Greeley-Evans School District 6 High School Ceramics I Curriculum Guide Unit: Hand building (Pinch, Coil, Slab, Extruder) Timeline: 9 weeks

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1 High School Unit: Hand building (Pinch, Coil, Slab, Extruder) Timeline: 9 weeks Enduring Concept: The ability to discern multiple solutions to hand building methods, technologies and processes Grade Level Expectations (GLE) Vocabulary: 1. Observe and Learn to Comprehend Form Texture Movement Design 1.1. Visual art has inherent characteristics and expressive features Craftsmanship Glaze Firing Bisque 1.2. Historical and cultural context are found in visual art Kiln Cold Finish Slip n Score Stages of clay 1.3. Art and design have purpose and function Functional Non-functional Part of a pot Subtractive 2. Envision and Critique to Reflect 2.4. Critique personal work and the work of others with informed criteria Additive Tool: 3. Invent and Discover to Create Wire Cutter Needle Tool Sponge Wood Tool 3.1. Demonstrate competency in traditional and new art media, and apply appropriate and Loop Tool Rolling Pin Extruder Found objects available technology for the expression of ideas Potter s Wheel Kiln Cones Slab roller 3.2. Assess and produce art with various materials and methods Pug mill 3.3. Make judgments from visual messages 4. Relate and Connect to Transfer Inquiry Question(s): (From the standards document) How do various cultures experience and define art? What is considered art? What is the purpose of art? What differentiates art-making technologies? What problem-solving skills are employed in making works of art? How is value assigned to art? Assessments Possible Performance Tasks: Bowls Boxes Drinking vessels Pouring vessels Bottles Lidded forms Vase Sculptural forms Evidence Outcomes 1.1. a. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.2. f. Analyze the reasons to avoid replication, interpretation, or illustration of images or icons that are culturally sensitive such as kachina dolls, and Navajo sand painting 1.3. c. Interpret the purposes of art across time, culture, and diversity, and be mindful Page 1 of 3

2 Other Assessments: Criterion Based Assessment Rubric Critiques: Self Group Verbal Written High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb of cultural sensitivities 3.1. a. Articulate ideas that can be expressed in traditional, advanced, and evolving media 3.2. a. Skillfully use a variety of techniques and media to create works of art 3.3. b. Interpret similarities and differences in artistic decision making Instruction Demonstrations Experimentation Planning and revision Graphic organizers Socratic Seminar Modeling Collaboration Cornell Notes/handouts Sketching/ journaling Visuals Peer Feedback Peer teaching Problem solving Presentation Critique Continued Practice Mind maps Resources: Printed and digital Site available equipment Visiting Artists Student generated research and investigation Page 2 of 3

3 High School Unit: Culminating Symbolic Vessel Timeline: 4 weeks Enduring Concept: The students personal artistic process can lead to unforeseen, unpredictable, and unique outcomes. Grade Level Expectations (GLE) Vocabulary: 2.1 Reflective strategies are used to understand the creative process Form Texture Movement Design 2.2 A personal philosophy of art is accomplished through use of sophisticated language and Craftsmanship Glaze Firing Bisque studio art processes Kiln Cold Finish Slip n Score Stages of clay 2.3 Interpretation is a means for understanding and evaluating works of art Functional Non-functional Part of a pot Subtractive 4.1 The work of art scholars impacts how art is viewed today Additive Wedging Centering Forming 4.2 Communication through advanced visual methods is a necessary skill in everyday life Opening Pulling Trimming Finishing 4.3 Art is a lifelong endeavor Raku Cone06-10 convergent divergent Inquiry Question(s): (From the standards document) To what extent does a work of art depend on the artist s or the viewer s point of view? How and why is art used as a vehicle for communication? Tools: Wire Cutter Needle Tool Sponge Wood Tool How do underlying structures unconsciously guide the creation of art works? Loop Tool Rolling Pin Extruder Found objects Why create? Potter s Wheel Kiln Cones Slab roller Why do artists produce preliminary plans? How and why is art used as a vehicle for communication? To what extent does good design integrate form with function? How is art used in everyday life? Pug mill Assessments Evidence Outcomes Possible Performance Tasks: 2.1. a. Explain the process of critique using the progression of description, analysis, interpretation, and Student Generated List: evaluation Possible examples 2.1.b. Communicate and defend reasons for opinions about the intentions (successful or not) of a work Tea Pot Platter of art Challis Shrine 2.2. b. Document and apply investigations into a range of traditional and nontraditional studio practices Urn Mask to personal expression Alter piece Head gear 2.3. b. Demonstrate fluency in using critique vocabulary to assess personal works of art and the others Trophy works of art Other Assessments: 4.1. b. Discern the value of works of art based on historical significance, craftsmanship, cultural Criterion Based Assessment Rubric context, and originality using appropriate, domain specific terminology that honors sensitive traditions Critiques: 4.2. a. Use sketches, plans, and models to create and/or design a functioning work of art Self Group 4.2. b. Explain the personal influences shape the creation of functioning art Verbal Written 4.3. a. Compare and contrast the roles of artists and designers in historical and contemporary context High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb Page 3 of 3

4 Instruction Demonstrations Experimentation Planning and revision Graphic organizers Socratic Seminar Modeling Collaboration Cornell Notes/handouts Sketching/ journaling Visuals Peer Feedback Peer teaching Problem solving Presentation Critique Continued Practice Mind maps Resources: Printed and digital, Site available equipment, Visiting Artists, Student generated research and investigation Page 4 of 3

5 High School Unit: Wheel Throwing Timeline: 4 weeks Enduring Concept: The student recognizes, interprets and validates the creative process that builds on the development of skills, production, perseverance and patience through the specific process of wheel throwing. Grade Level Expectations (GLE) Vocabulary: 1.1. Visual art has inherent characteristics and expressive features Form Texture Movement Design 1.2. Historical and cultural context are found in visual art Craftsmanship Glaze Firing Bisque 1.3. Art and design have purpose and function Kiln Cold Finish Slip n Score Stages of clay 2.4. Critique personal work and the work of others with informed criteria Functional Non-functional Part of a pot Subtractive 3.1. Demonstrate competency in traditional and new art media, and apply appropriate Additive Wedging Centering Forming and available technology for the expression of ideas Opening Pulling Trimming Finishing 3.2. Assess and produce art with various materials and methods 3.3. Make judgments from visual messages Raku Cone Transfer the value of visual arts to lifelong learning and the human experience Wheel Throwing Tool: Inquiry Question(s): (From the standards document) Wire Cutter Needle Tool Sponge Wood Tool What other ways are there to analyze and discuss works of art beyond the characteristics Loop Tool Rolling Pin Extruder Found objects and expressive features of art and design? Potter s Wheel Kiln Cones Slab roller How does context affect works of art? How do different cultures manifest the purposes of art? How does creating art differ from viewing art? How can an artist create works of art through combining, expanding, and sequencing? To what extent does good design integrate form with function? Pug mill Assessments Possible Performance Tasks: Bowls Pouring vessels Drinking vessels Lidded forms Bottles Handled Forms Vase Other Assessments: Criterion Based Assessment Rubric Critiques: Self Group Verbal Written High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb Evidence Outcomes 1.1. a. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.2. a. Analyze visual arts traditions 1.3. a. Investigate and articulate the aims of disparate art practices and traditions 3.1. b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 3.2. a. Skillfully use a variety of techniques and media to create works of art 3.2. b. Discern and articulate the quality of personal works of art using a variety of reflective processes 3.3. c. Discuss and debate how society has come to value some works of art over others 4.3. c. Outline required training for one s individual career goals Page 3 of 3

6 Instruction Demonstrations Experimentation Planning and revision Graphic organizers Socratic Seminar Modeling Collaboration Cornell Notes/handouts Sketching/ journaling Visuals Peer Feedback Peer teaching Problem solving Presentation Critique Continued Practice Mind maps Resources: Printed and digital, Site available equipment, Visiting Artists, Student generated research and investigation Page 3 of 3