ROSETREEMEDIASCHOOL DISTRICT

COURSE CURRICULUM

COURSE TITLE: / Advanced Metalwork and Jewelry
GRADE LEVEL: / 11, 12
CREATION DATE: /

January, 2007

Essential Question, Concept or Theme: A. Setting Stones Using a Bezel Cup / Approx. Time Allotment: 1 month
PA Standards:9.1.12.A, 9.1.12.B, 9.1.12.H, 9.2.12.A, 9.3.12.A
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
  • Define the vocabulary associated with the unit, which include, bezel cup, cabochon and burnisher
  • Craftsmanship
  • Creating a bezel cup of the proper size
  • Polishing with stones
  • Setting stones into metal
  • Necessary tools and precautions for stone setting
  • Incorporating stones into a design
  • Safe use of jewelry materials
  • Critique their own work and the work of others
/ Products: wearable art pieces, personal jewelry, metal boxes, small scale sculpture, assemblages
Performances: procedure demonstrations, oral presentations, performance pieces, presentation of projects/series
Assessments: class participation, demonstrations, projects, performance tasks, student self evaluation, portfolio, computer products, rubrics, journal/sketchbook, quizzes, reports, critiques /
Materials
Paints: low temp enamels, model paints, color pigments
Papers: tissue, cardboard, bristol, metallic, construction, kraft
Pencils, dry media, fabrics, wood, metals, glass, clay, plaster, found objects, papier mache
Nails, staples, glue, adhesives, fishing line
Epoxy resins, wood mallets, rawhide mallets, balpeen hammers, files, copper, nickel silver, brass, aluminum, vices, clamps, dapper pins, dapper blocks, dollies, ring mandrel, bracelet mandrel, jewelers saw, sawblades, drills, drill bits, pliers (needle nose, round, and flat), wire, wire cutters, tin snips, punches, chasing tools, goggles, face masks, silver solder, flux, soldering irons, jeweler’s torch, buffing wheel, sandpaper, polishing compound, plate metals, bezel wire, beads, stones, findings, tumbler, steel shot, precious metal clay (PMC), bezel cups, bezel wire, patina, pickle, rolling mill, sheers, copper tongs, sand paper, files (needle and large)
Technology
Computer, projector, photography, presentation software
Resources
Jewelry Making: for Schools, Tradesman, Craftsmen, Murray Bovin, Bovin Publishing: Forest Hills, New York, 1990.
The Complete Metalsmith, Tim McCreight, BrookfieldCraftCenter Video Library: Brookfield, Connecticut,1989.
Jewelry Making and Design, Augustus F. Rose, Dover Publications Inc.: New York, 1967.
The Design and Creation of Jewelry, Robert von Neumann, Chilton Book Company: Radnor, Pennslvania, 1972.
The Art of Jewelry Making, Alan Revere, Sterling Publishing Company: New York, 2001.
The Encyclopedia of Jewelry Making Techniques, Jinks McGrath, Running Press: Philadelphia, 1995.
Jewelry Making Techniques Book, Elizabeth Olver, North Light Books: Cincinnati, Ohio, 2001.
Jewelry Making for the Beginning Craftsman, Greta Pack
Moods in Wire, Ellsworth Sinclair
Handmade Jewelry, Carol Grape
Creating Extraordinary Beads from Ordinary Materials, Tina Casey
Fieldtrips to museums and galleries
Teacher generated materials / Learning Activities
  • Participate in teacher-led discussions.
  • Use and interact with classroom learning centers.
  • Listen to guest speakers.
  • Observe and review resources provided by the teacher.
  • Locate and research additional resources.
  • Observe teacher demonstrations of techniques and processes.
  • Learn and demonstrate all safety considerations and good work habits.
  • Work on assigned projects for the allotted time.
  • Complete assigned readings and worksheets.
  • Engage in peer review and class discussion while working.
  • Participate in verbal critiques of artworks while in process and when concluded, in whole class setting and in individualreview.
  • Participate in fieldtrips to sites related to the course.
  • Develop presentation skills and marketing strategies.
Instructional Strategies
  • Gather resource materials, books, prints, AV materials as they relate to the unit.
  • Arrange guest speakers and fieldtrips as desired.
  • Create examples.
  • Prepare display boards, learning centers, and visual aids for classroom use.
  • Discuss with students their prior knowledge of the unit.
  • Discuss vocabulary, historical background, various cultural artists as they relate to the unit.
  • Demonstrate technical aspects of projects when appropriate.
  • Note safety considerations for use of studio materials.
  • Refer to the theme questions and encourage “BIG” questions as they relate to philosophic and aesthetic issues.
  • Allow work time for projects.
  • Use in-process art criticism and phase art criticism with individuals and groups.
  • Assign and evaluate related assignments (homework, sketchbook, journal, written work.)
  • Use various classroom management and grouping methods for studio work sessions.
  • Conduct closure art criticism at the end of the unit, referring to goals established from earlier in-process art criticism discussions.
  • Evaluate the unit for future use.
  • At the conclusion of each unit and report period, review and summarize student’s individual progress.
  • Continue on-going selection and preparation of artworks for display in the annual art exhibition.

Essential Question, Concept or Theme: A. Setting Stones Using a Bezel Cup / Approx. Time Allotment:1 month
PA Standards: 9.1.12.A, 9.1.12.B, 9.1.12.H, 9.2.12.A, 9.3.12.A
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection
Adaptations: Extended time, preferential seating, peer tutors, manipulatives, individual aide as necessary, large print assignment sheets, adaptive technology / Enrichment opportunities:
Saturday classes (colleges/art centers), evening classes (colleges/art centers), after school demonstrations, tiered assignments, expansions, independent assignments, student and/ or teacher mentorships / The instructor may use, but is not limited to, the following:
Peer tutoring
Reteaching material
Retesting material
Organizers
Calenders
Differentiated instruction
Extra help sessions after school
Strategies as per the student’s IEP
Advance planners
Graphic organizers /
  • Students develop skills learned in other disciplines and incorporate those skills into the jewelry procedure
  • Mathematics, geometry, chemistry, writing and research gathering skills are all enhanced
  • Research metalwork from many different time periods
  • The study of how metalsmithing and jewelry creation are intrinsic to a variety of cultures

Essential Question, Concept or Theme: B. Copper Etching / Approx. Time Allotment: 1 month
PA Standards: 9.1.12.A, 9.1.12.B, 9.1.12.E, 9.4.12.A
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
  • Define the vocabulary associated with the unit, which include, etchant, resist, bath, relief, and neutralization
  • Use marker to create two different types of resist
  • Use tape to create a resist
  • Incorporate a themes
  • Craftsmanship
  • Safe use of jewelry materials
  • Critique their own work and the work of others
/ Products: wearable art pieces, personal jewelry, metal boxes, small scale sculpture, assemblages
Performances: procedure demonstrations, oral presentations, performance pieces, presentation of projects/series
Assessments: class participation, demonstrations, projects, performance tasks, student self evaluation, portfolio, computer products, rubrics, journal/sketchbook, quizzes, reports, critiques /
Materials
Paints: low temp enamels, model paints, color pigments
Papers: tissue, cardboard, bristol, metallic, construction, kraft
Pencils, dry media, fabrics, wood, metals, glass, clay, plaster, found objects, papier mache
Nails, staples, glue, adhesives, fishing line
Epoxy resins, wood mallets, rawhide mallets, balpeen hammers, files, copper, nickel silver, brass, aluminum, vices, clamps, dapper pins, dapper blocks, dollies, ring mandrel, bracelet mandrel, jewelers saw, sawblades, drills, drill bits, pliers (needle nose, round, and flat), wire, wire cutters, tin snips, punches, chasing tools, goggles, face masks, silver solder, flux, soldering irons, jeweler’s torch, buffing wheel, sandpaper, polishing compound, plate metals, bezel wire, beads, stones, findings, tumbler, steel shot, precious metal clay (PMC), bezel cups, bezel wire, patina, pickle, rolling mill, sheers, copper tongs, sand paper, files (needle and large)
Technology
Computer, projector, photography, presentation software
Resources
Jewelry Making: for Schools, Tradesman, Craftsmen, Murray Bovin, Bovin Publishing: Forest Hills, New York, 1990.
The Complete Metalsmith, Tim McCreight, BrookfieldCraftCenter Video Library: Brookfield, Connecticut,1989.
Jewelry Making and Design, Augustus F. Rose, Dover Publications Inc.: New York, 1967.
The Design and Creation of Jewelry, Robert von Neumann, Chilton Book Company: Radnor, Pennslvania, 1972.
The Art of Jewelry Making, Alan Revere, Sterling Publishing Company: New York, 2001.
The Encyclopedia of Jewelry Making Techniques, Jinks McGrath, Running Press: Philadelphia, 1995.
Jewelry Making Techniques Book, Elizabeth Olver, North Light Books: Cincinnati, Ohio, 2001.
Jewelry Making for the Beginning Craftsman, Greta Pack
Moods in Wire, Ellsworth Sinclair
Handmade Jewelry, Carol Grape
Creating Extraordinary Beads from Ordinary Materials, Tina Casey
Fieldtrips to museums and galleries
Teacher generated materials / Learning Activities
  • Participate in teacher-led discussions.
  • Use and interact with classroom learning centers.
  • Listen to guest speakers.
  • Observe and review resources provided by the teacher.
  • Locate and research additional resources.
  • Observe teacher demonstrations of techniques and processes.
  • Learn and demonstrate all safety considerations and good work habits.
  • Work on assigned projects for the allotted time.
  • Complete assigned readings and worksheets.
  • Engage in peer review and class discussion while working.
  • Participate in verbal critiques of artworks while in process and when concluded, in whole
  • class setting and in individual review.
  • Participate in fieldtrips to sites related to the course.
  • Develop presentation skills and marketing strategies.
Instructional Strategies
  • Gather resource materials, books, prints, AV materials as they relate to the unit.
  • Arrange guest speakers and fieldtrips as desired.
  • Create examples.
  • Prepare display boards, learning centers, and visual aids for classroom use.
  • Discuss with students their prior knowledge of the unit.
  • Discuss vocabulary, historical background, various cultural artists as they relate to the unit.
  • Demonstrate technical aspects of projects when appropriate.
  • Note safety considerations for use of studio materials.
  • Refer to the theme questions and encourage “BIG” questions as they relate to philosophic and aesthetic issues.
  • Allow work time for projects.
  • Use in-process art criticism and phase art criticism with individuals and groups.
  • Assign and evaluate related assignments (homework, sketchbook, journal, written work.)
  • Use various classroom management and grouping methods for studio work sessions.
  • Conduct closure art criticism at the end of the unit, referring to goals established from earlier in-process art criticism discussions.
  • Evaluate the unit for future use.
  • At the conclusion of each unit and report period, review and summarize student’s individual progress.
  • Continue on-going selection and preparation of artworks for display in the annual art exhibition.

Essential Question, Concept or Theme: B. Copper Etching / Approx. Time Allotment: 1 month
PA Standards:9.1.12.A, 9.1.12.B, 9.1.12.E, 9.4.12.A
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection
Adaptations: Extended time, preferential seating, peer tutors, manipulatives, individual aide as necessary, large print assignment sheets, adaptive technology / Enrichment opportunities:
Saturday classes (colleges/art centers), after school classes, tiered assignments, after school demonstrations, independent assignments, expansions, student and/or teacher mentorships / The instructor may use, but is not limited to, the following:
Peer tutoring
Reteaching material
Retesting material
Organizers
Differentiated instruction
Extra help sessions after school
Strategies as per the student’s IEP
Advance planners
Graphic organizers /
  • Students develop skills learned in other disciplines and incorporate those skills into the jewelry procedure
  • Mathematics, geometry, chemistry, writing and research gathering skills are all enhanced
  • Research metalwork from many different time periods
  • The study of how metalsmithing and jewelry creation are intrinsic to a variety of cultures

Essential Question, Concept or Theme: C. Enamel / Approx. Time Allotment: 1 month
PA Standards:9.1.12.A, 9.1.12.E, 9.2.12.C, 9.3.12.A
Benchmark/Skills / Assessment / Aligned Materials/
Resources/Technology / Instructional Strategies
  • Define the vocabulary associated with the unit, which include, enamel, gum arabic, pigment, cloisonné, and color scheme
  • Learn how color can affect a piece
  • Discover the techniques used when enameling metal
  • Create a color scheme
  • Use the rolling mill
  • Craftsmanship
  • Safe use of jewelry materials
  • Critique their own work and the work of others
/ Products: wearable art pieces, personal jewelry, metal boxes, small scale sculpture, assemblages
Performances: procedure demonstrations, oral presentations, performance pieces, presentation of projects/series
Assessments: class participation, demonstrations, projects, performance tasks, student self evaluation, portfolio, computer products, rubrics, journal/sketchbook, quizzes, reports, critiques /
Materials
Paints: low temp enamels, model paints, color pigments
Papers: tissue, cardboard, bristol, metallic, construction, kraft
Pencils, dry media, fabrics, wood, metals, glass, clay, plaster, found objects, papier mache
Nails, staples, glue, adhesives, fishing line
Epoxy resins, wood mallets, rawhide mallets, balpeen hammers, files, copper, nickel silver, brass, aluminum, vices, clamps, dapper pins, dapper blocks, dollies, ring mandrel, bracelet mandrel, jewelers saw, sawblades, drills, drill bits, pliers (needle nose, round, and flat), wire, wire cutters, tin snips, punches, chasing tools, goggles, face masks, silver solder, flux, soldering irons, jeweler’s torch, buffing wheel, sandpaper, polishing compound, plate metals, bezel wire, beads, stones, findings, tumbler, steel shot, precious metal clay (PMC), bezel cups, bezel wire, patina, pickle, rolling mill, sheers, copper tongs, sand paper, files (needle and large)
Technology
Computer, projector, photography, presentation software
Resources
Jewelry Making: for Schools, Tradesman, Craftsmen, Murray Bovin, Bovin Publishing: Forest Hills, New York, 1990.
The Complete Metalsmith, Tim McCreight, BrookfieldCraftCenter Video Library: Brookfield, Connecticut,1989.
Jewelry Making and Design, Augustus F. Rose, Dover Publications Inc.: New York, 1967.
The Design and Creation of Jewelry, Robert von Neumann, Chilton Book Company: Radnor, Pennslvania, 1972.
The Art of Jewelry Making, Alan Revere, Sterling Publishing Company: New York, 2001.
The Encyclopedia of Jewelry Making Techniques, Jinks McGrath, Running Press: Philadelphia, 1995.
Jewelry Making Techniques Book, Elizabeth Olver, North Light Books: Cincinnati, Ohio, 2001.
Jewelry Making for the Beginning Craftsman, Greta Pack
Moods in Wire, Ellsworth Sinclair
Handmade Jewelry, Carol Grape
Creating Extraordinary Beads from Ordinary Materials, Tina Casey
Fieldtrips to museums and galleries
Teacher generated materials / Learning Activities
  • Participate in teacher-led discussions.
  • Use and interact with classroom learning centers.
  • Listen to guest speakers.
  • Observe and review resources provided by the teacher.
  • Locate and research additional resources.
  • Observe teacher demonstrations of techniques and processes.
  • Learn and demonstrate all safety considerations and good work habits.
  • Work on assigned projects for the allotted time.
  • Complete assigned readings and worksheets.
  • Engage in peer review and class discussion while working.
  • Participate in verbal critiques of artworks while in process and when concluded, in whole
  • class setting and in individual review.
  • Participate in fieldtrips to sites related to the course.
  • Develop presentation skills and marketing strategies.
Instructional Strategies
  • Gather resource materials, books, prints, AV materials as they relate to the unit.
  • Arrange guest speakers and fieldtrips as desired.
  • Create examples.
  • Prepare display boards, learning centers, and visual aids for classroom use.
  • Discuss with students their prior knowledge of the unit.
  • Discuss vocabulary, historical background, various cultural artists as they relate to the unit.
  • Demonstrate technical aspects of projects when appropriate.
  • Note safety considerations for use of studio materials.
  • Refer to the theme questions and encourage “BIG” questions as they relate to philosophic and aesthetic issues.
  • Allow work time for projects.
  • Use in-process art criticism and phase art criticism with individuals and groups.
  • Assign and evaluate related assignments (homework, sketchbook, journal, written work.)
  • Use various classroom management and grouping methods for studio work sessions.
  • Conduct closure art criticism at the end of the unit, referring to goals established from earlier in-process art criticism discussions.
  • Evaluate the unit for future use.
  • At the conclusion of each unit and report period, review and summarize student’s individual progress.
  • Continue on-going selection and preparation of artworks for display in the annual art exhibition.

Essential Question, Concept or Theme: C. Enamel / Approx. Time Allotment:
PA Standards: 9.1.12.A, 9.1.12.E, 9.2.12.C, 9.3.12.A
Adaptations/Inclusion Techniques / Enrichment Strategies / Remediation Strategies / Multicultural/Interdisciplinary
Connection
Adaptations: Extended time, preferential seating, peer tutors, manipulatives, individual aide as necessary, large print assignment sheets, adaptive technology / Enrichment opportunities:
Saturday classes (colleges/art centers), after school classes, tiered assignments, after school demonstrations, independent assignments, expansions, student and/or teacher mentorships / The instructor may use, but is not limited to, the following:
Peer tutoring
Reteaching material
Retesting material
Organizers
Differentiated instruction
Extra help sessions after school
Strategies as per the student’s IEP
Advance planners
Graphic organizers /
  • Students develop skills learned in other disciplines and incorporate those skills into the jewelry procedure
  • Mathematics, geometry, chemistry, writing and research gathering skills are all enhanced
  • Research metalwork from many different time periods
  • The study of how metalsmithing and jewelry creation are intrinsic to a variety of cultures

Essential Question, Concept or Theme:D. Kiln Formed Glass / Approx. Time Allotment: 1 month