Course #1164A1
Course #1164A1
Prerequisites - Studio Art Foundations 1 - 2
Course Description
Ceramics 1-2 and 3-4 is for both beginners and those who have already taken a ceramics class but wish to continue exploring the medium. Ceramics 1 will introduce hand building techniques and “throwing” on the potter’s wheel. We will examine glazing techniques and find inspiration in the works of contemporary and historical ceramicists. Ceramics 2 will build upon student’s previous knowledge of the subject by combining various construction methods to create more complex forms. We will also examine alternative methods of construction and firing.
Course Goals
Provide a sound aesthetic, theoretical and technical foundation in ceramics allowing the student to prepare for higher education or career goals.
Studio Habits of mind rubric
Provide a well-rounded curriculum that will contribute to the continuing education of the student and create an artistic foundation from which they can build their style and process.
Provide a learning atmosphere that will encourage and enable the student to create independently.
Teach students to use their powers of observation along with their ability to analyze and think critically.
Instill a “Do It Yourself” ethic and strong problem solving ability.
Communication
I can be contacted through the above email and telephone number. Additionally, I will be setting open studio hours.
Sketchbook
All students will keep a sketchbook. Students will complete sketchbook assignments in class. Please bring them to every class meeting. Sketchbooks will be turned in for grading periodically throughout the semester.
Studio Habits of Mind
This class follows the Studio habits of mind rubric which is a guide for artistic best practice and behavior habits in the art studio. A foundation in these 8 habits will prepare students to become artists and follow their creative process. successfully.
Art Standards
Create, present and perform works of art. -
Apply the use of ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the results.
Express ideas, moods and feelings through the arts and evaluate how well a work of art expresses one’s intent. Evaluate one’s own work orally and in writing.
Apply critical analysis to works of art.
Respond to works of art and give reasons for preferences.
Understand the interrelationships among art forms.
Understand how events and conditions influence the arts.
Distinguish works of art from different societies, time periods and cultures.
Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one’s own work.
Understand the place of the arts within, and their influence on, society.
Units of Study
1st and 2nd quarter: Our main focus will be on technical skills: introduction to hand-building techniques and sculpture coil, slab, and drape forms, basic glazing methods, wheel-throwing and surface design and texture techniques (incised, sgraffito, stencil, stamps) focusing on the Elements of Art and Principles of Design.
3rd quarter: Wheel-throwing, and hand-built combined forms, surface design; mishima and colored clay.
4th quarter: Advanced wheel-thrown forms, distorted shapes, combined methods, applied forms.
ALL UNITS are based in the multicultural history of the arts. Specific cultures touched upon may include those of Asia, the Americas, and Africa. Works will be a mix of sculptural, utilitarian, and painterly forms.
Grading - Projects will not be graded unless they are photographed and uploaded to your digital portfolio!
Grading - Projects will not be graded unless they are photographed and uploaded to your digital portfolio!
Grades will be determined on an individual basis using both a set of criteria for each project and the Studio Habits of Mind rubric. All projects must be well designed (sketches are required and are part of your grade) and well constructed. The overall grade on a project will be compiled from multiple aspects including: craftsmanship, technical execution, timing, class participation and cooperation. All students will be required to keep a sketchbook with class notes and project sketches. There will be no down time in this class – students are required to, and will be graded on, using in-class time to the fullest.
Grades will be determined on an individual basis using both a set of criteria for each project and the Studio Habits of Mind rubric. All projects must be well designed (sketches are required and are part of your grade) and well constructed. The overall grade on a project will be compiled from multiple aspects including: craftsmanship, technical execution, timing, class participation and cooperation. All students will be required to keep a sketchbook with class notes and project sketches. There will be no down time in this class – students are required to, and will be graded on, using in-class time to the fullest.
Each semester their will be both technical practice assignments and independent projects based on your level of proficiency in ceramics. There are 13 total projects in the first semester which must be complete to turn in, meaning that they have been glazed and fired for the final time.
Components of the Grade:
Students will be evaluated using the following criteria: Based on the Studio Habits Rubric
• Application and development of technical skills. There is evidence of new skills being acquired, either in handbuilding or wheel throwing techniques. Student is aware of the process of working with clay and understands the terminology and stages each clay work must go through. Skills and understanding of the clay process enable the student to express ideas through clay and glazes effectively.
• Work habits and development. Student shows consistent concern with quality, depth of focus and concentration, and uses time and space efficiently. Student completes projects with care from the beginning to the end of all assignments. Student is prepared to work, aware how the ceramic room is organized, on time for class and involved in clean up procedures.
• Fulfills the assignment criteria. Student has fulfilled all assignment requirements including research and presentation if necessary by the due date and has left the work in the appropriate place for evaluation.
Differentiation/accessibility and culturally responsive strategies and support (TAG, ELL, SpEd, other):
The differentiation strategies used in this course are based on the evidence (data) received through multiple forms of pre, ongoing, and formative assessments. Described here are the types of culturally responsive assessments used and specific differentiation strategies in place to meet the needs of ALL learners (including TAG, ESL, Special Ed...) For ALL students You may always present a variation on the project and come up with your own ideas as longs the major technique / skill being taught is intact.
All assignments are scalable in order to accommodate all abilities. Students are encouraged to draw from their own cultures and lives to find subject matter and style. The freedom of choice built into the curriculum provides the flexibility to give individuated and responsive instruction each student no matter what they bring with them in the beginning.
Art Classroom Responsibilities
Students will be expected to:
Arrive to class on time and ready to learn.
Respect the people and equipment / supplies in the art room.
Use your time wisely – Stay on task and work toward project and assignment objectives.
Use appropriate language and have appropriate conversations.
Show responsibility for your work area and tools – clean up after yourself!
Refrain from using headphones and talking during instruction time.
Create a digital portfolio including all assignments, which will be well photographed. Students will curate this body of work into their final five pieces consisting of work which shows the student’s growth over the year. This work will carry over to future art classes, portfolios and applications to college.
Corrective action to be taken if expectations are not followed.
Early-stage / low level - Show/teach, redirect, Proximity as well as non verbal and up to verbal reminders of expectation.
Restorative responses / consequences for chronic expectation violations - Private verbal reminder of expectations / processes, reflection time outside of classroom, restorative inquiry conversation, call home to parents, restorative meeting with parents, students, administrator.
Expectations during class Listen while the instructor is giving instructions, no talking unless you have a clarifying question. Art can be very technical, to succeed you need to follow instructions. Quiet talking is allowed during work time, loud talking during work time disrupts others learning and concentration. Help each other out. If you miss a day and have an excused absence, you can make up the assignment after school otherwise ask a classmate to help you clarify the assignment. Attendance is important! Most assignments will be posted on our class website.
You are expected to keep your artwork organized, make sure all of your assignments are in their designated space or portfolio for storage. Please clean up your table, put all supplies away and all of your trash in either the recycling bin or trash can before you leave. Stealing other students art work and claiming it as your own may be cause for removal from the class. All electronics must be turned off unless you have specific permission from the instructor.
Bathroom Passes / Hall Passes - Jefferson High School maintains a building policy of no hall passes for the first 10 minutes or the last 10 minutes of class. Other than that there is only one hall pass so be considerate of your classmates.
Cell Phone Policy - Students may use cell phones for research pertaining to their artwork and other appropriate things related to class. Students can listen to music quietly on headphones. Video games are never appropriate. If your screen use becomes detrimental to class presentations or demonstrations, your art, work time or a distraction to others we will have a conversation which will be followed with a call home.
Respect our time together in the art room.
Demonstrate respect for the art room and art processes
Engage and TAKE creative RISKS Art is about problem solving
Make positive choices in class
Organize for Social Justice-Use language that illustrates respect for other peoples and cultures.
Suggested Supplies: Jefferson provides basic materials for every student, but I encourage my students to purchase their own set of tools and to experiment with different clays which can be found at Georgies.
Ceramics tool kit - Georgies Ceramics Supply in North Portland (503) 283-1353
Smock to wear during class - Ceramics a is messy pursuit!
EXAMPLE self reflection and criteria Sheet
MAtching Mugs!
Challenge - To create at least two hand built mugs (coil or slab) that are incredibly similar if not identical. You can add patterns or carve into the body and you must add a handle.
Things to think about -
Clay bodies shrink by at least 6% through the bisque firing process.
Your mug’s joints need to be solid and waterproof.
Requirements:
At least three idea/ planning sketches - Yes No
Mugs match - 1 2 3 4 5
Handle is usable - 1 2 3 4 5
Mug holds water - Yes No
On greenware shelf - 1 2 3 4 5
Bisque success - 1 2 3 4 5
Glazed and fired final time - 1 2 3 4 5
Reflection - Write your answers to the following in complete sentences. 1 2 3 4 5 (X2)
What challenges did you find or overcome in this process?
What can you change, or what will you continue to do in your creative process to have greater success on your next project?
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