CONTENT AREA: ART EDUCATION
GRADE/LEVEL:
9 - 12
COURSE TITLE:
JEWELRY DESIGN I
COURSE NUMBER:
50.4431001
COURSE LENGTH:
SEMESTER
COURSE DESCRIPTION:
Jewelry Design I introduces jewelry making as an art form in the past and present. A variety of
media and tools are explored. The elements of art and principals of design are used to analyze,
design, create, and evaluate jewelry. The course combines aesthetics, art criticism and art history
with studio production of jewelry and metalwork.
PREREQUISITE(S): Introduction to Art or Art History 1 or Art History 2
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 personal ideas, course information
b. Brainstorms multiple solutions before beginning jewelry/metalwork
c. Uses concepts/ideas from other disciplines as inspiration for metalwork
d. Produces designs inspired by observation of the natural world, research into
cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
a. Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan jewelry/metalwork [QCC C.1]
b. Creates unified compositions stressing selected formal qualities (principles and
elements)
c. Solves practical problems of function and comfort in relation to jewelry design
3. Understands and applies media, techniques, and processes [National Std. 1]
a. Produces jewelry/metalwork using characteristics of the medium, predetermined
combinations of aesthetic and functional requirements, fine craftsmanship, a variety
of construction and decoration processes [QCC C.1]
b. Uses metal and non-metal jewelry/metalwork techniques [QCC C.11]
c. Demonstrates knowledge of computer technology in jewelry production (QCC 3)
d. Demonstrates safe use of tools and cares for tools and materials as instructed (QCC 4)
4. Self-evaluates art learning and develops habits of excellence [QCC C.15]
a. Self-evaluates in-progress and complete work using criteria such as stylistic quality,
craftsmanship, technical skill, goals of work [QCC C.15]
b. Sets high standards for craftsmanship and skill mastery in own artwork [QCC C.15]
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
c. Recognizes emerging elements of personal artistic voice
d. Evaluates comfort and comments from others after wearing the jewelry piece
e. Applies and recognizes the use of higher-order thinking skills (e.g. tolerance of
ambiguity, nuanced judgment, complex thinking, finding structure in apparent
disorder) in the creation of solutions to visual problems in jewelry design (QCC C.2, C.9)
f. Works to find individual voice within assignment guidelines; understands that
creativity is problem-solving within given parameters
g. Explores career opportunities in the jewelry industry (QCC 7]
h. Explores life-long avocational opportunities in the crafts/jewelry (such as producing,
visiting museums and galleries, teaching, volunteering, collecting, reading and
writing about crafts/jewelry (QCC 8)
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
a. Write, reflect upon, and revise throughout the course, personal answers to this
question: What is the relationship between craft and art? Is jewelry art? [QCC C.16]
b. Discusses the importance of aesthetic experiences in daily life and how jewelry plays
an important role
c. Reflect on the relationship of beauty to art, particularly beauty in jewelry
d. Formulate ideas about crafts-related aesthetic issues such as (QCC 16)
o form vs. function
o humanity's need to decorate objects in the environment and for personal
adornment
o appeal of hand-made versus machine-made objects
o ethical issues in the collection and exhibit of craft artifacts for museums
o similarities and differences between art, fine crafts, and home industry mass
production (QCC 17)
o monetary value of fine crafts, folk crafts, and outsider art
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
a. Describe visual and tactile qualities (elements and principles) in jewelry from varied
societies and analyze how they communicate expressive content (QCC 10]
b. Analyzes the relationship of decorative and functional qualities in artwork from
diverse cultures [QCC C.10]
c. Uses Feldman's method and Visual Thinking Strategies to"read" jewelry/ metalwork;
supports inferences with evidence within the work [QCC C.16, C.14]
d. Verbalizes personal reactions to artwork using adjectives, analogies and metaphors
e. Writes and talks about jewelry and body decoration from a wide range of
perspectives including cultural context, technical, functional, craftsmanship [QCC C.14]
f. Compares and contrasts other art forms such as painting, sculpture, and ceramics to
jewelry design (QCC C.5)
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
a. Examines the functions of jewelry and personal adornment from diverse cultures and
times and evaluate their role in society (QCC C.13)
b. Examines changes in the role of jewelry and personal adornment in primitive through
modern societies (QCC C.18)
c. Explains the influences of cultural factors on the development of jewelry in different
societies (QCC 19)
d. Classifies themes in jewelry from varied societies throughout history (QCC 12)
e. Discuss how and why jewelry is important in our daily lives and in today's world
(personal significance, social commentary, self-expression, spiritual expression, for
beauty's sake, for profit/production)
f. Identify and discuss jewelry from major cultural areas (e.g., Africa, Latin America,
North America, and Asia) and from different periods in time (e.g., Egyptian, Pre-
Columbian, Native American, Byzantine) [QCC C.20)
g. Researches jewelry design using Internet, museums, exhibits, periodicals [QCC C.21]
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
JEWELRY DESIGN 1
UNIT 1: Introduction and Overview
PACING: 1 week 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 personal ideas, course information
• Brainstorms multiple solutions before beginning jewelry/metalwork [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
• Creates unified compositions stressing selected formal qualities (principles and
elements)
4. Self-evaluates art learning and develops good work habits [QCC C.10]
•
•
•
•
•
•
Works to find individual voice within assignment 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]
Write, reflect upon, and revise throughout the course, personal answers to this
question: What is the relationship between craft and art? Is jewelry art?
Discusses the importance of aesthetic experiences in daily life and how jewelry
plays an important role
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Describe visual and tactile qualities (elements and principles) in jewelry from varied
societies and analyze how they communicate expressive content (QCC 10]
Analyzes the relationship of decorative and functional qualities in artwork from
diverse cultures [QCC C.15]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Examines the functions of jewelry and personal adornment from diverse cultures
and times and evaluates their role in society (QCC 13)
Examines changes in the role of jewelry and personal adornment from primitive through
modern societies (QCC 18]
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
INSTRUCTIONAL RESOURCES:
Student Text: The Jeweler's Art, Sprintzen
Slides, reproductions, films, PowerPoint presentations
Books:
Jewelry Making, Murphy Brown Bovin;
Jewelry: Fundamentals of Metalsmithing, Tim McCreight
Periodicals that feature jewelry:
American Craft
Lapidary Journal
Adornment
Metalsmith
Art News
Various fashion magazines
SUGGESTED INSTRUCTIONAL STRATEGIES:
Begin a visual/verbal journal for the course. It may be a continuation in a previous art class
journal.
Begin the semester by asking students to record in journals their answer to this question: Is jewelry
art? To encourage thought, use timed writing (write continuously for 5 minutes). Share students'
answers; assemble answers into a class poem or critical statement on this question:
Is Jewelry art?
Discuss what makes something jewelry and what materials can be used to make jewelry:
o Non-metal
o Metal
o Alternative media
o Mixed media
Discuss the roles that jewelry can play in our society such as symbolism, prestige and expression.
Compare and contrast the role of jewelry in our society to that of another era and/or culture (such
as Egyptian, African, Pre-Columbian, Byzantine, Indian, Asian).
Students find a piece of jewelry that they like in an art or fashion magazine and explain why.
Using the elements and principles of design, discuss the artistic merit of the piece chosen.
Ask students to draw their piece in their journal as a design plan.
Review the drawing techniques learned in Intro to Art (contour, value to create illusion of depth).
As a simple exercise in design, ask students to change one aspect of the jewelry piece and draw it
again (change a shape, line, color).
Critique the new design by comparing and contrasting to the existing piece.
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
Look at preliminary sketches made by jewelry artists when planning a jewelry piece.
Review the elements of art and principles of design and discuss how they are used in the drawings.
Review techniques for line drawing and using value to create the illusion of depth.
Review the importance of thumbnail sketches.
Look at many different jewelry pieces to challenge students' ideas about what jewelry should look
like. Consider artists such as Thomas Mann, Robert Ebendorf and Valerie Hector.
Students are assigned to design a piece of jewelry that is unconventional or nontraditional.
Tell the students that each is going to invent a piece of jewelry that has never been seen before.
Students have not learned any techniques at this point; ask them to brainstorm what materials
could be used to make their creation and how they might go about constructing it.
Students share their sketches with the class through a guided class critique.
Discuss how students might go about translating a 2D sketch into a 3D jewelry piece:
o List tools and materials needed
o List steps in order to create the jewelry piece
o Construct a maquette out of paper or cardboard
Examine the different aspects that a jewelry designer must take into account (decorative, function,
comfort). Consider how a jewelry designer could use computers to aid in design and creation.
View examples and discuss different techniques used to make jewelry:
o Beading / Bead Weaving
o Riveting
o Soldering
o Forging
o Casting
o Fabricating
Test students on proper tool usage and safety in a demonstrative and written format.
SAMPLE ASSESSMENTS:
Written/visual quiz on elements of art and principles of design as learned in Introduction to Art.
Include an essay discussing the elements and principles used in a chosen jewelry piece
Student/Teacher evaluation (criteria- or rubrics-based) of a jewelry design drawing, a "one-change"
jewelry design, and/or the completed piece
Written test and/or demonstrative test on proper tool usage and safety rules
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
JEWELRY DESIGN 1
UNIT 2: Non-metal Processes
PACING: 4 to 5 weeks of 55-minute classes
STANDARDS AND ELEMENTS:
ART MAKING
1.
•
•
•
•
•
•
•
•
Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
Produces jewelry designs inspired by observation of the natural world, research
into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
Creates unified compositions stressing selected formal qualities (principles and
elements)
3. Understands and applies media, techniques, and processes [National Std. 1]
Produces jewelry/metalwork using characteristics of the medium, predetermined
combinations of aesthetic and functional requirements, fine craftsmanship, a variety
of construction and decoration processes (QCC1)
Uses metal and non-metal jewelry/metalwork techniques
4. Self-evaluates art learning and develops habits of excellence. [QCC C.15]
Sets high standards for craftsmanship and skill mastery in own artwork
Recognizes emerging elements of personal artistic voice
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Formulate ideas about crafts-related aesthetic issues such as humanity's need to
decorate objects in the environment and for personal adornment ; appeal of handmade
versus machine-made objects
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Writes and talks about jewelry and body decoration from a wide range of
perspectives (cultural context, technical, functional, craftsmanship) [QCC C.14]
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Identifies and discusses jewelry from major cultural areas (e.g., Africa, Latin America,
North America, Asia) and different periods in time (e.g., Egyptian, Pre-Columbian,
Native American, Byzantine) [QCC 20]
INSTRUCTIONAL RESOURCES:
Student Text: The Jeweler's Art, Sprintzen
Slides, reproductions, films, PowerPoint presentations
Books:
Creative Bead Weaving, Carol Wilcox Wells
Making Beautiful Hemp and Bead Jewelry, Mickey Baskett
Creative Clay Jewelry, Usli Diesrli
Periodicals that feature jewelry:
American Craft,
Lapidary Journal,
Adornment,
Metalsmith,
Art News
Various fashion magazines
SUGGESTED INSTRUCTIONAL STRATEGIES:
Using the student body, faculty, and magazines as resources, students collect information on
materials other than metal used to create body adornment. Compare and contrast these nontraditional
materials and how they affect the visual quality and function.
o wood
o glass
o fiber (hemp)
o paper
o plastic
o leather
o rubber
o resins / polymers
o ceramic / polymer clay
Discuss how materials used can dictate design (clay can be molded, wood can be carved).
Investigate protection methods of jewelry from body moisture and oils.
Ask students to describe in their journal what they feel is their personal style:
o Consider various styles (big vs. small, simple vs. ornate)
o Consider lines and shapes (straight lines vs. curved lines, circles vs. squares, geometric vs.
freeform)
o Consider the hue, value, and intensity of color
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
Discuss techniques that are used when making non-metal jewelry:
o Beading
o Weaving
o Knotting
o Layering
Create a PowerPoint presentation on contemporary and traditional jewelry using beads. Discuss
different non-metal materials that can be used to make beads. Introduce clay beads. Suggest forms
other than spheres (cylinders, cones, cubes, and free form). Review color schemes and how they
can be applied to a beaded jewelry piece. Discuss the importance of repetition for unity. Discuss
the incorporation of functional elements such as clasps. Students design and create clay beads for a
jewelry piece.
Study jewelry and images of the Egyptian era. Introduce Egyptian paste and discuss its historical
uses as well as its chemistry. What makes it self-glaze? Students design a jewelry piece that uses
Egyptian paste. Chain making can be introduced in the next unit (Metal - Cold Connections and
Processes) to complete this jewelry piece.
Beads or other components can be joined with other non-metal materials such as fiber or leather or
they can be incorporated into pieces designed in Unit 2 (Metal - Cold Connections and Processes)
or Unit 3 (Metal - Hot Connections and Processes).
Create all design "problems" so that they stress specific design principles such as variety within
unity, proportion in relation to the wearer, comfort and personal aesthetics (form vs. function).
SAMPLE ASSESSMENTS:
Written test on materials and techniques
Student/Teacher assessment (criteria or rubrics based) of preliminary jewelry design sketches and
finished assignment
Evaluation of comfort with comments from others after wearing the jewelry for one day
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
JEWELRY DESIGN 1
UNIT 3: Metal: Cold Connections and Processes
PACING: 4 to 5 weeks of 55-minute classes
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 inspiration for metalwork
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan jewelry/metalwork
Solves practical problems of function and comfort in relation to jewelry design
3. Understands and applies media, techniques, and processes [National Std. 1]
Produces jewelry/metalwork using characteristics of the medium, predetermined
combinations of aesthetic and functional requirements, fine craftsmanship, a variety
of construction and decoration processes (QCC1)
Demonstrates safe use of tools and cares for tools and materials as instructed
4. Self-evaluates art learning and develops habits of excellence. [QCC C.15]
Self-evaluates in-progress and complete work using criteria such as stylistic
quality, craftsmanship, technical skill, goals of work [QCC C 15 ]
Evaluates comfort and comments from others after wearing the jewelry piece
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Formulate ideas about crafts-related aesthetic issues such as form vs. function
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Verbalizes personal reactions to artwork using adjectives, analogies and metaphors
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
• Discusses how and why jewelry is important in our daily lives and in today's world
(personal significance, social commentary, self-expression, spiritual expression, for
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
beauty's sake, for profit/production)
• Researches jewelry design using Internet, museums, exhibits, periodicals [QCC C.21]
INSTRUCTIONAL RESOURCES:
Student Text: The Jeweler's Art, Sprintzen
Selected slides, reproductions, films, PowerPoint presentations
Jewelry resource books:
Jewelry: Fundamental of Metalsmithing, Tim McCreight
Making Wire Jewelry, Helen Clegy and Mary Larim
The Complete Metalsmith, Tim McCreight
Periodicals that feature jewelry:
American Craft
Lapidary Journal
Adornment
Metalsmith
Art News
Various fashion magazines.
SUGGESTED INSTRUCTIONAL STRATEGIES:
Discuss and investigate what metals are used in jewelry:
o The most popular metals are silver, gold, platinum, and copper
o Metals are found in the earth and in riverbeds. They must be mined and refined before
they can be sold to jewelers
o Metal can be bought in many different forms including wire, tube, sheet, casting grain,
and ingots
Discuss the possibilities and limitations of different metals. For example, pure or fine silver is
softer than sterling and not suitable for rings.
Create a PowerPoint presentation on contemporary and traditional metal jewelry that uses cold
connections.
Discuss the difference between cold and hot connections.
Ask students to brainstorm ways to join metal that do not require heat.
o Riveting / tube
riveting
o Tabs / staples
o Hinges
o Glue/adhesives
o Nuts and bolts
o Threaded connections
o Findings
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
Introduce techniques used to manipulate metal and create surface design.
o Sawing
o Filing
o Sanding
o Stamping/engraving
o Dapping
o Annealing
o Drilling/piercing
o Forging
o Hammering/chasing
o Repoussé
o Chain-making
o Stone setting
o Roll printing
o Acid etching
o Patinas
o Polishing/finishing processes
Ask students to consider the human form, personal aesthetic, and expressive content when
approaching the design "problem" for this unit.
Integrate other disciplines as visual resources (botany, geometry), then design a two-layer pierced
and riveted pendant based on the images.
Look at examples of stable and moving rivets in contemporary and traditional jewelry.
Study the works of Thomas Mann. Discuss aesthetic/philosophical issues that relate to Mann's
work:
Is the jewelry still art if he doesn't make it all? How is his "small factory" manufacturing different
from mass produced jewelry? Ask students to design a jewelry piece in the form of an animal or
person using both stable and moving rivets.
Guide students through the construction of their design, stressing patience and fine craftsmanship.
Discuss what makes a jewelry piece successful:
o Fine Craftsmanship
o Comfort
o Weight
o Aesthetic value
o Durability
o Expressive content
SAMPLE ASSESSMENTS:
Written test on cold connections and metal processes; include an analysis of how a particular
process is constructed
Student/Teacher assessment (criteria- or rubrics-based) on drawings and finished work
Visual/verbal journal entry review: Written and drawing observations on the topic of jewelry
Evaluation of comfort with comments from others after wearing the jewelry for one day
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
JEWELRY DESIGN 1
UNIT 4: Metal: Hot Connections and Processes
PACING: 6 to 8 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]
•
•
•
•
•
•
•
•
Produces jewelry designs inspired by observation of the natural world, research
into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan jewelry/metalwork
3. Understands and applies media, techniques, and processes [National Std. 1]
Uses metal and non-metal jewelry/metalwork techniques
Demonstrates safe use of tools and cares for tools and materials as instructed
[QCC C.4]
4. Self-evaluates art learning and develops habits of excellence. [QCC C.15]
Applies and recognizes the use of higher-order thinking skills (e.g., tolerance of
ambiguity, nuanced judgment, complex thinking, finding structure in apparent
disorder) in the creation of solutions to visual problems in jewelry design (QCC 2)
Explores career opportunities in the jewelry industry(QCC 7)
Explores life-long avocational opportunities in the crafts/jewelry, such as producing,
visiting museums and galleries, teaching, volunteering, collecting, reading, and
writing about crafts/jewelry (QCC 8)
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Formulate ideas about crafts-related aesthetic issues such as
o ethical issues in the collection and exhibit of craft artifacts for museums
o similarities and differences between art, fine crafts and home industry mass
production (QCC 17)
o monetary value of fine crafts, folk crafts and outsider art (QCC 16)
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
•
•
Uses Feldman's method and Visual Thinking Strategies to "read" jewelry/
metalwork; supports inferences with evidence within the work [QCC C.16, C.14]
Compares and contrasts jewelry design to other art forms such as painting, sculpture,
and ceramics
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
• Explains the influences of cultural factors on the development of jewelry in different
societies (QCC 19)
• Classifies themes in jewelry from varied societies throughout hisory (QCC 12)
INSTRUCTIONAL RESOURCES:
Student Text: The Jeweler's Art, Sprintzen
Selected slides, reproductions, films, PowerPoint presentations
Jewelry resource books:
Jewelry: Fundamental of Metalsmithing, Tim McCreight
Making Wire Jewelry, Helen Clegy and Mary Larim
The Complete Metalsmith, Tim McCreight
The Art of Jewelry Making, Alan Levere
Step By Step Enameling, William Heyser
Periodicals that feature jewelry:
American Craft
Lapidary Journal
Adornment
Metalsmith
Art News
Various fashion magazines.
SUGGESTED INSTRUCTIONAL STRATEGIES:
Examine and discuss different metals and their heat properties as it relates to jewelry fabrication:
o Annealing
o Soldering (sweat and butt)
o Brazing
o Forging
o Enameling
o Repoussé
o Casting
Create a PowerPoint on the design and fabrication of soldered jewelry. Demonstrate techniques
and guidelines used to solder (sweat and butt). Emphasize and demonstrate the importance of
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
GRADE/LEVEL:
9 - 12
COURSE TITLE:
JEWELRY DESIGN I
COURSE NUMBER:
50.4431001
COURSE LENGTH:
SEMESTER
COURSE DESCRIPTION:
Jewelry Design I introduces jewelry making as an art form in the past and present. A variety of
media and tools are explored. The elements of art and principals of design are used to analyze,
design, create, and evaluate jewelry. The course combines aesthetics, art criticism and art history
with studio production of jewelry and metalwork.
PREREQUISITE(S): Introduction to Art or Art History 1 or Art History 2
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 personal ideas, course information
b. Brainstorms multiple solutions before beginning jewelry/metalwork
c. Uses concepts/ideas from other disciplines as inspiration for metalwork
d. Produces designs inspired by observation of the natural world, research into
cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
a. Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan jewelry/metalwork [QCC C.1]
b. Creates unified compositions stressing selected formal qualities (principles and
elements)
c. Solves practical problems of function and comfort in relation to jewelry design
3. Understands and applies media, techniques, and processes [National Std. 1]
a. Produces jewelry/metalwork using characteristics of the medium, predetermined
combinations of aesthetic and functional requirements, fine craftsmanship, a variety
of construction and decoration processes [QCC C.1]
b. Uses metal and non-metal jewelry/metalwork techniques [QCC C.11]
c. Demonstrates knowledge of computer technology in jewelry production (QCC 3)
d. Demonstrates safe use of tools and cares for tools and materials as instructed (QCC 4)
4. Self-evaluates art learning and develops habits of excellence [QCC C.15]
a. Self-evaluates in-progress and complete work using criteria such as stylistic quality,
craftsmanship, technical skill, goals of work [QCC C.15]
b. Sets high standards for craftsmanship and skill mastery in own artwork [QCC C.15]
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
c. Recognizes emerging elements of personal artistic voice
d. Evaluates comfort and comments from others after wearing the jewelry piece
e. Applies and recognizes the use of higher-order thinking skills (e.g. tolerance of
ambiguity, nuanced judgment, complex thinking, finding structure in apparent
disorder) in the creation of solutions to visual problems in jewelry design (QCC C.2, C.9)
f. Works to find individual voice within assignment guidelines; understands that
creativity is problem-solving within given parameters
g. Explores career opportunities in the jewelry industry (QCC 7]
h. Explores life-long avocational opportunities in the crafts/jewelry (such as producing,
visiting museums and galleries, teaching, volunteering, collecting, reading and
writing about crafts/jewelry (QCC 8)
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
a. Write, reflect upon, and revise throughout the course, personal answers to this
question: What is the relationship between craft and art? Is jewelry art? [QCC C.16]
b. Discusses the importance of aesthetic experiences in daily life and how jewelry plays
an important role
c. Reflect on the relationship of beauty to art, particularly beauty in jewelry
d. Formulate ideas about crafts-related aesthetic issues such as (QCC 16)
o form vs. function
o humanity's need to decorate objects in the environment and for personal
adornment
o appeal of hand-made versus machine-made objects
o ethical issues in the collection and exhibit of craft artifacts for museums
o similarities and differences between art, fine crafts, and home industry mass
production (QCC 17)
o monetary value of fine crafts, folk crafts, and outsider art
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
a. Describe visual and tactile qualities (elements and principles) in jewelry from varied
societies and analyze how they communicate expressive content (QCC 10]
b. Analyzes the relationship of decorative and functional qualities in artwork from
diverse cultures [QCC C.10]
c. Uses Feldman's method and Visual Thinking Strategies to"read" jewelry/ metalwork;
supports inferences with evidence within the work [QCC C.16, C.14]
d. Verbalizes personal reactions to artwork using adjectives, analogies and metaphors
e. Writes and talks about jewelry and body decoration from a wide range of
perspectives including cultural context, technical, functional, craftsmanship [QCC C.14]
f. Compares and contrasts other art forms such as painting, sculpture, and ceramics to
jewelry design (QCC C.5)
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
a. Examines the functions of jewelry and personal adornment from diverse cultures and
times and evaluate their role in society (QCC C.13)
b. Examines changes in the role of jewelry and personal adornment in primitive through
modern societies (QCC C.18)
c. Explains the influences of cultural factors on the development of jewelry in different
societies (QCC 19)
d. Classifies themes in jewelry from varied societies throughout history (QCC 12)
e. Discuss how and why jewelry is important in our daily lives and in today's world
(personal significance, social commentary, self-expression, spiritual expression, for
beauty's sake, for profit/production)
f. Identify and discuss jewelry from major cultural areas (e.g., Africa, Latin America,
North America, and Asia) and from different periods in time (e.g., Egyptian, Pre-
Columbian, Native American, Byzantine) [QCC C.20)
g. Researches jewelry design using Internet, museums, exhibits, periodicals [QCC C.21]
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
JEWELRY DESIGN 1
UNIT 1: Introduction and Overview
PACING: 1 week 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 personal ideas, course information
• Brainstorms multiple solutions before beginning jewelry/metalwork [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
• Creates unified compositions stressing selected formal qualities (principles and
elements)
4. Self-evaluates art learning and develops good work habits [QCC C.10]
•
•
•
•
•
•
Works to find individual voice within assignment 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]
Write, reflect upon, and revise throughout the course, personal answers to this
question: What is the relationship between craft and art? Is jewelry art?
Discusses the importance of aesthetic experiences in daily life and how jewelry
plays an important role
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Describe visual and tactile qualities (elements and principles) in jewelry from varied
societies and analyze how they communicate expressive content (QCC 10]
Analyzes the relationship of decorative and functional qualities in artwork from
diverse cultures [QCC C.15]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Examines the functions of jewelry and personal adornment from diverse cultures
and times and evaluates their role in society (QCC 13)
Examines changes in the role of jewelry and personal adornment from primitive through
modern societies (QCC 18]
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
INSTRUCTIONAL RESOURCES:
Student Text: The Jeweler's Art, Sprintzen
Slides, reproductions, films, PowerPoint presentations
Books:
Jewelry Making, Murphy Brown Bovin;
Jewelry: Fundamentals of Metalsmithing, Tim McCreight
Periodicals that feature jewelry:
American Craft
Lapidary Journal
Adornment
Metalsmith
Art News
Various fashion magazines
SUGGESTED INSTRUCTIONAL STRATEGIES:
Begin a visual/verbal journal for the course. It may be a continuation in a previous art class
journal.
Begin the semester by asking students to record in journals their answer to this question: Is jewelry
art? To encourage thought, use timed writing (write continuously for 5 minutes). Share students'
answers; assemble answers into a class poem or critical statement on this question:
Is Jewelry art?
Discuss what makes something jewelry and what materials can be used to make jewelry:
o Non-metal
o Metal
o Alternative media
o Mixed media
Discuss the roles that jewelry can play in our society such as symbolism, prestige and expression.
Compare and contrast the role of jewelry in our society to that of another era and/or culture (such
as Egyptian, African, Pre-Columbian, Byzantine, Indian, Asian).
Students find a piece of jewelry that they like in an art or fashion magazine and explain why.
Using the elements and principles of design, discuss the artistic merit of the piece chosen.
Ask students to draw their piece in their journal as a design plan.
Review the drawing techniques learned in Intro to Art (contour, value to create illusion of depth).
As a simple exercise in design, ask students to change one aspect of the jewelry piece and draw it
again (change a shape, line, color).
Critique the new design by comparing and contrasting to the existing piece.
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
Look at preliminary sketches made by jewelry artists when planning a jewelry piece.
Review the elements of art and principles of design and discuss how they are used in the drawings.
Review techniques for line drawing and using value to create the illusion of depth.
Review the importance of thumbnail sketches.
Look at many different jewelry pieces to challenge students' ideas about what jewelry should look
like. Consider artists such as Thomas Mann, Robert Ebendorf and Valerie Hector.
Students are assigned to design a piece of jewelry that is unconventional or nontraditional.
Tell the students that each is going to invent a piece of jewelry that has never been seen before.
Students have not learned any techniques at this point; ask them to brainstorm what materials
could be used to make their creation and how they might go about constructing it.
Students share their sketches with the class through a guided class critique.
Discuss how students might go about translating a 2D sketch into a 3D jewelry piece:
o List tools and materials needed
o List steps in order to create the jewelry piece
o Construct a maquette out of paper or cardboard
Examine the different aspects that a jewelry designer must take into account (decorative, function,
comfort). Consider how a jewelry designer could use computers to aid in design and creation.
View examples and discuss different techniques used to make jewelry:
o Beading / Bead Weaving
o Riveting
o Soldering
o Forging
o Casting
o Fabricating
Test students on proper tool usage and safety in a demonstrative and written format.
SAMPLE ASSESSMENTS:
Written/visual quiz on elements of art and principles of design as learned in Introduction to Art.
Include an essay discussing the elements and principles used in a chosen jewelry piece
Student/Teacher evaluation (criteria- or rubrics-based) of a jewelry design drawing, a "one-change"
jewelry design, and/or the completed piece
Written test and/or demonstrative test on proper tool usage and safety rules
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
JEWELRY DESIGN 1
UNIT 2: Non-metal Processes
PACING: 4 to 5 weeks of 55-minute classes
STANDARDS AND ELEMENTS:
ART MAKING
1.
•
•
•
•
•
•
•
•
Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
Produces jewelry designs inspired by observation of the natural world, research
into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
Creates unified compositions stressing selected formal qualities (principles and
elements)
3. Understands and applies media, techniques, and processes [National Std. 1]
Produces jewelry/metalwork using characteristics of the medium, predetermined
combinations of aesthetic and functional requirements, fine craftsmanship, a variety
of construction and decoration processes (QCC1)
Uses metal and non-metal jewelry/metalwork techniques
4. Self-evaluates art learning and develops habits of excellence. [QCC C.15]
Sets high standards for craftsmanship and skill mastery in own artwork
Recognizes emerging elements of personal artistic voice
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Formulate ideas about crafts-related aesthetic issues such as humanity's need to
decorate objects in the environment and for personal adornment ; appeal of handmade
versus machine-made objects
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Writes and talks about jewelry and body decoration from a wide range of
perspectives (cultural context, technical, functional, craftsmanship) [QCC C.14]
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Identifies and discusses jewelry from major cultural areas (e.g., Africa, Latin America,
North America, Asia) and different periods in time (e.g., Egyptian, Pre-Columbian,
Native American, Byzantine) [QCC 20]
INSTRUCTIONAL RESOURCES:
Student Text: The Jeweler's Art, Sprintzen
Slides, reproductions, films, PowerPoint presentations
Books:
Creative Bead Weaving, Carol Wilcox Wells
Making Beautiful Hemp and Bead Jewelry, Mickey Baskett
Creative Clay Jewelry, Usli Diesrli
Periodicals that feature jewelry:
American Craft,
Lapidary Journal,
Adornment,
Metalsmith,
Art News
Various fashion magazines
SUGGESTED INSTRUCTIONAL STRATEGIES:
Using the student body, faculty, and magazines as resources, students collect information on
materials other than metal used to create body adornment. Compare and contrast these nontraditional
materials and how they affect the visual quality and function.
o wood
o glass
o fiber (hemp)
o paper
o plastic
o leather
o rubber
o resins / polymers
o ceramic / polymer clay
Discuss how materials used can dictate design (clay can be molded, wood can be carved).
Investigate protection methods of jewelry from body moisture and oils.
Ask students to describe in their journal what they feel is their personal style:
o Consider various styles (big vs. small, simple vs. ornate)
o Consider lines and shapes (straight lines vs. curved lines, circles vs. squares, geometric vs.
freeform)
o Consider the hue, value, and intensity of color
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
Discuss techniques that are used when making non-metal jewelry:
o Beading
o Weaving
o Knotting
o Layering
Create a PowerPoint presentation on contemporary and traditional jewelry using beads. Discuss
different non-metal materials that can be used to make beads. Introduce clay beads. Suggest forms
other than spheres (cylinders, cones, cubes, and free form). Review color schemes and how they
can be applied to a beaded jewelry piece. Discuss the importance of repetition for unity. Discuss
the incorporation of functional elements such as clasps. Students design and create clay beads for a
jewelry piece.
Study jewelry and images of the Egyptian era. Introduce Egyptian paste and discuss its historical
uses as well as its chemistry. What makes it self-glaze? Students design a jewelry piece that uses
Egyptian paste. Chain making can be introduced in the next unit (Metal - Cold Connections and
Processes) to complete this jewelry piece.
Beads or other components can be joined with other non-metal materials such as fiber or leather or
they can be incorporated into pieces designed in Unit 2 (Metal - Cold Connections and Processes)
or Unit 3 (Metal - Hot Connections and Processes).
Create all design "problems" so that they stress specific design principles such as variety within
unity, proportion in relation to the wearer, comfort and personal aesthetics (form vs. function).
SAMPLE ASSESSMENTS:
Written test on materials and techniques
Student/Teacher assessment (criteria or rubrics based) of preliminary jewelry design sketches and
finished assignment
Evaluation of comfort with comments from others after wearing the jewelry for one day
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
JEWELRY DESIGN 1
UNIT 3: Metal: Cold Connections and Processes
PACING: 4 to 5 weeks of 55-minute classes
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 inspiration for metalwork
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan jewelry/metalwork
Solves practical problems of function and comfort in relation to jewelry design
3. Understands and applies media, techniques, and processes [National Std. 1]
Produces jewelry/metalwork using characteristics of the medium, predetermined
combinations of aesthetic and functional requirements, fine craftsmanship, a variety
of construction and decoration processes (QCC1)
Demonstrates safe use of tools and cares for tools and materials as instructed
4. Self-evaluates art learning and develops habits of excellence. [QCC C.15]
Self-evaluates in-progress and complete work using criteria such as stylistic
quality, craftsmanship, technical skill, goals of work [QCC C 15 ]
Evaluates comfort and comments from others after wearing the jewelry piece
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Formulate ideas about crafts-related aesthetic issues such as form vs. function
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Verbalizes personal reactions to artwork using adjectives, analogies and metaphors
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
• Discusses how and why jewelry is important in our daily lives and in today's world
(personal significance, social commentary, self-expression, spiritual expression, for
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
beauty's sake, for profit/production)
• Researches jewelry design using Internet, museums, exhibits, periodicals [QCC C.21]
INSTRUCTIONAL RESOURCES:
Student Text: The Jeweler's Art, Sprintzen
Selected slides, reproductions, films, PowerPoint presentations
Jewelry resource books:
Jewelry: Fundamental of Metalsmithing, Tim McCreight
Making Wire Jewelry, Helen Clegy and Mary Larim
The Complete Metalsmith, Tim McCreight
Periodicals that feature jewelry:
American Craft
Lapidary Journal
Adornment
Metalsmith
Art News
Various fashion magazines.
SUGGESTED INSTRUCTIONAL STRATEGIES:
Discuss and investigate what metals are used in jewelry:
o The most popular metals are silver, gold, platinum, and copper
o Metals are found in the earth and in riverbeds. They must be mined and refined before
they can be sold to jewelers
o Metal can be bought in many different forms including wire, tube, sheet, casting grain,
and ingots
Discuss the possibilities and limitations of different metals. For example, pure or fine silver is
softer than sterling and not suitable for rings.
Create a PowerPoint presentation on contemporary and traditional metal jewelry that uses cold
connections.
Discuss the difference between cold and hot connections.
Ask students to brainstorm ways to join metal that do not require heat.
o Riveting / tube
riveting
o Tabs / staples
o Hinges
o Glue/adhesives
o Nuts and bolts
o Threaded connections
o Findings
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
Introduce techniques used to manipulate metal and create surface design.
o Sawing
o Filing
o Sanding
o Stamping/engraving
o Dapping
o Annealing
o Drilling/piercing
o Forging
o Hammering/chasing
o Repoussé
o Chain-making
o Stone setting
o Roll printing
o Acid etching
o Patinas
o Polishing/finishing processes
Ask students to consider the human form, personal aesthetic, and expressive content when
approaching the design "problem" for this unit.
Integrate other disciplines as visual resources (botany, geometry), then design a two-layer pierced
and riveted pendant based on the images.
Look at examples of stable and moving rivets in contemporary and traditional jewelry.
Study the works of Thomas Mann. Discuss aesthetic/philosophical issues that relate to Mann's
work:
Is the jewelry still art if he doesn't make it all? How is his "small factory" manufacturing different
from mass produced jewelry? Ask students to design a jewelry piece in the form of an animal or
person using both stable and moving rivets.
Guide students through the construction of their design, stressing patience and fine craftsmanship.
Discuss what makes a jewelry piece successful:
o Fine Craftsmanship
o Comfort
o Weight
o Aesthetic value
o Durability
o Expressive content
SAMPLE ASSESSMENTS:
Written test on cold connections and metal processes; include an analysis of how a particular
process is constructed
Student/Teacher assessment (criteria- or rubrics-based) on drawings and finished work
Visual/verbal journal entry review: Written and drawing observations on the topic of jewelry
Evaluation of comfort with comments from others after wearing the jewelry for one day
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
JEWELRY DESIGN 1
UNIT 4: Metal: Hot Connections and Processes
PACING: 6 to 8 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]
•
•
•
•
•
•
•
•
Produces jewelry designs inspired by observation of the natural world, research
into cultures and artists [QCC C.1]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
Explores selected formal qualities in thumbnail sketches and visual/verbal notes to
plan jewelry/metalwork
3. Understands and applies media, techniques, and processes [National Std. 1]
Uses metal and non-metal jewelry/metalwork techniques
Demonstrates safe use of tools and cares for tools and materials as instructed
[QCC C.4]
4. Self-evaluates art learning and develops habits of excellence. [QCC C.15]
Applies and recognizes the use of higher-order thinking skills (e.g., tolerance of
ambiguity, nuanced judgment, complex thinking, finding structure in apparent
disorder) in the creation of solutions to visual problems in jewelry design (QCC 2)
Explores career opportunities in the jewelry industry(QCC 7)
Explores life-long avocational opportunities in the crafts/jewelry, such as producing,
visiting museums and galleries, teaching, volunteering, collecting, reading, and
writing about crafts/jewelry (QCC 8)
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Formulate ideas about crafts-related aesthetic issues such as
o ethical issues in the collection and exhibit of craft artifacts for museums
o similarities and differences between art, fine crafts and home industry mass
production (QCC 17)
o monetary value of fine crafts, folk crafts and outsider art (QCC 16)
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
•
•
Uses Feldman's method and Visual Thinking Strategies to "read" jewelry/
metalwork; supports inferences with evidence within the work [QCC C.16, C.14]
Compares and contrasts jewelry design to other art forms such as painting, sculpture,
and ceramics
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
• Explains the influences of cultural factors on the development of jewelry in different
societies (QCC 19)
• Classifies themes in jewelry from varied societies throughout hisory (QCC 12)
INSTRUCTIONAL RESOURCES:
Student Text: The Jeweler's Art, Sprintzen
Selected slides, reproductions, films, PowerPoint presentations
Jewelry resource books:
Jewelry: Fundamental of Metalsmithing, Tim McCreight
Making Wire Jewelry, Helen Clegy and Mary Larim
The Complete Metalsmith, Tim McCreight
The Art of Jewelry Making, Alan Levere
Step By Step Enameling, William Heyser
Periodicals that feature jewelry:
American Craft
Lapidary Journal
Adornment
Metalsmith
Art News
Various fashion magazines.
SUGGESTED INSTRUCTIONAL STRATEGIES:
Examine and discuss different metals and their heat properties as it relates to jewelry fabrication:
o Annealing
o Soldering (sweat and butt)
o Brazing
o Forging
o Enameling
o Repoussé
o Casting
Create a PowerPoint on the design and fabrication of soldered jewelry. Demonstrate techniques
and guidelines used to solder (sweat and butt). Emphasize and demonstrate the importance of
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
FULTON COUNTY BOARD OF EDUCATION Jewelry Design 1
