Northern Secondary SchoolCourse of Study and Evaluation Statement

Grade 12 Ceramics AWC4M: University/College Preparation

Note 1: The Arts Ontario Ministry of Education curriculum documents with full course content information can be located at http://www.edu.gov.on.ca/eng/curriculum/secondary/arts.html. Much of the following content is taken directly from this document.

Note 2: Detailed information on Ministry of Education assessment, evaluation, and reporting policy is provided in the Growing Success Document located at http://ww.edu.gov.on.ca.

1. Course Details • Program Area: Visual Arts: Ceramics• Date of Development: June 2011• Teacher Developer: L. M. Moran• Course title: Ceramics, Grade 12, University/ College Preparation (AWC4M). Credit Value 1.0• Prerequisites(s) and co-requisite(s): Visual Arts/ Ceramics, Grade 11, University/College Preparation or

Open• Textbook(s) and resource materials that are essential to the course: Art in Focus 4 th edition by Gene A. Mittler. Claywork: Form and Idea in Ceramic Design- 3rd edition by Leon I. Nigrosh Basic History of Art, 4th edition by Anthony F. Janson Shock of the New by Robert Hughes

2. Overall Goals • Course Description:This course focuses on enabling students to refine their use of the creative processwhen creating and presenting two- and three-dimensional art works using a variety oftraditional and emerging media and technologies. Students will use the critical analysisprocess to deconstruct art works and explore connections between art and society. Thestudio program enables students to explore a range of materials, processes, and techniquesthat can be applied in their own art production. Students will also make connectionsbetween various works of art in personal, contemporary, historical, and cultural contexts.The majority of assignments for this course are studio projects produced in clay. There will be a variation of forming techniques used including pinch, slab, coil and wheel. All studio projects start with drawing exercises and design work, experimentation of media and final projects. Most of the units will start with a history unit. There will be a varied approach to each unit including student presentations, tests and reports. Students will complete written analysis of personal, historical and contemporary work. Students will be encouraged to participate in class critiques..

A.CREATING AND PRESENTING

OVERALL EXPECTATIONSBy the end of this course, students will:A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or

1

collaboratively;A2. The Elements and Principles of Design: apply the elements and principles of design to create artworks for the purpose of self-expression and to communicate ideas, information, and/or messages;A3. Production and Presentation: produce art works, using a variety of media/materials and traditionaland emerging technologies, tools, and techniques, and demonstrate an understanding of a variety ofways of presenting their works and the works of others.

SPECIFIC EXPECTATIONS

By the end of this course, students will:A1.1 use various strategies, individually and/or collaboratively, with increasing skill to generate,explore, and elaborate on original ideas and to develop, reflect on, and revise detailed plansfor the creation of art works that address a variety of creative challenges (e.g., extend theirskills in using brainstorming, concept webs, mind maps, and/or group discussions to formulateoriginal and innovative ideas for an art work on a social or personal theme; use critical researchskills to explore and elaborate on ideas; demonstrate fluency in formulating clear and detailed plans;demonstrate flexibility in revising their plans on the basis of reflection)A1.2 apply, with increasing fluency and flexibility, the appropriate stages of the creative process toproduce two- and three-dimensional art works using a variety of traditional and contemporarymedia (e.g., extend their skills in working with a range of media; demonstrate flexibility in revisingplans in response to problems encountered during other stages of the creative process; reflect on theeffectiveness of preliminary versions of their work, and revise the work on the basis of reflection andself-assessment)A1.3 document their use of each stage of the creative process, and provide evidence of criticalinquiry, in a portfolio that includes a range of art works created for a variety of purposes(e.g., ensure that their portfolio includes the following: evidence of critical inquiry associatedwith idea generation and elaboration; evidence of research on how different artists approach specificthemes and/or use particular techniques that can be adapted in their own work; preliminary andfinal works to show evidence of thoughtful revision), and review and reflect on the contents of theirportfolio to determine how effectively they have used the creative process

By the end of this course, students will:A2.1 apply the elements and principles of design with increasing skill and creativity to producetwo- and three-dimensional art works that express personal feelings and communicatespecific emotions (e.g., extend their skills in combining various elements and principles to conveya sense of fear, happiness, hopefulness, despair)A2.2 apply the elements and principles of design as well as a wide range of art-making conventionswith increasing skill and creativity to produce art works that comment and/or communicatea clear point of view on a variety of issues (e.g., extend their skills by manipulating

2

elements and principles and using conventions in creative ways to produce an art work that conveysthe point of view of a teenager living on the street or that comments on a current event or social issue)

By the end of this course, students will:A3.1 use with increasing skill a wide variety of media, including alternative media, andcurrent technologies to create two- and threedimensional art works for a variety of purposes(e.g., extend their skills in the manipulation of avariety of media and technologies to create asculpture for an outdoor space, a mixed-media work for display on the Internet, an installationevoking their cultural heritage)A3.2 use with increasing skill a wide variety of traditional and current materials, technologies,techniques, and tools to create original art works for a variety of purposes and audiences(e.g., select materials that are highly appropriate for an art work that is intended to convey a messageto their peers; extend their skills by experimenting with and applying a variety of techniques; useemerging tools and technologies to create effects that enhance the message of their work)A3.3 demonstrate a understanding of the appropriate standards and conventions for presentingart works for a variety of purposes (e.g., as samples in a portfolio to be viewed by prospectiveemployers or postsecondary educational institutions; as part of a year-end exhibit by the seniorclass; as part of a thematic display in a cultural centre; for inclusion in a virtual gallery), andapply these standards and conventions when preparing various types of visual art works forpresentation (e.g., include an artist’s statement with works in their portfolio; ensure that tw odimensionalworks are properly matted and/or framed and ready to hang and that three dimensionalworks are securely mounted at an appropriate height; ensure that digital reproductionsare clear and large enough for the audience to see the details in the work)A3.4 demonstrate an understanding of curatorial considerations, including those relating to thepurpose of and audience for an exhibition, and explain the impact curatorial judgements(e.g., with respect to venue, inclusion, presentation format, anticipated audience) can have on acollection of art worksA3. Production and Presentatio

B. REFLECTING, RESPONDING, ANDANALYSINGOVERALL EXPECTATIONSBy the end of this course, students will:B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process byexamining, interpreting, evaluating, and reflecting on various art works;B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society inwhich they were created, and of how they can affect both social and personal values;

3

B3. Connections Beyond the Classroom: demonstrate an understanding of and analyse the requirementsfor a variety of opportunities related to visual arts.

SPECIFIC EXPECTATIONSBy the end of this course, students will:B1.1 demonstrate the ability to support their initial responses to a variety of art works withinformed understanding of the works’ artistic form and function (e.g., describe their initialresponse to an art work, and explain in detail how specific aspects of the work’s content, formalqualities, and media inform that response)B1.2 deconstruct with increasing skill and insight the visual content and the use of elements andprinciples of design in their own art work and the work of others (e.g., extend their skills inidentifying individual elements and principles and aspects of the visual content in an art work,interpreting their function, and analysing their effect; compare and contrast the use of shape,form, line, texture, space, and balance in Frank Lloyd Wright’s Falling Water and Moshe Safdie’sHabitat)B1.3 explain in detail, with reference to a variety of historical and contemporary art works (e.g.,the social scenes painted by Pieter Bruegel the Elder; Joseph Paxton’s Crystal Palace; works byCanadian war artists, such as Alex Colville’s Bodies in a Grave or Molly Lamb Bobak’sPrivate Roy, Canadian Women’s Army Corps), how knowledge of a work’s cultural and historicalcontext, achieved through extensive research, has clarified and enriched their understanding and interpretation of a work’s intent and meaning B1.4 describe in detail and reflect on with increasing insight the qualities of their artworks and the works of others, and evaluate the effectiveness of these works using a widevariety of criteria (e.g., provide an informed explanation of why a work of art is, or is not, successfulwith respect to its ability to communicate a message or emotion, its technical and aestheticconventions, its form and stylistic qualities, its originality)B1. The Critical Analysis ProcessBy the end of this course, students will:B2.1 analyse, on the basis of research, the function and social impact of different kinds of artworks in both past and present societies (e.g., how art works function to decorate private andpublic space, to investigate and draw attention to themes and issues, to criticize political policy andsocial norms, to satirize public figures, to memorialize people and commemorate events, to preserveaspects of a people’s culture; how works of art can symbolize political, religious, social, or economicpower; the power of art to help change personal and public positions on social and political ideas)B2.2 assess the impact of socio-economic, political, cultural, and/or spiritual factors on the productionof art works (e.g., how artists are affected by oppression, persecution, censorship, or war,or by cultural, political, and/or religious beliefs; how access to locations, materials, technologies, andfunding can affect the production of art works)

4

B2.3 assess the impact that the creation and analysis of art works has had on their personalidentity and values and their perceptions of society (e.g., with reference to their self-awarenessand their ability to express their emotions, their cultural and social empathy, their knowledge ofand appreciation for their own cultural heritage and the cultural heritage of people in their community,their reaction to stereotypes, their understanding of the issue of cultural appropriation, their appreciationfor the natural and built environment around them, changes in their position on social/cultural issues)By the end of this course, students will:B3.1 analyse, on the basis of self-directed research, the requirements for postsecondarystudy and for careers of personal interest in arts-related fields (e.g., college and universityprograms and scholarship opportunities; apprenticeships; opportunities for independent artists;careers in architecture, arts advocacy, art therapy, education, filmmaking, museum or gallery curation,photography)B3.2 identify, on the basis of research, and assess a variety of opportunities in their communityfor involvement in the arts (e.g., interview people at local artists’ collectives; research the missionstatements of cultural centres that present art exhibitions; explore alternative local venues for artexhibitions, including centres for youth or seniors, malls, theatre lobbies, restaurants)B3.3 analyse a variety of local, national, and global arts-based advocacy organizations withreference to the type of work they do, their effectiveness, and the possibility of students’working with them or receiving funding from them (e.g., investigate organizations such as theOntario Arts Council, the Ontario Crafts Council, the Canada Council for the Arts, UNESCO, theInternational Association of Art, private foundations that provide grants to artists; prepare an applicationfor a grant or other funding)B3. Connections Beyond the ClassroomB2. Art, Society, and Values

5

C. FOUNDATIONSOVERALL EXPECTATIONSBy the end of this course, students will:C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to,elements, principles, and other components related to visual arts;C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques usedin the creation of visual art works;C3. Responsible Practices: demonstrate an understanding of responsible practices related to visual arts.

SPECIFIC EXPECTATIONSBy the end of this course, students will:C1.1 extend their understanding of the elements and principles of design, and use terminologyrelated to these elements and principles correctly and appropriately when creating oranalysing a variety of art works (e.g., when analysing how artists’ manipulation of space,movement, form, and proportion affects meaning in an installation or an environmental work)C1.2 explain in detail terminology related to a wide variety of techniques, materials, and tools(e.g., techniques and materials associated with installation art; additive and subtractive techniques,digital manipulation, impasto, optical colour mixing, pointillism), and use this terminologycorrectly and appropriately when creating, analysing, and/or presenting art worksC1.3 explain in detail the stages of the creative process and the critical analysis process, andexplain, using appropriate terminology, how these processes contribute to the successfulcreation and analysis of art works

By the end of this course, students will:C2.1 extend their understanding of a wide variety of techniques that artists use to achieve a rangeof specific effects (e.g., techniques used to create a range of textures in an art work, to develop theconnection and relationship between forms in a composition, to draw attention to specific partsof a work)C2.2 extend their understanding of the variety of conventions used in visual art (e.g., allegory,appropriation, juxtaposition, synectics; conventions associated with formalism, objective andnon-objective abstraction, propaganda, realism, social commentary), and explain in detail howthey are used in a variety of art worksBy the end of this course, students will:C3.1 demonstrate an understanding of legal and ethical issues related to the appropriation ofvirtual, intellectual, or physical property (e.g., copyright, ownership, censorship, sensitivity

6

towards cultural symbolism or iconography), andapply legal and ethical practices when creating and displaying art worksC3.2 demonstrate appropriate health and safety procedures and conscientious practices in theselection and use of various materials, techniques, tools, and technologies when producingor presenting art works (e.g., demonstrate safe practices when creating installations, assemblages,earthworks, constructions, multimedia projects; demonstrate appropriate protocols, deportment,and respect for others when working in a studio or visiting a presentation space)C3.3 explain how art works can have both a positive and negative impact on the environment(e.g., explain how art works can educate people about environmental issues; identify hazardoussubstances commonly used in the production of art works, explain their potential environmentalimpact, and identify the proper way to dispose of them; explain the pros and cons of using recycledmaterials in their art works)

• Course content:

Focus Course: AWC4M Ceramics Grade 12- Course Outline 2015-16

Term One Unit Titles

1. Review elements and principles of design2. Three Part Wheel Project 3. Word Sculptures4. Burton Containers (wheel or hand-built)

Term One Projects and Marks

Unit 1: Clay theory, processes, terminology, tools, elements and principles

Test

20 marks

Group Presentations: Google Art Project

20 marks

Review of elements and principles in art

Stages of creative process

Stages of critical analysis

Review clay tools, terminology and techniques

Review health and safety issues in clay studio

Careers in the Arts

Ethical Issues

Art History: Reflecting, responding and analyzing in class discussion based of Modern and Contemporary Art Lectures.

Expectations: B1.2, B2.1, B3.1, 2 and 3, C1.1, 2 and 3, C3.2, C3.3

Unit 2: Wheel ProjectThree part complex combined form.

40 marks

Historical References: Student examples, historical and contemporary wheel examples

7

Expectations: A1.1, 2 and 3, C1.1 C2.1 and 2, C3.2

Unit 3: Word Sculptures Historical sculpture references: Anish Kapoor’s The Bean, Jean Tinguely, Niki de Saint Phalle, Alexander Calder’s Circus, Oldenburg’

Hamburger, Louise Bourgeois Maman, Michael Snow’s Gargoyles, Elephant Grass, Aneela Dias-D’Sousa, Joe Fafard, Bill Reid,

Historical walking tour of Toronto Sculptures, etc.

Contemporary artists: Vik Muniz, Imran Qureshi, White Pillow Collective, Guerilla Girls, Steve Lambert, Ai Weiwei, Shepard Farey,

Burtinsky, Banksy, Zhao Zhao, Barbara Kruger, Lui Bolin and Art 21

Design and develop a sculpture based on one word related to a political, social, economic, ethical, or environmental issue.

40 marks

Sketchbook: Reflecting, responding, analysing and design work plus large scale collage

10 marks

Expectations: A1.1, 2 and 3, A2.1, A3.1 and 2, C1.1, C2.1, C3.3

Unit 4:Tim Burton , Dr. Suess, Lemony Snickettt or Neil Gaiman Container Design and develop a container for one character.

40 marks

Sketchbook: critiques, research and design

10 marks

Expectations: A1.1, 2 and 3, C1.1, C2.1, C3.2

Term Two Unit Titles:

5. Vessel

6. Tea for Two

7. Final Evaluation: dinnerware set

Term Two Projects and Marks

Unit 5: Class Sculpture Project Design a creative project, based on an object, that reflects student abilities.

10 marks

Sculpture. Work in a collaborative manner to accomplish the group goals.

10 marks

Expectations: A1.1, 2 and 3A2.2, B1.1, 2, 3 and 4, B2.1, B2.2, C1.1,2 and 3,C2.2, C3.1

Unit 6: Tea for TwoUsing hand-built or wheel techniques, design and develop a creative tea set.

Deign work

5 marksTwo tea cups

25 marks

Tea pot

35 marks

Historical References: Italian graduate student show Faenza, Gardiner Museum Show of Tea Pots, past student art examples.

Expectations: A1.1, 2 and 3, C1.1, C3.2

Northern Lights Art Show

8

Set up personal art display with artist statement.

Expectations: A3.3 and A3.4

Unit 7: Final Evaluation: Dinnerware Set = 30 % of year markDesign and research project

Studio- hand built or wheel- two dinner plates- two salad plates or bowls- two mugs- two optional pieces

Final Evaluation: The final evaluation will include Knowledge and Understanding, Thinking, Communication and Application sections worth 30% for the year (7.5 marks each). It is a seven part evaluation, including research, design, studio creation and analysis.Expectations: A1.1, 2 and 3, B1.1, 2, 3, and 4, B2.1, 2 and 3, C1.1,2 and 3, C2.1, 2, C3.1,2

9

10

3. Program Planning Considerations• Individual Education Plan: Accommodations to meet the needs of exceptional students as set out in their

Individual Education Plan will be implemented within the classroom program. Additional assistance is available through the Special Education program.

• The Role of Technology in the Curriculum. Using information technology will assist students in the achievement of many of the expectations in the curriculum regarding research, written work, analysis of information, and visual presentations.

• English as a Second Language (ESL): Appropriate accommodations in teaching, learning, and evaluation strategies will be made to help ESL students gain proficiency in English, since students taking ESL at the secondary level have limited time in which to develop this proficiency.

• Career Education: Expectations in this course include many opportunities for students to explore educational and career options, and to become self-directed learners.

• Cooperative Education and Other Workplace Experiences: The knowledge and skills students acquire in this courses will assist them in their senior level cooperative-education and work-experience placements related to this course. General information about cooperative education courses can be found at http://www.edu.gov.on.ca/eng/document/curricul/secondary/coop/cooped.pdf

HEALTHY RELATIONSHIPS AND THE ARTS Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Research has shown that students learn and achieve better in such environments. A safe and supportive social environment in a school is founded on healthy relationships – the relationships between students, between students and adults, and between adults. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. EQUITY AND INCLUSIVE EDUCATION IN THE ARTS PROGRAM The Ontario equity and inclusive education strategy focuses on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society. Antidiscrimination education continues to be an important and integral component of the strategy. In an environment based on the principles of inclusive education, all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected. Diversity is valued, and all members of the school community feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences. ENVIRONMENTAL EDUCATION AND THE ARTS Ontario’s education system will prepare students with the knowledge, skills, perspectives, and practices they need to be environmentally responsible citizens. Students will understand our fundamental connections to each other and to the world around us through our relationship to food, water, energy, air, and land, and our interaction with

11

all living things. The education system will provide opportunities within the classroom and the community for students to engage in actions that deepen this understanding. Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools (2009), p. 6

4. Learning Skills Learning Skills are skills and habits are essential to success in school and in the workplace. The Learning Skills evaluated are: Responsibility, Self-Regulation, Works Independently, Collaboration, Organization and Initiative. Teachers report achievement on the six Learning Skills using letter symbols: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement.

Learning Skills clearly affect levels of achievement, but they are not part of the evaluation of achievement and are not included in the midterm mark or final course mark.

5. Academic Honesty: Cheating and PlagiarismStudents are expected to submit only their own original work on evaluations done in class or out of class. Plagiarism is the passing off the ideas or writings of another as one's own. Cases of academic dishonesty (cheating and/or plagiarism) will be dealt with on a case-by-case basis, but each case will involve an investigation, communication with the student and his/her parent/guardian, and a mark of zero for the plagiarized work. Whether the student has an opportunity to demonstrate his/her learning in another assignment will be at the discretion of the teacher and/or Principal.

6. Teaching StrategiesTeachers use a variety of teaching strategies to maximize student learning. The following teaching strategies will be used in this course:

• Direct Instruction is highly teacher-directed. This strategy includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations.

• Indirect Instruction is mainly student-centered. Indirect Instruction includes inquiry, induction, problem solving, decision making, and discovery.

• Interactive Instruction relies heavily on discussion and sharing among participants. Interactive instruction may include total class discussions, small group discussions or projects, or student pairs or triads working on assignments together.

• Experiential Learning is inductive, learner centered, and activity oriented. In Experiential Learning, students participate in an activity; critically look back on the activity to clarify leaning and feelings; draw useful insights from such analysis; and/or put leaning to work in new situations.

• Independent Study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. The focus is on planned independent study by students under the guidance or supervision of a classroom teacher.

7. Assessment and Evaluation Strategies The Categories of knowledge, skills and weighting are as follows:

Knowledge & Understanding 25% Knowledge: facts, terms, definitions, techniques, elements, principles, forms,

structures Understanding: concepts, ideas, styles, procedures, processes, themes, informed opinions

Thinking 25% Planning skills - including proposals, sketches, composition, self-reflection,

analysis, brainstorming

12

Processing skills – analyzing, evaluating, interpreting, editing, forming conclusions, synthesizing Critical/creative thinking processes – creative/analytical processes, oral discourse, invention, reviewing

Application* 25%

application of knowledge & skills – processes, technologies, techniques, strategies, transfer of knowledge & skills – concepts, strategies, processes, techniques – to new contexts making connections within and between various contexts – between the arts/personal experiences & the world outside the school; between cultural/historical, global, social and/or environmental contexts.

Communication 25% expression & organization of ideas & understandings in art visual arts &

media arts – expression of ideas/feelings using visuals, techniques – & in oral and written forms communication for different audiences & purposes through the arts – and in oral & written forms use of conventions in visual arts & media arts – (e.g.symbolic representation, style) - & in arts vocabulary and terminology in oral and written forms.

Evaluation Table: - The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

Percentage Grade Range

Achievement Level

Summary Description

80-100% Level 4 A very high to outstanding level of achievement. Achievement is above the provincial standard.

70-79% Level 3 A high level of achievement. Achievement is at the provincial standard.

60-69% Level 2 A moderate level of achievement. Achievement is below, but approaching, the provincial standard.

50-59% Level 1 A passable level of achievement. Achievement is below the provincial standard.

Below 50% Insufficient achievement of curriculum expectations. A credit will not be granted.

Final Mark: - Students will be granted a credit if their final mark is 50% or higher. The final grade for each course will be determined as follows:

Seventy percent of the grade will be based on assessments and evaluations conducted throughout the course. The majority of this mark will be based on studio projects including preliminary drawings, design experimentation and final work. Marks will be assigned for written work such as reports, critical and historical analysis, research, essays, tests, and class notes. There will also be assignments relating to reflection, review and evaluation in the forms such as critiques, self and peer evaluations.

Thirty percent of the grade will be based on a final summative evaluation usually in the form of a portfolio with sections designed from each strand.

13

/tt/file_convert/5e536362bdffbc7c867ad893/document.doc

8. Achievement Chart The achievement chart provides a standard, province-wide method for teachers to use in assessing and evaluating their students’ achievement. Students are evaluated according to the major categories or strands in each course. Ministry curriculum documents provide detailed description of student achievement levels.

14

15

16

In this course, students are evaluated in four strands, according to the weightings shown:Knowledge/Understanding Thinking/Inquiry Communications Application

25% 25% 25% 25%

9. 70% Mark on Course Work • Students need to demonstrate achievement of all the overall expectations of the course. 70% of the final mark in

the course will be based on work done prior to the culminating activities. Evaluations that are late, missing, and/or incomplete will affect a student’s 70% grade. See NSS Evaluation Policy as printed in the Student Agenda Book for information about late, missed, and/or incomplete assignments.

10. 30% Grade Based on Course Culminating Activities • All students must take part in the culminating activities for each course at every grade and level of study. The

steps to follow when a student is absent from one or more culminating activities is included in the NSS evaluation policy as printed in the Student Agenda Book.

• Culminating activities that occur in class are held within the last weeks of classes. • 10% of the 30% summative project will be allotted to Knowledge and Understanding. This involves an in depth

research project and analysis of historical and student work.• 20% of the 30% summative project will be allotted to Thinking and Inquiry,

Communication and Application. This includes design work and studio project.

11. Determining Marks for the Midterm Provincial Reports in November and AprilThis grade will be based on the evaluations that have been conducted to the midterm point in the course. Some of the Overall Expectations, categories/strands, and units will not have been addressed by the midterm, and the students’ grades will most likely change when the students’ entire work is evaluated by the end of the course.

12. Determining the Mark for the Final Report CardThe mark for the final will report card will be the sum of the 70% mark and the 30% mark.

13. Teacher-Specific InformationAttendance is extremely important. Clay dries out quickly and you can’t take the studio projects home. There are firing schedules for the kilns that we have to follow. If you miss a class you will be expected to make this time up at the earliest “extra studio time”. They will be each lunch period from Tuesday to Friday and a flexible after school schedule. Students seeking success in the course should take advantage of this time.In order to help facilitate communication between teacher and parents/guardians/caregivers, students at risk, or struggling significantly in the course, students may receive a markbook printout of their acheivement to date to share with parents/guardians/caregivers.

17