NEPTUNE TOWNSHIP SCHOOL DISTRICT Ceramics I Curriculum Grades 9-12 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ 07753-4836 February 28, 2018 Document C1#1
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
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
NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ 07753 An Affirmative Action Equal Opportunity Employer 2018
NEPTUNE TOWNSHIP SCHOOL DISTRICT CERAMICS I 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 Decorative Techniques... 2 Handbuilding Techniques... 9 Sculptural Form... 16
NEPTUNE TOWNSHIP SCHOOL DISTRICT Ceramics I Acknowledgements The Ceramics I 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 I 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
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
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
CERAMICS I CURRICULUM COURSE DESCRIPTION (5 Credits) Ceramics I is a hands on course, which explores the elements and principles of art through the creation and decoration of traditional hand-built pottery and sculptural forms using clay and other modeling materials. Projects are planned to help a student examine, create and develop an understanding of materials, techniques, and their cultural significance. Examples of the skills they will develop are creating pinch pots, coil pots, slab-built forms, and joining techniques. These basic concepts will then be combined in the creation of more complex forms, and freestanding sculptural forms. A variety of decorative techniques will be introduced and planned to meet the particular challenges associated while working in the round. This course is for the novice potter and sculptor who has an interest in visual art and some facility in planning and executing works of visual art. Prerequisites Successful completion of Foundations of Visual Art OR Recommendation of the Department based on a Visual Art Portfolio Review iv
Pacing Guide Sequence Suggested Timeframe Activity Notes 1 Duration of Course Decorative Techniques This will be woven into all projects during the course. 2 About 6 projects Handbuilding Techniques 3 TBD by school Midterm Exam Department created: Majority of exam will consist of the creation of Visual Art, in addition to responding/critiquing the visual arts. 4 About 2 to 4 projects Handbuilding Techniques (continued) 5 3 to 5 projects 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
Unit Plan Title Suggested Time Frame Decorative Techniques Ongoing and continuous Overview / Rationale Decoration of ceramic forms can take on a myriad techniques and applications. It is as varied as the forms upon which they reside. Decoration through color, texture, line, and shape, is a very personal aspect and individualized to the style and skill of the artist creating these marks. Trial and error, careful planning, happenstance, are all hallmarks of the rich history of the decorative effects of ceramic forms. This unit is the beginning point of this journey. Experience is the true teacher and only through experimentation, can the vast opportunities for self-expression be realized and begun to be controlled. Traditional and experimental effects will be introduced as a means to gain a glimpse of what is possible in this most personal process of decorating the forms created during the hand-building unit. 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 Demonstrate an understanding of the elements of art particular to decorating threedimensional 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. 2
National Core Art Standards for Visual Arts Students who successfully complete this course will meet the High School Accomplished standards. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. VA:Cr1.1.IIa Investigate - Individually or collaboratively formulate new creative Planning VA:Cr1.2.IIa Investigate - Planning problems based on student s existing artwork. Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design. Anchor Standard 2: Organize and develop artistic ideas and work VA.Cr2.1.IIa Investigate Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form. VA.Cr2.2.IIa Investigate Demonstrate awareness of ethical implications of making and distributing creative work. VA.Cr2.3.IIa Investigate Redesign an object, system, place, or design in response to contemporary issues. Anchor Standard 3: Refine and complete artistic work. VA:Cr3.1.IIa Reflect - Refine - Continue Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision. Artistic Strand: Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. VA:Pr4.1.IIa Select Analyze, select, and critique personal artwork for a collection or portfolio presentation. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. VA:Pr5.1.IIa Analyze Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place Anchor Standard 6: Convey meaning through the presentation of artistic work. VA:Pr6.1.IIa Share Make, explain, and justify connections between artists or artwork and social, cultural, and political history. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work VA:Re.7.1.IIa Perceive Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments. VA:Re.7.2.IIa Perceive Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re.8.IIa Analyze Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works. Anchor Standard 9: Apply criteria to evaluate artistic work. 3
VA:Re.9.IIa Interpret Determine the relevance of criteria used by others to evaluate a work of art or collection of works Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. VA:Cn10.1.IIa Synthesis Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding VA:Cn11.1.IIa Relate Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts 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 4
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? Knowledge: Students will know Procedures for using various tools in decorating ceramics. A variety of methods for decorating ceramics. The historical significance of decorated ceramic forms. The importance of safety while designing and decorating ceramics. Possible career choices in the arts, focusing on working with clay and sculpture. The meanings of relevant vocabulary for ceramic decoration. How to make informed aesthetic judgments concerning ceramic decoration. The firing process and its effect on ceramic decoration. 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 ceramic 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. Develop a personal style and set of preferences in regard to ceramic decoration Complete projects which exhibit good craftsmanship. Follow all safety rules. Demonstrate knowledge of vocabulary of ceramic decoration 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
9.1 X X 9.2 X X X Personal Financial Literacy Income and Careers Money Management Credit and Debt Management Planning, Saving, and Investing Becoming a Critical Consumer Civic Financial Responsibility Insuring and Protecting Career Awareness, Exploration, and Preparation Career Awareness Career Exploration Career Preparation ETA ETA E ETA E ETA E ETA ET E ET E CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. 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. Student Resources Primary Source Readings Decorating Pottery: with clay, slip, and glaze. F. Carlton Ball, A Ceramics Monthly Handbook, 1967 Secondary Source The Practical Potter: a step by step handbook, Josie Warshaw, Readings Hermes House, 1999 Scholastic Art Magazine, Scholastic Inc. Supporting Text pages Appropriate Visual Art Supplies and reference materials at the discretion of the instructor with the approval of administration. Teacher Resources Texts: Ceramic Sculpture by John B. Kenny (Chilton Book Co., 1953) 6
Finding One s Way With Clay by Paulus Berenson (Simon & Schuster, 1972) The Horizon Book of the Arts of China by the editors of Horizon Magazine, 1969 30,000 years of Art, y the editors of Phaidon Press Inc. 2007 Supplemental Workbooks: Decorating Pottery: with clay, slip, and glaze. F. Carlton Ball, A Ceramics Monthly Handbook, 1967 Websites: wwwyoutube.com www.ceramicartsdaily.org www.incredibleart.org www.artsednow.com www.artlex.org www.metmuseum.org www.artmuseum.princeton.edu www.groundsforsculpture.org www.eceramicsupply.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. Stage 2 Assessment Evidence Performance Task(s) may include: Other Evidence: Formative: Firing Greenware Aesthetic Analysis Responses Firing Bisque-Ware Demonstration Participation Glaze Materials Guided Practice Glazing Greenware Collaborative Learning Activities Glazing Bisque-Ware Engobes on Leather Hard Clay Feedback Sessions Sgraffito Class Critiques Slip Trailing Notebooks Resists [Wax, Paper] Do Now Activities Sponging Quizzes Incised Designs Summative: Department Created Rubrics Department Created Summative Assessments Instructional Strategies Suggested Learning Activities Stage 3 Learning Plan Demonstrations Guided Practice Projects Descriptions 7
Modifications Exercises Modeling Homework Class Discussion Notebooks/Portfolios Field Trips Exhibitions of Student Work Classwork Critiques Lectures Do Now 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
Unit Plan Title Suggested Time Frame Handbuilding Techniques Approximately eight to ten projects Overview / Rationale Handbuilding takes the raw material of clay, through manipulation with one s hands, to create a variety of simple and complex forms. These various forms are expressed through the handbuilding techniques. By mastering the basic techniques it is possible to express oneself artistically with the medium. By combining the techniques together more complex forms are possible with even greater possibilities for self-expression. To successfully build simple and complex forms requires a deep understanding of proper techniques for joining the material and the various states the material goes through as it dries as well as how to maintain and control the plasticity of the clay. By the end of this unit students will be able to: Demonstrate an understanding of the elements of art 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 ceramic artwork. Communicate an understanding of what constitutes a high level of craftsmanship in ceramics. Demonstrate the proper care and use of equipment, using approved safety practices. 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
National Core Art Standards for Visual Arts Students who successfully complete this course will meet the High School Accomplished standards. Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. VA:Cr1.1.IIa Investigate - Individually or collaboratively formulate new creative Planning VA:Cr1.2.IIa Investigate - Planning problems based on student s existing artwork. Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design. Anchor Standard 2: Organize and develop artistic ideas and work VA.Cr2.1.IIa Investigate Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form. VA.Cr2.2.IIa Investigate Demonstrate awareness of ethical implications of making and distributing creative work. VA.Cr2.3.IIa Investigate Redesign an object, system, place, or design in response to contemporary issues. Anchor Standard 3: Refine and complete artistic work. VA:Cr3.1.IIa Reflect - Refine - Continue Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision. Artistic Strand: Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. VA:Pr4.1.IIa Select Analyze, select, and critique personal artwork for a collection or portfolio presentation. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. VA:Pr5.1.IIa Analyze Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place Anchor Standard 6: Convey meaning through the presentation of artistic work. VA:Pr6.1.IIa Share Make, explain, and justify connections between artists or artwork and social, cultural, and political history. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work VA:Re.7.1.IIa Perceive Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments. VA:Re.7.2.IIa Perceive Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re.8.IIa Analyze Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works. 10
Anchor Standard 9: Apply criteria to evaluate artistic work. VA:Re.9.IIa Interpret Determine the relevance of criteria used by others to evaluate a work of art or collection of works Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. VA:Cn10.1.IIa Synthesis Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding VA:Cn11.1.IIa Relate Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts 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. What role does persistence play in revising, refining, and developing work? 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 11
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? 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 pottery. The importance of safety while designing pottery. Possible career choices in the visual arts, specifically working with clay and sculpture. The meanings of relevant pottery vocabulary. How to make informed aesthetic judgments concerning pottery. The Drying process and how to maintain plasticity. 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. Make 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. Demonstrate knowledge of pottery vocabulary and be able to use it orally, in written assignments, and on tests. 9.1 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 Personal Financial Literacy CRP1. Act as a responsible and ETA contributing citizen and employee. 12
X X 9.2 X X X Income and Careers Money Management Credit and Debt Management Planning, Saving, and Investing Becoming a Critical Consumer Civic Financial Responsibility Insuring and Protecting Career Awareness, Exploration, and Preparation Career Awareness Career Exploration Career Preparation ETA E ETA E ETA E ETA ET E ET E CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. 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 Making Pottery Without a Wheel, F. Carlton Ball and Janice Lovos, Van Nostrand Reinhold Company, 1965 The Complete Book of Pottery Making, 2nd. Edition, John B. Kenny, Chilton Book Company, 1976 Ceramics: A Potter s Handbook, 4th Edition, Glenn C. Nelson, Holt, Rinehart, and Nelson, 1978 The Practical Potter: a step by step handbook, Josie Warshaw, Hermes House, 1999 Scholastic Art Magazine, Scholastic Inc. Appropriate Visual Art Supplies and reference materials at the discretion of the instructor with the approval of administration. 13
Teacher Resources Texts: Ceramic Sculpture by John B. Kenny (Chilton Book Co., 1953) Finding One s Way With Clay by Paulus Berenson (Simon & Schuster, 1972) The Horizon Book of the Arts of China by the editors of Horizon Magazine, 1969 30,000 years of Art, y the editors of Phaidon Press Inc. 2007 Supplemental Workbooks: Throwing on the Potter s Wheel, Thomas Sellers, Ceramics Monthly handbook, 1960 Websites: wwwyoutube.com www.ceramicartsdaily.org www.incredibleart.org www.artsednow.com www.artlex.org www.metmuseum.org www.artmuseum.princeton.edu www.groundsforsculpture.org www.eceramicsupply.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 Stage 2 Assessment Evidence Performance Task(s) may include: Other Evidence: Simple Pinch Pot[s] Cluster Pots/Repeating Forms Combined Pinched Forms Graduated Pinch Pots Structural Coil Pots Decorative Coil Pots Exposed Coil Pots and Forms Large Symmetrical Form[s] Flaring and Tapering Forms Slab built forms Slab Constructions using Templates Tiles Food Safe Forms [cups and bowls] Formative 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 Stage 3 Learning Plan 14
Instructional Strategies Suggested Learning Activities Modifications Descriptions Demonstrations Guided Practice Projects Exercises Modeling Homework Class Discussion Notebooks/Portfolios Field Trips Exhibitions of Student Work Classwork Critiques Lectures 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. 15
Unit Plan Title Suggested Time Frame Sculptural Forms Approximately three to five projects Overview / Rationale Clay is one of the finest materials for sculpture that has ever existed. Once one has an understanding of the basic nature of clay and how it performs during the various states of plasticity it is possible to make small simple sculptures directly from the material. After an extensive study of the hand-building techniques one can build larger and much more complex forms three dimensionally. Through the additive and subtractive techniques a high degree of finish and expression is possible using just the fingers and a few simple tools. Low and high relief carving, small sculptural forms, and large freestanding forms using a variety of sculptural techniques and methods will be introduced. 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 of a variety of ceramic forms. Utilize specific additive and subtractive techniques to create three dimensional 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 Accomplished standards. Artistic Strand: Creating 16
Anchor Standard 1: Generate and conceptualize artistic ideas and work. VA:Cr1.1.IIa Investigate - Planning Individually or collaboratively formulate new creative problems based on student s existing artwork. VA:Cr1.2.IIa Investigate - Planning Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design. Anchor Standard 2: Organize and develop artistic ideas and work VA.Cr2.1.IIa Investigate Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form. VA.Cr2.2.IIa Investigate Demonstrate awareness of ethical implications of making and distributing creative work. VA.Cr2.3.IIa Investigate Redesign an object, system, place, or design in response to contemporary issues. Anchor Standard 3: Refine and complete artistic work. VA:Cr3.1.IIa Reflect - Refine - Continue Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision. Artistic Strand: Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. VA:Pr4.1.IIa Select Analyze, select, and critique personal artwork for a collection or portfolio presentation. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. VA:Pr5.1.IIa Analyze Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place Anchor Standard 6: Convey meaning through the presentation of artistic work. VA:Pr6.1.IIa Share Make, explain, and justify connections between artists or artwork and social, cultural, and political history. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work VA:Re.7.1.IIa Perceive Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments. VA:Re.7.2.IIa Perceive Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re.8.IIa Analyze Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works. Anchor Standard 9: Apply criteria to evaluate artistic work. VA:Re.9.IIa Interpret Determine the relevance of criteria used by others to evaluate a work of art or collection of works Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. 17
VA:Cn10.1.IIa Synthesis Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding VA:Cn11.1.IIa Relate Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts 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. What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? 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. 18
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? Knowledge: Students will know Procedures for using various tools in making ceramic sculpture. Combining the hand-building techniques, including pinch pot, coil and slab to make complex forms. The historical significance of ceramic sculpture. The importance of safety while designing ceramic forms. Ways to join various pieces of clay to itself so they will last. Possible career choices in the arts, that focus on clay and sculpture work. The meanings of relevant vocabulary for ceramic sculpture. How to make informed aesthetic judgments concerning ceramic sculpture. The Drying process and how to maintain plasticity. 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, coil pots, slab forms, as well as combinations of the various techniques to make complex forms. Complete projects which exhibit good craftsmanship. Follow all safety rules. Demonstrate knowledge of vocabulary for ceramic sculpture 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 ETA CRP1. Act as a responsible and contributing citizen and employee. X Income and Careers ETA CRP2. Apply appropriate academic and technical skills. 19
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 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, 1975 3-D Wizardry, George Wolfe, Davis Publications, Inc., 1995 Scholastic Art Magazine, Scholastic Inc. Appropriate Visual Art Supplies and reference materials at the discretion of the instructor with the approval of administration. Teacher Resources Texts: Ceramic Sculpture by John B. Kenny (Chilton Book Co., 1953) Finding One s Way With Clay by Paulus Berenson (Simon & Schuster, 1972) The Horizon Book of the Arts of China by the editors of Horizon Magazine, 1969 20
30,000 years of Art, y the editors of Phaidon Press Inc. 2007 Supplemental Workbooks: Plaster Casting for the Student Sculptor, a SCOPAS handbook, Victor H.Wager, Chas. A. Bennett Co. Inc., 1938 Websites: wwwyoutube.com www.ceramicartsdaily.org www.incredibleart.org www.artsednow.com www.artlex.org www.metmuseum.org www.artmuseum.princeton.edu www.groundsforsculpture.org www.eceramicsupply.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. Stage 2 Assessment Evidence Performance Task(s) may include: Other Evidence: Miniature Sculptural Forms Large Freestanding Sculpture Low Relief High Relief Embossed Designs Coil Sculpture Formative: 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 Stage 3 Learning Plan Demonstrations Guided Practice Projects Exercises Descriptions 21