This course will cover three-dimensional design using clay as the medium. Clay preparation, construction, surface design, and firing will be explored.
| STANDARDS MET | CONTENT/SKILLS | SUGGESTED ACTIVITIES |
|---|
| A | B | C | D | | |
| Performing and Creating |
| | | | a. Use clay to develop skills in basic hand building and/or wheel throwing, using final finishes such as glazes, englobes, or stains | Work with others to create a mural or collaborative classroom project |
| 1-6 | | | | b. Use appropriate tools and techniques to produce variations of basic pinch, coil, slab, thrown, or sculptured forms | Complete projects, including bisque and glazing |
| 1-6 | | 1 | 5,7 | c. Acquire and apply a vocabulary of clay usage and properties | Develop a ceramic portfolio |
| 1-7 | 4 | 6 | 7 | d. Set, pursue, and readily adjust art-making goals by recognizing and judging new possibilities as they emerge | |
| History and Culture |
| 1-9 | 1,2 | | | |
| 1-9 | 1,2,4 | 5,6 | | |
| 7 | 1-9 | 1,2,4 | 5,6 | | |
| Evaluation and Analysis |
| 4 | 1-8 | 1-5 | 1-7 | a. Evaluate pottery according to its craftsmanship, function, organization, and technique | Accept and offer constructive criticism |
| 4 | 3-8 | 1,2 | 1,2,6 | b. Use appropriate vocabulary to express and support opinions about a ceramic form | Evaluate construction methods by cutting pots in half |
| 1-9 | 4,5 | 2-7 | c. Recognize that personal opinions are a reflection of past experiences and cultures | Use sketchbook to record work for assessment |
| | | | | Use notebook to record process successes and failures (e.g., building, firing, glazing) |
| STANDARDS MET | CONTENT/SKILLS | SUGGESTED ACTIVITIES |
|---|
| A | B | C | D | | |
| Aesthetic Perception |
| 2,3 | 4,5,7,8 | 1-5 | 1-7 | a. Make a judgment about the success of a ceramic piece as art in terms of aesthetic qualities | Discuss how functional and nonfunctional ceramic forms are important to our everyday lives |
| 2 | 4,5,8 | 3-5 | 1-8 | b. Respect the opinions of others concerning ceramics as art | Write a personal definition of art and beauty; find and share ceramic examples that support the definition |
| | | | | Discuss issues related to aesthetics, artists, values in art, and other related topics |
| | | | | Visit shows to view and discuss ceramic sculpture and functional pottery forms |
ASSESSMENTS
- Concept assimilation and demonstration
- Creativity
- Participation in class
- Product marketing
- Rubric
- Safety habits
- Skill growth and manipulatives
- Time on task
- Working to assignment parameter
