Ceramics Grades 8-12
This course will covear 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 | |||||
1-6 | 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 | a. Research and study ceramic techniques and firing methods used in the past and present. | • Use videos and technology to explore ceramic techniques and forms from other cultures. | ||
1-9 | 1, 2, 4 | 5, 6 | b. Develop an appreciation of the rituals and traditions connected with ceramics and world cultures. | • Create a piece of work in response to a culture or time period. | |
7 | 1-9 | 1, 2, 4 | 5, 6 | c. Understand the relationship between the history of ceramic forms and media. | • Create a work influenced by Alaska Native traditions. |
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 |