheel. How to orchestrate a pulling action. The meanings of relevant pottery vocabulary. How to make informed aesthetic judgments concerning pottery. Learning Targets: Skills Students will be able to Use the potter s wheel to create projects which exhibit good craftsmanship. Develop designs suitable to the various techniques explored. Center the clay on the wheel-head. Identify and use tools and materials to produce a particular design. Open up the center of the clay while keeping it centered on the wheel. Form the walls of the project using a pulling action. Properly trim the project. Follow all safety rules. Demonstrate knowledge of pottery vocabulary and be able to use it orally, in written assignments, and on tests. Make informed aesthetic judgments while making self-assessments or 6

18 critiquing the work of others. Evidence of Learning Formative Assessments & Other Evidence of Learning Homework Class discussion Notebooks/portfolios Classwork Do Nows Quizzes Q1, Q3 exams Summative Assessments & Performance Tasks Final projects/performance tasks which could include: 6 cylinder bowl vase Q2 and Final exams Teacher Resources Websites Books Pottery on the Wheel by Elsbeth Woody (Farrar, Straas & Giroux, 1988) Ceramic Sculpture by John B. Kenny (Chilton Book Co., 1953) Finding One s Way With Clay by Paulus Berenshon (Simon & Schuster, 1972) Handouts Visual aids to demonstrate techniques Vocabulary Miscellaneous Teacher demonstrations of techniques Student samples as exemplars Visits to various area museums 1. Grounds for Sculpture, Hamilton, NJ 2. Museum of Modern Art, New York, NY 3. Metropolitan Museum of Art, New York, NY 4. Philadelphia Museum of Art, Philadelphia, PA 5. Newark Museum, Newark, NJ 6. Guggenheim Museum, New York, NY 7

19 7. Whitney Museum of American Art, New York, NY 8. Jane Voorhees Zimmerl Art Museum, Rutgers University, New Brunswick, NJ 8

20 Unit 3 Plan Content Area: Visual Art Unit Title: Glazing and Firing Target Course/Grade Level: Pottery/Grades 9-12 Unit Duration: Duration of the Course Learning Targets Visual & Performing Arts Standards 1.1 The Creative Process 1.2 History of the Arts & Culture 1.3 Performance Aesthetic Responses & Critique Methodologies Standard Statement All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in visual art. All students will understand the role, development, and influence of the arts throughout history and across cultures. All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in visual art. Other Standards 9.1 All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. G-GMD Visualize relationships between two-dimensional and three dimensional objects. G-MG Apply geometric concepts in modeling situations. CPI # CPI Statement D.1 Distinguish innovative applications of the elements of the art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras D.2 Produce an original body of artwork in one or more art mediums that demonstrates 9

21 mastery of visual literacy, methods, techniques, and cultural understanding D.4 Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art D.5 Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works I exhibition areas inside and outside the classroom A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of visual art A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of multimedia artwork from diverse cultural contexts and historical eras B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. Enduring Understandings Through the use of various firing and glazing techniques, clay completes its transformation into a work of art. Every artist has a style; every artistic period has a style. Essential Questions What is art? How can clay become art? Learning Targets: Knowledge Students will know The three different methods of applying glazes. The difference between high- and lowfire glazes. The procedure for loading and firing a kiln. The function of the furniture of the kiln. The importance of safety while using the wheel. The meanings of relevant firing and glazing vocabulary. How to make informed aesthetic judgments concerning pottery. Learning Targets: Skills Students will be able to Demonstrate the use of the three methods of applying glaze. Demonstrate an understanding of the difference between high- and low-fire glazes. Demonstrate how to load and fire a kiln. Identify the furniture of the kiln and its uses. Follow all safety rules. Demonstrate knowledge of glazing and firing vocabulary and be able to use it orally, in written assignments, and on tests. Make informed aesthetic judgments while making self-assessments or critiquing the work of others. 10

22 Evidence of Learning Formative Assessments & Other Evidence of Learning Homework Class discussion Notebooks/portfolios Classwork Do Nows Quizzes Q1, Q3 exams Summative Assessments & Performance Tasks Final projects/performance tasks which could include: Use of waxing with glazes. Use of low-fire glazes. Use of high-fire glazes. Use of underglazes Loading and stacking the kiln. Bisque firing Glaze firing Kiln furniture Q2 and final exams Teacher Resources Websites Books Ceramic Sculpture by John B. Kenny (Chilton book Co., 1953) Finding One s Way With Clay by Paulus Berenshon (Simon & Schuster, 1972) Handouts Visual aids to demonstrate techniques Vocabulary Miscellaneous Teacher demonstrations of techniques Student samples as exemplars Visits to various area museums 1. Grounds for Sculpture, Hamilton, NJ 2. Museum of Modern Art, New York, NY 3. Metropolitan Museum of Art, New York, NY 4. Philadelphia Museum of Art, Philadelphia, PA 5. Newark Museum, Newark, NJ 6. Guggenheim Museum, New York, NY 7. Whitney Museum of American Art, New York, NY 8. Jane Voorhees Zimmerl Art Museum, Rutgers University, New Brunswick, NJ 11

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