CONTENT AREA: ART EDUCATION
GRADE/LEVEL:
9 - 12
COURSE TITLE:
CERAMICS 2
COURSE NUMBER:
50. 4411002
COURSE LENGTH:
SEMESTER
COURSE DESCRIPTION:
Ceramics 2 provides in-depth work with clay beyond that of Ceramics 1. Students will further
technical ability in hand building, surface decoration, and/or wheel-thrown ceramics. Glaze
chemistry will be addressed with an emphasis on how a glaze works and how to alter results.
Alternative firing techniques will introduce students to various surface effects and firing
atmospheres. Students will work in a more conceptual manner to develop their own ideas, style
and artistic voice. Students will continue to investigate ceramics from around the world and
throughout time.
PREREQUISITE(S): Ceramics 1
MASTER LIST: STANDARDS AND ELEMENTS
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
a. Keeps a visual/verbal journal with inspirations, thumbnail sketches, brainstorming
lists, pottery plans, reflections and course information [QCC C.1]
b. Uses concepts/ideas from other disciplines as sources of ideas [QCC C.10]
c. Recognizes emerging elements of personal, artistic voice (QCC C.16)
d. Produces ceramic works inspired by personal experience, observation of the
natural world, research into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
a. Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan ceramic artwork
b. Uses principals of design to create unified composition and communicate meaning
c. Designs ceramic works that demonstrate an understanding of how the
communication of one's ideas in relation to media, techniques, and processes
3. Understands and applies media, techniques, and processes [National Std. 1]
a. Demonstrates proficiency in hand-building techniques and clay processes (wedging,
pinching, score and slip, joining at the proper stages of drying) [QCC C.2, C.3]
b. Gains experience in wheel-thrown ceramics and pulled handles
c. Demonstrates awareness of functional qualities inherent in utilitarian work
d. Recognizes and uses selected surface decoration techniques (stamping, sgraffito,
carving, mishima, slip trailing, piercing, terra sigillata, engobes, wax resist, staining,
glazing) [QCC C.4, C.5]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
e. Demonstrates intermediate level of understanding of firing processes and
atmospheres
f. Understands major aspects of glaze chemistry at an intermediate level; conducts and
records a glaze experiment [QCC C.6, C.11]
g. Demonstrates care and safe use of ceramic tools, equipment and materials [QCC
h. Using Feldman's art criticism method and Visual Thinking Strategies as models to
evaluate unknown ceramic work, verbalize personal reaction to art work using
adjectives, analogy, and metaphor [QCC C.16]
4. Self-evaluates art learning and develops habits of excellence
a. Sets high standards for craftsmanship and skill mastery, then evaluates work using
criteria (stylistic quality, craftsmanship, technical skill, goals of work) [QCC C.17]
b. Works to find individual, personal artistic voice within guidelines; understands that
creativity is problem solving within given parameters
c. Discusses how study in ceramics benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers related to ceramics
4) life skills such as tolerance for ambiguity, judgment in the absence of rule;
finding structure in apparent disorder [QCC C.9, C.10]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
a. Writes, reflects upon, and revises throughout the course, personal answers to
aesthetic issues in ceramic art [QCC C.18]
b. Examines the balance and interactions of form verses function in utilitarian vessels
and sculptural ceramics
c. Distinguishes the similarities and differences between art and craft, artists and
artisans
d. Identifies aesthetic properties associated with hand building and wheel thrown
techniques used for personal expression
e. Examines the aesthetic emphasis of various forms and surface treatments used by
artists
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
a. Examines characteristics, origins, limitations, and possibilities of clay as an art
medium
b. Writes and talks about ceramics from a wide range of perspectives (cultural,
historical, technical, functional, sculptural) [QCC C.14, 19, 20]
c. Analyzes the use of elements and principles of design by ceramic artists
d. Discusses the relationship of surface design and form [QCC C.15]
e. Discriminates between the characteristics of wheel thrown techniques and hand
building techniques
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
f. Analyzes the characteristics of different surface decorations/outcomes created by
glazing and firing processes and how surface treatment and firing methods
communicate meaning or create beauty [QCC C.19]
g. Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interacting with artwork)
(QCC 16)
h. Uses Feldman's art criticism method and Visual Thinking Strategies as models of
response to unknown ceramic work; verbalizes personal reaction to artwork using
adjectives, analogy, and metaphor [QCC C.16]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
a. Recognizes the impact of ceramics in technology, industry, and other aspects of life
[QCC C.22 ]
b. Compares and contrasts the roles of functional verses non-functional ceramics
throughout history [QCC C.20 ]
c. Distinguishes between traditional and contemporary approaches to producing pottery
and sculpture in clay
d. Identifies historical influences, techniques, content and significant goals of a specific
ceramic artist or movement
e. Investigates the invention, processes and developments of wheel thrown pottery
throughout time [QCC C.12]
f. Discusses how ceramics serve as a historical record of a culture; "reads" the history
of selected cultures in their ceramic work
g. Examines the origin and progression of glazing and firing techniques [QCC C.21 ]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 1: Creating Multiple Objects in a Series or Set
PACING: 3 - 4 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
•
Keeps a visual/verbal journal with visual/verbal inspirations, thumbnail sketches,
brainstorming lists, pottery plans, reflections and course information [QCC C.1]
Produces ceramic works inspired by personal experience, observation of the
natural world, research into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan ceramic artwork
3. Understands and applies media, techniques, and processes [National Std. 1]
Demonstrates proficiency in hand-building techniques and clay processes (wedging,
pinching, score and slip, joining at the proper stages of drying) [QCC C.2, C.3]
Recognizes and uses selected surface decoration techniques (stamping, sgraffito,
carving, mishima, slip trailing, piercing, terra sigillata, engobes, wax resist, staining,
glazing) [QCC C.4, C.5]
Demonstrates care and safe use of ceramic tools, equipment and materials [QCC C.8]
4. Self-evaluates art learning and develops habits of excellence
Sets high standards for craftsmanship and skill mastery, then evaluates work using
criteria (stylistic quality, craftsmanship, technical skill, goals of work) [QCC C.17]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Writes, reflects upon, and revises throughout the course, personal answers to
aesthetic issues in ceramic art [QCC C.18]
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Writes and talks about ceramics from a wide range of perspectives (cultural,
historical, technical, functional, sculptural) [QCC C.14, 19, 20]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
•
•
Uses Feldman's art criticism method and Visual Thinking Strategies as models of
response to unknown ceramic work; verbalizes personal reaction to artwork using
adjectives, analogy, and metaphor [QCC C.16]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Identifies historical influences, techniques, content and significant goals of a specific
ceramic artist or movement
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides or sets/series of artwork
Physical examples of different surface treatments and firing methods
Periodicals such as Ceramics Monthly, Crafts, Studio Potter
Internet tour of museums, galleries, Signature Shop and similar websites
See: Ceramics Appendix A: Ceramic Resources
SUGGESTED INSTRUCTIONAL STRATEGIES:
Keep ideas for pots, decoration plans and results, reflections and unit information in
sketchbook/journal.
Throughout the course, continue to conduct one to two day micro labs as needed to introduce and
reinforce technical and design skills.
Students collect images of ceramic sets and series (functional and nonfunctional) for reference in a
sketchbook/journal. Categorize the images into hand-built, wheel, and manufactured groupings.
Discuss mold making and the industrial side of reproduction (Eva Ziesel). What are the differences
and similarities in artists that design for industry verses artists who work out of a studio? Eva Ziesel
(industry), Suze Lindsay (production potter), and Wesley Anderegg (hand builder) are researched
and presentations (PowerPoint) are given by student groups.
Students design a series of cups. Thumbnail sketches and plans will be reviewed in a critique to
recommend which series to develop into a completed assignment.
Compare surface treatments and firing methods for functional vs. non-functional ware:
o Food safe glazes
o Craftsmanship
o Clay body density
o Ease of use
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
Questions for discussion and writing about aesthetics:
o Are hand-made objects sometimes more desirable than machine made objects? Why/why
not?
o Is form more important than function? Why/why not?
o Why have people historically decorated functional ceramics?
o Is pottery an art form, craft, or both?
o Why might people have an innate need to add beauty and meaning to their world?
Throughout history, factors such as food, function, religion/ritual and technology influenced the
creation of ceramics. Use these factors to track and formulate how ceramics is an integral part of
our daily lives.
SAMPLE ASSESSMENTS:
Visual/verbal journal entry review
PowerPoint presentation assessment based on criteria
Student/Teacher assessment (criteria or rubrics based)
Written test on unit research and techniques
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 2: Glazing and Firing
PACING: 2 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
Keeps a visual/verbal journal with inspirations, thumbnail sketches, brainstorming
lists, pottery plans, reflections and course information [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
3. Understands and applies media, techniques, and processes [National Std. 1]
Demonstrates intermediate level of understanding of firing processes and
atmospheres
Understands major aspects of glaze chemistry at an intermediate level; conducts and
records a glaze experiment [QCC C.6, C.11]
4. Self-evaluates art learning and develops habits of excellence
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Examines the aesthetic emphasis of various forms and surface treatments used by
artists
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Examines characteristics, origins, limitations, and possibilities of clay as an art
medium
Analyzes the characteristics of different surface decorations/outcomes created by
glazing and firing processes and how surface treatment and firing methods
communicate meaning or create beauty [QCC C.19]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Examines the origin and progression of glazing and firing techniques [QCC C.21 ]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides
Physical examples of different surface treatments and firing methods
Books:
Ceramics-A Potter's Handbook by Nelson and Burkett
The Craft and Art of Clay, Susan Peterson
Periodicals:
Ceramics Monthly
Crafts
Studio Potter
Internet tour of museums and galleries, Signature Shop and similar websites
Glaze recipes: Base glaze and colorant percentages
http://grafik.sdsu.edu/ceramicsweb// , for glaze recipe information
http://www.claytimes.com/resources.htm , for ceramics resources
Information on glazing mixing and glaze tests
See: Ceramics Appendix A: Ceramic Resources
SUGGESTED INSTRUCTIONAL STRATEGIES:
Examine glazing and firing effects used by artists; create journal pages related to different firing
and glazing methods; include reflections on the personal appeal of particular glazing/firing effects.
Compare primitive firing and finishing techniques to today's variety of methods.
Record glaze information, recipes, processes, and results in visual/verbal journal.
Experiment with a line blend or glaze mixing / glaze combinations and application processes.
Experiment with various types of kiln atmospheres and firing (raku, sawdust, saggar, pit firing,
oxidation, etc.)
Discuss safety issues and health hazards involved in glaze mixing; Wear appropriate safety
equipment when mixing glaze
Critique the results of the glaze experiment
Throughout history, factors such as food, function, religion/ritual, and technology influence the
creation of ceramics. Use these factors to track and formulate how ceramics is an integral part of
our daily lives.
Using China and the Sung Dynasty as an example, analyze the historical significance of form,
design, innovations in clay bodies, and glaze colors influenced the world because of trade.
Compare and associate this impact on society with today's innovations.
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
SAMPLE ASSESSMENTS:
Rubric or criteria-based self and teacher assessment
Teacher evaluation and observation of work
Test on characteristics of glazes, firing techniques, and safety issues
Test tiles and notes, showing results of glaze experiment
Teacher/student reviews of loading and firing kiln for bisque and glaze firing
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 3: Wheel-thrown Pottery / Hand-built Functional Ware
PACING: 6 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
•
•
Recognizes emerging elements of personal, artistic voice (QCC C.16)
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
Uses principals of design to create unified composition and communicate meaning
3. Understands and applies media, techniques, and processes [National Std. 1]
Gains experience in wheel-thrown ceramics and pulled handles
Demonstrates awareness of functional qualities inherent in utilitarian work
4. Self-evaluates art learning and develops habits of excellence
Works to find individual, personal artistic voice within guidelines; understands that
creativity is problem-solving within given parameters
Discusses how study in ceramics benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers related to ceramics
4) life skills such as tolerance for ambiguity, judgment in the absence of rule;
finding structure in apparent disorder [QCC C.9, C.10]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Examines the balance and interactions of form verses function in utilitarian vessels
and sculptural ceramics
Identifies aesthetic properties associated with hand building and wheel thrown
techniques used for personal expression
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Discusses the relationship of surface design and form [QCC C.15]
Discriminates between the characteristics of wheel-thrown techniques and handbuilding
techniques
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
•
•
•
Recognizes the impact of ceramics in technology, industry, and other aspects of life
[QCC C.22 ]
Compares and contrasts the roles of functional verses non-functional ceramics
throughout history [QCC C.20 ]
Investigates the invention, processes and developments of wheel-thrown pottery
throughout time [QCC C.12]
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides
Physical examples of different surface treatments and firing methods
Books:
Ceramics-A Potter's Handbook, Nelson and Burkett
The Craft and Art of Clay, Peterson
Periodicals:
Ceramics Monthly
Crafts
Studio Potter
Clay Times
Internet tour of museums and galleries, Signature Shop and similar websites
Images from books in Ceramics Appendix A: Ceramic Resources
www.claytimes.com
www.ceramicstoday.com
INSTRUCTIONAL STRATEGIES:
View and discuss the work of various potters who use the wheel.
Two-day micro-lab on pulled handles
Use thrown pots that are cut in half to show different stages of throwing with emphasis on specific
processes: proper steps in throwing; trimming pots; finishing pots.
Create a set of thrown or hand-built dishware: two cylinders, two bowls, and two cups with handles
Work with surface decoration (mishima, glazing, maiolica, engobes, etc.)
Compare handmade ware to production ware and the use of a jigger or mold.
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
Throughout history, factors such as food, function, religion/ritual, and technology influence the
creation of ceramics. Use these factors to track and formulate how ceramics is an integral part of
our daily lives.
Using China and the Sung Dynasty ceramics, analyze the significance of form, design, innovations
in clay bodies, and glaze colors that influenced the world because of trade. Compare and associate
this impact on society with today's innovations.
Discuss the integral role of ceramics in archeology.
SAMPLE ASSESSMENTS:
Rubric or criteria-based self and teacher evaluation
Critique on functional qualities of student artwork (weight, drinkability, foot, durability, glaze)
Test on materials, tools, procedures, and techniques
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 4: Sculptural Form
PACING 3 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
Uses concepts/ideas from other disciplines as sources of ideas [QCC C.10]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
Designs ceramic works that demonstrate an understanding of how the
communication of one's ideas in relation to media, techniques, and processes
3. Understands and applies media, techniques, and processes [National Std. 1]
Demonstrates proficiency in hand-building techniques and clay processes (wedging,
pinching, score and slip, joining at the proper stages of drying) [QCC C.2, C.3]
Recognizes and uses selected surface decoration techniques (stamping, sgraffito,
carving, mishima, slip trailing, piercing, terra sigillata, engobes, wax resist, staining,
glazing) [QCC C.4, C.5]
4. Self-evaluates art learning and develops habits of excellence
Works to find individual, personal artistic voice within guidelines; understands that
creativity is problem-solving within given parameters
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Distinguishes the similarities and differences between art and craft, artists and
artisans
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interacting with artwork)
(QCC 13)
Uses Feldman's art criticism method and Visual Thinking Strategies as models of
response to unknown ceramic work; verbalizes personal reaction to artwork using
adjectives, analogy, and metaphor [QCC C.16]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
•
•
•
Compares and contrasts the roles of functional verses non-functional ceramics
throughout history [QCC C.20 ]
Distinguishes between traditional and contemporary approaches to producing
pottery and clay sculpture
Identifies historical influences, techniques, content, and significant goals of a
specific ceramic artist or movement
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides
Physical examples of different surface treatments and firing methods
Books: Ceramics-A Potter's Handbook, Nelson and Burkett
Periodicals:
Ceramics Monthly
Crafts
Studio Potter
Internet tour of museums and galleries, Signature Shop, and similar websites
www.claytimes.com
See: Ceramics Appendix A: Ceramic Resources
INSTRUCTIONAL STRATEGIES:
Examine artwork of artists who use multiple techniques (Paul Soldner, Peter Voulkos, Don Reitz,
Rudy Autio, Lana Wilson, Robert Arneson).
Create a non-objective sculptural form.
Create a ceramic sculpture that illustrates a story, song, poem, etc.
Create a sculptural form based on the natural world, industry, the human figure, self portrait, etc.
Design and apply surface decorations that work with the form.
Record ideas, plans, and records process and results, personal reflections and inspiration in journal.
Examine hand-built and wheel-thrown clay work. How might the two be combined in construction?
Use Picasso and Betty Woodman as examples; suggest altering / reconstructing wheel-thrown
sections into sculptural forms that can be functional or nonfunctional.
Journal entry on what student learned about own artistic voice and style.
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
Create a PowerPoint presentation on artists that use a variety of surface techniques that express a
narrative story (Wesley Anderegg, Gina Bobrowski, Kathy King). Use this information to
springboard a sculptural piece as a personal narrative.
Journal entry on various topics related to semester's learning and growth
SAMPLE ASSESSMENTS:
Journal entry on the contemporary sculptural ceramic artist of choice
Rubric or criteria based self and teacher evaluation of artwork
Journal entry on process from start to finish. Include thoughts about techniques, ideas, and
influences, meaning and symbolism within the artwork
Critique with the teacher and class
Semester portfolio review: 1) select strongest work and justify why 2) select weaker work and
analyze how would improve if could do it again 3) work that most strongly represents "you"
and why
Cumulative test including essay, skill application, and knowledge
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 5: Vase Form
PACING: 3 - 4 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
•
Recognizes emerging elements of personal, artistic voice (QCC C.16)
Produces ceramic works inspired by personal experience, observation of the
natural world, research into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan ceramic artwork
3. Understands and applies media, techniques, and processes [National Std. 1]
Demonstrates proficiency in hand-building techniques and clay processes (wedging,
pinching, score and slip, joining at the proper stages of drying) [QCC C.2, C.3]
Recognizes and uses selected surface decoration techniques (stamping, sgraffito,
carving, mishima, slip trailing, piercing, terra sigillata, engobes, wax resist, staining,
glazing) [QCC C.4, C.5]
4. Self-evaluates art learning and develops habits of excellence
Works to find individual, personal artistic voice within guidelines; understands that
creativity is problem solving within given parameters
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Writes, reflects upon, and revises throughout the course, personal answers to
aesthetic issues in ceramic art [QCC C.18]
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Analyzes the use of elements and principles of design by ceramic artists
Discusses the relationship of surface design and form [QCC C.15]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
•
•
Identifies historical influences, techniques, content, and significant goals of a
specific ceramic artist or movement
Discusses how ceramics serve as a historical record of a culture; "reads" the history
of selected cultures in their ceramic work
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides
Physical examples of different surface treatments and firing methods
Books: Ceramics-A Potter's Handbook, Nelson and Burkett
Periodicals:
Ceramics Monthly
Crafts
Studio Potter
www.claytimes.com
INSTRUCTIONAL STRATEGIES:
Examine vase/vessel forms, both hand built and wheel thrown, as well as styles of surface design.
Discuss this issue: How has the invention of the potter's wheel changed the creation of vase/vessel
forms?
Discuss the various interpretations of a vessel/vase form.
Discuss how the construction method influences design and vice versa.
Develop ideas for functional and non-functional vase forms.
Micro-labs to experiment with surface treatments
Produce asymmetrical pottery and symmetrical pottery with a template.
Study face jugs of southern folk potters (e.g., Meaders, Gordy) and Greek figural ware.
Allow students the choice of creating a vessel inspired by face jugs or Greek figural ware.
Throughout history, factors such as food, function, religion/ritual, and technology influence the
creation of ceramics. Use these factors to track and formulate how ceramics is an integral part of
our daily lives.
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
Examine hand built and wheel thrown clay work. How might the two be combined in construction?
Use Picasso and Betty Woodman as examples; suggest altering and reconstructing wheel-thrown
sections into sculptural forms that can be functional or nonfunctional.
Create a PowerPoint presentation on artists that use a variety of surface techniques that express a
narrative story (Wesley Anderegg, Gina Bobrowski, Kathy King). Use this information to
springboard a sculptural piece as a personal narrative.
Discuss the integral role of ceramics in archeology and how art can serve as primary sources in the
study of history.
SAMPLE ASSESSMENTS:
Teacher evaluation and observation of work processes and habits
Journal entry: When might a hand-made vase be more desirable than a machine made vase? What
are the pros and cons of each technique?
Rubric or criteria-based self- and teacher evaluation of artwork
Journal entry on process from start to finish.
Include thoughts about techniques, ideas, and influences, meaning and symbolism within the
artwork
Journal entry on various topics related to semester's learning and growth
Critique with the teacher and class
Semester portfolio review: 1) select strongest work and justify why 2) select weaker work and
analyze how would improve if could do it again 3) work that most strongly represents "you"
and why
Cumulative final exam including essay, skill application, and knowledge with
minimum of 20% higher level thinking questions
Ceramics 2 Appendix A: Ceramic Resources
Books
Burrison, John. Brothers in Clay
Cardew, Micheal. Pioneer Pottery
Clark. History of Ceramics
Leach, Bernard. A Potter's Book
Nelson, Glenn. Ceramics
Peterson, Susan. The Craft and Art of Clay
Rhodes, Daniel. Stoneware and Porcelain
Rawson. Ceramics
Speight, Charlotte. Hands in Clay
Yanagi. Unknown Craftsman
Periodicals
American Craft
American Ceramics
Ceramics International
Ceramics Monthly
Clay Times
Pottery Making Illustrated
Sculpture
Studio Potter
Websites
www.claytimes.com
www.ceramicstoday.com
http://grafik.sdsu.edu/ceramicsweb//
FULTON COUNTY BOARD OF EDUCATION Ceramics 2 Appendix A Appendix A
GRADE/LEVEL:
9 - 12
COURSE TITLE:
CERAMICS 2
COURSE NUMBER:
50. 4411002
COURSE LENGTH:
SEMESTER
COURSE DESCRIPTION:
Ceramics 2 provides in-depth work with clay beyond that of Ceramics 1. Students will further
technical ability in hand building, surface decoration, and/or wheel-thrown ceramics. Glaze
chemistry will be addressed with an emphasis on how a glaze works and how to alter results.
Alternative firing techniques will introduce students to various surface effects and firing
atmospheres. Students will work in a more conceptual manner to develop their own ideas, style
and artistic voice. Students will continue to investigate ceramics from around the world and
throughout time.
PREREQUISITE(S): Ceramics 1
MASTER LIST: STANDARDS AND ELEMENTS
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
a. Keeps a visual/verbal journal with inspirations, thumbnail sketches, brainstorming
lists, pottery plans, reflections and course information [QCC C.1]
b. Uses concepts/ideas from other disciplines as sources of ideas [QCC C.10]
c. Recognizes emerging elements of personal, artistic voice (QCC C.16)
d. Produces ceramic works inspired by personal experience, observation of the
natural world, research into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
a. Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan ceramic artwork
b. Uses principals of design to create unified composition and communicate meaning
c. Designs ceramic works that demonstrate an understanding of how the
communication of one's ideas in relation to media, techniques, and processes
3. Understands and applies media, techniques, and processes [National Std. 1]
a. Demonstrates proficiency in hand-building techniques and clay processes (wedging,
pinching, score and slip, joining at the proper stages of drying) [QCC C.2, C.3]
b. Gains experience in wheel-thrown ceramics and pulled handles
c. Demonstrates awareness of functional qualities inherent in utilitarian work
d. Recognizes and uses selected surface decoration techniques (stamping, sgraffito,
carving, mishima, slip trailing, piercing, terra sigillata, engobes, wax resist, staining,
glazing) [QCC C.4, C.5]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
e. Demonstrates intermediate level of understanding of firing processes and
atmospheres
f. Understands major aspects of glaze chemistry at an intermediate level; conducts and
records a glaze experiment [QCC C.6, C.11]
g. Demonstrates care and safe use of ceramic tools, equipment and materials [QCC
h. Using Feldman's art criticism method and Visual Thinking Strategies as models to
evaluate unknown ceramic work, verbalize personal reaction to art work using
adjectives, analogy, and metaphor [QCC C.16]
4. Self-evaluates art learning and develops habits of excellence
a. Sets high standards for craftsmanship and skill mastery, then evaluates work using
criteria (stylistic quality, craftsmanship, technical skill, goals of work) [QCC C.17]
b. Works to find individual, personal artistic voice within guidelines; understands that
creativity is problem solving within given parameters
c. Discusses how study in ceramics benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers related to ceramics
4) life skills such as tolerance for ambiguity, judgment in the absence of rule;
finding structure in apparent disorder [QCC C.9, C.10]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
a. Writes, reflects upon, and revises throughout the course, personal answers to
aesthetic issues in ceramic art [QCC C.18]
b. Examines the balance and interactions of form verses function in utilitarian vessels
and sculptural ceramics
c. Distinguishes the similarities and differences between art and craft, artists and
artisans
d. Identifies aesthetic properties associated with hand building and wheel thrown
techniques used for personal expression
e. Examines the aesthetic emphasis of various forms and surface treatments used by
artists
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
a. Examines characteristics, origins, limitations, and possibilities of clay as an art
medium
b. Writes and talks about ceramics from a wide range of perspectives (cultural,
historical, technical, functional, sculptural) [QCC C.14, 19, 20]
c. Analyzes the use of elements and principles of design by ceramic artists
d. Discusses the relationship of surface design and form [QCC C.15]
e. Discriminates between the characteristics of wheel thrown techniques and hand
building techniques
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
f. Analyzes the characteristics of different surface decorations/outcomes created by
glazing and firing processes and how surface treatment and firing methods
communicate meaning or create beauty [QCC C.19]
g. Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interacting with artwork)
(QCC 16)
h. Uses Feldman's art criticism method and Visual Thinking Strategies as models of
response to unknown ceramic work; verbalizes personal reaction to artwork using
adjectives, analogy, and metaphor [QCC C.16]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
a. Recognizes the impact of ceramics in technology, industry, and other aspects of life
[QCC C.22 ]
b. Compares and contrasts the roles of functional verses non-functional ceramics
throughout history [QCC C.20 ]
c. Distinguishes between traditional and contemporary approaches to producing pottery
and sculpture in clay
d. Identifies historical influences, techniques, content and significant goals of a specific
ceramic artist or movement
e. Investigates the invention, processes and developments of wheel thrown pottery
throughout time [QCC C.12]
f. Discusses how ceramics serve as a historical record of a culture; "reads" the history
of selected cultures in their ceramic work
g. Examines the origin and progression of glazing and firing techniques [QCC C.21 ]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 1: Creating Multiple Objects in a Series or Set
PACING: 3 - 4 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
•
Keeps a visual/verbal journal with visual/verbal inspirations, thumbnail sketches,
brainstorming lists, pottery plans, reflections and course information [QCC C.1]
Produces ceramic works inspired by personal experience, observation of the
natural world, research into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan ceramic artwork
3. Understands and applies media, techniques, and processes [National Std. 1]
Demonstrates proficiency in hand-building techniques and clay processes (wedging,
pinching, score and slip, joining at the proper stages of drying) [QCC C.2, C.3]
Recognizes and uses selected surface decoration techniques (stamping, sgraffito,
carving, mishima, slip trailing, piercing, terra sigillata, engobes, wax resist, staining,
glazing) [QCC C.4, C.5]
Demonstrates care and safe use of ceramic tools, equipment and materials [QCC C.8]
4. Self-evaluates art learning and develops habits of excellence
Sets high standards for craftsmanship and skill mastery, then evaluates work using
criteria (stylistic quality, craftsmanship, technical skill, goals of work) [QCC C.17]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Writes, reflects upon, and revises throughout the course, personal answers to
aesthetic issues in ceramic art [QCC C.18]
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Writes and talks about ceramics from a wide range of perspectives (cultural,
historical, technical, functional, sculptural) [QCC C.14, 19, 20]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
•
•
Uses Feldman's art criticism method and Visual Thinking Strategies as models of
response to unknown ceramic work; verbalizes personal reaction to artwork using
adjectives, analogy, and metaphor [QCC C.16]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Identifies historical influences, techniques, content and significant goals of a specific
ceramic artist or movement
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides or sets/series of artwork
Physical examples of different surface treatments and firing methods
Periodicals such as Ceramics Monthly, Crafts, Studio Potter
Internet tour of museums, galleries, Signature Shop and similar websites
See: Ceramics Appendix A: Ceramic Resources
SUGGESTED INSTRUCTIONAL STRATEGIES:
Keep ideas for pots, decoration plans and results, reflections and unit information in
sketchbook/journal.
Throughout the course, continue to conduct one to two day micro labs as needed to introduce and
reinforce technical and design skills.
Students collect images of ceramic sets and series (functional and nonfunctional) for reference in a
sketchbook/journal. Categorize the images into hand-built, wheel, and manufactured groupings.
Discuss mold making and the industrial side of reproduction (Eva Ziesel). What are the differences
and similarities in artists that design for industry verses artists who work out of a studio? Eva Ziesel
(industry), Suze Lindsay (production potter), and Wesley Anderegg (hand builder) are researched
and presentations (PowerPoint) are given by student groups.
Students design a series of cups. Thumbnail sketches and plans will be reviewed in a critique to
recommend which series to develop into a completed assignment.
Compare surface treatments and firing methods for functional vs. non-functional ware:
o Food safe glazes
o Craftsmanship
o Clay body density
o Ease of use
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
Questions for discussion and writing about aesthetics:
o Are hand-made objects sometimes more desirable than machine made objects? Why/why
not?
o Is form more important than function? Why/why not?
o Why have people historically decorated functional ceramics?
o Is pottery an art form, craft, or both?
o Why might people have an innate need to add beauty and meaning to their world?
Throughout history, factors such as food, function, religion/ritual and technology influenced the
creation of ceramics. Use these factors to track and formulate how ceramics is an integral part of
our daily lives.
SAMPLE ASSESSMENTS:
Visual/verbal journal entry review
PowerPoint presentation assessment based on criteria
Student/Teacher assessment (criteria or rubrics based)
Written test on unit research and techniques
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 2: Glazing and Firing
PACING: 2 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
Keeps a visual/verbal journal with inspirations, thumbnail sketches, brainstorming
lists, pottery plans, reflections and course information [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
3. Understands and applies media, techniques, and processes [National Std. 1]
Demonstrates intermediate level of understanding of firing processes and
atmospheres
Understands major aspects of glaze chemistry at an intermediate level; conducts and
records a glaze experiment [QCC C.6, C.11]
4. Self-evaluates art learning and develops habits of excellence
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Examines the aesthetic emphasis of various forms and surface treatments used by
artists
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Examines characteristics, origins, limitations, and possibilities of clay as an art
medium
Analyzes the characteristics of different surface decorations/outcomes created by
glazing and firing processes and how surface treatment and firing methods
communicate meaning or create beauty [QCC C.19]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Examines the origin and progression of glazing and firing techniques [QCC C.21 ]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides
Physical examples of different surface treatments and firing methods
Books:
Ceramics-A Potter's Handbook by Nelson and Burkett
The Craft and Art of Clay, Susan Peterson
Periodicals:
Ceramics Monthly
Crafts
Studio Potter
Internet tour of museums and galleries, Signature Shop and similar websites
Glaze recipes: Base glaze and colorant percentages
http://grafik.sdsu.edu/ceramicsweb// , for glaze recipe information
http://www.claytimes.com/resources.htm , for ceramics resources
Information on glazing mixing and glaze tests
See: Ceramics Appendix A: Ceramic Resources
SUGGESTED INSTRUCTIONAL STRATEGIES:
Examine glazing and firing effects used by artists; create journal pages related to different firing
and glazing methods; include reflections on the personal appeal of particular glazing/firing effects.
Compare primitive firing and finishing techniques to today's variety of methods.
Record glaze information, recipes, processes, and results in visual/verbal journal.
Experiment with a line blend or glaze mixing / glaze combinations and application processes.
Experiment with various types of kiln atmospheres and firing (raku, sawdust, saggar, pit firing,
oxidation, etc.)
Discuss safety issues and health hazards involved in glaze mixing; Wear appropriate safety
equipment when mixing glaze
Critique the results of the glaze experiment
Throughout history, factors such as food, function, religion/ritual, and technology influence the
creation of ceramics. Use these factors to track and formulate how ceramics is an integral part of
our daily lives.
Using China and the Sung Dynasty as an example, analyze the historical significance of form,
design, innovations in clay bodies, and glaze colors influenced the world because of trade.
Compare and associate this impact on society with today's innovations.
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
SAMPLE ASSESSMENTS:
Rubric or criteria-based self and teacher assessment
Teacher evaluation and observation of work
Test on characteristics of glazes, firing techniques, and safety issues
Test tiles and notes, showing results of glaze experiment
Teacher/student reviews of loading and firing kiln for bisque and glaze firing
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 3: Wheel-thrown Pottery / Hand-built Functional Ware
PACING: 6 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
•
•
Recognizes emerging elements of personal, artistic voice (QCC C.16)
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
Uses principals of design to create unified composition and communicate meaning
3. Understands and applies media, techniques, and processes [National Std. 1]
Gains experience in wheel-thrown ceramics and pulled handles
Demonstrates awareness of functional qualities inherent in utilitarian work
4. Self-evaluates art learning and develops habits of excellence
Works to find individual, personal artistic voice within guidelines; understands that
creativity is problem-solving within given parameters
Discusses how study in ceramics benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers related to ceramics
4) life skills such as tolerance for ambiguity, judgment in the absence of rule;
finding structure in apparent disorder [QCC C.9, C.10]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Examines the balance and interactions of form verses function in utilitarian vessels
and sculptural ceramics
Identifies aesthetic properties associated with hand building and wheel thrown
techniques used for personal expression
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Discusses the relationship of surface design and form [QCC C.15]
Discriminates between the characteristics of wheel-thrown techniques and handbuilding
techniques
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
•
•
•
Recognizes the impact of ceramics in technology, industry, and other aspects of life
[QCC C.22 ]
Compares and contrasts the roles of functional verses non-functional ceramics
throughout history [QCC C.20 ]
Investigates the invention, processes and developments of wheel-thrown pottery
throughout time [QCC C.12]
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides
Physical examples of different surface treatments and firing methods
Books:
Ceramics-A Potter's Handbook, Nelson and Burkett
The Craft and Art of Clay, Peterson
Periodicals:
Ceramics Monthly
Crafts
Studio Potter
Clay Times
Internet tour of museums and galleries, Signature Shop and similar websites
Images from books in Ceramics Appendix A: Ceramic Resources
www.claytimes.com
www.ceramicstoday.com
INSTRUCTIONAL STRATEGIES:
View and discuss the work of various potters who use the wheel.
Two-day micro-lab on pulled handles
Use thrown pots that are cut in half to show different stages of throwing with emphasis on specific
processes: proper steps in throwing; trimming pots; finishing pots.
Create a set of thrown or hand-built dishware: two cylinders, two bowls, and two cups with handles
Work with surface decoration (mishima, glazing, maiolica, engobes, etc.)
Compare handmade ware to production ware and the use of a jigger or mold.
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
Throughout history, factors such as food, function, religion/ritual, and technology influence the
creation of ceramics. Use these factors to track and formulate how ceramics is an integral part of
our daily lives.
Using China and the Sung Dynasty ceramics, analyze the significance of form, design, innovations
in clay bodies, and glaze colors that influenced the world because of trade. Compare and associate
this impact on society with today's innovations.
Discuss the integral role of ceramics in archeology.
SAMPLE ASSESSMENTS:
Rubric or criteria-based self and teacher evaluation
Critique on functional qualities of student artwork (weight, drinkability, foot, durability, glaze)
Test on materials, tools, procedures, and techniques
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 4: Sculptural Form
PACING 3 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
Uses concepts/ideas from other disciplines as sources of ideas [QCC C.10]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
Designs ceramic works that demonstrate an understanding of how the
communication of one's ideas in relation to media, techniques, and processes
3. Understands and applies media, techniques, and processes [National Std. 1]
Demonstrates proficiency in hand-building techniques and clay processes (wedging,
pinching, score and slip, joining at the proper stages of drying) [QCC C.2, C.3]
Recognizes and uses selected surface decoration techniques (stamping, sgraffito,
carving, mishima, slip trailing, piercing, terra sigillata, engobes, wax resist, staining,
glazing) [QCC C.4, C.5]
4. Self-evaluates art learning and develops habits of excellence
Works to find individual, personal artistic voice within guidelines; understands that
creativity is problem-solving within given parameters
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Distinguishes the similarities and differences between art and craft, artists and
artisans
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interacting with artwork)
(QCC 13)
Uses Feldman's art criticism method and Visual Thinking Strategies as models of
response to unknown ceramic work; verbalizes personal reaction to artwork using
adjectives, analogy, and metaphor [QCC C.16]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
•
•
•
Compares and contrasts the roles of functional verses non-functional ceramics
throughout history [QCC C.20 ]
Distinguishes between traditional and contemporary approaches to producing
pottery and clay sculpture
Identifies historical influences, techniques, content, and significant goals of a
specific ceramic artist or movement
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides
Physical examples of different surface treatments and firing methods
Books: Ceramics-A Potter's Handbook, Nelson and Burkett
Periodicals:
Ceramics Monthly
Crafts
Studio Potter
Internet tour of museums and galleries, Signature Shop, and similar websites
www.claytimes.com
See: Ceramics Appendix A: Ceramic Resources
INSTRUCTIONAL STRATEGIES:
Examine artwork of artists who use multiple techniques (Paul Soldner, Peter Voulkos, Don Reitz,
Rudy Autio, Lana Wilson, Robert Arneson).
Create a non-objective sculptural form.
Create a ceramic sculpture that illustrates a story, song, poem, etc.
Create a sculptural form based on the natural world, industry, the human figure, self portrait, etc.
Design and apply surface decorations that work with the form.
Record ideas, plans, and records process and results, personal reflections and inspiration in journal.
Examine hand-built and wheel-thrown clay work. How might the two be combined in construction?
Use Picasso and Betty Woodman as examples; suggest altering / reconstructing wheel-thrown
sections into sculptural forms that can be functional or nonfunctional.
Journal entry on what student learned about own artistic voice and style.
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
Create a PowerPoint presentation on artists that use a variety of surface techniques that express a
narrative story (Wesley Anderegg, Gina Bobrowski, Kathy King). Use this information to
springboard a sculptural piece as a personal narrative.
Journal entry on various topics related to semester's learning and growth
SAMPLE ASSESSMENTS:
Journal entry on the contemporary sculptural ceramic artist of choice
Rubric or criteria based self and teacher evaluation of artwork
Journal entry on process from start to finish. Include thoughts about techniques, ideas, and
influences, meaning and symbolism within the artwork
Critique with the teacher and class
Semester portfolio review: 1) select strongest work and justify why 2) select weaker work and
analyze how would improve if could do it again 3) work that most strongly represents "you"
and why
Cumulative test including essay, skill application, and knowledge
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
CERAMICS 2
UNIT 5: Vase Form
PACING: 3 - 4 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
•
Recognizes emerging elements of personal, artistic voice (QCC C.16)
Produces ceramic works inspired by personal experience, observation of the
natural world, research into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create a unified composition and
communicate meaning [National Std. 2]
Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan ceramic artwork
3. Understands and applies media, techniques, and processes [National Std. 1]
Demonstrates proficiency in hand-building techniques and clay processes (wedging,
pinching, score and slip, joining at the proper stages of drying) [QCC C.2, C.3]
Recognizes and uses selected surface decoration techniques (stamping, sgraffito,
carving, mishima, slip trailing, piercing, terra sigillata, engobes, wax resist, staining,
glazing) [QCC C.4, C.5]
4. Self-evaluates art learning and develops habits of excellence
Works to find individual, personal artistic voice within guidelines; understands that
creativity is problem solving within given parameters
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Writes, reflects upon, and revises throughout the course, personal answers to
aesthetic issues in ceramic art [QCC C.18]
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Analyzes the use of elements and principles of design by ceramic artists
Discusses the relationship of surface design and form [QCC C.15]
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
•
•
Identifies historical influences, techniques, content, and significant goals of a
specific ceramic artist or movement
Discusses how ceramics serve as a historical record of a culture; "reads" the history
of selected cultures in their ceramic work
INSTRUCTIONAL RESOURCES:
Student Text: Experience Clay, Mackey
Selected slides
Physical examples of different surface treatments and firing methods
Books: Ceramics-A Potter's Handbook, Nelson and Burkett
Periodicals:
Ceramics Monthly
Crafts
Studio Potter
www.claytimes.com
INSTRUCTIONAL STRATEGIES:
Examine vase/vessel forms, both hand built and wheel thrown, as well as styles of surface design.
Discuss this issue: How has the invention of the potter's wheel changed the creation of vase/vessel
forms?
Discuss the various interpretations of a vessel/vase form.
Discuss how the construction method influences design and vice versa.
Develop ideas for functional and non-functional vase forms.
Micro-labs to experiment with surface treatments
Produce asymmetrical pottery and symmetrical pottery with a template.
Study face jugs of southern folk potters (e.g., Meaders, Gordy) and Greek figural ware.
Allow students the choice of creating a vessel inspired by face jugs or Greek figural ware.
Throughout history, factors such as food, function, religion/ritual, and technology influence the
creation of ceramics. Use these factors to track and formulate how ceramics is an integral part of
our daily lives.
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
FULTON COUNTY BOARD OF EDUCATION Ceramics 2
Examine hand built and wheel thrown clay work. How might the two be combined in construction?
Use Picasso and Betty Woodman as examples; suggest altering and reconstructing wheel-thrown
sections into sculptural forms that can be functional or nonfunctional.
Create a PowerPoint presentation on artists that use a variety of surface techniques that express a
narrative story (Wesley Anderegg, Gina Bobrowski, Kathy King). Use this information to
springboard a sculptural piece as a personal narrative.
Discuss the integral role of ceramics in archeology and how art can serve as primary sources in the
study of history.
SAMPLE ASSESSMENTS:
Teacher evaluation and observation of work processes and habits
Journal entry: When might a hand-made vase be more desirable than a machine made vase? What
are the pros and cons of each technique?
Rubric or criteria-based self- and teacher evaluation of artwork
Journal entry on process from start to finish.
Include thoughts about techniques, ideas, and influences, meaning and symbolism within the
artwork
Journal entry on various topics related to semester's learning and growth
Critique with the teacher and class
Semester portfolio review: 1) select strongest work and justify why 2) select weaker work and
analyze how would improve if could do it again 3) work that most strongly represents "you"
and why
Cumulative final exam including essay, skill application, and knowledge with
minimum of 20% higher level thinking questions
Ceramics 2 Appendix A: Ceramic Resources
Books
Burrison, John. Brothers in Clay
Cardew, Micheal. Pioneer Pottery
Clark. History of Ceramics
Leach, Bernard. A Potter's Book
Nelson, Glenn. Ceramics
Peterson, Susan. The Craft and Art of Clay
Rhodes, Daniel. Stoneware and Porcelain
Rawson. Ceramics
Speight, Charlotte. Hands in Clay
Yanagi. Unknown Craftsman
Periodicals
American Craft
American Ceramics
Ceramics International
Ceramics Monthly
Clay Times
Pottery Making Illustrated
Sculpture
Studio Potter
Websites
www.claytimes.com
www.ceramicstoday.com
http://grafik.sdsu.edu/ceramicsweb//
FULTON COUNTY BOARD OF EDUCATION Ceramics 2 Appendix A Appendix A
