OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY. May 14, Ceramics Sculpture 9-12

Transcription

1 OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY May 14, 2009 Ceramics Sculpture 9-12 PROPOSAL: It is proposed that the Board of Education adopt the Ceramics Sculpture 9-12 Curriculum for students in the Owego Apalachin Central School District. DISTRICT COMMITMENT: There are no additional monies required beyond those currently budgeted for in the school year. RECOMMENDATION: It is recommended that the Board of Education adopt the Ceramics Sculpture 9-12 Curriculum for students in the Owego Apalachin Central School District. PREPARED BY: Melanie Murphy, Owego Free Academy Susan Camin, Owego Free Academy Renee Fox, Owego Free Academy (Consultant) PROCESSED BY: Bernard C. Dolan, Jr. Associate Superintendent RECOMMENDED BY: Dr. William C. Russell Superintendent of Schools

2 OWEGO APALACHIN CENTRAL SCHOOL DISTRICT CURRICULUM COVER PAGE Project: X Curriculum: Review and Revision: Full year X Full year Scope and Sequence Half year Half year Modifications Quarter Subject: Visual Arts Course: Ceramics - Sculpture Grade Level(s): 9-12 Duration: X full year course half year course quarter other Written by: Susan Camin and Melanie Murphy Special Education Consultant: Renee Fox Date: March, 2009 Approval Date: 1

3 Owego Apalachin Central School District Subject: Visual Arts 3 Dimensional Course Title: Sculpture 1 Sculpture 1 is a continuation of the 3 dimensional credits and explores a full year of creating 3 dimensional art forms. Sculpture is the art of using materials to transform an idea into a real object. Students taking Sculpture 1 will be covering additive, subtractive and modeling techniques while creating free form sculptures. Students will engage in experiences that encompass art history, art appreciation, art criticism, aesthetics and production. Works produced in this course will lead to the creation of portfolio quality works. Students successfully completing both 3 dimensional courses, Ceramics and sculpture will qualify for the Independent Study for Ceramics and Sculpture 2. STANDARDS Standard 1: Creating Students will engage in the process of participating in the Arts. Standard 2: Knowledge and Using Art Materials and Resources: Students will be knowledgeable about and make use of materials and resources available in the finishing process. Standard 3: Students will respond and analyze various contemporary techniques connecting the individual work with other aspects of human endeavor and thought. Standard 4: Students will understand how other culture s applications of finishes have influenced today s clay sculpture artists. 2

4 Owego Apalachin Central School District Subject: Visual Arts 3 Dimensional Course Title: Sculpture 1 Unit: Nature of Sculpture as an Art Form #/Placement of Unit: 1 Duration: 1 week Established Goals: Stage 1 Desired Results Standard 3: Students will respond and analyze various contemporary techniques connecting the individual work with other aspects of human endeavor and thought. Standard 4: Students will understand how other culture s applications of finishes have influenced today s ceramic artists. Understandings: Students will understand that Sculpture always incorporates 3 dimensions. Sculpture can be defined as the fully developed 3 dimensional form that has volume and mass, occupies space, and interacts with light. All sculpture can be organized into two main categories: in the round and relief. Subcategories include kinetic, installation, and earthworks (environmental). The elements of sculpture include mass, space, form, and light. Sculpture follows the many movements and trends that categorize other art forms. Size and scale, media, craftsmanship, presentation, and immediate setting or environment is factors that influence how we perceive and interpret a sculpture. Essential Questions: What types of art work are included in the category of sculpture? What are the main characteristics of sculpture? How does sculpture relate to other art forms? How do the elements and principles of design apply to sculpture? What characteristics influence how we perceive and interpret sculpture? 3

5 Students will know Students will be able to What type of category a sculpture belongs to, such as assemblage, construction, kinetic, installation, environmental, etc. Today, virtually anything can be used to create a sculpture, from traditional materials to outlandish materials. Limitations of materials in the classroom and how various methods of construction allow or limit a sculptures theme. Categorize sculpture as relief or in the round. Analyze the use of the four elements of sculpture in their own work and in the work of others. Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Power Point and You Tube trailers of sculpture artist s work. Categorize and write down the characteristics of sculpture methods and how they relate to each other. Quiz items multiple choice on characteristics of individual categories of sculpture. Learning Activities: Teams of 2 Example of Activity: Stage 3 Learning Plan Shuffle game Sorting what characteristics belong to each category. Sort and Match - Cards - Category Heading, characteristic (defining words) cards. Visuals of sculptures - Sorting which sculpture belongs to which category. Special Needs: Shuffle Game Word cards for categories and definitive describing words (Word banks). Students may use notes. Visuals of sculptures will then be matched with categories. Groups work together and then check their success using their notes. 4

6 Owego Apalachin Central School District Subject: Visual Arts 3 Dimensional Course Title: Sculpture 1 Unit: Construction Methods of Sculpture #/Placement of Unit: 2 Duration: 3 days Established Goals: Stage 1 Desired Results Standard 3: Analyze and interpret ways that other cultures have explored themes in three dimensional construction methods. Standard 4: Examine works of art and artifacts from the United States cultures and current contemporary artists analyzing subject matter and the media used in the creation of the form. Understandings: Essential Questions: Students will understand that Nearly any material can be used as a medium for sculpture. A sculptor s medium may be determined by size and scale, intended environment, and desired surface. A sculptor s method is often determined by the limitations of the media as well as the size, and desired outcomes. What materials and methods of construction may be used in the construction of sculptural forms, both relief and inthe-round? How do sculptors make selections of media and methods in the production of their work? Students will know Students will be able to Construction methods fall into three main categories: 1. Additive assemblage (clay, metal, found objects) 2. Subtractive- carving (clay, wood, plaster, stone) 3. Modeling-combination of additive and subtractive (clay, found objects, papier mache) Demonstrate the use of all three construction methods in the creation of relief and in-the-round forms. Select methods appropriate for use with specific media and desired outcomes. 5

7 Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Observe how sculpture has moved from traditional methods to an art form that literally can be made from any media. Discuss why they feel some media may or may not be more legitimate and long lasting than others. Discuss why the sculptor s media determines the limitations of the form s size and desired outcomes and how technology has beaten the odds. Discuss the different kinds of sculptures Free form, wall, relief, installations. Students demonstrate their understanding of the 3 processes using clay, found objects and a variety of tools. Groups present a written analysis of how sculptures were created, the type of sculpture and what they thought the artists were communicating. Group evaluation. Learning Activities: Stage 3 Learning Plan Teacher generated Power point presentation of different types of sculpture both realistic and abstract from around the world. Present cultural and today s contemporary artists to show how virtually anything, traditional media, found objects and new plastic resins are being used in the creation of today s sculptures. Hand out a variety of reproductions and have students discuss how they think the sculpture was made in both media and process and what they thought the artist was communicating to the viewer. Using clay, each group may create mini sculptures of a theme using the three construction methods of sculpture. Present to the class and have them evaluate their success and understanding. Special Needs: Activity is an extension of the first lesson and will now have students talk about what the artist s used as media. Students may collectively or individually create a mini sculpture of a simple subject that visually demonstrates what that sculpture would look like in the category they have chosen. Students will use notes they have collected. 6

8 Owego Apalachin Central School District Subject: Visual Arts 3 Dimensional Course Title: Sculpture 1 Unit: Sculpture in the Round #/Placement of Unit: 3 Duration: 4 weeks Create a free form sculpture using clay modeling techniques, such as additive, subtractive and modeling. Established Goals: Stage 1 Desired Results Standard 1: Create and demonstrate how additive, subtractive and modeling techniques in clay and found objects can communicate a message. Standard 2: Understand and develop skills and terms in handling clay mediums and finishes. Understandings: Essential Questions: Students will understand that Sculpture in the round forms can occur with a variety of materials and processes, including additive, subtractive, and modeling. Craftsmanship and the four elements of sculpture can be used as criteria in nearly all sculpture. What are the defining characteristics of sculpture in the round? Why should an artist research their subject theme in order to determine the type of sculpture message (realistic or abstract) they want to express. How are the elements and principles of design used as guidelines in producing an effective sculpture that is understandable to the viewer? What technique or method of approach will be used? Students will know Students will be able to Sculpture in the round is fully three dimensional and maybe viewed from all sides (front, back, left, right). The four elements of sculpture mass, form, space and light. Subject matter and themes will help determine the building strategies used. Clay building demands some of the same building applications as building pottery. Create a themed sculpture that can be realistic or abstract (The essence of an idea, shape or form). Research ideas and create references to fully explore the theme and determine the type of sculpture that will be proposed. Analyze how the four elements of sculpture; mass, form space and light help the sculpture s success. Determine the type of building processes that will be used 7

9 Clay sculptures need uniform walls to successfully dry and fire as a clay form. in the construction, coil, pinch pot, slump, and slab, solid. Identify the additive, subtractive or modeling methods of building. Create detailed drawings of how and what the sculpture will look like and how it may be built. Experience the subtractive technique using a solid medium. Understand how to create uniform walls of a clay sculpture to assure even drying. Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Write and explain the various build methods in clay. Group - Using a subject create a list of 10 ways the theme could look as a sculpture. Research and propose ideas and explain why one is preferred over another. Create drawings/thumbnails of the proposal. Create a finished sketch of the actual size and a cross section and the methods of how it will be built and if it will use found objects to enhance the message. Create a free form sculpture. Research and apply a finish that will compliment the message. Rubric: Content: All criteria have been met. Craftsmanship: Handling of the medium to achieve the chosen effect. Creativity: Inventive, original, distinctive, individual style. Communication: The visual message that is conveyed. Composition: Purposeful arrangement of the art elements and principles. Learning Activities: Stage 3 Learning Plan Review building methods in clay pinch pots, slab, slump, coil, and solid. Teacher Generated Power Point Introduce a variety of sculptures created from a theme. Have students talk about what kind of sculpture it is and what they thought the artist s message then reveal what the artist s interpretation. Have students discuss if they felt the message was successful. Students will pick a subject, propose a variety of messages they want to communicate to the viewer. Research and gather visual references both realistic and sculptor references that will aid in views and ideas to support the message. Create a drawing of the proposal and a breakdown cross section of how the piece will be built. Determine the type of clay (red, grogged or white) (depending on the size) that will be used after looking ahead at the finish that 8

10 will be used for the sculpture. Apply building processes such as scoring and using vinegar and slip to join and attach clay. If building solid, create a template of the front and side image to aid in the subtraction process. Learn to use the loop tools to create uniform walls that will aid in the success of the form. Learn the importance of slow and thorough drying of the art work. Special Needs: The drawings created for this piece is an extension of what was drawn or rendered in Ceramics. Students will collect picture references from a variety of views. This will help them in their planning and let them decide how much of the subject they will include in their proposal. Sample of what this should look like with the breakdown will be available for those that need it. 9

11 Owego Apalachin Central School District Subject: Visual Arts 3 Dimensional Course Title: Sculpture 1 Unit: Surface Decoration and Finishes #/Placement of Unit: 4 Duration: On going Investigate a variety of finishes and found object additives that can be used to create the aesthetic beauty in the message. Established Goals: Stage 1 Desired Results Standard 1: Creating and Engaging in the Process Standard 2: Knowing and Using Art Materials Understandings: Students will understand that A surface decoration on clay without fore thought can overwhelm rather than complement the form of a piece. Finishing Techniques add variety to today s clay sculpture art forms. Finishing Techniques: Texturing the clay surface Over Glaze Under glaze Wood Stains Shoe Polishes Painting Water and Oil Based (oil patina) Collage Mosaic Found Objects Textured Spray Paint Scraffitto technique using under glaze Essential Questions: Why is contemplating a finish while you design and make a piece critical? Why is pre-testing glazes and under glazes critical to the surface finish? When should the beauty of the clay be left to texturing and/or the surface enhanced with oil patinas? How can the use of color make a work seem natural and life like? How does a color scheme lend definition to a work? How can you use historical pieces to influence the type of decoration you will create? When using everyday found objects, in what way will it enhance the ceramic sculpture? 10

12 Students will know Students will be able to Glazing of a piece is only critical if food or beverage is to come in contact with it. Under glazes are liquid mixtures of ceramic stains or ongobes and may be used with or with out a clear over glaze. Under glazes will bind with the clay and the colors will stay true to the applied color. A finish applied with no fore thought can overwhelm rather than complement the form. The beauty of the clay body can be enhanced by texturing, applying oil patinas, or wax. A variety of coverings can be utilized to tell a story and communicate the intent of the form. Surface decoration should enhance the sculpture s form. See what contemporary artists of today are using to create unique finishes on clay sculptures. See what students in the past have used and have been successful with. Make informed decisions on the type of finish that will complement the form. Choose from a variety of finishes available in the class room as well as home. Performance Tasks: If glazed or under glazed Even application. The finish complements the message of the art from. Explanation of why the finish has been chosen. Reflection/critique. Stage 2 Assessment Evidence Other Evidence: Rubric: Content: All criteria have been met. Craftsmanship: Handling of the medium to achieve the chosen effect. Creativity: Inventive, original, distinctive, individual style. Communication: The visual message that is conveyed. Composition: Purposeful arrangement of the art elements and principles. Stage 3 Learning Plan Learning Activities: During the planning and building stage, students will begin to plan what they will use as a finish. Show a Teacher generated Power Point for students to see how others have successfully and unsuccessfully create a finish that complements the sculptural form. Show examples of how mistakes can be corrected and reworked. Students will give an oral explanation of how they will finish the piece and why they chose to use it and then record on their plans, final decisions. 11

13 Resourcefulness Students are allowed to bring in additional materials and stains that they would like to use as their finish. Special Needs: Handouts will be given to all students of examples of found objects. Limitations of certain materials will be given and if certain materials will need special adhesives. 12

14 Owego Apalachin Central School District Subject: Visual Arts 3 Dimensional Course Title: Sculpture 1 Unit: Construction and Assemblage #/Placement of Unit: 5 Duration: 6 weeks The Collaboration/ Installation Project Established Goals: Stage 1 Desired Results Standard 1: Creating and Participating in the Arts. Standard 2: Knowing and Using Art Materials Standard 3: Responding and Using Art Materials and Resources. Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts Understandings: Essential Questions: Students will understand that The Twentieth century saw drastic changes in sculpture. Sculptors began using new materials in revolutionary ways. Artists today use nearly any material to construct 3 dimensional art works. Installation art and collaborative sculptures have impacted the field of sculpture. Installations are sculptures wherein the viewer is a participant or part of the sculptural statement, where as collaboration is the merging of several talents to form one work. The different talents represent different artists involved in the process and creating installations. How is collaboration different and similar to an installation? What is the difference in a construction model vs. an assemblage? How can you combine various form and shapes to create an entirely new and unusual composition? How are assemblage sculptures different or the same as traditionally carved or modeled subjects? How can color unify a work composed of several parts? What makes an assemblage a successful and intriguing art form? Why should an artist make the assemblage-like all artpersonal? How is color and pattern used to unify or create an expressive mood? 13

15 Students will know Students will be able to Papier-mâché is inexpensive, quick to assemble, and light weight and easily moved. That each individual artist will create an integral part of the collaboration. Sculptural constructions are art works made by joining together components of one or a variety of materials (mixed media). Assemblages are sculptures that turn every day, common objects and natural materials into thematic small scale compositions. Understand how installation art and collaborative projects have impacted the field of sculpture. Understand the process of paper and papier mache construction. Be introduced to the tools and techniques of wood construction. Discuss the origins of construction and assemblage. Use wood, found objects, wire, paper, papier mache in the construction process Create new forms by recycling ordinary objects. Create an assemblage sculpture for the collaboration/installation. Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Rubric: Sculpture 1 Create a construction, papier mache and found object assemblage for a sculptural installation. Understand how installation art and collaborative projects have impacted the field of sculpture... Present work up drawing studies and visual references that will be used as well as the types of materials that will be needed in the creation of the sculpture. Write a critique of the work listing the strengths and the weaknesses of the creation. Content: All criteria have been met. Craftsmanship: Handling of the medium to achieve the chosen effect. Creativity: Inventive, original, distinctive, individual style. Communication: The visual message that is conveyed. Composition: Purposeful arrangement of the art elements and principles. Learning Activities: Sculpture 1 Stage 3 Learning Plan Teacher generated Power Point presentation Introduce what an Installation project is and how the sculptural forms relate to the space. Share past collaboration projects of student work and professional installation artists, like Sandy Skogland, Ken Little, Janice Kluge, Jane Ingram and environmental installation artists such Jean Claude Christo, Robert Smithson and Andy Goldsworthy. Present a variety of ideas that students can collectively choose as their installation theme. 14

16 Collect visual imagery of the subject matter from a variety of angles. Analyze how the wire sub structure will look and build a construction of wire and newspaper. Understand how to and apply layers of papier mache to create an outside skin. Create an assemblage finish using recycled found objects, such as paper, found objects, wood, and paint. Paint can be used, but found objects must be a primary covering. Special Needs: All students Installation ideas and a vote. Gathering of references from the Internet, real objects or books. Step by step building procedures. Handouts on information. 15

17 Owego Apalachin Central School District Subject: Visual Arts 3 Dimensional Course Title: Sculpture 1 Unit: Assemblage #/Placement of Unit: 6 Duration: 3 weeks Established Goals: Stage 1 Desired Results Standard 1: Creating Students will engage in the process of participating in the Arts. Standard 2: Knowledge and Using Art Materials and Resources: Students will be knowledgeable about and make use of materials and resources available in the finishing process. Standard 3: Students will respond and analyze various contemporary techniques connecting the individual work with other aspects of human endeavor and thought. Understandings: Essential Questions: Students will understand that The Twentieth century saw drastic changes in sculpture. Sculptors began using new materials in revolutionary ways. Artists today use nearly any material to construct 3 dimensional art works. Heavy constructions tend to be large in scale, exploring volume and open forms and the interplay of positive and negative space. What effect did the work of the Surrealists, Picasso s paintings and Marcel Duchamp have on post- World War 2 sculpture construction? What is the difference between a construction models vs. an assemblage? How can you combine various form and shapes to create an entirely new and unusual composition? How are assemblage sculptures different or the same as traditionally carved or modeled subjects? How can color unify a work composed of several parts? What makes an assemblage a successful and intriguing art form? Why should an artist make the assemblage-like all artpersonal? How is color and pattern used to unify or create an expressive mood? 16

18 Students will know Students will be able to Sculptural constructions are art works made by joining together components of one or a variety of materials (mixed media). Assemblages are sculptures that turn every day, common objects and natural materials into thematic small scale compositions. Understand how installation art and collaborative projects have impacted the field of sculpture. Be introduced to the tools and techniques of wood construction. Discuss the origins of construction and assemblage. Use wood, found objects, wire, paper, papier mache in the construction process Create new forms by recycling ordinary objects. Create an assemblage sculpture. Performance Tasks: Sculpture 2 Create an assemblage using the art work of cultural artist (Recycled, Reseen), artists of the past and contemporary sculptors as an influence. Research and present the artist as a 1 page Power Point that you used to inspire the sculpture. Present work up drawing studies and visual references that will be used as well as the types of materials that will be needed in the creation of the sculpture. Write a critique of the work listing the strengths and the weaknesses of the creation. Learn how found objects can convey a theme or idea. Learn how a combination of objects can establish a new identity in which the whole is greater than the parts. Learn how the color and textures create an aesthetic surface on the form? Stage 2 Assessment Evidence Other Evidence: Rubric: Content: All criteria have been met. Craftsmanship: Handling of the medium to achieve the chosen effect. Creativity: Inventive, original, distinctive, individual style. Communication: The visual message that is conveyed. Composition: Purposeful arrangement of the art elements and principles. Learning Activities: Stage 3 Learning Plan Sculpture 2 - Assemblage Teacher generated Power point presentation Featuring the history of construction and assemblage sculptures. Students will have the opportunity to explore the art work of Deborah Butterfield, Marcel Duchamp, David McCanless, Michael R. Randell and Cindy Harper, etc. Understand that since assemblages can be made from found objects, there is a tremendous amount of freedom in subject 17

19 matter. Notes on possible media that can be used. When a theme is chosen, reflect on the theme and think about what forgotten every day objects could be used. Search for objects that make a specific statement. Study ordinary objects for their texture and form. Objects used can also be raw construction materials, such as lumber, ceramic clay, plaster and so on. Gather visual imagery, sketch ideas, considering the objects you have gathered. Choosing a dominant form or theme in mind will aid in the choice of the objects gathered. Understand that care must be taken when choosing and using adhesives to attach objects. Bindings, nails and screws can also be incorporated into the adhesion process. Decide if you will attach a base or if the sculpture will be stable by itself. Special Needs: Themes Handouts will be given for ideas on using creative thinking (Example: a play on words, a pun or oxymoron, humor in art, or Deborah Butterfield s horses, etc.). Students will again gather visual sources to help in the construction of the piece. Drawings or collage can be used as an avenue to create the idea. Demo on the collage of two subjects. 18

20 Owego Apalachin Central School District Subject: Visual Arts 3 Dimensional Course Title: Sculpture 1 Unit: Sculpture Museum #/Placement of Unit: 7 Duration: 1 week Established Goals: Stage 1 Desired Results Standard 1: Creating Students will engage in the process of participating in the Arts. Standard 2: Knowledge and Using Art Materials and Resources: Students will be knowledgeable about and make use of materials and resources available in the finishing process. Standard 3: Students will respond and analyze various contemporary techniques connecting the individual work with other aspects of human endeavor and thought. Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts. Artistic communication and how the arts in turn shape the diverse cultures of past and present society. Understandings: Essential Questions: Students will understand that The origins of sculpture can be compared and contrasted to the new inventive contemporary sculpture message. Sculpture has a variety of categories from traditional realism to abstract, from serious to humorous, from tiny to monumental, from a room installation to the great outdoors. New media have created an outgrowth of new technology in the creation of sculpture. What does it take to make a sculpture that has value as an art work? What master processes have survived the growing changes of society or have been adapted to recreate what the masters perfected? Why is it important that the artist take a personal approach to why and what they are creating? What did the introduction of assemblages and constructions do for the new era of today s contemporary sculptures? Students will know Students will be able to The type of sculpture they find interesting. How they can high light likeness and differences in media and subject matter of various artists when they compare Highlight artists that they find the most interesting. Choose the category and artists both traditional and non traditional that you will present. 19

21 and contrast in their presentations. How a curator of a museum researches an idea when they are planning an exhibition collection. How to create a catch phrase or title of a show to entice the crowd s attention to come and see a collection. Research and high light why you thought their work was worthy of being shared with the class. Present their findings as a final exam. Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Present a Compare or Contrast Study of sculptural techniques. High light the achievements of sculptural artists Students will take notes on particular artists that they enjoy and research images of the artist s work throughout the course. Students will have choices on what type of sculpture they want to investigate. Present their completed Power point to their peers. Rubric: Cover page Type of presentation created Time era, compare and contrast, etc. Clarity of chosen visuals on the power point. Completed information. Interest Level - Information that was presented showed the researcher looked for something unique to tell the audience and explained why they chose the artists they presented in their museum. Stage 3 Learning Plan Learning Activities: Examples of a Performance Task Students could: Present a variety of artists that represent the different styles and methods of sculptural art. Artists chosen could be traditional vs. contemporary as a compare and contrast of the same theme, category or materials. Artists chosen could highlight a particular kind of sculpture thematically grouped such as a variety of installation artists. Museum Presentation: Presentations should start with a title page which could be a historic building that they would like their museum to reside in. Students could have the opportunity to create a museum that houses their favorite artists. Each room in the museum could house a selection of artists with an explanation of why they choose who they did and what type of sculptural forms they are drawn to. Each page could present work by the chosen artists and information bullets about the artist, the type of sculpture they created, the time period and something uniquely interesting they found out about the artist, art work, or media they worked in. Power point could be presented to their fellow classmates and a teacher generated rubric could be used by both students and teacher as their final exam. 20

22 Special Needs: Museum Presentation Examples of student work from the past will be presented. Step by step instructions for criteria. High resolution images and how to find the right visual will be listed in the hand out. T charts or spider diagrams will be used to gather information for the presentation. 21

23 Owego Apalachin Central School District Subject: Visual Art - 3d Course Title: Ceramics Students taking Ceramics 1 will be covering the pinch method, coil method, slab and slump method, a combination of methods, and free standing sculpture. Students will learn about different types of glazing techniques, and how the firing process works. Students will engage in experiences that encompass art history, art appreciation, art criticism, aesthetics and production. Works produced in this course will lead to the creation of portfolio quality works. Unit: Nature and Function of Ceramics #/Placement of Unit: 1 Duration: 1 week Established Goals: Stage 1 Desired Results Standard 2: Knowledge and Using Art Materials and Resources: Students will be knowledgeable about and make use of materials and resources available for participation in the arts. Standard 3: Responding and Analyzing Works of Art: Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts: Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. Understandings: Essential Questions: Students will understand that The field of ceramics deals with objects made primarily from clay. Ceramic objects may be functional, decorative or expressive. Even early ceramic works demonstrate their creators were interested in the decorative, ornamental, and expressive potential of their medium. Many ceramic objects can be seen as archaeological records that provide documentation of cultures and time periods. The 1950 s marked a general turning point in the art world What objects are included in the category of ceramics? What role has the art and craft of ceramics played through history and across cultures? What is the relationship of ceramics to other art forms? How do ceramicists make decisions about the forms they create? What processes are employed to form clay into finished objects? How are judgments made about the quality and importance of ceramic objects? 22

24 when ceramics and other crafts became more widely accepted as legitimate art forms. Students will know Students will be able to Clay goes through many stages in the process of becoming a finished ceramic object, including leather hard, green ware, bisque ware, and glaze ware. Major processes used in working with clay include wedging, firing, coil, slab and slumping. When making decisions about form, ceramic artists must determine whether their intended product will be primarily utilitarian, decorative, or expressive. Make decisions about the creation of forms based on historical reference, personal aesthetics, and utilitarian, decorative, or expressive intent. Make judgments about the quality of ceramic objects using appropriate criteria and vocabulary. Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Rubric: View art work from current ceramic artists and compare this to other cultural contributions. Learn about ancient ways of creating pottery and recreate them in the classroom. Coil incised pottery- Construct a well supported interpretation using problem solving and cultural context. Use appropriate art terminology when discussing their own works and works of others. Demonstrate the ability to make informed judgments about the characteristics, functions, meaning, and purposes of art and artifacts. Content: All criteria have been met. Craftsmanship: Handling of the medium to achieve the chosen effect. Creativity: Inventive, original, distinctive, individual style. Communication: The visual message that is conveyed. Composition: Purposeful arrangement of the art elements and principles. Stage 3 Learning Plan 23

25 Learning Activities: Power point that will introduce pottery from other cultures vs. today s ceramicists. Posters of pottery from other cultures. DVD or streaming video on creation of pottery in other cultures. Example of a Performance Task: You are teaching a class on art culture through a simulation project. Divide the students into 2 groups, the Greeks and the Navajos. Students view images of their cities, lifestyle, and culture. They are to only speak to the people in their group. They must create a piece of pottery based on theme/ideas from their assigned culture. When complete students will come together and discuss and view similarities and differences in their pottery based on how they were influenced by their specific cultures. Special Needs: Handouts will be available for all students explaining in detail the steps of the lessons. T charts for organizing ideas and compare and contrast activities. When splitting into groups, smaller sub divisions will be created of 3 4 students. Art work created can be both drawings of the type of pottery and 3 dimensional forms created. Handouts will include visuals of hand building techniques Note: Handouts are broken down into steps and help both students to understand the processes explained. Further explanation will be given for the student if needed throughout the course. 24

26 Owego Apalachin Central School District Subject: Visual Art 3d Course Title: Ceramics Unit: Understanding Textural Surfaces #/Placement of Unit: 2 Duration: 1 ½ - 2 weeks Established Goals: Stage 1 Desired Results Standard 1: Create and demonstrate how additive and subtractive techniques can alter the surface of clay. Standard 2: Understand and develop skills and terms in handling clay mediums and finishes. Standard 3: Analyze and interpret ways that other cultures have explored textured themes in clay. Standard 4: Examine works of art and artifacts from the United States cultures and current contemporary artists use surface textures. Understandings: Essential Questions: Students will understand that Using a variety of tools and techniques can alter the aesthetic beauty of a clay form. Means of texturing is limited only by the artist s imagination. In what ways can the use of additive and subtractive clay techniques alter the surface quality of clay? How can texture clay be used in good taste? What have potters in the past used to create textures? Students will know Students will be able to Textures can be extremely handsome if used with restraint and good taste. That texturing pottery, especially hand built, can cover imperfections and strengthen the joints as well as cover them in hand built pottery. Create designs that are easily impressed into a soft surface. Use a variety of natural/manmade objects and tools to create surface patterns. Look at time periods such as Art Nouveau and cultural designs for inspiration. 25

27 Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Create a clay surface using the slab method. Understand the complexity and surface depth of the textural surface and how it interacts with finishes. Create a unified design using the principles of art: texture, balance, emphasis, repetition and unity. Determine how successful the patterns of designs were created using textures. Observation though out unit. Participation, effort, following directions, and listening skills. Rubric: Content: All criteria have been met. Craftsmanship: Handling of the medium to achieve the chosen effect. Creativity: Inventive, original, distinctive, individual style. Communication: The visual message that is conveyed. Composition: Purposeful arrangement of the art elements and principles. Learning Activities: Stage 3 Learning Plan 1. Power point: How pottery can be enhanced with the use of additive and subtractive methods. Examples of cultural and contemporary hand built pottery using textured surfaces. 2. Demonstration on rolling a slab of clay and handling. 3. Research ideas from past art periods. Example: Art Deco reliefs and asymmetrical and symmetrical designs) 4. Demonstrate; experiment and create textured surfaces using found objects and tools. 5. Understand why an air vent is critical to the 3 week drying process and the bisque firing of the clay. 6. Observe from samples what different textural glazes will do on clay bodies. 7. Experiment with finishes such as under glaze, glaze and stains. 8. Evaluate the effectiveness of the tools used to enhance the design created. Possible Problems: Slab projects - Individual tiles, possible wall installation using group effort. Special Needs Accommodations: 1. This is a tactile course that requires drawing of the proposed objects and involves hand work using the clay. 2. Depending on the project, some templates will be provided for given project problems. 3. Visual posting of expected outcomes and rules will be posted in the room. 26

28 Owego Apalachin Central School District Subject: Visual Arts -3d Course Title: Ceramics Unit: Practices: Introducing the Slump Mold #/Placement of Unit: 3 Duration: 5 weeks Established Goals: Stage 1 Desired Results 1. Standard 1: Create art works in which the slump mold is used as a construction method. Demonstrate an increasing level of understanding in the characteristics of clay and subtractive relief. Develop a better understanding of the use of glaze and under glaze. Understandings: Essential Questions: Students will understand that Ideas grow from visual resources and time periods that demonstrate the relief process. Forms can easily be created using slabs/slump construction techniques. Finishes have an impact on the final aesthetic beauty of the piece. What is the difference between a high versus low relief? How can works of art inspire ideas in the design process? Example: MC Escher s prints How can the slump process be used on/with pottery? Why are finish choices important in the final presentation of the piece? Students will know Students will be able to The importance of the design process. How to create a finished form using the slump process. Terms relating to the process, such as leather hard, carving, relief, finishing, etc. The various ceramic tools and their use. Finishes come in a variety of forms.. Create a variety of ideas from historical and contemporary sources... Learn how to use the slump mold process. Understand the different stages of clay dryness for the type of technique relief or additive used. Understand finishes aesthetically and how they are used today. 27

29 Performance Tasks: Research and apply ideas from past art works. Create a workable design that keeps the viewer interested. Apply hand building methods such as slab, slump, and pinch. Create a low relief in the leather hard surface of the clay. Stage 2 Assessment Evidence Other Evidence: Rubric: Content: All criteria have been met. Craftsmanship: Handling of the medium to achieve the chosen effect. Creativity: Inventive, original, distinctive, individual style. Communication: The visual message that is conveyed. Composition: Purposeful arrangement of the art elements and principles. Learning Activities: Stage 3 Learning Plan Create an art work such as sphere over a form in which students apply slab and slump methods of building. The creation of the sphere will allow students to also cut the sphere from the form and learn how to rejoin two pieces of clay using slip and/or vinegar. Research design artists such as MC Escher and from art period such as the Art Nouveau and Art Deco; create a design, based on their influence as a jumpstart for creativity. Create a series of design drawing that will be used for the low relief carving process. Refine craftsmanship in the finished relief and understand the firing process of a closed, hollow art form. Understand glaze properties on various clay bodies and their influence on the design. Special Needs: Posters in the classroom Glaze examples such as under glaze, gloss glaze, matt, stone textured, alligator and Crystallex. Step by step demonstrations. Handouts of clay relief and periods of art, such as the Art Deco period. Physical glaze samples on white and red clay. Guided practice - Templates and a completed drawing exercise for the sphere to show how the top and side of the sphere should be illustrated will be provided. 28

30 Owego Apalachin Central School District Subject: Visual Arts 3d Course Title: Ceramics Unit: Vessel 1: The Practice OF Hand Built Forms #/Placement of Unit: 4 Duration: 3 weeks Established Goals: Stage 1 Desired Results Standard 1: Creating and engaging in the process of hand building clay objects in the class room. Standard 2: Knowing and Using Art Materials Understandings: Essential Questions: Students will understand that Hand built methods of pottery construction has been around for hundreds of years. Planning is half the battle. How composition is applied to a 3 dimensional form. Application of learned drawing and shading skills will aid them in their planning. The art of crafts was for the work to have a function. Why is it important to plan the construction and draw the overall appearance of the proposal? How have methods of construction in clay evolved over time? What hand building techniques are employed in the creation of ceramic forms? How do ceramicists make decisions about which techniques to use in creating ceramic forms? How do basic principles of design apply to the construction of hand built ceramic forms? How can selecting a finish create a visual message? Students will know Students will be able to Basic hand building methods include pinch, coil and slab. Techniques can be used alone or in combination. The pinch method is the earliest known construction method using clay. Coil methods followed, then slab, and finally the use of simple machinery to create extruded forms. Innovations in constructing in clay advanced to meet the growing needs of advancing societies. Manipulate pinch, coil and slab to construct a variety of ceramic vessels. Select appropriate techniques to achieve an intended functional outcome. Demonstrate quality craftsmanship (including appropriate wall thickness, properly joined components, a controlled surface, and a well balanced form) using each technique. Select and combine techniques effectively to create 29

31 This progression provides us with archaeological reference. Each technique has its own benefits and limitations for form and function. Selection of techniques depends on aesthetic, functional, and expressive intent. ceramic forms that accomplish intended aesthetic, functional and expressive intent. Create ceramic forms that make effective use of design principles. Performance Tasks: Manipulate pinch, coil and slab to construct a variety of ceramic vessels. Select appropriate techniques to achieve an intended functional outcome. Demonstrate quality craftsmanship (including appropriate wall thickness, properly joined components, a controlled surface, and a well balanced form) using each technique. Select and combine techniques effectively to create ceramic forms that accomplish intended aesthetic, functional and expressive intent. Create ceramic forms that make effective use of design principles. Stage 2 Assessment Evidence Other Evidence: Rubric: Content: All criteria have been met. Craftsmanship: Handling of the medium to achieve the chosen effect. Creativity: Inventive, original, distinctive, individual style. Communication: The visual message that is conveyed. Composition: Purposeful arrangement of the art elements and principles. Learning Activities: Stage 3 Learning Plan Stage 1 - Create a small vessel, such as a mug. Provide an opportunity for the students to create a small vessel using, pinch, coil, and slab building methods. Students will apply the process of scoring the clay surface and joining the clay surfaces together with vinegar and/or slip. Students will strive to recreate their 2 dimensional drawings into a 3 dimensional form. Craftsmanship in the building process will be a mainstay as they use the methods of construction. Balance and the use of design will be a mainstay in their 3 dimensional compositions. Creativity is encouraged as they apply learned techniques of additive and subtractive sculpting. Application of food safe glazes will be discussed and demonstrated. Students will understand how to correct poor glaze choice or poor applications. Students will self evaluate their practice piece and complete a teacher generated evaluation on the clay ware. 30

32 Special Needs: Rubric will be a numerical check off - list of how well the students did on covering the building methods and the craftsmanship of the piece. Extra points will be awarded for those that went beyond the practice of building the mug to obtain a more creative approach, such as adding features and creating a more thematic piece. Examples will be shown of what other students have done in the past. 31

33 Owego Apalachin Central School District Subject: Visual Arts 3d Course Title: Ceramics Unit: Vessel 2: Creating a Functional Clay Ware #/Placement of Unit: 5 Duration: 9 10 weeks Established Goals: Stage 1 Desired Results Standard 1: Creating and engaging in the process of hand building clay objects in the class room. Standard 2: Knowing and Using Art Materials Understandings: Students will understand that Hand built methods of pottery construction has been around for hundreds of years. New ideas and creations begin by looking at the old. Planning is half the battle. How composition is applied to a 3 dimensional form. Application of learned drawing and shading skills will aid them in their planning. The art of crafts was for the work to have a function. Essential Questions: Why is it important to plan the construction and draw the overall appearance of the proposal? How have methods of construction in clay evolved over time? What hand building techniques are employed in the creation of ceramic forms? How do ceramicists make decisions about which techniques to use in creating ceramic forms? How do basic principles of design apply to the construction of hand built ceramic forms? How can selecting a finish create a visual message? 32