The goal of the Aragon and Performing Arts require that
Pottery making is one of the earliest
and most widespread of human activities, with a history that
can be traced back to the Stone Age. This beginning course introduces
students to the fundamentals of traditional ceramic arts: the
basic processes of pottery, construction methods (pinch, slab,
coil and wheel forming) and decoration techniques. Student's
imagination and creative abilities will be challenged through
hands-on projects utilizing traditional clay forming methods
and surface decorating techniques. Through viewing a variety
of ceramic forms, discussing their purpose and/ or meanings,
creating personal clay forms, students will develop artistic
perception, creative expression, aesthetic judgement, historical
and cultural perspectives. Topics covered include: hand building
and surface decoration techniques, traditional and contemporary
influences, critical analysis, historical research and career
exploration. Individual student notebooks may include: preliminary
sketches, drawings of finished projects, written reflections,
supplementary reference material as well as lecture/demonstration
notes.
COURSE CONTENT
Course Goals and/or Major Student Outcomes
Student Outcomes upon
successful completion of this course, students will:
Demonstrate an understanding of the variety of traditional and
contemporary clay forming methods, techniques and process, in
a safe and responsible manner.
Demonstrate proficiency with clay to create unique ceramic artworks,
expressing thoughts, themes or styles.
Reflect upon and assess (discussions, critiques, or writing)
the characteristics and merits of their work and the work of
others.
Recognize, describe and analyze (through discussions, critiques,
and writing), works of art in relation to purpose, history and
culture
Demonstrate progress over time by completing assignments, organizing
a notebook that may include sketches and writing to describe
the art-making process used to convey an idea or emotions.
Make connections between the visual arts and other disciplines,
utilize technology in small groups to research art-related careers
in California, summarize findings and present to peers.
Course Objectives:
Upon successful completion of
this course students will:
1. Demonstrate an understanding of the variety of traditional
and contemporary clay forming methods, techniques and process,
in a safe and responsible manner.
2. Demonstrate proficiency with clay
to create unique ceramic artworks, expressing thoughts, themes
or styles.
3. Reflect upon and assess (discussions, critiques, or writing)
the characteristics and merits of their work and the work of
others.
4. Recognize, describe and analyze (through discussions, critiques, and writing), works of art in relation to purpose, history and culture.
5. Demonstrate progress over time by completing assignments, organizing a notebook that may include sketches, notes, and eflective writing
6. Make connections between the visual arts and other disciplines,
utilize technology, research art-related careers Content
Standards:
7. Research specific ceramic pieces, artists, techniques, historical
or cultural contributions, utilizing the resources of the Internet
Content Standards:
Course Outline
Ceramics 1-2: Course Outline
Ceramics is the art of making objects from clay. Basic clay forming methods and construction techniques will include: surface decoration techniques, critical analysis, historical and cultural influences, contemporary artwork, research projects on traditional and contemporary styles, careers in art, and portfolio development. To reach this goal, students will complete ceramics projects involving increasing degrees of complexity. By incorporating work from a variety of cultures and times, students can make comparisons to feelings and symbols relevant in their own lives. Individual student notebooks may include preliminary sketches, drawing of each finished project, written reflections, and project evaluations.
Outline
I. Properties of Ceramics
A. The word ceramics comes form
the Greek word keramos, meaning potter's clay.
B. Safety
C. Plasticity of Clay
D. Porosity of Clay
E. Vitrification of Clay
F. Shrinkage of Clay
G. Types of Clay
H. Preparation of Clay
I. Wedging & kneading
J. Making Slip & Applying Slip
K. Clay Prior to Forming
L. Clay in the Plastic State
M. Clay in the Leather Hard State
N. Clay in the Dry State
O. Clay in the Bisque State
II. Studio Tools and Equipment
A. The Ceramic Studio
B. Sink, Kiln, Wedging table
C. Storage areas, bins for fresh clay, bins for recycling old
clay
E. Extruder, Slab roller, Potters Wheel
F. Basic hand tools
III. Basic clay forming methods and
construction techniques:
A. Pinch
B. Slab
C. Coil
D. Using A Mold
E. Scoring
F. Throwing on the Wheel
G. Tools and Techniques
H. Centering Clay
I. Trimming Methods
J. Throwing Cylinders
K. Making a foot
L. Pulling a handle
M. Useful throwing hints
N. Drying process and problems
O. 3D Ceramic Sculpture
IV. Surface Decoration Techniques
A. Clay in the Plastic State-
natural ornamentation, impressed designs, cloth, organic or household
objects, sprigging, stamping
B. Clay in the LeatherHard State, burnishing, carving, incising,
inlay
C. Clay in the Dry State-Slip Painting, Sgraffito, Slip Trailing,
Sprigging
D. Clay in the Bisque State- Underglaze application, decoration,
Sgraffito
E. Glazing Techniques and Processes
F. Test Tiles
G. Glaze Application
H. Special Glaze types
I. Glaze Defects: Crazing, Shivering, Crawling, and Running
V. Aesthetic Valuing, Critique Processes
and Assessment Methods
Responding to and evaluating
historical and contemporary ceramics, utilizing the elements
of art and the principles of design as a basis of assessment
A. The Elements of Art
B. The Principles of Design
C. Expressive Properties
D. Sensory Properties
E. Technical Properties
F. Universal Construct and Personal Interpretations
G. Compare and Contrast
H. Group Critique Process
I. Peer Review
J. Self Evaluation
VI. Ceramics Research Multimedia Project-
Students may use the school resources (classroom, library or
Internet) to explore a variety of ceramic art and artifacts.
Students may select one ceramic art piece, describe the piece,
its history, its cultural influences and explain what they have
learned about it. As students choose pieces, conduct research,
write descriptions, and communicate with their peers, they will
have a better understanding of museum collections and will recognize
long term value in historic preservation.
Students may use reproductions of ceramic art and artifacts for
observation, research, discussion, and analysis. Students may
produce a multimedia presentation and objectively describe works
of art. Grades may be based on the completion of the multimedia
presentation: Content: The topics, ideas, concepts, knowledge
and opinions that constitute the substance of the presentation
and Multimedia: The integration of media objects such
as text, graphics, video, animation, and sound to represent and
convey information.
VII. Career Opportunities in Art
Students may begin to recognize occupations in which a career
in art is possible, utilize technology to conduct research, and
communicate their findings in a multimedia presentation. Students
may begin to think meaningfully about their own career choices
and realize that the Internet is a powerful tool to help guide
individuals searching for a rewarding career.
VIII. Assignments: Through viewing a variety of ceramic forms, discussing
their purposes and creating personal clay forms, students will
develop artistic perception, creative expression, historical
and cultural perspectives; thus blending the fundamental techniques
and visual arts standards into practice.
Self Evaluation Oral and / or Written Responses
Peer Review Oral and / or Written Responses
Notebook Evaluation Written Responses
Final Examination Written Responses
Ceramics Research
Project Group
or Individual Research, Library, Classroom resources, Internet,
PowerPoint Presentation,
Oral and/ or Written Responses Multicultural / Universal themes
Careers In Art
Research Project Group or Individual
Research, Library, Career Center, Internet,
PowerPoint Presentation,
Oral and/ or Written Responses Multicultural / Universal themes
Texts & Supplemental Instructional
Materials -- A list of district-adopted
core textbooks and/or core literature, followed by other readings,
articles, reports, etc., indicating if materials will be used
in part or in their entirety.
A district-adopted textbook is not available at this time. Materials
used in part are gathered from the classroom resources and each
teacher's selection of readings, and other related materials.
Supplemental Instructional Materials
Instructor produced directions and worksheets
Various reproductions of historical artworks
Instructor created project samples
Former Student created project samples
Project based (student centered) Internet research
Guest Speakers
Informational Videos
Instructional Methods and/or Strategies A general
description of instructional methods including lecture, discussion,
individual work, group work, readings, project-based learning,
library research, internet research, interviewing, videos, etc.
Instruction will be delivered through
conventional instructional materials (readings from assorted
articles, instructions and links posted on the Internet) and
teaching strategies (lectures, demonstrations) ceramics projects
supplemented by instructional videos, guest speakers, and student
research projects.
Assessment Methods and/or Tools A description of
assessment methods, including tests quizzes, research papers,
homework assignments, art projects, etc.
Student progress will be assessed using
various assessment methods: Rubric For Grading Ceramics, The
Notebook Rubric, The Standards Assessment Rubric, Multimedia
Project Scoring Rubric, quizzes, peer reviews, self-reflections,
and group critiques. Grades for report card assigned after considering
the following:
Artwork: Quality and number of ceramic projects, including
tests, quizzes, research papers in a given time period
Participation:
Utilizing class time and participating in class discussions
Research: Ceramics Research and Multimedia Project
Careers In Art Group Research and Multimedia Project
Notebook: Completeness of the notebook, clear ability to critique artworks of others and his or her own work. Student uses appropriate art vocabulary correctly and demonstrates understanding.
Assessment criteria
The San Mateo Union High School District's Visual and Performing Arts teachers are currently collaborating to develop assessments in the visual arts. Instructors have utilized several different methods to assess student artwork including Rubric For Grading Ceramics, The Notebook Rubric, and Multimedia Project Scoring Rubric. The rubric used to evaluate student Multimedia Presentations was developed by the Challenge 2000 Multimedia Project. This rubric has been used with permission by many of the schools in San Mateo County.
The Notebook Rubric
6=excellent 5=good 4=adequate
3= inadequate 2= off target 1=incomplete 0= zero
Score Level: 6 Rating: Excellent
Student shows reflective ability to critique
artworks of others and his or her own.
Student uses vocabulary correctly and demonstrates through understanding.
All elements of The Notebook are included and properly completed.
The Notebook is neat, very well organized, and labeled.
Score Level: 5 Rating: Good
Student shows clear ability to
critique artworks of others and his or her own.
Student uses appropriate art vocabulary correctly and demonstrates
understanding.
All elements of The Notebook are included and complete.
The Notebook is neat, well organized, and labeled.
Score Level: 4 Rating: Adequate
Student shows some ability to
critique artworks of others and his or her own.
Student uses art vocabulary and demonstrates an adequate level
of understanding.
All elements of The Notebook are included and complete.
The Notebook is neat, organized, and labeled.
Score Level: 3 Rating: Inadequate
Student attempted to critique
artworks of others and his or her own.
Student uses some art vocabulary correctly and demonstrates a
beginning level of understanding.
Most elements of Notebook are included and complete.
The Notebook is partially organized, and labeled.
Score Level: 2 Rating: Off-Target
Student inadequately critiques
artworks of others and his or her own.
Student uses art vocabulary poorly and demonstrates very little
understanding.
Most elements of The Notebook are not included and not complete.
The Notebook is disorganized and not labeled.
Score Level: 1 Rating: Incomplete
No attempt made to critique artworks
of others or their own.
Student misuses art vocabulary and demonstrates no understanding.
Most elements of The Notebook are not included and not complete.
The Notebook is disorganized and not labeled.
Score Level: 0
Rating: Zero No Notebook is turned
in
Multimedia Project Scoring Rubric
Score Levels
Multimedia
The integration of media objects
such as text, graphics, video, animation, and sound to represent
and convey information. Videotapes, which include sound and images,
fit this definition.
Collaboration
Working together jointly to accomplish
a common intellectual purpose in a manner superior to what might
have been accomplished working alone.
Content
The topics, ideas, concepts,
knowledge, and opinions that constitute the substances of the
presentation.
5 Students have used multimedia in creative and effective ways that exploit the particular strengths of the chosen format. All elements make a contribution. There are few technical problems, and none of a serious nature. Students were a very effective team. Division of responsibilities capitalized on the strengths of each team member. The final product was shaped by all members and represents something that would not have been possible to accomplish working alone. Meets all criteria of the previous level and one or more of the following: reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic; compels the audience's attention.
4 Presentation blends 3 or more multimedia elements in an attractive, easy-to-follow format. With minor exceptions, all elements contribute rather than detract from the presentation's overall effectiveness. Students working together as a team on all aspects of the project. There was an effort to assign roles based on the skills/talents of individual members. All members strove to fulfill their responsibilities. The project has a clear goal related to a significant topic or issue. Information included has been compiled from several relevant sources. The project is useful to an audience beyond the students who created it.
3 Presentation used 2 or more media. There are some technical problems, but the viewer is able to follow the presentation with few difficulties. Students worked together on the project as a team with defined roles to play. Most members fulfilled their responsibilities. Disagreements were resolved or managed productively. The project present information in an accurate and organized manner that can be understood by the intended audience. There is a focus that is maintained throughout the piece.
2 Presentation used 2 or more media, but technical difficulties seriously interfere with the viewer's ability to see, hear, or understand content. Presentation is the result of a group effort, but only some members of the group contributed. There is evidence of poor communication, unresolved conflict, or failure to collaborate on important aspects of the work. The project has a focus but may stray from it at times. There is an organizational structure; through it may not be carried through consistently. There may be factual errors or inconsistencies, but they are relatively minor.
1 Multimedia
is absent from the presentation. Presentation was created by
one student working more or less alone (though may have received
guidance or help from others). Project seems haphazard, hurried
or unfinished. There are significant factual errors, misconceptions,
or misunderstandings.
Multimedia score = Collaboration score = Content score =
Copyright San Mateo County Office of Education
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