Advance Ceramics Syllabus

1 Trimester - .5 credit

Recommended Grade Level: 10-12

Prerequisite: Visual Arts 1, Ceramics A and Ceramics B, and Permission of Instructor.

Course Description:

This is an advanced arts course with emphasis in ceramics and wheel thrown pottery. Areas of exploration include hand-building ceramic structures, creating pottery on a pottery wheel, and miscellaneous methods of three-dimensional design. Student creativity and imagination will emerge as students develop their own personal style in drawing.

Student Grades:

Student grades will be based upon a possible final grade of 100%. That grade is broken up in the following manner:

*Performance Assessment/Art making: 75%

These are project grades. The projects will be graded based upon rubrics.

*Assessment (RTI, Critiques, Open Responses, Quizzes, etc.): 25%

Summative assessments will be administered as one way of ensuring that students are learning the essential targets of this course. However, learning will be checked frequently during this class and as we progress through the material. Also, students will be asked to complete written critiques of their work periodically. These are formative self-assessments that will help me better understand where each student is in their art making.

*Final Exam: 10% Your final exam will be worth 10% of your final grade. It is a summative assessment and will include material covered in all previous tests.

Classroom Rules

Respect others.

Bring materials to class with you every day.

BE ON TIME! If you are being held by another teacher, ask him or her to call me when the bell rings, NOT after I’ve posted my attendance.

Listen to instructions and follow directions. Do not talk while I am talking.

No students are allowed in my office or on my computer, SO DO NOT ASK!

You are not allowed to store your things in here during the day (sports equipment, PE clothes, drinks in fridge, etc.).

Obey all rules as laid down in the student handbook.

Only one student will be allowed to leave the room at a time to go to the restroom and you must take the hall pass.

Materials Needed

Apron or clothing that you do not care to get dirty!

Ice Cream container with lid- or some other kind of plastic container with a lid!!!!

ALIGNMENT OF NATIONAL CORE ARTS STANDARDS (2014) WITH
THE KENTUCKY ACADEMIC STANDARDS FOR THE ARTS (2016)
Artistic Processes
Creating
Definition: Conceiving and developing new artistic ideas and work. / Performing/Presenting/Producing
Performing (Music, Dance, and Theatre): Realizing artistic ideas and work through interpretation and presentation.
Producing (Media Arts): Realizing and presenting artistic ideas and work.
Presenting (Visual Arts): Interpreting and sharing artistic work. / Responding
Definition:
Understanding and evaluating how the arts convey meaning. / Connecting
Definition: Relating artistic ideas and work with personal meaning and external context.
Anchor Standards
Students will:
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work. / Students will:
4. Select, analyze, and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work. / Students will:
7. Perceive and analyze artistic work.
8. Interpret meaning in artistic work.
9. Apply criteria to evaluate artistic work. / Students will:
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

Standards related to written critiques, career writes, short and long writes, and Scholastic Arts and Scholastic Action magazines:

English Language Arts Standards/Writing, Grades 9-10, 11-12

  • WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
  • WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.
  • WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Reading Standard: Informational Text, Grades 11-12

  • RST.11-12.2.Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
  • RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Unit 1 Finding an individual style in ceramics

WEEK 1-3

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

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

Anchor Standard 3: Refine and complete artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 9: Apply criteria to evaluate artistic work.

I can create artwork that has a unique style

  • Resources: The Craft and Art of Clay: Historical Overview
  • Students will read the handout
  • They will choose a style that appeals to them
  • They will write a short paragraph explaining why they like that particular style
  • They will try to emulate it.
  • Formative assessment: observation, writing
  • Summative: rubric this is a testing point
  • Project Response Worksheet (WHST.11-12.2, RST.11-12.1, RST.11-12.2, RST.11-12.4)
  • Argumentative Writing Essay: Artwork Critique (WHST.11-12.1, WHST.11-12.4, WHst.11-12.5)
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

WEEK 4-5

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

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

Anchor Standard 3: Refine and complete artistic work.

Anchor Standard 9: Apply criteria to evaluate artistic work.

I can take the style from the last project and assimilate it making a cookie jar

Activities and Resources: Students last piece

  • Materialspaper, pencils
  • There will be a discussion on the best way to create a cookie jar for each individual student
  • Plan cookie jar using ideas from the first piece and show plans to Ms. Roach
  • Work on the cookie jar
  • Formative: Observation
  • Scoring rubric for summative assessment. This is a planned testing point
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Unit 2 Self-critiquing

WEEK 6

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 9: Apply criteria to evaluate artistic work.

I can compare and contrast my work with the one I used as a model.

Activities and Resources:

  • Student will use their 1st two pieces and a printout of the original work
  • Student will write a critique comparing their products with the original they found to emulate in the 1st unit.
  • Art will be in the display case
  • Project Response Worksheet (WHST.11-12.2, RST.11-12.1, RST.11-12.2, RST.11-12.4)
  • Argumentative Writing Essay: Artwork Critique (WHST.11-12.1, WHST.11-12.4, WHst.11-12.5)
  • Formative assessment: observation
  • Summative: rubric This is a planned testing point
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Unit 3 Wheel Throwing or hand building more complex objects

WEEK 7-8

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

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

Anchor Standard 3: Refine and complete artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 9: Apply criteria to evaluate artistic work.

I can create complex forms through wheel throwing and hand building

Activities and Resources:

  • Posters and photos or a variety of teapots will be available
  • Students will choose a theme and design a teapot and cups to match
  • They will continue to develop their style
  • There will be a demonstration on wheel throwing as well as trimming pots
  • Students will sketch out ideas and choose the best one before getting the clay.
  • Formative assessment: observation
  • There will be a rubric for the product. This is a planned testing point
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

WEEK 9-12

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

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

Anchor Standard 3: Refine and complete artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

Unit 4 Independent Problem Solving

Activities and Resources:

  • A menu of projects will be given to the students who will choose how they want to earn their final 1000 points. They will be expected to continue to develop their own style
  • They will be given projects that they can create using the skills they have learned from the past unitsor they can use their own ideas as long as they have approval
  • Students will start to write a critique on a piece of work
  • Project Response Worksheet (WHST.11-12.2, RST.11-12.1, RST.11-12.2, RST.11-12.4)
  • Argumentative Writing Essay: Artwork Critique (WHST.11-12.1, WHST.11-12.4, WHst.11-12.5)
  • Formative assessment: observation
  • Summative: There will be a rubric This is a testing point
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Item / REQUIREMENTS
You will need to continue to develop your own style as you build up your portfolio / WORTH
These are possible points the work will still be graded on:
  • Following directions
  • Craftsmanship,
  • Effort
  • Creativity.

Coffee Cup or Mug / Has a handle, used glaze that is food safe / 50 points (2 cups would equal 100 possible points, 10 would equal possible 500)
Plate / Look at a famous painting and use it for your plate. Drawing for the painting on the plate will have to be approved by Mrs. Roach. Use under glazes to paint on the plate and a clear over glaze for final firing. / Each plate will be worth 250 points.
Teapot / Must have a handle and working spout and a lid. Needs to be able to hold 2 cups. Needs to be glazed. / Teapot will be worth 200 points
Chess set (one side) / Must have 8 Pawns, 2 Rooks, 2 Knights, 2 Bishops and a King and Queen. The half set needs to fit on an average size Chess Board. Example: Pawns would be Native Americans, Rooks could be teepees, Knights could Native Americans on Horses, Bishops could be Medicine Men and the King would be the Chief and the Native American Princess would be the Queen. / The project will be worth a possible 500 hundred points. (depending on level of difficulty)
Bowls (may be draped, coiled or thrown.) / A bowl needs to be large enough to eat a cup of ice cream out of. Must have a food safe glaze. / Each bowl will be worth 50 points.
Expressive sculpture / Needs to have some meaning to the viewer as well as the artist. Will need to be created using two or more methods. / Depending of artistic quality, difficulty of subject matter and appearance of finished product student may earn 50-500 points
Piggy Banks / Can be any animal formed with 2 pinch pots. / Possible 150 points.
lidded slab box / Lid must fit and have a flange. The box will need to be glazed inside and out. Will need to measure 5 inches in one direction and needs to have decoration on it. / Worth 150 points.
Wheel thrown Vase / Must be at least 6 inches tall and thrown on the wheel / Can be worth 200 points
Flower pots / Needs to be decorated and not glazed on the inside. Will need a small hole in the bottom / Can be worth 100 to 300 points depending on decoration and size.
Bird Bath / Must be at least 2 foot tall and in 2 pieces. / Possible 500 points depending on complexity
Coil Pots / Depends on size of the coil pot and complexity / Possible 250 points
Luminary / Score depends on the designs and how it functions as a light. / Possible 100- 150 points
Set of three / Create a set of three items using decorative sprigs that visually ties it together / Possible 100 to 300 points depending of level of difficulty

WEEK 12

Students will be completing a critique on a piece of art work

  • They will be cleaning up the room
  • They will be given study sheets for the final

WEEK ALL ASSIGNMENTS FINISHED AND GRADED.

Advanced Ceramics 1