High School s Unit: Hand building (Pinch, Coil, Slab, Extruder) Timeline: 9 weeks Grade Level Expectations (GLE) 1. Observe and Learn to Comprehend 1.1 Art has inherent characteristics and expressive features 1.2 Historical and cultural context are found in visual art 1.3 Art and design have purpose and function 2. Envision and Critique to Reflect 2.1 Reflective strategies are used to understand the creative process 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art 3. Invent and Discover to Create 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods 3.3 Make judgments from visual messages 4. Relate and Connect to Transfer 4.1 The work of art scholars impacts how art is viewed today 4.3 Art is a lifelong endeavor Inquiry Question(s): (From the standards document) What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design? How does context affect works of art? How do different cultures manifest the purposes of art? When is art criticism vital, and when is it beside the point? How is art used in everyday life? How can an artist create works of art through combining, expanding, and sequencing? Why is one type of visual image or object considered to be more important than another? What constitutes art? According to whom? How do underlying structures unconsciously guide the creation of art works? How can information be shared artistically? What differentiates art-making technologies? How and why is art used as a vehicle for communication? To what extent does good design integrate form with function? Enduring Concept: Personal inquiry into artistic processes can lead to unforeseen, unpredictable, and original art forms. Vocabulary: Form Texture Movement Design Craftsmanship Glaze Firing Bisque Kiln Cold Finish Slip n Score Stages of clay Functional Non-functional Part of a pot Subtractive Additive Wedging Centering Forming Opening Pulling Trimming Finishing Raku Cone06-10 Tools: Wire Cutter Needle Tool Sponge Wood Tool Loop Tool Rolling Pin Extruder Found objects Potte rs Wheel Kiln Cones Slab roller Pug mill Page 1 of 4
Assessments Possible Performance Tasks: Bowls Drinking vessels Bottles Vase Pouring vessels Lidded forms Handled Forms Series Quantity Scale Variations Firing Techniques/Process Glaze Applications Collaborative Independent Design 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.b. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art 1.1.c. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts 1.2.b. Discern the complexity of art and historical paradigms in cultural context 1.2.d. Research and document community art and architecture 1.2.e. Analyze innovation in art through historical and cultural context 1.3.b. Research and document how the visual arts are manifested in contemporary society 2.1.b. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art 2.1.e. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation 2.2.b. Document and apply investigations into a range of traditional and nontraditional studio practices to personal expression 2.3.b. Demonstrate fluency in using critique vocabulary to assess personal works of art and the others works of art 2.3. Recognize and debate diverse approaches to creating art across time and culture 3.1.b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 3.1.c. Create works of art representing traditional subject matter that use new media 3.2.b. Discern and articulate the quality of personal works of art using a variety of reflective processes 3.2.c. Demonstrate collaboration to create works of art 3.3.a. Compare and contrast the analytical processes used to interpret works of art and images of mass media 4.1.a. Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design 4.3.b. Research the range of careers available to artists such as museum curation, automobile design, gaming design, medical illustration, and photojournalism 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 Page 2 of 4
Resources: Printed and digital Site available equipment Visiting Artists Student generated research and investigation Page 3 of 4
High School Unit: Wheel Throwing Timeline: 9 weeks Grade Level Expectations (GLE) 1.1 Art has inherent characteristics and expressive features 1.2 Historical and cultural context are found in visual art 1.3 Art and design have purpose and function 2.1 Reflective strategies are used to understand the creative process 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods 3.3 Make judgments from visual messages 4.1 The work of art scholars impacts how art is viewed today 4.3 Art is a lifelong endeavor Inquiry Question(s): (From the standards document) What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design? How does context affect works of art? How do different cultures manifest the purposes of art? When is art criticism vital, and when is it beside the point? How is art used in everyday life? How can an artist create works of art through combining, expanding, and sequencing? Why is one type of visual image or object considered to be more important than another? What constitutes art? According to whom? How do underlying structures unconsciously guide the creation of art works? How can information be shared artistically? What differentiates art-making technologies? How and why is art used as a vehicle for communication? To what extent does good design integrate form with function? Assessments Possible Performance Tasks: Bowls Drinking vessels Bottles Vase Pouring vessels Lidded forms Handled Forms Enduring Concept: Personal inquiry into artistic processes can lead to unforeseen, unpredictable, and original art forms. Vocabulary: Form Texture Movement Design Craftsmanship Glaze Firing Bisque Kiln Cold Finish Slip n Score Stages of clay Functional Non-functional Part of a pot Subtractive Additive Wedging Centering Forming Opening Pulling Trimming Finishing Raku Cone06-10 Wheel Throwing Tool: Wire Cutter Needle Tool Sponge Wood Tool Loop Tool Rolling Pin Extruder Found objects Potter s Wheel Kiln Cones Slab roller Pug mill Evidence Outcomes 1.1.b. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art 1.1.c. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts 1.2.b. Discern the complexity of art and historical paradigms in cultural context 1.2.d. Research and document community art and architecture 1.2.e. Analyze innovation in art through historical and cultural context 1.3.b. Research and document how the visual arts are manifested in contemporary society 2.1.b. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art Page 3 of 4
Series Quantity Scale Variations Firing Techniques/Process Glaze Applications Collaborative Independent Design 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 2.1.e. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation 2.2.b. Document and apply investigations into a range of traditional and nontraditional studio practices to personal expression 2.3 b. Demonstrate fluency in using critique vocabulary to assess personal works of art and the others works of art 2.3. Recognize and debate diverse approaches to creating art across time and culture 3.1.b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 3.1.c. Create works of art representing traditional subject matter that use new media 3.2.b. Discern and articulate the quality of personal works of art using a variety of reflective processes 3.2.c. Demonstrate collaboration to create works of art 3.3.a. Compare and contrast the analytical processes used to interpret works of art and images of mass media 4.1.a. Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design 4.3.b. Research the range of careers available to artists such as museum curation, automobile design, gaming design, medical illustration, and photojournalism 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 4