Lauren Powell: February 2010 Archives

http://www.cviog.uga.edu/gsb/student/wildlife/birds.htm

http://www.southeasternoutdoors.com/wildlife/mammals/georgia-bats.html

• Monday:  Students will be researching birds commonly found in Georgia in preparation for creating and building bird houses that will help attract specific types of birds.  These bird houses will be put around the Chattahoochee campus to help attract these birds.
• Tuesday:  Students will continue their research by compiling information gained yesterday about their bird, into journal page
• Wednesday:  Students will begin planning the construction of their birdhouse by completing a design page in their journal
• Thursday:  Students will continue working on their design page including writing up a list of materials needed.
• Friday:  Research and Design pages due today
  

• Monday:  Design page in journal Due today - Bracelet due today -- Demo on techniques to manipulate metal - Cutting, Piercing, Adding Texture, Filing - Practice on metal today
• Tuesday:  Practice piece today - cut, pierce, texture, and file pieces
• Wednesday:  Practice Piece due today - Graph pieces from design page
• Thursday:  Finish graphing pieces - begin making layered piece
• Friday:  Continue working on layered piece
  

• Monday: Students will begin working on their Surreal Collages - Journals due today
• Tuesday:  Students will continue working on their Surreal Collages
• Wednesday:  Students will continue working on their Surreal Collages
• Thursday:  Students will continue working on their Surreal Collages
• Friday: Students will finish working on their Surreal Collages - Due Today
  

Will be working on Teapot set

Students will be working on their 5th and 6th concentration pieces

The rest of the week will be spent Critiquing previous concentration pieces.

• Monday - Friday:  See details of each group below
  Plans for Feb 17 - Ap 20.doc

surrealism.ppt

• Monday:  No School
• Tuesday:  Working on Clay bust
• Wednesday: Working on Clay bust
• Thursday:  Working on Clay bust
• Friday: Last day to work on clay bust - due today at end of period

• Monday:  No School
• Tuesday:  Reflection Page due today -- Discuss metals used in Jewelry making - view power point on Contemporary and Traditional Jewelry
• Wednesday:  Make a list of possible cold connections -- Demo on Techniques used to manipulate metal for surface design
• Thursday:  Discuss cold connections - Begin working on Design page for 2 layered, pierced and riveted pendant inspired from object from nature
• Friday:  Continue design page

• Monday:  No School
• Tuesday:  Working in Journals
• Wednesday:  View Powerpoint on Surrealism - discussion of what it is and how to develop surreal ideas
• Thursday:  Brainstorm ideas for Surrealism - make list of steps and what is needed
• Friday:  Begin searching for images and settling on idea

Working on completing their 5th and 6th concentration pieces and 6th concentration piece journal page.

• Monday:  No School
• Tuesday:  Working on Teapot set
• Wednesday:  Working on Teapot set
• Thursday:  Working on Teapot set
• Friday:  Working on Teapot set

• Monday:  No School
• Tuesday:  Getting into Groups for the next 5 weeks - explaining upcoming assignments
• Wednesday:  Begin Group work - See attached files for details
• Thursday:  Wheel/Glaze Experiment/Tile and glaze techniques/ Nonobjective Sculptural Slab Designs
• Friday:  Wheel/Glaze Experiment/Tile and glaze techniques/ Nonobjective Sculptural Slab Designs

Plans for Feb 17 - Ap 20.doc

Ceramic groups.doc

Group Assignments.doc

Ceramics - Series.ppt

Expressive Clay Busts.ppt

Additive Sculpture.ppt

Illusion of Depth - Intro to Art.ppt

aesthetics_criticism.ppt

Contour Line.ppt

VVJ PPT.ppt

There are no listed curriculum specifics for Ceramics 3.  This class is just a continuation of what was learned in Ceramics 2 - Please see curriculum for Ceramics 2.  Students taking Ceramics 3 will continue to master and develop their handbuilding, throwing, glazing and firing skills which will get them ready to go in to AP 3D portfolio if they choose.

CONTENT AREA: ART EDUCATION
GRADE/LEVEL:
9-12
COURSE TITLE:
SCULPTURE 1
COURSE NUMBER:
50.4611001
COURSE LENGTH:
SEMESTER
COURSE DESCRIPTION:
Sculpture 1 introduces three-dimensional art making including additive, subtractive and modeling
processes and a variety of media. Art criticism, art history, aesthetics and habits of mind developed
through work in the arts are incorporated.
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 course content, artistic growth, reflections
b. Brainstorms multiple solutions to a visual problem; uses thumbnail sketches and
visual/verbal notes to plan sculptures [QCC S.3, S.4]
c. Uses contour, gesture, value in drawing for various purposes (to portray animate /
inanimate subjects, show mass and movement, to create quick sketches, to record
ideas and planning sculptures)
d. Creates sculpture to serve a specific function (expressive, social, utilitarian) [QCC S.1]
e. Creates sculpture from formalist, emotionalist, and realist (from direct observation)
approaches [QCC S.1]
f. Uses technology to research creative possibilities and to create sketches for
sculpture [QCC S.6]
g. Uses concepts / ideas from other disciplines as inspiration for sculpture; makes
connections between other disciplines and sculpture [QCC S.7, S.8]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
a. Uses principles of design to organize elements to communicate meaning and unify
compositions - produces sculpture within constraints of selected problems
emphasizing open and closed space, selected principles and elements [QCC S.1]
b. Discusses and applies concepts such as activating negative space, visual weight,
paths of movement, non-centered focal point, variety within repetition [QCC S.1]
3. Understands and applies media, techniques, and processes [National Std. 1]
a. Creates sculptures from varied media to focus on these elements: modeling,
additive processes, subtractive processes, in-the-round / relief / bas relief [QCC S.2, S.10]
b. Practices studio safety, correct care and operation of equipment
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
4. Self-evaluates art learning and develops habits of excellence.
a. Self-evaluates in-progress and complete work using criteria such as stylistic quality,
craftsmanship, technical skill, goals of work [QCC S.12]
b. Sets high standards for craftsmanship and skill mastery in own artwork [QCC S.12]
c. Recognizes that sculpture uses a problems-solving process that translates to real-life
skills (idea generation, elaboration and refining the idea, execution of idea,
evaluation of result, refining product until goal is reached) [QCC S.3, S.4]
d. Discusses how study in sculpture benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers and life skills:
tolerance for ambiguity, judgment in the absence of rule; finding structure in
apparent disorder [QCC S.4]
e. Recognizes emerging elements of personal artistic voice [QCC S.13]
f. Works to find individual voice (creativity 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]
a. Writes, reflects upon, revises throughout the course, personal answers to these
questions: What is art? Can everyday items be considered art? Why would we want
art in daily life?
b. Compares viewpoints of tribal and primitive societies for whom sculpture is part of
daily life with those of Western society in which sculpture is classified as art [QCC
S.13]
c. Verbalizes personal reaction to sculptures using descriptive vocabulary including
adjectives, analogies, metaphors
d. Makes informed aesthetic responses by relating own sculptures to work by master
artists [QCC S.15]
e. Develops and supports evaluations of sculpture based on specific
theories of art: Formalism, Imitationalism, Emotionalism, Functionalism,
Conceptualism [QCC S.14]
f. Discusses these ideas: What is beauty? What affects my personal aesthetic?
Recognize emerging personal aesthetic
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
a. Compares and contrasts sculptors' use of formal qualities (elements and principles)
to communicate meaning [QCC S.9, S.10, S.11]
b. Uses Feldman's method and Visual Thinking Strategies to "read" representational,
abstract and non-objective artwork; supports inferences with evidence within the
work [QCC S.11]
c. Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interpretation) [QCC S.9]
d. Verbalizes personal reactions to artwork using adjectives, analogies and metaphors
e. Analyzes the relationship of decorative and functional qualities in artwork from
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
diverse cultures. [QCC S.13,16]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
a. Traces major periods of art through sculpture and discuss how artists of each period
were influenced by their society [QCC S.17, S.18]
b. Identifies, compares and contrasts major male and female sculptors of differing
societies and backgrounds [QCC S.5, S.17, S.18]
c. Recognizes, compares and contrasts major sculptures, artists and sculpture styles
from varied cultures and eras. [QCC S.18]
d. Writes about sculpture's role as a visual record (primary source) of cultural,
political, scientific and religious history [QCC S.5]
e. Analyzes the relationship of decorative and functional qualities in artwork from
diverse cultures. [QCC S.13,16]
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 1: Introduction to Sculpture and the Additive Process
PACING: 4-5 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 to reflect course content, artistic growth, reflections
Brainstorms multiple solutions to a visual problem; uses thumbnail sketches and
visual/verbal notes to plan sculptures [QCC S.3, S.4]
Uses contour, gesture, value in drawing for various purposes: to portray animate /
inanimate subjects, show mass and movement, to make quick sketches, to make
expressive mark-making in recording ideas and planning sculptures
Creates sculpture from a realist, direct observation, approach [QCC S.1]
Uses technology to research creative possibilities and to create sketches for
sculpture [QCC S.6]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
Uses principles of design to organize elements to communicate meaning and unify
compositions; produces sculpture within constraints of selected problems
emphasizing open and closed space, selected principles and elements of art [QCC S.1]
Discusses and applies concepts such as activating negative space, visual weight,
paths of movement, non-centered focal point, variety within repetition [QCC S.1]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on in-the-round additive processes
[QCC S.2, S.10]
Practices studio safety, correct care and operation of equipment
4. Self-evaluates art learning and develops habits of excellence.
Self-evaluates in-progress and complete work using criteria such as stylistic quality,
craftsmanship, technical skill, goals of work [S.12]
Sets high standards for craftsmanship and skill mastery in own artwork [S.12]
Works to find individual voice (creativity within guidelines); understands that
creativity is problem-solving within given parameters
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
•
•
•
•
•
Write, reflect on, revise throughout the course, personal answers to
thise issues: What is art? Can everyday items be considered art? What
is the difference between functional and decorative sculpture?
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Compares and contrasts sculptors' use of the elements and principles of design to
communicate expressive content or ideas. [QCC S.9]
Uses Feldman's method and Visual Thinking Strategies to"read" representational,
abstract and non-objective artwork [QCC S.15]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Traces major periods of art through sculpture and discuss how the art of each period
reflects society. [QCC S.17, S.18]
Identifies, compares and contrasts major male and female sculptors of differing
societies and backgrounds [QCC S.5, S.18, S.17]
UNIT RESOURCES:
Student textbook: Beginning Sculpture, Williams
Art Talk (Reproductions representing a wide range of sculpture styles and approaches)
Videos:
3-D Wizardry, by George Wolf- ISBN- ?
Claes Oldenberg. ISBN-0-7800-1919-9.
Women Artists, Double Diamond Press, 1-800-938-2737.
Book: Horses: The Art of Deborah Butterfield. ISBN- 0-8118-0138-1.
PowerPoint Lesson Links:
Female Sculptors
Claes Oldenberg and Coosje Van Bruggen
Scholastic Art Magazine. Class set on Claes Oldenberg and Deborah Butterfield.
SUGGESTED INSTRUCTIONAL STRATEGIES
Incorporate formative and summative self-assessment as an on-going part of all lessons/units.
Explicitly teach students how to self-assess processes and work. The goal is for students to grow
into independent learners and to monitor own journey to excellence.
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
Continue journal begun in earlier art classes.
Begin the semester asking each student to write own current answer to this question:
What is sculptural art?" Is a toothbrush or other functional object sculpture?
To encourage thought, use timed writing (students do 3-minute continuous writing)
Share thoughts; then write again.
Discuss when and why artists use realistic observation, and when and why they use abstract
approaches (Formalism, Realism, Expressionism); view famous sculptures from each approach.
PowerPoint lesson of contemporary, female sculptors to show breadth of the genre.
Discuss environmental, kinetic, realistic, abstract, and non-representational sculpture while
viewing.
Create an additive sculpture based on direct observation of an everyday object.
Full class session to model and practice 4-Step Criticism method Lesson Link
Subscribe to a class set of Scholastic Art magazine. File copies and use for lessons across the
curriculum.
Create a PowerPoint series on Claes Goldenberg's sculptures and Deborah Butterfield's early
assemblages.
Develop a guided Internet search for students to explore work of additional sculptors.
Identify a "favorite" and develop a journal page on the artist Lesson Link
SAMPLE ASSESSMENTS:
Rubric or criteria-based evaluation of additive sculpture
Journal page on "favorite" sculptor with rubric-based evaluation
Students employ Feldman's four-step art critique to evaluate another student's artwork
Teacher observation of daily participation in studio assignment and studio safety
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 2: Modeling
PACING: 4-5 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]
•
•
•
•
•
•
•
•
Creates sculpture from formalist, emotionalist, and realist (from direct observation)
approaches [QCC S.1]
2. Uses formal qualities of art (elements and principles] to create unified composition and
communicate meaning [National Std. 2]
Uses principles of design to organize elements to communicate meaning and unify
compositions; produces sculpture within constraints of problems emphasizing open
and closed space, selected principles and elements of art [QCC S.1]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on: modeling in-the-round [QCC S.2, S.10]
4. Self-evaluates art learning and develops habits of excellence.
Discusses how study in sculpture benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers and life skills:
tolerance for ambiguity, judgment in the absence of rule; finding structure in
apparent disorder [QCC S.4]
Recognizes emerging elements of personal artistic voice [QCC S.13]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Verbalizes personal reaction to sculptures using descriptive vocabulary including
adjectives, analogies, metaphors
Develops and supports evaluations of sculpture based on theories of art -
Formalism, Imitationalism, Emotionalism, Functionalism, Conceptualism [QCC S.14]
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" representational,
abstract and non-objective artwork; supports inferences with evidence within the
work [QCC S.11]
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
•
•
•
Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interpretation)
Verbalizes personal reactions to artwork; develop descriptive vocabulary including
adjectives, analogies and metaphors
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Recognizes, compares and contrasts major sculptures, artists, and sculpture styles
from varied cultures and eras. [QCC S.18]
INSTRUCTIONAL RESOURCES:
Student textbooks: Beginning Sculpture, Williams and Experience Clay, Mackey
Art Talk (Reproductions representing a range of art styles and approaches in sculpture)
Video-Sculpture and the Creative Process- ISBN 1-56290-063-3
Teacher-made handouts and templates on modeling with clay and creating an armature. Handouts
on texture, form, and space. Lesson Link
Teacher Books: Making Ceramic Sculpture. ISBN- 1-57990-175-1
Hand built Ceramics. ISBN-1-57990-184-0
Terracotta. ISBN 0-8230-4102-6
SUGGESTED INSTRUCTIONAL STRATEGIES:
Discuss how artists use formal qualities (elements and principles) to show emotion in sculpture
Create modeled sculpture of clay, wax, or plaster with the following:
•
•
•
•
Accurate measurements
Craftsmanship
Proper, safe use of tools and materials
Emphasis on abstraction and communicating meaning
Art criticism with Token Response activity Lesson Link
Full class 4-Step criticism - small group or paired written criticism turned in as test grade
Compare and contrast PowerPoint information on Analytical and Synthetic Cubism in sculpture
Lesson Link
Recognize and analyze the abstracted qualities of major art styles / movements, Tribal art, Abstract
Expressionism, Surrealism and contemporary abstraction
Discuss the role of abstraction in sculpture in at least two cultures and time periods; compare and
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
contrast to contemporary sculpture
SAMPLE ASSESSMENTS:
Discuss when and why artists use realistic observation, and when and why they use
abstract approaches (Formalism, Realism, Expressionism)
Rubric or criteria-based evaluation of modeled sculpture
Feldman's 4-Step Process or Visual Thinking Strategies critique of another student's artwork
Sketchbook /journal check
Teacher observation of daily participation in studio assignment and studio safety
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 3: Casting
PACING: 2-3 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]
•
•
•
•
•
•
•
•
•
Creates sculpture to serve a specific function (expressive, social, utilitarian) [QCC S.1]
Creates sculpture from formalist, emotionalist, and realist approaches [QCC S.14]
2. Uses formal qualities of art (elements and principles] to create unified composition and
communicate meaning [National Std. 2]
Produces sculpture within constraints of selected problems emphasizing selected
principles and elements of art; discusses and applies concepts such as activating
negative space, visual weight, paths of movement, non-centered focal point, variety
within repetition [QCC S.1, S.9]
Uses principles of design to organize elements to communicate meaning and unified
compositions [QCC S.6, S.11]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on casting, relief / bas relief [QCC S.2]
4. Self-evaluates art learning and develops habits of excellence
Recognizes emerging elements of personal artistic voice [QCC S.13]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Compares viewpoints of tribal and primitive societies for whom sculpture is part of
daily life with those of Western society in which sculpture is classified as art [QCC
S.13]
Verbalizes personal reaction to sculptures using descriptive vocabulary including
adjectives, analogies, metaphors
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" representational,
abstract and non-objective artwork [QCC S.15]
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
•
•
•
•
Evaluates the role of sculpture as a visual record (primary source) of cultural,
political, scientific and religious history [QCC S.5]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Trace major periods of art through sculpture and discuss how artists of each period
were influenced by their society [QCC S.17, S.18]
Writes about sculpture's role as a visual record (primary source) of cultural,
political, scientific, and religious history [QCC S.5.]
Analyzes the relationships of decorative and functional qualities in artwork from
diverse cultures. [QCC S.13,16]
INSTRUCTIONAL RESOURCES:
Student text: Beginning Sculpture, Williams
Art Talk (Reproductions of cast jewelry/ceramics representing a wide range of styles/
approaches)
Teacher-prepared handouts:
Creating a plaster low relief from a negative clay slab mold
Mixing plaster to the proper consistency
Sculpture websites: Casting, Slip Casting Lesson Link
Video: Sculpture and the Creative Process ISBN- 1-56290-063-3.
(end of video: discussion of lost wax method; informative for the students to see as college-level
approach to the casting process)
SUGGESTED INSTRUCTIONAL STRATEGIES:
Study cast sculpture from varied historical eras, geographic locations, and media
Create a cast, functional sculpture (slip, pewter, cuttlefish, plaster, cement).
o Difference between the positive and negative casts
o Mother mold.
o Craftsmanship of finished product
o Proper, safe use of tools and materials
o Emphasis on texture, form, space
o Emphasis on surface decoration
o Repetition to create unity
o Center-of-interest
Use Feldman's 4-Step Criticism in small - group or paired written criticism, test grade.
SAMPLE ASSESSMENTS:
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
Visual/verbal journal check
Student discussion/debate topic: functional vs. decorative art.
Select a common object such as a silver charm for a bracelet. Is it art?
Rubric or criteria-based evaluation of cast sculpture
Teacher observation of daily participation in studio assignment and studio safety
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 4: Subtractive Sculpture
PACING: 4-6 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]
•
•
•
•
•
•
•
•
•
Creates sculpture to serve a specific function (expressive, social) [QCC S.1]
Uses concepts / ideas from other disciplines as inspiration for sculpture; makes
connections between other disciplines and sculpture [QCC S.7, S.8]
2. Uses formal qualities of art (elements and principles] to create unified composition and
communicate meaning [National Std. 2]
Produces sculpture within constraints of selected problems emphasizing, open and
closed space, selected principles and elements of art; discusses and applies concepts
such as activating negative space, visual weight, paths of movement, non-centered
focal point, variety within repetition [QCC S.1, S.9]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on: subtractive processes [S.2, S.10]
4. Self-evaluates art learning and develops habits of excellence.
Discusses how study in sculpture benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers and life skills:
higher order thinking skills valued by business such as tolerance for ambiguity,
judgment in the absence of rule; finding structure in apparent disorder [QCC S.8]
Recognizes emerging elements of personal artistic voice [QCC S.13]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Writes, reflects upon, revises throughout the course, personal answer to these
questions: What is art? Can everyday items be considered art? Why would we want
art in our everyday lives?
Makes informed aesthetic responses by relating own sculptures to work by master
artists [QCC S.15]
Discusses this issue: What is beauty? What affects my personal aesthetic?
Recognizes emerging personal aesthetic
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
•
•
•
Compares and contrasts sculptors' use of the elements and principles to
communicate meaning [QCC S.9, 10, 11,12]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Identifies, compares and contrasts major male and female sculptors of differing
societies and backgrounds [QCC S.5, S.18, S.17]
Recognizes compares and contrasts major sculptures, artists, and sculpture styles
from varied cultures and eras. [QCC S.18]
INSTRUCTIONAL RESOURCES:
Student text: Beginning Sculpture, Williams
Teacher-prepared handouts and materials on stone/plaster carving or woodcarving
Art Talk (Reproductions of subtractive sculpture, representing a range of art styles/ approaches)
Teacher books: Creating Soapstone. ISBN- 1-887374-13-2
Living Materials. ISBN- 052006452-6
The Encyclopedia of Wood Working. ISBN- 0-681-78109-2
Sculpture Principles and Practice. ISBN 0-486-22960-2
Sculpture in Stone. ISBN 0-7641-5424-9
SUGGESTED INSTRUCTIONAL STRATEGIES:
Create a subtractive sculpture. Options include wood, stone, plaster, aerated cement, unfired brick.
Considerations include:
o Accurate measurements
o Create a small additive model in clay "maquette" to be used with sketches as
reference for the final sculpture.
o Rough out general shape with flat chisel or band saw
o Craftsmanship of finished product
o Proper, safe use of tools and materials.
o Emphasis on balance and movement created with form and space.
Students use Feldman's 4-Step Criticism written in small group or pairs as test grade.
As a class, compare and contrast the subtractive sculpture of Louise Bourgeois and Isamu Noguchi;
Michelangelo and Henry Moore.
Students write a timed, 5-minute journal entry on this topic: How is sculpture in United States
viewed differently from that of cultures in which it is a part of daily life?
FULTON COUNTY BOARD OF EDUCATION Sculpture 1

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

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

• Monday:  Working on clay busts
• Tuesday: Working on clay busts
• Wednesday: Working on clay busts
• Thursday: Working on clay busts - test on clay/clay busts
• Friday: No school
  

Will be working on design page in journal and wheel thrown teapot, teacup set.

• Monday:  Working on journal assignment - Research at least 3 different glazing techniques and 3 different firing methods.  List all details of steps and materials needed to make or do the methods - complete an attractive 1page spread for each glazing technique and firing method. List references in pages
  
• Tuesday: Working on journal assignment
• Wednesday:  Working on journal assignment
• Thursday: Journal assignment due today - breaking students into groups, discussing each individual assignment that each group will be working on.
• Friday:  No school
  

Concentration pieces 3 and 4 due Monday
The rest of the week students will be working on concentration pieces 5 and 6.
No school Friday

• Monday: Reflection Journal Page due today - Power point and Demo on knotting and braiding - Begin your knotted/braided piece today
• Tuesday:  Work on knotted/braided piece today
• Wednesday:  Discuss metals used in jewelry making - define cold connections vs hot connections - view powerpoint on contemporary jewelry and traditional jewelry
• Thursday:  Students will make a list of possible cold connections - discuss when done.  Demo on techniques used to manipulate metal for surface design/texture. Begin design page for pierced/riveted pendant - 2 layers, object inspired from nature.
• Friday:  No school
  

• Monday: Students will view powerpoint on Perspective - discuss what perspective is and why artist use it.  Practice Perspective drawings
• Tuesday: Students will finish practicing perspective drawings - Collage demo
• Wednesday: Students will practice proper collage techniques
  
• Thursday: Students will work in journals - Collage and perspective
• Friday:  No School
  

Working on journal page - plans and research on next assignment - wheel thrown teapot/teacup set. - research the history behind tea sets from at least 3 different cultures and why they are important within that culture - talk about the design differences, form, etc. 

Complete a plan for your own original designed teapot set

Begin when finished planning and researching

• Monday:  Working on Series
• Tuesday: Working on Series
• Wednesday:  Working on Series
• Thursday:  Working on Series - those who are done will begin working on the following journal assignment - see below
• Friday: Working on Series - last class day to work  --  those who are done will begin working on the following journal assignment - see below

Journal Assignment:

1 page spread per technique

 

Look up/research at least 3 firing techniques and 3 glazing techniques

 

You need to include ALL of the steps as if you were planning to do it at home.  What materials do you need?  What steps do you take in what order?  Etc.

 

Make the pages look nice!!  Don't just "slap" them on there. 

 

Reflection on personal appeal - Why did you pick these?  Why do you like them?

 

 

• Monday:  Demo on beginning clay busts - begin making clay busts
• Tuesday:  Demo on completing form of clay bust - finish form
• Wednesday:  Demo on modeling details - begin details
• Thursday: Continue working on clay bust
• Friday: Continue working on clay bust

• Monday:  Working on Clay beads
• Tuesday: Finish Clay beads - begin journal assignment - Reflection Page - what is your personal style when it comes to jewelry? - use images and text
• Wednesday:  Working on Reflections page
• Thursday:  View powerpoint on Alternative materials - Finish journal page - due today
• Friday:  Demo on weaving/knotting - begin ideas for woven/knotted piece of jewelry

• Monday:  Read Chapter 2 on Aesthetics and Art Criticism - complete pages 36-37
• Tuesday:  View power point on art criticism - complete class criticism
• Wednesday:  Movie critique applied to 4 step art criticism - in class
• Thursday:  Quiz on Art criticism and Aesthetics
• Friday: Work in Journals

Working on Concentration Piece 3 and 4 - Due this Friday

Journal for concentration piece number 4 - Due this Friday