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ContentArea Art CourseCeramics Grade Level 9-12 R14 The Seven Cs of Learning
UnitTitles Lengthof Unit bull Handbuilding bull 4-5weeks
bull Animal Forms bull 3-4 weeks
bull Intro to Throwing amp Plates and Bowls bull 4 weeks
bull Sgraffitoamp Glazing bull ongoing
bull LiddedBoxwithMotif bull 3-4weeks
bull The Etiquette of Art bull Ongoing
bull Art History bull Ongoing
Collaboration
Communication
Critical Thinking
Curiosity Creativity
Citizenship
Character
Region 14 Curriculum Ceramics Curriculum BOEAdopted
1
Strands Course Level Expectations
Create bull Creativity andinnovative thinkingare essential life skills that can be developed bull Artists and designers shape artistic investigations following or breaking with traditions in pursuit ofcreative artmaking goals bull Artists and designers experiment with forms structures materials concepts media and art-making approaches bull Artists and designers balance experimentation and safety freedom and responsibility while developing and creating artworks bull People create andinteract withobjects places anddesignthat define shape enhance andempower their lives bull Artist and designers develop excellence through practice and constructive critique reflecting on revising and refining work over
time
Present bull Artists and other presenters consider various techniques methods venues and criteria when analyzing selecting and curatingobjects artifacts andartworks for preservation andpresentation
bull Artists curatorsand othersconsidera variety of factorsand methodsincluding evolving technologieswhen preparing and refiningartwork for display and or when decidingif and how topreserve and protect it
bull Objects artifacts and artworks collected preserved orpresented eitherby artists museums orothervenuescommunicate meaning and arecord of social cultural and political experiences resultingin the cultivatingof appreciation and understanding
Respond bull Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciationof self others the natural world andconstructedenvironments
bull Visual imagery influences understanding of and responses to the world bull People gaininsights into meanings of artworks byengagingin the process of art criticism bull People evaluate art basedonvarious criteria
Connect bull Through art-making people make meaning by investigating and developing awareness of perceptions knowledge and experiences bull People developideas and understandings of society culture and history through their interactions with and analysis of art
Region 14 Curriculum Ceramics Curriculum BOEAdopted
2
Unit1 Handbuilding Length of Unit 4-5weeks
Inquiry Questions(Engaging amp Debatable)
bull What are the main differences between handbuildingand wheel-throwingbull Why do artists choose one or the otherbull What are the stages of clay What role does craftsmanship play in handbuilding
Standards Create Investigate VACr21IIaInvestigate VACr22IIa
Unit Strandsamp Concepts
bull Handbuildingvs Wheel throwing bull Formfollows function bull Craftsmanship bull Therapeuticqualitiesof clay
Key Vocabulary pinch slab coil stages of clay leatherhard slip score bat form surface texture drape extruder vessel
Standards based on NationalCore Arts Standards For more information visit httpswwwnationalartsstandardsorg
Region 14 Curriculum Ceramics Curriculum BOEAdopted
3
UnitTitle Handbuilding Length of Unit 4-5weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
ceramic works can be art andor observediscuss andrespond tohow otherartistsuse thedifferent functional objects handbuildingtechniques
the main differences between complete a ceramic (handbuilding)artist fileincludingbackgroundanalysishandbuildingandwheel- and response throwingand why artists choose create preliminary work that includes brainstorming and sketches for eachone or theother batch of hand builtvessels
the stages of clay critiquetheirwork and that of theirpeers in-progress and at completion how ceramic pieces can be build 1-3vesselsusingeachhandbuildingtechnique(6-12vesselstotal)
expressive in formandor eachwithproper footing content contributetothecleanlinessand organizationof thestudio
the importance of craftsmanship properlystoweprojects each daycontrolthe stageprojects arein at allin handbuilding times and manage time properly with regards to the medium
making forms fromceramics demonstrate proper attachments and craftsmanship so that projects canhelpsconnect us tothenatural be handled and fired withoutfallingapart world and can be calming create vessels that are expressive in formandor content
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
Teacher Resources Ceramic Artists websitesGoogle Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
4
Unit2 AnimalForms Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artists use figures to communicate visually with hand built ceramics bull What craftsmanship issues are important when sculpting fromclay
Standards Create Investigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Function vs Sculpture bull Craftsmanship andDesign
Key Vocabulary pinch slab coil stages of clay leatherhard slip score bat form surface texture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
5
UnitTitle AnimalForms Length of Unit 2-3weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse figures tocommunicate visually withhand built ceramics
what craftsmanship issuesare important whensculpting fromclay
observe discuss and respond to how other artists create ceramic animals complete a ceramic (handbuilding) artistfile includingbackgroundanalysis
and response create preliminary work that includes brainstorming reference and sketches critiquetheirwork and that of theirpeers in-progress and at completion create an expressive or symbolic animal figureout of clay select the most applicable handbuilding techniques to use for the different
parts of their animal sculptures
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Ceramic Artist Websites Google Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
6
Unit3 Intro to Wheel ThrowingPlatesand Bowls Length of Unit 4Weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artistrsquos use the potterrsquos wheel to create ceramic artworks in comparison to hand builtpieces
bull What is the importance of using your body in harmony with the machine
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
bull The PotterrsquosWheel bull Formfollows Function
Key Vocabulary centering bat trimming basewalls kidney sponge wiretool drawingup or out finishing footing
Region 14 Curriculum Ceramics Curriculum BOEAdopted
7
UnitTitle Intro to Wheel Throwing Length of Unit 4Weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse thepotterrsquoswheel to create ceramic artworks in comparison tohandbuilt pieces
the importance of using yourbody in harmony with themachine
centera ball of clayon thepotterrsquoswheel draw forms up and out to create plates and vessels createa baseand walls of proper thickness remove their project fromthe wheel with a wire and control the stage
of clay trimpieces thrown on the wheel including footing and lips give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher andpeer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Google ClassroomVideo centering
Region 14 Curriculum Ceramics Curriculum BOEAdopted
8
Unit4 SgraffitoGlazingUnderglaze Length of Unit Ongoing
Inquiry Questions(Engaging amp Debatable)
Whatare the various ways ceramic artists complete the surfaces of their artworks How can surfacetreatment in ceramics be expressive andor functional
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
Ceramic Surface Treatments
Key Vocabulary engobesgraffitoglazeunderglazeribbontoolsunderglaze
Region 14 Curriculum Ceramics Curriculum BOEAdopted
9
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
Strands Course Level Expectations
Create bull Creativity andinnovative thinkingare essential life skills that can be developed bull Artists and designers shape artistic investigations following or breaking with traditions in pursuit ofcreative artmaking goals bull Artists and designers experiment with forms structures materials concepts media and art-making approaches bull Artists and designers balance experimentation and safety freedom and responsibility while developing and creating artworks bull People create andinteract withobjects places anddesignthat define shape enhance andempower their lives bull Artist and designers develop excellence through practice and constructive critique reflecting on revising and refining work over
time
Present bull Artists and other presenters consider various techniques methods venues and criteria when analyzing selecting and curatingobjects artifacts andartworks for preservation andpresentation
bull Artists curatorsand othersconsidera variety of factorsand methodsincluding evolving technologieswhen preparing and refiningartwork for display and or when decidingif and how topreserve and protect it
bull Objects artifacts and artworks collected preserved orpresented eitherby artists museums orothervenuescommunicate meaning and arecord of social cultural and political experiences resultingin the cultivatingof appreciation and understanding
Respond bull Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciationof self others the natural world andconstructedenvironments
bull Visual imagery influences understanding of and responses to the world bull People gaininsights into meanings of artworks byengagingin the process of art criticism bull People evaluate art basedonvarious criteria
Connect bull Through art-making people make meaning by investigating and developing awareness of perceptions knowledge and experiences bull People developideas and understandings of society culture and history through their interactions with and analysis of art
Region 14 Curriculum Ceramics Curriculum BOEAdopted
2
Unit1 Handbuilding Length of Unit 4-5weeks
Inquiry Questions(Engaging amp Debatable)
bull What are the main differences between handbuildingand wheel-throwingbull Why do artists choose one or the otherbull What are the stages of clay What role does craftsmanship play in handbuilding
Standards Create Investigate VACr21IIaInvestigate VACr22IIa
Unit Strandsamp Concepts
bull Handbuildingvs Wheel throwing bull Formfollows function bull Craftsmanship bull Therapeuticqualitiesof clay
Key Vocabulary pinch slab coil stages of clay leatherhard slip score bat form surface texture drape extruder vessel
Standards based on NationalCore Arts Standards For more information visit httpswwwnationalartsstandardsorg
Region 14 Curriculum Ceramics Curriculum BOEAdopted
3
UnitTitle Handbuilding Length of Unit 4-5weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
ceramic works can be art andor observediscuss andrespond tohow otherartistsuse thedifferent functional objects handbuildingtechniques
the main differences between complete a ceramic (handbuilding)artist fileincludingbackgroundanalysishandbuildingandwheel- and response throwingand why artists choose create preliminary work that includes brainstorming and sketches for eachone or theother batch of hand builtvessels
the stages of clay critiquetheirwork and that of theirpeers in-progress and at completion how ceramic pieces can be build 1-3vesselsusingeachhandbuildingtechnique(6-12vesselstotal)
expressive in formandor eachwithproper footing content contributetothecleanlinessand organizationof thestudio
the importance of craftsmanship properlystoweprojects each daycontrolthe stageprojects arein at allin handbuilding times and manage time properly with regards to the medium
making forms fromceramics demonstrate proper attachments and craftsmanship so that projects canhelpsconnect us tothenatural be handled and fired withoutfallingapart world and can be calming create vessels that are expressive in formandor content
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
Teacher Resources Ceramic Artists websitesGoogle Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
4
Unit2 AnimalForms Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artists use figures to communicate visually with hand built ceramics bull What craftsmanship issues are important when sculpting fromclay
Standards Create Investigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Function vs Sculpture bull Craftsmanship andDesign
Key Vocabulary pinch slab coil stages of clay leatherhard slip score bat form surface texture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
5
UnitTitle AnimalForms Length of Unit 2-3weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse figures tocommunicate visually withhand built ceramics
what craftsmanship issuesare important whensculpting fromclay
observe discuss and respond to how other artists create ceramic animals complete a ceramic (handbuilding) artistfile includingbackgroundanalysis
and response create preliminary work that includes brainstorming reference and sketches critiquetheirwork and that of theirpeers in-progress and at completion create an expressive or symbolic animal figureout of clay select the most applicable handbuilding techniques to use for the different
parts of their animal sculptures
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Ceramic Artist Websites Google Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
6
Unit3 Intro to Wheel ThrowingPlatesand Bowls Length of Unit 4Weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artistrsquos use the potterrsquos wheel to create ceramic artworks in comparison to hand builtpieces
bull What is the importance of using your body in harmony with the machine
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
bull The PotterrsquosWheel bull Formfollows Function
Key Vocabulary centering bat trimming basewalls kidney sponge wiretool drawingup or out finishing footing
Region 14 Curriculum Ceramics Curriculum BOEAdopted
7
UnitTitle Intro to Wheel Throwing Length of Unit 4Weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse thepotterrsquoswheel to create ceramic artworks in comparison tohandbuilt pieces
the importance of using yourbody in harmony with themachine
centera ball of clayon thepotterrsquoswheel draw forms up and out to create plates and vessels createa baseand walls of proper thickness remove their project fromthe wheel with a wire and control the stage
of clay trimpieces thrown on the wheel including footing and lips give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher andpeer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Google ClassroomVideo centering
Region 14 Curriculum Ceramics Curriculum BOEAdopted
8
Unit4 SgraffitoGlazingUnderglaze Length of Unit Ongoing
Inquiry Questions(Engaging amp Debatable)
Whatare the various ways ceramic artists complete the surfaces of their artworks How can surfacetreatment in ceramics be expressive andor functional
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
Ceramic Surface Treatments
Key Vocabulary engobesgraffitoglazeunderglazeribbontoolsunderglaze
Region 14 Curriculum Ceramics Curriculum BOEAdopted
9
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
Unit1 Handbuilding Length of Unit 4-5weeks
Inquiry Questions(Engaging amp Debatable)
bull What are the main differences between handbuildingand wheel-throwingbull Why do artists choose one or the otherbull What are the stages of clay What role does craftsmanship play in handbuilding
Standards Create Investigate VACr21IIaInvestigate VACr22IIa
Unit Strandsamp Concepts
bull Handbuildingvs Wheel throwing bull Formfollows function bull Craftsmanship bull Therapeuticqualitiesof clay
Key Vocabulary pinch slab coil stages of clay leatherhard slip score bat form surface texture drape extruder vessel
Standards based on NationalCore Arts Standards For more information visit httpswwwnationalartsstandardsorg
Region 14 Curriculum Ceramics Curriculum BOEAdopted
3
UnitTitle Handbuilding Length of Unit 4-5weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
ceramic works can be art andor observediscuss andrespond tohow otherartistsuse thedifferent functional objects handbuildingtechniques
the main differences between complete a ceramic (handbuilding)artist fileincludingbackgroundanalysishandbuildingandwheel- and response throwingand why artists choose create preliminary work that includes brainstorming and sketches for eachone or theother batch of hand builtvessels
the stages of clay critiquetheirwork and that of theirpeers in-progress and at completion how ceramic pieces can be build 1-3vesselsusingeachhandbuildingtechnique(6-12vesselstotal)
expressive in formandor eachwithproper footing content contributetothecleanlinessand organizationof thestudio
the importance of craftsmanship properlystoweprojects each daycontrolthe stageprojects arein at allin handbuilding times and manage time properly with regards to the medium
making forms fromceramics demonstrate proper attachments and craftsmanship so that projects canhelpsconnect us tothenatural be handled and fired withoutfallingapart world and can be calming create vessels that are expressive in formandor content
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
Teacher Resources Ceramic Artists websitesGoogle Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
4
Unit2 AnimalForms Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artists use figures to communicate visually with hand built ceramics bull What craftsmanship issues are important when sculpting fromclay
Standards Create Investigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Function vs Sculpture bull Craftsmanship andDesign
Key Vocabulary pinch slab coil stages of clay leatherhard slip score bat form surface texture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
5
UnitTitle AnimalForms Length of Unit 2-3weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse figures tocommunicate visually withhand built ceramics
what craftsmanship issuesare important whensculpting fromclay
observe discuss and respond to how other artists create ceramic animals complete a ceramic (handbuilding) artistfile includingbackgroundanalysis
and response create preliminary work that includes brainstorming reference and sketches critiquetheirwork and that of theirpeers in-progress and at completion create an expressive or symbolic animal figureout of clay select the most applicable handbuilding techniques to use for the different
parts of their animal sculptures
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Ceramic Artist Websites Google Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
6
Unit3 Intro to Wheel ThrowingPlatesand Bowls Length of Unit 4Weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artistrsquos use the potterrsquos wheel to create ceramic artworks in comparison to hand builtpieces
bull What is the importance of using your body in harmony with the machine
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
bull The PotterrsquosWheel bull Formfollows Function
Key Vocabulary centering bat trimming basewalls kidney sponge wiretool drawingup or out finishing footing
Region 14 Curriculum Ceramics Curriculum BOEAdopted
7
UnitTitle Intro to Wheel Throwing Length of Unit 4Weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse thepotterrsquoswheel to create ceramic artworks in comparison tohandbuilt pieces
the importance of using yourbody in harmony with themachine
centera ball of clayon thepotterrsquoswheel draw forms up and out to create plates and vessels createa baseand walls of proper thickness remove their project fromthe wheel with a wire and control the stage
of clay trimpieces thrown on the wheel including footing and lips give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher andpeer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Google ClassroomVideo centering
Region 14 Curriculum Ceramics Curriculum BOEAdopted
8
Unit4 SgraffitoGlazingUnderglaze Length of Unit Ongoing
Inquiry Questions(Engaging amp Debatable)
Whatare the various ways ceramic artists complete the surfaces of their artworks How can surfacetreatment in ceramics be expressive andor functional
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
Ceramic Surface Treatments
Key Vocabulary engobesgraffitoglazeunderglazeribbontoolsunderglaze
Region 14 Curriculum Ceramics Curriculum BOEAdopted
9
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
UnitTitle Handbuilding Length of Unit 4-5weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
ceramic works can be art andor observediscuss andrespond tohow otherartistsuse thedifferent functional objects handbuildingtechniques
the main differences between complete a ceramic (handbuilding)artist fileincludingbackgroundanalysishandbuildingandwheel- and response throwingand why artists choose create preliminary work that includes brainstorming and sketches for eachone or theother batch of hand builtvessels
the stages of clay critiquetheirwork and that of theirpeers in-progress and at completion how ceramic pieces can be build 1-3vesselsusingeachhandbuildingtechnique(6-12vesselstotal)
expressive in formandor eachwithproper footing content contributetothecleanlinessand organizationof thestudio
the importance of craftsmanship properlystoweprojects each daycontrolthe stageprojects arein at allin handbuilding times and manage time properly with regards to the medium
making forms fromceramics demonstrate proper attachments and craftsmanship so that projects canhelpsconnect us tothenatural be handled and fired withoutfallingapart world and can be calming create vessels that are expressive in formandor content
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
Teacher Resources Ceramic Artists websitesGoogle Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
4
Unit2 AnimalForms Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artists use figures to communicate visually with hand built ceramics bull What craftsmanship issues are important when sculpting fromclay
Standards Create Investigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Function vs Sculpture bull Craftsmanship andDesign
Key Vocabulary pinch slab coil stages of clay leatherhard slip score bat form surface texture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
5
UnitTitle AnimalForms Length of Unit 2-3weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse figures tocommunicate visually withhand built ceramics
what craftsmanship issuesare important whensculpting fromclay
observe discuss and respond to how other artists create ceramic animals complete a ceramic (handbuilding) artistfile includingbackgroundanalysis
and response create preliminary work that includes brainstorming reference and sketches critiquetheirwork and that of theirpeers in-progress and at completion create an expressive or symbolic animal figureout of clay select the most applicable handbuilding techniques to use for the different
parts of their animal sculptures
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Ceramic Artist Websites Google Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
6
Unit3 Intro to Wheel ThrowingPlatesand Bowls Length of Unit 4Weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artistrsquos use the potterrsquos wheel to create ceramic artworks in comparison to hand builtpieces
bull What is the importance of using your body in harmony with the machine
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
bull The PotterrsquosWheel bull Formfollows Function
Key Vocabulary centering bat trimming basewalls kidney sponge wiretool drawingup or out finishing footing
Region 14 Curriculum Ceramics Curriculum BOEAdopted
7
UnitTitle Intro to Wheel Throwing Length of Unit 4Weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse thepotterrsquoswheel to create ceramic artworks in comparison tohandbuilt pieces
the importance of using yourbody in harmony with themachine
centera ball of clayon thepotterrsquoswheel draw forms up and out to create plates and vessels createa baseand walls of proper thickness remove their project fromthe wheel with a wire and control the stage
of clay trimpieces thrown on the wheel including footing and lips give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher andpeer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Google ClassroomVideo centering
Region 14 Curriculum Ceramics Curriculum BOEAdopted
8
Unit4 SgraffitoGlazingUnderglaze Length of Unit Ongoing
Inquiry Questions(Engaging amp Debatable)
Whatare the various ways ceramic artists complete the surfaces of their artworks How can surfacetreatment in ceramics be expressive andor functional
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
Ceramic Surface Treatments
Key Vocabulary engobesgraffitoglazeunderglazeribbontoolsunderglaze
Region 14 Curriculum Ceramics Curriculum BOEAdopted
9
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
Unit2 AnimalForms Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artists use figures to communicate visually with hand built ceramics bull What craftsmanship issues are important when sculpting fromclay
Standards Create Investigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Function vs Sculpture bull Craftsmanship andDesign
Key Vocabulary pinch slab coil stages of clay leatherhard slip score bat form surface texture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
5
UnitTitle AnimalForms Length of Unit 2-3weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse figures tocommunicate visually withhand built ceramics
what craftsmanship issuesare important whensculpting fromclay
observe discuss and respond to how other artists create ceramic animals complete a ceramic (handbuilding) artistfile includingbackgroundanalysis
and response create preliminary work that includes brainstorming reference and sketches critiquetheirwork and that of theirpeers in-progress and at completion create an expressive or symbolic animal figureout of clay select the most applicable handbuilding techniques to use for the different
parts of their animal sculptures
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Ceramic Artist Websites Google Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
6
Unit3 Intro to Wheel ThrowingPlatesand Bowls Length of Unit 4Weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artistrsquos use the potterrsquos wheel to create ceramic artworks in comparison to hand builtpieces
bull What is the importance of using your body in harmony with the machine
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
bull The PotterrsquosWheel bull Formfollows Function
Key Vocabulary centering bat trimming basewalls kidney sponge wiretool drawingup or out finishing footing
Region 14 Curriculum Ceramics Curriculum BOEAdopted
7
UnitTitle Intro to Wheel Throwing Length of Unit 4Weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse thepotterrsquoswheel to create ceramic artworks in comparison tohandbuilt pieces
the importance of using yourbody in harmony with themachine
centera ball of clayon thepotterrsquoswheel draw forms up and out to create plates and vessels createa baseand walls of proper thickness remove their project fromthe wheel with a wire and control the stage
of clay trimpieces thrown on the wheel including footing and lips give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher andpeer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Google ClassroomVideo centering
Region 14 Curriculum Ceramics Curriculum BOEAdopted
8
Unit4 SgraffitoGlazingUnderglaze Length of Unit Ongoing
Inquiry Questions(Engaging amp Debatable)
Whatare the various ways ceramic artists complete the surfaces of their artworks How can surfacetreatment in ceramics be expressive andor functional
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
Ceramic Surface Treatments
Key Vocabulary engobesgraffitoglazeunderglazeribbontoolsunderglaze
Region 14 Curriculum Ceramics Curriculum BOEAdopted
9
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
UnitTitle AnimalForms Length of Unit 2-3weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse figures tocommunicate visually withhand built ceramics
what craftsmanship issuesare important whensculpting fromclay
observe discuss and respond to how other artists create ceramic animals complete a ceramic (handbuilding) artistfile includingbackgroundanalysis
and response create preliminary work that includes brainstorming reference and sketches critiquetheirwork and that of theirpeers in-progress and at completion create an expressive or symbolic animal figureout of clay select the most applicable handbuilding techniques to use for the different
parts of their animal sculptures
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Ceramic Artist Websites Google Classroom
Region 14 Curriculum Ceramics Curriculum BOEAdopted
6
Unit3 Intro to Wheel ThrowingPlatesand Bowls Length of Unit 4Weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artistrsquos use the potterrsquos wheel to create ceramic artworks in comparison to hand builtpieces
bull What is the importance of using your body in harmony with the machine
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
bull The PotterrsquosWheel bull Formfollows Function
Key Vocabulary centering bat trimming basewalls kidney sponge wiretool drawingup or out finishing footing
Region 14 Curriculum Ceramics Curriculum BOEAdopted
7
UnitTitle Intro to Wheel Throwing Length of Unit 4Weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse thepotterrsquoswheel to create ceramic artworks in comparison tohandbuilt pieces
the importance of using yourbody in harmony with themachine
centera ball of clayon thepotterrsquoswheel draw forms up and out to create plates and vessels createa baseand walls of proper thickness remove their project fromthe wheel with a wire and control the stage
of clay trimpieces thrown on the wheel including footing and lips give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher andpeer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Google ClassroomVideo centering
Region 14 Curriculum Ceramics Curriculum BOEAdopted
8
Unit4 SgraffitoGlazingUnderglaze Length of Unit Ongoing
Inquiry Questions(Engaging amp Debatable)
Whatare the various ways ceramic artists complete the surfaces of their artworks How can surfacetreatment in ceramics be expressive andor functional
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
Ceramic Surface Treatments
Key Vocabulary engobesgraffitoglazeunderglazeribbontoolsunderglaze
Region 14 Curriculum Ceramics Curriculum BOEAdopted
9
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
Unit3 Intro to Wheel ThrowingPlatesand Bowls Length of Unit 4Weeks
Inquiry Questions(Engaging amp Debatable)
bull How do artistrsquos use the potterrsquos wheel to create ceramic artworks in comparison to hand builtpieces
bull What is the importance of using your body in harmony with the machine
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
bull The PotterrsquosWheel bull Formfollows Function
Key Vocabulary centering bat trimming basewalls kidney sponge wiretool drawingup or out finishing footing
Region 14 Curriculum Ceramics Curriculum BOEAdopted
7
UnitTitle Intro to Wheel Throwing Length of Unit 4Weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse thepotterrsquoswheel to create ceramic artworks in comparison tohandbuilt pieces
the importance of using yourbody in harmony with themachine
centera ball of clayon thepotterrsquoswheel draw forms up and out to create plates and vessels createa baseand walls of proper thickness remove their project fromthe wheel with a wire and control the stage
of clay trimpieces thrown on the wheel including footing and lips give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher andpeer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Google ClassroomVideo centering
Region 14 Curriculum Ceramics Curriculum BOEAdopted
8
Unit4 SgraffitoGlazingUnderglaze Length of Unit Ongoing
Inquiry Questions(Engaging amp Debatable)
Whatare the various ways ceramic artists complete the surfaces of their artworks How can surfacetreatment in ceramics be expressive andor functional
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
Ceramic Surface Treatments
Key Vocabulary engobesgraffitoglazeunderglazeribbontoolsunderglaze
Region 14 Curriculum Ceramics Curriculum BOEAdopted
9
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
UnitTitle Intro to Wheel Throwing Length of Unit 4Weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
how artistsuse thepotterrsquoswheel to create ceramic artworks in comparison tohandbuilt pieces
the importance of using yourbody in harmony with themachine
centera ball of clayon thepotterrsquoswheel draw forms up and out to create plates and vessels createa baseand walls of proper thickness remove their project fromthe wheel with a wire and control the stage
of clay trimpieces thrown on the wheel including footing and lips give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher andpeer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Google ClassroomVideo centering
Region 14 Curriculum Ceramics Curriculum BOEAdopted
8
Unit4 SgraffitoGlazingUnderglaze Length of Unit Ongoing
Inquiry Questions(Engaging amp Debatable)
Whatare the various ways ceramic artists complete the surfaces of their artworks How can surfacetreatment in ceramics be expressive andor functional
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
Ceramic Surface Treatments
Key Vocabulary engobesgraffitoglazeunderglazeribbontoolsunderglaze
Region 14 Curriculum Ceramics Curriculum BOEAdopted
9
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
Unit4 SgraffitoGlazingUnderglaze Length of Unit Ongoing
Inquiry Questions(Engaging amp Debatable)
Whatare the various ways ceramic artists complete the surfaces of their artworks How can surfacetreatment in ceramics be expressive andor functional
Standards Create Investigate VACr21IIA
Unit Strandsamp Concepts
Ceramic Surface Treatments
Key Vocabulary engobesgraffitoglazeunderglazeribbontoolsunderglaze
Region 14 Curriculum Ceramics Curriculum BOEAdopted
9
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
UnitTitle SgraffitoGlazingUnderglaze Length of Unit Ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
the various ways ceramic artistscomplete the surfaces of theirartworks
how surface treatment in ceramics can be expressiveandor functional
observe discuss and respond to how ceramic artists use glaze underglazeor sgraffitoin theirprojects
select glazesbased on the form content and function of their projects apply glazes and use sgraffito techniques properlyfor fullcoveragegood
craftsmanship and easy firing give and receiveprocessfeedback with teacher and peers
Assessments Formative-teacher and peer feedbackInterim-artist files and critiquesSummative-rubric and reflection
TeacherResources
Artist websites Google ClassroomVideosgraffito
Region 14 Curriculum Ceramics Curriculum BOEAdopted
10
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
Unit5 LiddedBox withMotif Length of Unit 3-4weeks
Inquiry Questions(Engaging amp Debatable)
bull Which tools and techniques will help and artist best express themselves bull What is the relationship between craftsmanship and function
Standards Create Investigate-Plan-Make VACr11IIaInvestigate-Plan-Make VACr12IIaInvestigate VACr23IIA
Unit Strandsamp Concepts
bull Lidded Vessels bull Unity between formand surface
Key Vocabulary lipflangetexture
Region 14 Curriculum Ceramics Curriculum BOEAdopted
11
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
UnitTitle LiddedBox withMotif Length of Unit 3-4weeks
Critical Content My studentswill Knowhellip
Key Skills My studentswill beableto (Do)hellip
which tools and techniques willhelpthemexpress theirconcept best
the relationshipbetween craftsmanshipand function
complete preliminary work for final piece including brainstorming sketchesthat show exploration of formand motif and reference material
complete a slab of clay with at least 3 different textures build a vessel with a lid using one of various methods demonstrated apply underglaze or engobe and use tools effectively to create a motif on the
vessel surfaceor select a texture to apply demonstrate good craftsmanship and manage the stages of clay properly create unity and content in the final piece using expressive formand a
symbolic motif
Assessments Formative-teacher and peer feedbackSummative-rubric and reflection
TeacherResources
Teacher Generated
Region 14 Curriculum Ceramics Curriculum BOEAdopted
12
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Inquiry Questions How do artists and designers care for and maintain materials tools and equipment(Engaging amp Why is it important for safetyandhealthtounderstandandfollow correct proceduresin handlingDebatable) materials tools and equipment What responsibilities come with the freedomto create
Whatrole doe persistence play inrevisingrefiningand developingworkHowdo artists growand become accomplished in art forms How does collaboratively reflecting on a work help us experience itmore completely How are artworks cared for and by whom What criteria methods and processes areused to selectworkfor preservationor presentation Whydo peoplevalueobjectsartifactsandartworks and select themfor presentation
Standards Create Investigate VACr22IIaReflect- Refine- Continue VA Cr31IIa Present Select VAPr41IIa Analyze VAPR51IIaShare VAPr61IIa RespondPerceiveVARe72IIa Analyze VARe81IIaInterpret VARe91IIa
Unit Strandsamp Concepts
bull Art Critique (peer self and teacher) bull Art Show (preparation set up striking) bull Art RoomEtiquette
Key Vocabulary Elements of art principles of designFour steps of art criticism description analysis interpretation judgment
Region 14 Curriculum Ceramics Curriculum BOEAdopted
13
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
UnitTitle TheEtiquetteof Art Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
art is avehicle to demonstrate responsibility andcare inthe use of art facilities tools andmaterials express emotions respond to the formal and sensory qualitiesin a work of art and define theirpersonal preferences values attitudes communicate constructive criticism through peer and self class critiques and ideas participate invarious art exhibits
the process of work independently and respect the work of others critique select a body of work that containsthe essence of onersquos creative efforts
maintain a portfolio understanding it is anongoing process andshouldbecome a lifetime commitment
formulate a working visualarts vocabulary develop critical assessment skills as they relate tothe evaluationof their ownworkandthe work
of others includingthe use of correct language and attitude (openness and tolerance) understand other world cultures as they related to the experience and variety of different art
forms appropriate vocabularytodescribe and evaluate their own work and the work of others evaluate interpret and makepersonal statements about works of art
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resourcesArtists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
14
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
UnitTitle Art History Length of Unit ongoing
Inquiry Questions(Engaging amp Debatable)
What is an art museum How does the presenting and sharing of objects artifacts and artworks influencechape deas beliefsand experiences How do objectsartifactand artworkscollectedpreserved orpresentedcultivate appreciateand understandingHow does art help us understand the lives of people of different times place and cultures How is artused to impact the view of a society How does art preserve aspects of life
Standards Present Share VAPr61IIa Connect Relate VACn111IIa
Unit Strandsamp Concepts
bull Content bull Technique bull Cultural Concepts bull The evolutionof art
Key Vocabulary movement the elements of art and principles of design critique appreciation relevance
Region 14 Curriculum Ceramics Curriculum BOEAdopted
15
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16
UnitTitle Art History Length of Unit ongoing
Critical Content My studentswill Knowhellip
Key Skills My studentswill be able to (Do)hellip
arthistoryis the studyand appreciationof incorporatehistorical reference intostudioactivities artand artists withinthe contextof past recognize common elements in different artistsrsquo work that and presentcultures represent a movement
artists and the periods inwhich they make connectionsbetweentheirunderstandingof theirworked heritage social experience and environment as it allows them
movements and styles to understand themselves and the similarities and diversities of an understandingof howindividualartists mankind
work make connections between art and culture artas a basicand universallanguage develop anappreciationfor cross-cultural influencesin art artists synthesizetheideasof theirown and recognizethat art andtheartist connecting linksbetween
otherculturestocreatetheirwork cultures artists have communicated ideas in develop anunderstandingof how theideasexpressedin a
different ways studentsrsquo work relatetopast andpresent art andculture
Assessments Formative-teacher and peer feedback exploring medium exercise Interim-artist files and critiquesProgressBenchmarks Summative-rubric and reflection
TeacherResources
Teacher generated resources Artists website - based onmedium Former student work
Region 14 Curriculum Ceramics Curriculum BOEAdopted
16