BAA Metal Art and Jewelry 11 Framework

District Name: Okanagan Skaha

District Number: SD # 67

Developed by: Charles Lay

Date Developed: Thursday, 27 May 2010

School Name: SummerlandSecondary School

Principal’s Name: Dave Searcy

Board/Authority Approval Date:

Board/Authority Signature:

Course Name: Metal Art & Jewelry 11

Grade Level of Course: Grade11/12

Number of Course Credits: 4

Number of Hours of Instruction: 120 hours

Prerequisite(s): None

Special Training, Facilities or Equipment Required: Metal working shop, basic metal shop hand tools, basic jewellery hand tools, Acetylene soldering torch, Oxygen/Acetylene torch, lost wax casting spin caster, burnout oven, buffing wheels, stain glass soldering iron and glass cutter, ultra-sonic gem cleaner, pickling bath, polishing dremel.

Course Synopsis:

This course has been developed toexpose students to the role that metal art and jewellery has in society today. Students learn about what makes jewellery aesthetically pleasing and encourages meaningful methods of ideation, design, planning, production and evaluation of various jewelry and artistic metal projects. Students are encouraged to explore their individual interests and creativity through the design, development, and manufacturing of many different artefacts. Projects include sheet metal pendants, copper ring, nickel silver ring, sterling silver ring, chain making, polymer bead making, earrings, brooches and bracelets through many styles and techniques of metal manipulation. Other topics may include: stained glass and wind chimes.

Rationale:

This course is offeredso that students can explore different types of metals and techniques beyond those that are used in traditional metalworking class. The intent of this course is to offer students an introductionto metal art and jewelry making and help them determine if it is a possible career path for them or an interest worth pursuing. Students willcombine the knowledge of materials and procedures with creativity and artistic skill to produce unique jewelry and art metal projects.

Organizational Structure:

Unit/Topic / Title / Time
Unit 1 / Developing learner profiles, classroom contract, shop safety & code of conduct / 2
Unit 2 / Metal and jewelry hand toolsand their uses
Jewelry equipment safety and operation / 6
Unit 3 / Design process & sketching / 2
Unit 4 / Polymer clay beads / 11
Unit 5 / Sheet metal rings & silver soldering / 11
Unit 6 / Sheet metal pendant / 11
Unit 7 / Chain making / 11
Unit 8 / Lost wax casting / 15
Unit 9 / Stain glass / 11
Unit 10 / Final project / 40
Total Hours / 120

Unit/Topic/Module Descriptions:

Unit 1:Developing learner profiles and classroom contractTime: 2 hours

Students will be introduced to the concept of different types of learning styles. This will be followed by a class discussion of what this means to individual learners and the development of a safe learning environment. Each student will complete a personal learner profile and identify personal strategies to help them succed. The class will them be facilitated through a process to develop a class contract.

Curriculum Organizer

Learner profiles & student rubric

It is expected the students will:

Developcommunication skills such as reading and understanding information, as well as listening to others and sharing information.

Demonstrate an acceptance of self and others

  • Positive participant
  • Supportive
  • Encouraging
  • Open minded
  • Willing to work with all
  • Inclusive
  • Takes responsibility for one’s action

Demonstrate the attitudes and skill of personalized learning

  • Self reflective
  • Accepting
  • Curious
  • Self motivated(intrinsic)
  • Self advocating
  • Takes initiative
  • Speaks with confidence & purpose
  • Demonstrates follow through

Unit 2:Metal and jewelry hand tools and their uses

Jewelry equipment safety and operation Time: 6 hours

Students will be introduced to the metal and jewelry hand tools and their safe use.

Students will be introduced to the safe use and operation of the specific jewelry equipment

Acetylene soldering torch, Oxygen/Acetylene torch, lost wax casting spin caster, burnout oven, buffing wheels, stain glass soldering iron and glass cutter, ultra-sonic gem cleaner, pickling bath, polishing dremel.

Curriculum Organizers

Note: It is expected the students will apply all of the unit 2 curriculum organizers to all of the production units

Health and safety

It is expected the students will:

  • consistently use safe work practices
  • identify WHMIS symbols that apply toworkplace materials
  • demonstrate knowledge of safety featuresand practices associated with oxy-acetyleneequipment, Acetylene torch, spin caster, burn-out oven, polishing wheels and spin caster.
  • demonstrate a knowledge of safety featuresand practices associated with metal-art related handtools
  • identify hazardous situations in the workenvironment and take appropriate action
  • demonstrate good "housekeeping" techniques

Self in Society

It is expected that students will:

  • consistently apply safe and healthy work practices in a metal art & jewelry shop environment.

Communication

It is expected that students will:

  • identify specific tools for specific operations
  • identify tools by proper name.

Technology

It is expected that students will:

  • select tools appropriate for specific operations
  • perform each task accurately.

Applied Problem Solving

It is expected that students will:

  • wear appropriate safety attire
  • use tools and equipment safely
  • identify and rectify hazardous conditions.

Unit 3:Design process & sketchingTime: 2 hours

Students will be introduced to the basic design process which includes the process from ideation to finished product

Curriculum Organizers

Design process

It is expected the students will:

  • demonstrate an understanding of the design process:
  • demonstrate a knowledge and ability to producing rough ideation sketches
  • demonstrate a knowledge and ability to develope a series of functional working sketches
  • demonstrate a knowledge and ability to create a functional model of the finished product
  • Perform a critical analysis of the model and make appropriate changes were necessary to produce a quality project

Unit 4:Polymer clay beadsTime: 11 hours

Students will be introduced to the materials and processes needed to design and produce polymer clay products

Curriculum Organizers

Design process

It is expected the students will:

  • demonstrate an understanding of the design process by:
  • producing 10 rough ideation sketches
  • developing 2 functional working sketches
  • Perform a critical analysis of the proposed product and make appropriate changes were necessary to produce a quality project

Materials and processes

It is expected the students will:

  • demonstrate appropriate method for preparing polymer clay
  • demonstrate a variety of methods for making beads of different shapes and designs.
  • produce a piece of jewelry in the form of a necklace or bracelet

Personalized learning

It is expected the students will:

  • demonstrate the ability to research the proposed design and the processes to produce it
  • identify and organize task-related tools andmaterials to complete project
  • identify, organize, and execute processesrequired to complete project
  • be self reflect and perform a project analysis in a association with a project marking rubric

Unit 5:Sheet metal rings & silver solderingTime: 11 hours

Students will be introduced to the materials and processes needed to design and produce sheet metal rings from a variety of materials.

Curriculum Organizers

Materials and processes

It is expected the students will:

  • demonstrate appropriate method for cutting forming and silver soldering copper, nickel silver and silver sheet stock
  • demonstrate ability to finish a ring using files, emery papers and buffing compounds and equipment
  • produce a sheet metal ring
  • be able to identify the correct method for using soft, medium and hard silver solder

Personalized learning

It is expected the students will:

  • demonstrate the ability to research the proposed design and the processes to produce it
  • identify and organize task-related tools andmaterials
  • identify, organize, and execute processesrequired to accomplish a task
  • be self reflect and perform a project analysis in a association with a project marking rubric

Unit 6:Sheet metal pendantTime: 11 hours

Students will be introduced to the materials and processes needed to design and produce sheet metal pendants from a variety of materials.

Curriculum Organizers

Materials and processes

It is expected the students will:

  • demonstrate appropriate method for cutting, forming copper, nickel silver and silver sheet stock
  • demonstrate ability to finish sheet metal products using files, emery papers, ultrasonic cleaner and buffing compounds and equipment
  • produce a sheet metal pendent

Personalized learning

It is expected the students will:

  • demonstrate the ability to research the proposed design and the processes to produce it
  • identify, organize, and execute processesrequired to accomplish a task
  • identify and organize task-related tools andmaterials
  • be self reflect and perform a project analysis in a association with a project marking rubric

Unit 7:Chain makingTime: 11 hours

Students will be introduced to the materials and processes needed to design and produce a variety of chains

Curriculum Organizers

Materials and processes

It is expected the students will:

  • demonstrate appropriate method for cutting forming copper, nickel silver and silver wire stock into chains
  • demonstrate ability to finish sheet metal products using files, emery papers, ultrasonic cleaner and buffing compounds and equipment
  • produce a necklace or bracelet adorned with a pendants or stone

Personalized learning

It is expected the students will:

  • demonstrate the ability to research the proposed design and the processes to produce it
  • identify, organize, and execute processesrequired to accomplish a task
  • identify and organize task-related tools andmaterials
  • be self reflect and perform a project analysis in a association with a project marking rubric

Unit 8:Lost wax castingTime: 15 hours

Students will be introduced to the materials and processes needed to design and produce a ring using the lost wax casting procedure.

Curriculum Organizers

Materials and processes

It is expected the students will:

  • demonstrate appropriate method for sizing a ring using a ring gauge
  • demonstrate appropriate method sizing a wax ring blank
  • demonstrate the ability to carve a pattern from design process accurately into the wax lank
  • demonstrate appropriate method for mounting a ring blank with wax sprew and mount in casting plug
  • demonstrate appropriate method preparing an casting investment
  • demonstrate appropriate method throwing the investment using the spin caster
  • demonstrate ability to finish cast ring using files, emery papers, ultrasonic cleaner and buffing compounds and equipment
  • produce a cast ring

Personalized learning

It is expected the students will:

  • demonstrate the ability to research the proposed design and the processes to produce it
  • identify, organize, and execute processesrequired to accomplish a task
  • identify and organize task-related tools andmaterials
  • be self reflect and perform a project analysis in a association with a project marking rubric

Unit 9:Stained GlassTime: 11 hours

Students will be introduced to the materials and processes needed to design and produce a stained glass ornament

Curriculum Organizers

Materials and processes

It is expected the students will:

  • demonstrate appropriate method for cutting polishing stained glass
  • demonstrate correct method to apply copper soldering tape to glass.
  • demonstrate correct method of soldering stained glass
  • produce a stained glass window pain

Personalized learning

It is expected the students will:

  • demonstrate the ability to research the proposed design and the processes to produce it
  • identify, organize, and execute processesrequired to accomplish a task
  • identify and organize task-related tools andmaterials
  • be self reflect and perform a project analysis in a association with a project marking rubric

Unit 10:final projectTime: 40 hours

All students will be required to complete a final project. The students are responsible for choosing their final project from the processes they have learned. The project will be broken down into the following components: design process and research, design portfolio, production, and submission. The production component is subdivided into modelling, process and materials. The project also involves the writing of progress reports and weekly production schedule sheets. These allow for effective communication between instructor and student.

Curriculum Organizers

Materials and processes

It is expected the students will:

  • research the appropriatematerials for the project they are producing.
  • Prepare a production check list/quality control list showing sequence of processes required to complete the project
  • Prepare a materials list and cost sheet
  • Complete weekly self evaluations on the progress of the projects
  • demonstrate ability to finish sheet metal products using files, emery papers, ultrasonic cleaner and buffing compounds and equipment
  • produce a sheet metal pendent

Personalized learning

It is expected the students will:

  • identify, organize, and execute processesrequired to produce project
  • identify and organize task-related tools andmaterials
  • be self reflect and perform a project analysis in a association with a project marking rubric
  • identify environmental, social, and ethicalconsiderations associated with metal art jewelry
  • identify and utilize employability skills. describe career opportunities that exist in metal art jewelry-related fields

Instructional Component:

Direct instruction

Indirect instruction

Interactive instruction

Independent problem solving

Modelling

Shop & equipment skills assessment

Analysis of own work

Assessment Component:

  • 10% of the mark will be based on written tests and classroom assignments. Test and assignments will be conducted throughout the first five weeks of the course to give the students the opportunity to learn the required technical knowledge and procedures to complete their projects.
  • 15% of the mark will be assessed on the student’s daily conduct and attendance. This will be a daily mark out of 2 and will be posted weekly to allow students to do self evaluation on there behaviour, work ethic and productivity.
  • 75% of the grade will be for project evaluation, where quality of construction, aesthetics and accuracy of measurement as it relates to the design sketches will be assessed.

Type of assessment / Category / Details / Weighting
Summative / Theory test and assignments / Written test
–safety
-equipment operation techniques
-materials identification (metallurgy)
Work sheets (assignments)
-completed during lectures or videos / 10%
Formative / Practical application
(this section will also involve teacher and student self assessment following student rubric) / Performance – on time
Puts in a full class of work
Attitude –co-operative
Positive participation
Care to produce quality work
Behaviour –work ethic
Shop behaviour
Treats others with respect
Care of equipment and tools / 15%
Projects
Formative / Project student self evaluations / Project evaluation
Attention to detail
Quality of construction
Quality of finish
Aesthetics / 75%
Project marking break down
Projects weighting / polymer clay
sheet metal ring
sheet metal pendant
chain making
stain glass
lost wax casting
final project / 10%
10%
10%
10%
10%
10%
15%
total 75%
Performance Methods / Personal Communication / Other
Daily participation / Student/instructor / Weekly assessment
Completed projects / Self evaluation / Teacher anecdotal records
Brain storming / Daily participation mark reflection/self evaluation / rubrics
Project design
  • sketches
  • cost & materials sheets
  • design analysis and artistic merit
/ Group dialogue
Theory test
Work sheets based on research of materials and processes for each project or technical information delivered in classroom

Learning Resources:

Books

  • Visual Quick tips: Wire Jewelry, Chris Franchetti Micheals, Wiley publishing,Inc. 2009
  • Making Metal Jewelry: Projects Techniques, inspirations, Joanna Gollberg, Sterling Publishing Co., Inc, 2003
  • Chain and Bead Jewelry, Scott David Plumlee, Watson-Guptill publications/New York, 2006
  • How to make Polymer Clay Beads, Linda Peterson, Cico Books, 2008
  • Creative Clay Jewelry: Designs To Make From Polymer Clay, Leslie Dierks, Sterling Publishing Co., 1994
  • The Art and Craft of Jewellry, Janet Fitch, Reed International Books ltd, 1992
  • The complete book of Jewelry Making, Carles Codina, Lark books, 2006
  • Basic wax modelling:an adventure in creativity, Hiroshi Tsuyuki, Matsubara-kashiwa Books Inc, 1999
  • Practical Casting:A A Studio Reference, Tim McCreight, Brynmorgen Press1986

BAA Metal Art & Jewelry Framework1