Ceramics I - Neptune schools

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Ceramics I

Curriculum Grades 9-12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

July 31, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

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

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

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

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


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

Integrated Social and Emotional Learning Competencies ......................................... 2

Decorative Techniques................................................................................................ 3

Handbuilding Techniques ......................................................................................... 14

Sculptural Form ........................................................................................................ 25


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 Ms. Karen

Watt, Department Chairperson for the Visual and Performing Arts, and under the guidance of

Sally A. Millaway, Ed.D., Director 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


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 and critical readers, writers, speakers, listeners, and viewers who can

comprehend, respond to, and produce across multiple modalities.

Develop mathematical skills, understandings, and attitudes to apply to the types of

problem-solving and mathematical discourse 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.

Demonstrate proficiency and responsibility in utilizing and producing technology in an

ever-changing global society.

Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).

Become globally responsible citizens with a high degree of literacy in civics, history,

economics and geography.

Develop a respect for their own and 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, self-compassion, empathy, 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

1

Pacing Guide

Sequence Suggested

Timeframe Activity Notes

1 Duration of

Course

Decorative Techniques This will be woven into all

projects during the course.

2 30 Days (approx.)

About 6 projects

Handbuilding Techniques

3 2 days Midterm Exam Department created: Majority of

exam will consist of the creation

of Visual Art, in addition to

responding/critiquing the visual

arts.

4 30 Days (approx.)

About 2 to 4

projects


(continued)

5 30 Days (approx.)

3 to 5 projects

Sculptural Form

6 2 days Final Exam Department created: Majority of

exam will consist of the creation

of Visual Art, in addition to

responding/critiquing the Visual

arts.

2

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

The following social and emotional competencies are integrated in this curriculum

document:

Self-Awareness

x Recognize one’s own feelings and thoughts

x Recognize the impact of one’s feelings and thoughts on one’s own behavior

x Recognize one’s personal traits, strengths and limitations

Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

x Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

Recognize the skills needed to establish and achieve personal and educational goals

Identify and apply ways to persevere or overcome barriers through alternative

methods to achieve one’s goals

Social Awareness

x Recognize and identify the thoughts, feelings, and perspectives of others

x Demonstrate an awareness of the differences among individuals, groups, and

others’ cultural backgrounds

x Demonstrate an understanding of the need for mutual respect when viewpoints

differ

Demonstrate an awareness of the expectations for social interactions in a variety of

settings

Responsible Decision Making

x Develop, implement and model effective problem solving and critical thinking

skills

x Identify the consequences associated with one’s action in order to make

constructive choices

Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

x Establish and maintain healthy relationships

x Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

Demonstrate the ability to present and resolve interpersonal conflicts in

constructive ways

Identify who, when, where, or how to seek help for oneself or others when needed

3

Unit 1

Decorative Techniques

Suggested Time

Frame

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 three-

dimensional forms.

Stage 1 – Desired Results

2014 New Jersey Student Learning Standards for Visual and Performing Arts

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.

4

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 -

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.


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.


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.

5

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 art making.

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 art

making 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

6

● 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?



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?

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.

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.

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 –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

7

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.

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

New Jersey Student Learning Standards for English Language Arts

Key Ideas and Details -NJSLSA.R3. Analyze how and why individuals, events, and ideas

develop and interact over the course of a text.

Craft and Structure -NJSLSA.R4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

New Jersey Student Learning Standards for Social Studies:

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think

analytically and systematically about how past interactions of people, cultures, and the

environment affect issues across time and cultures. Such knowledge and skills enable

students to make informed decisions as socially and ethically responsible 35 world

citizens in the 21st century.

8

Student Resources

Primary Source Readings Decorating Pottery: with clay, slip, and glaze. F. Carlton Ball,

A Ceramics Monthly Handbook, 1967

Secondary Source

Readings

The Practical Potter: a step by step handbook, Josie Warshaw,

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)

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:

● Firing Greenware

● Firing Bisque-Ware

● Glaze Materials

● Glazing Greenware

● Glazing Bisque-Ware

● Engobes on Leather Hard Clay

● Sgraffito

● Slip Trailing

● Resists [Wax, Paper]

● Sponging

● Incised Designs

Other Evidence:

Formative:

● Aesthetic Analysis Responses

● Demonstration Participation

● Guided Practice

● Collaborative Learning Activities

● Feedback Sessions

● Class Critiques

● Notebooks

● Do Now Activities

● Quizzes

Summative:

http://www.incredibleart.org/

http://www.artsednow.com/

http://www.artlex.com/

http://www.metmuseum.org/

9

● Department created common

summative assessments and rubrics

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested

Learning Activities

● 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

Accommodations and Modifications

Below please find a list of suggestions for accommodations and modifications to meet the

diverse needs of our students. Teachers should consider this a resource and understand

that they are not limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the

grade-level standard. A modification changes WHAT a student learns; the change alters

the grade-level expectation.

Special Education and 504 Plans

All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments

Repetition and time for additional practice

Model skills/techniques to be mastered

Extended time to complete task/assignment/work

Provide a copy of class notes

Strategic seating (with a purpose - eg. less distraction)

10

Flexible seating

Repetition and additional practice

Use of manipulatives

Use of assistive technology (as appropriate)

Assign a peer buddy

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Provide oral reminders and check student work during independent practice

Chunk the assignment - broken up into smaller units, work submitted in phases

Encourage student to proofread assignments and tests

Provide regular home/school communication

Teacher checks student planner

Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing.

Setting: Alternate setting for assessments, small groups, screens to block distractions

Presentation: large print, test readers, use of audio, fewer questions on each page

Response: answer verbally, use large block answer sheet, speech-to-text dictation,

accept short answers

Allow for retakes

Provide study guides

Use of reference aids such as glossary

Choice of test format (multiple-choice, essay, true-false)

Alternate ways to evaluate (projects or oral presentations instead of written tests)

Open-book or open-note tests

English Language Learners:

All modifications and accommodations should be specific to each individual child’s LEP

level as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do

Descriptors.





Scaffold language based on their Can Do Descriptors

Alter materials and requirements according to Can Do Descriptors

Adjust number of paragraphs or length of writing according to their Can Do Descriptor

TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi-sensory forms such as with body language, intonation


11


Model skills and techniques to be mastered

Native Language translation (peer, assistive technology, bilingual dictionary)





Use of self-assessment rubrics

Increase one-on-one conferencing; frequent check ins

Use study guide to organize materials

Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring

Extended time

Select text complexity and tiered vocabulary according to Can Do Descriptors

Projects completed individually or with partners

Use online dictionary that includes images for words:

http://visual.merriamwebster.com/.

Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure:

Use of self-assessment rubrics for check-in


Ask students to restate information and/or directions

Opportunity for repetition and additional practice


Extended time

Provide copy of class notes

Strategic seating with a purpose

Provide students opportunity to make corrections and/or explain their answers

Support organizational skills

Check daily planner

Encourage student to proofread work

Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual

Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others

effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;

Auditory; Tactile; Kinesthetic; Verbal

High Achieving:

Extension Activities

Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode that

most interests them

http://visual.merriamwebster.com/

http://www.reverso.net/text_translation.aspx?lang=EN

12

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more complex material

Allow opportunities for peer collaboration and team-teaching

Set individual goals

Conduct research and provide presentation of appropriate topics

Provide students opportunity to design surveys to generate and analyze data to be used in

discussion

Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population

Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions

Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to

music. Group discusses topic and responses on paper. Groups rotate twice to see

comments of others. (Refer to Kagan Differentiated Strategies)

Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I

Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ

(Know, What to Know, Learned, Questions I Still Have) Charts

Corners Cooperative Learning Strategy:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

Circle Map strategy- place the main topic in a small circle and add student ideas in a

bigger circle around the topic. Students may use their native language with peers to

brainstorm.

Flexible grouping -as a whole class, a small group, or with a partner, temporary groups

are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-

strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible for

becoming an "expert" on one section of the assigned material and then "teaching" it to

the other members of the team: http://www.adlit.org/strategies/22371/.

Technology Integration

__x__8.1 Educational Technology:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy


http://www.adlit.org/strategies/22371/

13

All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate

knowledge.

____8.2 Technology Integration, Engineering, Design and Computational Thinking -

Programming All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as

they relate to the individual, global society, and the environment.

14

Unit 2


Suggested Time

Frame

Approximately eight to ten projects


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 hand-

building 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.








1.3-Performance






15






VA:Cr1.1.IIa

Investigate -

Planning




Planning




Anchor Standard 2: Organize and develop artistic ideas and work.




chosen art form.








Continue






VA:Pr4.1.IIa Select






appropriate to display artwork in a specific place.


VA:Pr6.1.IIa Share




Anchor Standard 7: Perceive and analyze artistic work








audiences.


VA:Re.8.IIa Analyze




16




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.




through artmaking. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding



of art in contemporary and local contexts.




● What factors prevent or encourage people to

take creative risks? How does collaboration

expand the creative process?






● 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?



● 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?



essential life skills that can be developed.


investigations, following or breaking with

traditions in pursuit of creative artmaking

goals.










creating artworks.






allow for avenues of greater self-

expression.








17




work help us experience it more completely?

● What methods and processes are considered

when preparing artwork for presentation or

preservation?



● 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?

when deciding if and how to preserve and

protect it.


criteria.





● The nature of clay from a raw material to a

finished and fired piece.


making pottery.

● A variety of hand-building techniques,

including pinch pot, coil pot, slab and their

variations.

● The historical significance of pottery.


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.



of art in their pottery designs.




Aesthetics.



● 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.


● Demonstrate knowledge of pottery

vocabulary and be able to use it orally, in

written assignments, and on tests.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy

ETA CRP1. Act as a responsible and


18

X Income and Careers

ETA CRP2. Apply appropriate academic


Money Management

E CRP3. Attend to personal health

and financial well-being.

Credit and Debt Management

ETA CRP4. Communicate clearly and


Planning, Saving, and Investing

E

CRP5. Consider the environmental,


decisions.

X Becoming a Critical Consumer

ETA CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility

E CRP7. Employ valid and reliable


Insuring and Protecting

ETA

CRP8. Utilize critical thinking to




and Preparation

ET

CRP9. Model integrity, ethical


management.

X Career Awareness

E CRP10. Plan education and career


X Career Exploration

ET CRP11. Use technology to enhance

productivity.

X

Career Preparation

E

CRP12. Work productively in

teams while using cultural global

competence.














19

Student Resources

Primary Source Readings 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

Secondary Source

Readings

The Practical Potter: a step by step handbook, Josie Warshaw,

Hermes House, 1999




Teacher Resources





Supplemental Workbooks: Throwing on the Potter’s Wheel, Thomas Sellers, Ceramics

Monthly handbook, 1960




www.artsednow.com

www.artlex.org

www.metmuseum.org




Videos: Youtube.com Ceramic tutorials as a reference material. Specific examples created by or

selected by the instructor.


instructor with the approval of administration



● 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

Other Evidence:

Formative



● Guided Practice







20

● Large Symmetrical Form[s]

● Flaring and Tapering Forms

● Slab built forms

● Slab Constructions using Templates

● Tiles

● Food Safe Forms [cups and bowls]

● Class Critiques

● Notebooks


● Quizzes

Summative:

Department created common



Instructional

Strategies

Descriptions

Suggested

Learning Activities

● Demonstrations

● Guided Practice

● Projects

● Exercises

● Modeling

● Homework



● Field Trips


● Classwork

● Critiques

● Lectures

● Other learning strategies at the discretion of the instructor, to meet

appropriate standards






grade-level standard. A modification changes WHAT a student learns; the change

alters the grade-level expectation.







21









Flexible seating




Assign a peer buddy











(rubrics)








Allow for retakes









Descriptors.



22



















Make vocabulary words available in a student created vocabulary notebook,

vocabulary bank, Word Wall, or vocabulary ring

Extended time













Extended time





Check daily planner


Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);

Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of

self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with



23

others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:

Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving:



complexity of thinking skills; variety of options enable students to work in the mode

that most interests them






Provide students opportunity to design surveys to generate and analyze data to be used

in discussion





Provide “Realia” (real life objects to relate to the five senses) and ask questions

relating to the senses








and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular

elements.


Think Talk Write

Think Pair Share


level








brainstorm.


24



strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible

for becoming an "expert" on one section of the assigned material and then "teaching" it

to the other members of the team: http://www.adlit.org/strategies/22371/.


__x__8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information

in order to solve problems individually and collaborate and create and communicate

knowledge.








25

Unit 3

Sculptural Forms

Suggested Time

Frame

Approximately three to five projects


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.








1.3-Performance










26


VA:Cr1.1.IIa

Investigate -

Planning




Planning




Anchor Standard 2: Organize and develop artistic ideas and work.




chosen art form.








Continue






VA:Pr4.1.IIa Select






appropriate to display artwork in a specific place.


VA:Pr6.1.IIa Share




Anchor Standard 7: Perceive and analyze artistic work.








audiences.


VA:Re.8.IIa Analyze







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.

27




through artmaking. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.



of art in contemporary and local contexts.




● What factors prevent or encourage people

to take creative risks? How does

collaboration expand the creative process?






● 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?



● 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?





essential life skills that can be

developed.


investigations, following or breaking

with traditions in pursuit of creative

artmaking goals.










creating artworks.






allow for avenues of greater self

expression.








when deciding if and how to preserve

and protect it.

28


work help us experience it more

completely?



presentation or preservation?



● 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?


criteria.






making ceramic sculpture.

● Combining the hand-building techniques,

including pinch pot, coil and slab to make

complex forms.

● The historical significance of ceramic

sculpture.


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.



of art in their sculptural designs.




aesthetics.



● 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.


● Demonstrate knowledge of vocabulary

for ceramic sculpture and be able to use

it orally, in written assignments, and on

tests.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and


X Income and Careers ETA CRP2. Apply appropriate academic


29

Money Management E CRP3. Attend to personal health

and financial well-being.

Credit and Debt Management ETA CRP4. Communicate clearly and


Planning, Saving, and Investing E CRP5. Consider the environmental,


decisions.

X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility E CRP7. Employ valid and reliable


Insuring and Protecting ETA CRP8. Utilize critical thinking to




and Preparation

ET CRP9. Model integrity, ethical


management.

X Career Awareness E CRP10. Plan education and career


X Career Exploration ET CRP11. Use technology to enhance

productivity.

X Career Preparation E CRP12. Work productively in teams

while using cultural global

competence.














Student Resources

Primary Source Readings 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

30

Claywork: Form and Idea in Ceramic Design, Leon I. Nigrosh,

Davis Publications, 1975

Secondary Source

Readings

3-D Wizardry, George Wolfe, Davis Publications, Inc., 1995




Teacher Resources





Supplemental Workbooks: Plaster Casting for the Student Sculptor, a SCOPAS handbook,

Victor H.Wager, Chas. A. Bennett Co. Inc., 1938




www.artsednow.com

www.artlex.org

www.metmuseum.org




Videos: Youtube.com Ceramic tutorials as a reference material. Specific examples created by

or selected by the instructor.


instructor with the approval of administration.



● Miniature Sculptural Forms

● Large Freestanding Sculpture

● Low Relief

● High Relief

● Embossed Designs

● Coil Sculpture

Other Evidence:

Formative:



● Guided Practice



● Class Critiques

● Notebooks


● Quizzes

Summative:

● Department created common






31


Instructional

Strategies

Descriptions

Suggested

Learning Activities

● Demonstrations

● Guided Practice

● Projects

● Exercises

● Modeling

● Homework



● Field Trips


● Classwork

● Critiques

● Lectures

● Opening Activities

● Other learning strategies at the discretion of the instructor, to

meet appropriate standards






grade-level standard. A modification changes WHAT a student learns; the change alters

the grade-level expectation.















Flexible seating

32




Assign a peer buddy











(rubrics)








Allow for retakes









Descriptors.












33










Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring

Extended time













Extended time





Check daily planner


Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual

Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others

effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;

Auditory; Tactile; Kinesthetic; Verbal

High Achieving:



complexity of thinking skills; variety of options enable students to work in the mode that

most interests them




34





Provide students opportunity to design surveys to generate and analyze data to be used in

discussion





Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses








and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.


Think Talk Write

Think Pair Share


level








brainstorm.



strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible for

becoming an "expert" on one section of the assigned material and then "teaching" it to

the other members of the team: http://www.adlit.org/strategies/22371/.





35


__x__8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate

knowledge.






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60 Neptune Blvd.

Neptune, NJ 07753

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2019

Documents

Ceramics I - Neptune schools