Advanced Ceramic Design - Upper Merion Area … by Chavarria, Glazing Techniques ... Studio Rubric Student projects ... Course: Advanced Ceramic Design

Grades: 11-12 Subject: Ceramics Course: Advanced Ceramic Design Time Frame: 1st semester

UMASD Curriculum Guide Grades 11 - 12

Advanced Ceramic Design

2012-2013

Enduring Understandings / Big Ideas: 1. Artists cultivate an aesthetic awareness and habits of mind, especially the capacity to creatively plan, produce and exhibit pieces of art. 2. Artists express and develop individual identities and make worldly connections. 3. Artists have expressed experiences and ideas through the arts throughout time and across cultures. Essential Questions 1. Why do people create with clay? 2. In what ways have people used clay as an art form? 3. In what ways will I continue to develop my knowledge of clay? 4. How can I manipulate clay? Have I solved my ceramic design problems using the correct processes? 5. How do I determine whether the piece of artwork is well crafted? 6. Did I take into consideration the following before choosing a finishing technique? (i.e., size, shape, texture/color of the clay, transparency and opacity of the glaze)? 7. How do the finishing techniques & symbols convey meaning through your artwork? 8. How do the different firing techniques and the structure of the piece affect the color of the glaze?


Unit I Origins Of Clay

Enduring Understandings/Big Ideas: Artists cultivate an aesthetic awareness and habits of mind, especially the capacity to creatively plan, produce and exhibit pieces of art. Artists express and develop individual identities and make worldly connections.

Artists have expressed experiences and ideas through the arts throughout time and across cultures.

Essential Questions:

Why do people create with clay? In what ways has clay been used as an art form? In what ways will I continue to develop my knowledge of clay?


Learning

Competencies- Students will

understand and be able to do upon completion of

the unit:

Supportive Learning Activities

Assessments Resources PDE Academic Standards

And Common Core

Develop room set up, organizations and supplies appropriate to the use of clay and glazes. Review of studio safety and rules, studio calendar, and use of sketchbook. Evaluate & differentiate the nature of clay, its characteristics and vocabulary associated with it.

Students will set up room organizations and supplies appropriate for the use of clay and glazes. Students will discuss the use of ceramic equipment and demonstrate the proper use of equipment to classmates. Students will compare and contrast the different clays used through sight and touch. Students will differentiate all stages of clay by sight and touch. Students will prepare the clay body by reclaiming and wedging. Students will properly

Formative: Handouts --(Types of Clay, Process, Vocabulary) PowerPoint -- Origin of Clay, Stages of clay, The ceramic process. Daily Practice Application Exercises Question & Answer Teacher Observation Summative: Sample Project Studio Rubric Quizzes – Readings & Vocabulary

Required: Teacher recommended supplies: clay, ceramic tools, brushes, wedging boards/ plaster bats, potter’s wheels, kilns, storage containers, reclaiming trash cans, glazes. Teacher generated visual presentation of origins of clay, stages of clay, and the ceramic process. Teacher generated handout of origins, stages, processes and vocabulary. Teacher generated quiz – types of clay, processes, stages and vocabulary of clay. Supplemental: Art Magazines -- (School Arts, Ceramics Monthly, Pottery making) Art Books -- (Hand built Ceramics by Triplett, Hand building by Hardy, Hand built Pottery Techniques revealed by Atkin, The Art of Handbuilt Ceramics by Bruce, Hand-Building Techniques by Chavarria, Decorating Techniques by Chavarria, Glazing Techniques by Chavarria, The Complete Potter’s Companion by Tony Birks, The Complete Practical Potter by Warshaw, What Every Potter Should Know by

9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.12.B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts. 9.1.12.C Integrate and apply advanced vocabulary to the arts forms. 9.3.12A Explain and apply the critical examination processes of works in the arts and


Learning Competencies-

Students will understand and be able

to do upon completion of the unit:



And Common Core

Examine and practice perceptual, analytical and communication skills as they relate specifically to the ceramic process and it’s visual language. (Elements and principles of art)

examine, use and store clay while making a project by using damp clothes, plastic bags, or plastic containers. Students will create a ceramic piece demonstrating the various stages and appropriate steps in the ceramic process. Students will identify and apply common ceramic terminology:

1. Ceramics 2. Pottery 3. Slip 4. Plasticity 5. Leather Hard 6. Bone Dry 7. Green ware 8. Bisque ware 9. Glaze ware 10. Score 11. Wedging 12. Moist 13. Grog 14. Porosity

Sketchbook Portfolio

Zamek) Websites:

• www.potterymaking.org • www.Claytimes.com • www.ceramicsmonthly.org

humanities. common themes, forms and techniques from works in the arts. 9.3.12.A Explain and apply the critical examination processes of works in the arts and humanities. 9.3.12.B Determine and apply criteria to a person’s work and works of others in the arts. 9.1.12.J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.



Students will understand and be able

to do upon completion of the unit:



And Common Core

15. Shrinkage 16. Smoothing 17. Warping 18. Texture 19. Vitreous 20. Recycled clay

9.2.12.C Relate works in the arts to varying styles and genre and to the periods in which they were created.

Grades: 11-12 Subject: Ceramics Course: Advanced Ceramic Design Time Frame: 1st & 2nd semesters

Unit II Building Methods

Enduring Understandings/Big Ideas:

Artists cultivate an aesthetic awareness and habits of mind, especially the capacity to creatively plan, produce and exhibit pieces of art.

Artists express and develop individual identities and make worldly connections. Artists have expressed experiences and ideas through the arts throughout time and across cultures.


How can I manipulate clay? Have I solved my ceramic design problems using the correct processes? How do I determine whether the piece of artwork is well crafted?


Learning


understand and be able to do upon completion

of the unit:



And Common Core

Design and build multiple pieces for a variety of hand building methods. Demonstrate a balance between spontaneity and purpose to produce complex works of art with conviction and disciplined craftsmanship. Design and create multiple works that demonstrate thorough exploration of subject matter, cultures and themes

Students will build ceramic pieces of artwork using each of the following specific hand building methods: pinch, coil, slab. Students will build a ceramic piece of artwork using the sculpture process: relief, additive, and subtractive. Students will create a ceramic work of art using molds. Students will properly examine, use and store clay while making a project by using damp clothes, plastic bags, or plastic containers. Students will identify and apply advanced ceramic vocabulary:

Formative: Handouts -- Building methods, Sculpture process, Molds and vocabulary. PowerPoint’s - Building methods and Sculpture process. Teacher Observation Daily Practice Application Exercises Individualized Instruction Group demonstration & discussion Sketchbook – planning phase,

Required: Teacher recommended supplies: clay, ceramic tools, brushes, wedging boards/ plaster bats, kilns, storage containers, reclaiming trash cans. Teacher generated visual presentation of Building methods, Sculpture process, and Use of molds. Teacher generated handout of Building methods, Sculpture process, Molds and vocabulary. Teacher generated quiz – Building methods, Sculpture process, Molds, and vocabulary. Supplemental: Art Magazines -- (School Arts, Ceramics Monthly, Pottery making) Art Books -- (Handbuilt Ceramics by Triplett, Handbuilding by Hardy, Handbuilt Pottery Techniques revealed by Atkin, The Art of Handbuilt Ceramics by Bruce, Hand-Building Techniques by Chavarria, The Complete Potter’s Companion by Tony Birks, The Complete Practical Potter by Warshaw)

9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.12.B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts. 9.1.12.E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques. 9.1.12.C Integrate and apply advanced



Students will understand and be able to do upon completion

of the unit:



And Common Core

Analyze clay methods and techniques that were used to create their pieces of artwork. Interpret the purpose of student/teacher made artwork from the overall design of the piece.

1. Pinch 2. Coil 3. Slab 4. Tiles 5. Extruding 6. Mitered 7. Butt joints 8. Armature 9. Sculptural 10. Score & slip 11. Porosity 12. Shrinkage 13. Smoothing 14. Warping 15. Rib 16. Template 17. Supports 18. Drape 19. Molds 20. Sprigs

Students will use their knowledge of the hand building methods and techniques to analyze and interpret orally & in writing how a piece of artwork was created.

including research Student examples Summative: Quizzes – readings & vocabulary Written/ Oral critiques of artworks Studio Rubric Student projects Online portfolio

Websites: • www.potterymaking.org • www.Claytimes.com • www.ceramicsmonthly.org

vocabulary to the arts forms. 9.2.12.L Identify, explain, and analyze common themes, forms and techniques from works in the arts. 9.3.12.A Explain and apply the critical examination processes of works in the arts and humanities. 9.3.12.B Determine and apply criteria to a person’s work and works of others in the arts. 9.1.12.J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and




of the unit:



And Common Core

exhibiting works in the arts or the works of others. 9.2.12.C Relate works in the arts to varying styles and genre and to the periods in which they were created.


Unit III Thrown Pottery





How can I manipulate clay? How do I determine whether the piece of artwork is well crafted?

What scientific principles are used in throwing clay on the potter’s wheel?


Learning


understand and be able to do upon completion

of the unit:



And Common Core

• Develop a working knowledge of the method and techniques of wheel throwing.

• Execute proper

centering and trimming on the potter’s wheel.

• Apply knowledge

and practice of how to properly store wheel thrown pottery.

• Apply knowledge

of potter’s wheel safety issues.

• Design and throw

• Practice and

demonstrate centering on the wheel.

• Practice and demonstrate coning, opening, raising and lowering, finishing the rim and cleaning the floor.

• Practice and demonstrate cutting off the wheel, lifting and storing the pot.

• Practice and demonstrate pulling and attaching handles.

• Create a variety of forms – plates, casseroles, lids, bowls, cups, vases,

Formative: • Wheel thrown

pottery handout• Wheel

throwing demonstrations

• Teacher review of all practice exercises

• Question & Answer

• Planning phase (incl. research) for summative projects. (sketchbook)

• Vocabulary Summative: • Quizzes on

throwing demonstrations and readings

Teacher Resources Teacher recommended supplies: clay, potter’s tools, brushes, wedging boards/ plaster bats, potter’s wheel, sinks, sponges, storage containers, reclaiming clay trash cans. Teacher generated visual presentation of wheel throwing. Teacher generated handout of process, wheel throwing techniques and vocabulary Supplemental: Art Magazines -- School Arts, Ceramics Monthly, Pottery making Art Books -- The Complete Potter’s Companion by Tony Birks, What Every Potter Should Know by Zamek, The Complete Practical Potter by Warshaw Websites:


9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.12.B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts. 9.1.12.E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques. 9.1.12.C Integrate and apply advanced




of the unit:



And Common Core

multiple pieces on the wheel.

• Assemble a

variety of thrown wheel pieces to construct a piece of artwork.

• Design and throw

a series with a unified theme.

• Analyze the

elements/principles of art within your series referring to the unified theme.

• Examine the

creation of your series and what you can change about it.

and pitchers. • Combine several

thrown pieces for a conventional teapot or abstract sculptural form.

• Create sets of plates, cups, bowls, lidded vessels, or a place setting using elements/principles of art to create a unified theme.

• Critique the unified theme in your series of wheel thrown artwork.

• Investigate an alternative to the theme you used in your series that would improve on overall appearance.

• Studio Rubrics • Student

projects • Online

Portfolio • Written and

oral critiques on wheel thrown pieces and series.

• Reflection entries in sketchbooks

vocabulary to the arts forms. 9.2.12.L Identify, explain, and analyze common themes, forms and techniques from works in the arts. 9.3.12.A Explain and apply the critical examination processes of works in the arts and humanities. 9.3.12.B Determine and apply criteria to a person’s work and works of others in the arts. 9.1.12.J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and




of the unit:



And Common Core

exhibiting works in the arts or the works of others. 9.2.12.C Relate works in the arts to varying styles and genre and to the periods in which they were created.

Grades: 11-12 Subject: Ceramics Course: Advanced Ceramic Design Time Frame: Year

Unit IV Surface Decoration





Did I take into consideration the following before choosing a finishing technique? (i.e., size, shape, texture/color of the clay, transparency and opacity of the glaze)

How do the finishing techniques & symbols convey meaning through your artwork?


Learning


understand and be able to do upon

completion of the unit:



And Common

Core • Research and

apply a variety of surface decorations used by artists or other cultures for finishing their ceramic artwork.

• Identify,

explore, and apply texture, color, glazes and underglazes.

• Design and

construct multiple pieces to practice the use of stamps,

• Construct and

use stamps, roulettes, and motifs.

• Construct

projects using Mishima and Sgraffito.

• Practice

inlaying colors on a ceramic artwork.

• Practice and

apply the use of piercing to ceramic artwork.

Formative: • Texture, color, glaze

handouts/worksheets • Powerpoint on

Surface Decorations • Class demonstrations

of surface decorations: stamps, roulettes, motifs, Mishima. Sgraffito, inlaying colors, piercing, and glaze applications

• Vocabulary • Teacher review of all

practice exercises • Sketchbook --

Required: Teacher recommended supplies: clay, ceramic tools, brushes, glazes, underglazes, stains, wedging boards/plaster bats, kilns, storage containers, reclaiming trash cans. Teacher generated visual presentations of surface decorations. Teacher generated handouts of surface decorations, glazes (series & applications) and vocabulary. Teacher generated quiz – Textures, surface decorations, and glazes Supplemental: Art Magazines -- (School Arts, Ceramics Monthly, Pottery making) Art Books -- (Handbuilt Ceramics by Triplett, Handbuilt Pottery Techniques revealed by Atkin, The Art of Handbuilt Ceramics by Bruce, Decorating Techniques by Chavarria, Glazing Techniques by Chavarria, The Complete Potter’s Companion by Tony Birks)

9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.12.B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts. 9.1.12.E Delineate a unifying theme through the production of a work of art that



Students will understand and be

able to do upon completion of the

unit:



And Common

Core roulettes and motifs.

• Design and

construct multiple pieces to practice Mishima and Sgraffito.

• Design and

construct a piece to practice inlaying colors.

• Design and

construct multiple pieces to practice piercing.

• Describe and

interpret the decorations seen

• Apply glazing

using sponging, spattering, masking, brushing, pouring, and Majolica (overglazing)

• Create works of

art using paper resist, wax resist, and slip trailing.

• Identify glaze

problems and research their solutions.

• Write about the

use of decorations on

Planning phase (incl. research) for summative projects.

Summative: Written assessment Written/oral critiques Quizzes on worksheets/demonstrations Studio Rubrics Student projects Portfolio

Websites: • www.potterymaking.org • www.Claytimes.com • www.ceramicsmonthly.org

reflects skills in media processes and techniques. 9.1.12.C Integrate and apply advanced vocabulary to the arts forms. 9.2.12.L Identify, explain, and analyze common themes, forms and techniques from works in the arts. 9.3.12.A Explain and apply the critical examination processes of works in the arts and humanities. 9.3.12.B Determine and apply criteria to a person’s work and




able to do upon completion of the

unit:



And Common

Core on pieces of artwork.

• Describe and

interpret the techniques and use of glazes on the pieces of artwork.

student made artwork and the meanings of the decorations.

• Examine the

glazing of the pottery and decide if the technique fits the overall design of the artwork.

works of others in the arts. 9.1.12.J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. 9.2.12.C Relate works in the arts to varying styles and genre and to the periods in which they were created.


Unit V Firing Techniques





How do the different firing techniques and the structure of the piece affect the color of the glaze?


Learning


understand and be able to do upon

completion of the unit:



And Common

Core • Explain and

practice the principles/skills to load, manage, and fire a kiln.

• Assess the

variables of glazes, temperatures, timing, and atmosphere involved in firing the kiln.

• Research &

discover career opportunities in the field of ceramics.

• Display works

• Demonstrate and

practice the proper skills used in loading, setting, checking and firing a kiln.

• Study variables

of fuel, glazes, temperatures, clay, atmosphere, and time with clay types, thickness, and preparation.

• Acquire

information on how to prepare, log, watch, cool, unload all types of firings

Formative: • Handouts of kilns,

firings, careers, and cultures.

• Power Points – Kilns

& Firings, Careers in Ceramics.

• Teacher/student

created displays of ceramic artwork.

• Ceramic Timeline

throughout history. • Teacher observations • Quizzes on kilns &

firings.

Teacher Resources: Teacher recommended supplies: clay, ceramic tools, kilns, kiln equipment, ceramic display cases and display equipment. Teacher generated visual presentation of kilns & firings, careers in ceramics, ceramics in other cultures. Teacher generated handout of kilns, firings, careers, ceramic in other cultures. Teacher generated quiz – kilns & firings, ceramics in other cultures. Supplemental: Art Magazines -- (School Arts, Ceramics Monthly, Pottery making) Art Books -- (Handbuilt Ceramics by Triplett, Handbuilding by Hardy, Handbuilt Pottery Techniques revealed by Atkin, The Art of Handbuilt Ceramics by Bruce, Hand-Building Techniques by Chavarria, Decorating Techniques by Chavarria, Glazing Techniques by Chavarria, The Complete Potter’s Companion

9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.12.B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts. 9.1.12.E Delineate a unifying theme through the production of a work of art that




able to do upon completion of the unit:



And Common

Core and judge their worth and value in ceramics.

possible. • Investigate and

practice the stages of loading different types of kilns.

• Identify firing

solutions and problems.

• Teacher/student

created displays in art wing showcases of student created artworks.

• Create a power

point as an individual or group looking at careers/cultures

Summative: • Load and fire kiln with

teacher assistance. • Student presentation of

researched ceramic careers.

• Student presentation

on ceramics from other cultures.

by Tony Birks) Websites:


reflects skills in media processes and techniques. 9.1.12.C Integrate and apply advanced vocabulary to the arts forms. 9.2.12.L Identify, explain, and analyze common themes, forms and techniques from works in the arts. 9.3.12.A Explain and apply the critical examination processes of works in the arts and humanities. 9.3.12.B Determine and apply criteria to




able to do upon completion of the unit:



And Common

Core in this field of art

• Research other

countries for differences of variables and the outcome of pottery and glazes.

a person’s work and works of others in the arts. 9.1.12.J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. 9.2.12.C Relate works in the arts to varying styles and genre and to the periods in which they were created.

Documents

Advanced Ceramic Design - Upper Merion Area … by Chavarria, Glazing Techniques ... Studio Rubric Student projects ... Course: Advanced Ceramic Design