OPERATIVE PLASTERERS: BOOK ThREE · Identify tools used in the application of colored veneer systems. _____ 4. Describe proper handling and storage of colored veneer plaster

OPERATIVE PLASTERERS: BOOK ThREE

PROFILE OF TRAINING MASTERY

Instructor: _________________________________________________ Date: ______________________

Program: _____________________________________________________________________________

School: ____________________________________________________ Grade: _____________________

Name: ____________________________________________________ Soc. Sec. No. ________________

Address: ___________________________________________________ Phone: ____________________

In Case of Emergency, Contact: ____________________________________________________________

Address: ___________________________________________________ Phone: ____________________

Allergies/Disabilities that might require special accommodation for training (please specify):

_____________________________________________________________________________________

The above information can be used for school records and/or to ensure safety of students. This confidential information is not to be released to employers or the general public.

Date of Enrollment: ______________________ Date of Withdrawal: _____________________________

Date of Completion: ____________________ Total On-the-Job Training Hours: ____________________

Total Class Hours: ____________________________ Total Lab Hours: ____________________________

Total Hours Tardy: __________________________ Total Hours Absent: __________________________

_____________________ ______________________________________ ______________________________________

Duration of Employment Job Title Supervisor’s Name

_____________________________________________________________ ______________________________________

Address of Employer Phone

_____________________ ______________________________________ ______________________________________

Duration of Employment Job Title Supervisor’s Name

_____________________________________________________________ ______________________________________

Address of Employer Phone

This document can be used to record information about the student and skills mastered. This information is useful in documenting student progress during training and in providing information about the student’s qualifications to potential employers and/or for entry into advanced training programs. Instructors using these materials are authorized to reproduce this document as required for use in their training programs.

Use of This Document

CIMC Copyright 2011

Curriculum and Instructional Materials Center, Oklahoma Department of Career and Technology Education

1500 West Seventh Avenue, Stillwater, Oklahoma 74074-4364 800-654-4502 Fax 405-743-5154

ON-ThE-jOB TRAINING/wORK ExPERIENcE

Student ratings on specific competencies evaluated during the course are available upon student’s written request and/or by calling the instructor. Parent’s or guardian’s signature is necessary if student is under 18 years of age.

Page 2OPERATIVE PLASTERERS: BOOK ThREE

SPEcIFIc jOB cOMPETENcIES

UNIT 1 — ROcK cARVING

_____________ 1. Identify components used for constructing boulders or rocks.

_____________ 2. Describe the purpose of tools used in the construction of boulders or rocks.

_____________ 3. Arrange in order the steps in rock carving.

_____________ 4. Describe the method for skin making.

_____________ 5. Describe the mix for scratch and carve coat.

_____________ 6. Describe the procedure for color staining.

_____________ 7. Form the cage.

_____________ 8. Lath the cage.

_____________ 9. Apply the scratch coat.

_____________ 10. Apply the carve coat.

_____________ 11. Carve the rock.

_____________ 12. Apply color stain.

UNIT 2 — cOLORED VENEER PLASTER

_____________ 1. List the advantages of a colored veneer system over interior stucco and faux painting.

_____________ 2. Describe suitable substrates for colored veneer plaster systems.

_____________ 3. Identify tools used in the application of colored veneer systems.

_____________ 4. Describe proper handling and storage of colored veneer plaster.

_____________ 5. Describe surface preparation for colored veneer plaster systems.

_____________ 6. Describe procedures for mixing colored veneer plaster.

_____________ 7. Apply colored veneer plaster.

_____________ 8. Apply sealer.

UNIT 3 — VENETIAN PLASTER

_____________ 1. Describe the properties of venetian plaster.

_____________ 2. Relate the history of venetian plastering.

_____________ 3. Explain the purpose of the tools used in applying venetian plaster.

_____________ 4. Recall the characteristics of colorants used in venetian plastering.

_____________ 5. Describe the substrate requirements of venetian plaster.

_____________ 6. Describe the technique for applying venetian plaster.

_____________ 7. Apply a venetian finish to a wall.

UNIT 4 — SPEcIALTY FINIShES

_____________ 1. Define types of specialty plaster finishes.

_____________ 2. Describe tools used in creating specialty plaster finishes.

_____________ 3. Describe the materials used in creating specialty plaster finishes.

_____________ 4. Relate the history of scagliola.

_____________ 5. Explain the process of producing scagliola.

INSTRUcTOR:As each competency is mastered, place your initials and the date in the blank on the left.

This will verify that the student can perform the skill with a minimum of supervision.

Page 3

_____________ 6. Research specialty plaster applications in your area.

_____________ 7. Explain the process of sgraffito plastering.

_____________ 8. Describe the process for applying marblecrete.

_____________ 9. Apply a marblecrete finish to a wall.

UNIT 5 — SPRAYED cONcRETE AND POOL PLASTERING

_____________ 1. Identify different uses for sprayed concrete.

_____________ 2. Describe the two techniques for spraying.

_____________ 3. List the advantages and disadvantages of each sprayed concrete method.

_____________ 4. State the materials required for making shotcrete.

_____________ 5. Explain the purpose of common admixtures used in shotcrete.

_____________ 6. List the materials required for making gunite.

_____________ 7. List the types of equipment used in shotcrete.

_____________ 8. Describe the duties and responsibilities for each member of a sprayed concrete crew.

_____________ 9. Identify the different methods for preparing a surface.

_____________ 10. State the techniques for applying reinforcement.

_____________ 11. Name the types of joints used in shotcrete.

_____________ 12. Describe the methods for applying sprayed concrete.

_____________ 13. List factors that affect the amount of rebound.

_____________ 14. Describe the effects of different finishing techniques.

_____________ 15. Explain the purpose of curing.

_____________ 16. List methods for avoiding injury.

_____________ 17. Explain why gunite is used in swimming pool construction.

_____________ 18. List the steps in gunite swimming pool construction.

_____________ 19. Describe materials used in swimming pool plastering.

_____________ 20. Describe the process for plastering a swimming pool.

UNIT 6 — ORNAMENTAL PLASTER

_____________ 1. Describe the different divisions in ornamental plaster work.

_____________ 2. Define terms used in ornamental plaster work.

_____________ 3. Name standard design patterns used on ornamental cornice pieces.

_____________ 4. Discuss materials used in ornamental plaster.

_____________ 5. Explain the process of running a cornice in place.

_____________ 6. Label the parts of a cornice mold.

_____________ 7. Describe how to make a cornice mold.

_____________ 8. Create a metal profile from a blueprint.

_____________ 9. Construct a cornice mold.

_____________ 10. Run a cornice in place.

_____________ 11. Describe the process of running a bench mold.

_____________ 12. Run a cornice on a bench.

_____________ 13. Explain the process of mitering a corner.

_____________ 14. Miter a corner.

_____________ 15. Explain the process of sticking an ornament.

_____________ 16. Stick a cornice.

_____________ 17. Place enrichments.

_____________ 18. Describe the process for making a poured block mold.

_____________ 19. Describe the process of making an enriched cornice mold.

_____________ 20. Make an enriched cornice mold.


Page 4

_____________ 21. Describe the process of casting an enriched cornice mold.

_____________ 22. Cast an enriched cornice mold.

UNIT 7 — PLASTER PROBLEMS AND cRAcKING

_____________ 1. Discuss causes of plaster damage.

_____________ 2. Explain common plaster problems.

_____________ 3. Identify plaster damage.

_____________ 4. Describe steps in surface preparation.

_____________ 5. Select patching materials.

_____________ 6. Relate the procedure for applying a patch.

_____________ 7. Discuss crack repair.

_____________ 8. Prepare a surface for a patch installation.

_____________ 9. Install a patch.

_____________ 10. Repair a crack.

_____________ 11. Describe methods of cleaning plaster.


TEACHER EDITION - Operative Plasterers: Book ThreeDUTY-TASK CROSSWALK - CIMC - 1

CURRICULUM AND DUTY-TASK CROSSWALK

CIMC Curriculum: Operative Plasterers: Book Three

TASKCIMC UNIT/COMPONENT

ROCK CARvINg

Form a cage. Unit 1, Job Sheet 1

Lath a cage. Unit 1, Job Sheet 2

Apply a scratch coat. Unit 1, Job Sheet 3

Apply a carve coat. Unit 1, Job Sheet 4

Carve a rock. Unit 1, Job Sheet 5

Apply a color stain. Unit 1, Job Sheet 6

COLORED vENEER PLASTER

Apply colored veneer plaster. Unit 2, Job Sheet 1

Apply sealer. Unit 2, Job Sheet 2

vENETIAN PLASTER

Apply a venetian finish to a wall. Unit 3, Job sheet 1

SPECIALTY fINIShES

Apply a marblecrete finish to a wall. Unit 4, Job Sheet 4

ORNAMENTAL PLASTER

Create a metal profile from a blueprint. Unit 6, Job Sheet 1

Construct a cornice mold. Unit 6, Job Sheet 2

Run a cornice in place. Unit 6, Job Sheet 3

Run a cornice on a bench. Unit 6, Job Sheet 4

Miter a corner. Unit 6, Job Sheet 5

Stick a cornice. Unit 6, Job Sheet 6

Place enrichments. Unit 6, Job Sheet 7

Make an enriched cornice mold. Unit 6, Job Sheet 8

Cast an enriched cornice mold. Unit 6, Job Sheet 9

TEACHER EDITION - Operative Plasterers: Book ThreeDUTY-TASK CROSSWALK - CIMC - 2

TASKCIMC UNIT/COMPONENT

PLASTER PRObLEMS AND CRACKINg

Prepare a surface for a patch installation. Unit 7, Job Sheet 1

Install a patch. Unit 7, Job Sheet 2

Repair a crack. Unit 7, Job Sheet 3

Operative Plasterers: Book ThreeTeacher Edition

Upfront

Objective Sheet

Instructor’s Guide

LAP Sheet

Answers

Written Test

Handouts

Developed by theCurriculum and Instructional Materials Centerfor the Trade and Industrial Education Division

Oklahoma Department of Career and Technology Education01-12345678 TI1502

Copyright 2010

Oklahoma Department of Career and Technology EducationCurriculum and Instructional Materials Center

All rights reserved.

Printed in the United States of America by theOklahoma Department of Career and Technology Education

Stillwater, Oklahoma 74074-4364

This publication, or parts thereof, may not be reproduced in any form by photographic, electrostatic, mechanical, or any other methods for any use including information storage and retrieval, without written permission from the publisher.

Web site addresses were accurate and all content on referenced web sites was appro-priate during development and production of this product. However, web sites some-times change; the CIMC takes no responsibility for a site's content. The inclusion of a web site does not constitute an endorsement of that site's other pages, products, or owners. You are encouraged to verify all web sites prior to use.

The Oklahoma Department of Career and Technology Education does not discriminate on the basis of race, creed, color, national origin, sex, age, veteran status, or qualified handicap.

TABLE OF CONTENTS

Teacher Edition

Upfront Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Basic Skills in Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Measuring Student Performance Gains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Corrections and Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

One set per unit of the following components:

• ObjectiveSheet • Instructor’sGuide • Answers • LAPSheet • WrittenTest • Handouts(asappropriate) • Otherrequiredmedia(asappropriate)

UNIT1 ROckcARvING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1UNIT2 cOLORedveNeeRPLASTeR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-1UNIT3 veNeTIANPLASTeR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-1UNIT4 SPecIALTyfINISHeS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-1UNIT5 SPRAyedcONcReTeANdPOOLPLASTeRING . . . . . . . . . . . . . . . . . . . . . 5-1UNIT6 ORNAmeNTALPLASTeR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-1UNIT7 PLASTeRPRObLemSANdcRAckING . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-1

TEACHER EDITION - Operative Plasterers: Book ThreeUPFRONT - CIMC - iii

TEACHER EDITION - Operative Plasterers: Book ThreeUPFRONT - CIMC - iv

ACKNOWLEDGMENTS

Project Manager: Randy Kirk

Advisory Committee

Patrickd.finleyGeneralPresident,OPcmIAbeltsville,md

earlf.HurdGeneralSecretary-Treasurer,OPcmIAbeltsville,md

danielStepanoexecutivevicePresident,OPcmIAbeltsville,md

Gerald RyandirectorofTraining,OPcmIAbeltsville,md

davidcaseyGeneral SuperintendentmiragebuildersInc.Lasvegas,Nv

davidchampApprentice CoordinatorOPcmIALocal692Indianapolis,IN

Richard CuetoPlastererInstructorOPcmIALocal797Lasvegas,NvmarkHarder

Apprentice CoordinatorOPcmIALocal8Philadelphia, PA

RobertNotoApprentice CoordinatorOPcmIALocal66Sanfrancisco,cA

WilliamRogersexecutivedirector,OPcmIAJobcorpsLandover,md

AlTorresfieldcoordinator,OPcmIAJobcorpsSacramento, CA

IsaacLeosPlastererInstructorLocal797Lasvegas,Nv

TEACHER EDITION - Operative Plasterers: Book ThreeUPFRONT - CIMC - v

Electronic Document Specialists: melindaHawk

Creative Services: kimHale Creative Services staff

Writers: Richard Cueto markHarder Randy Kirk

SPECIAL THANKS

manythanksgototheprofessionalsattheOklahomadepartmentofcareerandTechnologyeducationwhosehardworkandsupportmadethispublicationpossible,especiallyLarrybullockintheTradeandIndustrialeducationdivision.AtthecurriculumandInstructionalmaterialscenter,wearegratefulforthesupportofkimberlySadlerandcraigmaile.AlsoatcImc,thankstoAmyHaneyforhandlingthecontracts,correspondence,andcommitteemeetingsrelatedtothispublication.

ThispublicationcouldnothavebeenprintedwithouttheexpertiseandcommitmentofthePrintingPlantstaffunderthesupervisionofdannydarrow.deliveryofthefinal product was accomplished through the excellence of the Curriculum Customer ServicestaffunderthedirectionofLanaAustin,andthecImcWarehousestaff,underthedirectionofHankmartin.

Randy KirkProjectmanager

Iwouldliketoexpressmysincereappreciationtotheindividualswhoworkedonthedevelopmentofthisbook,andwho,withtheirhardworkanddedication,theOPcmIA’scommitmenttotraining,andthroughtheuseofthiscurriculumwillonlyenhance the skills of the men and women working in the plastering industry .

Patrickd.finleyGeneralPresident,OPcmIA

TEACHER EDITION - Operative Plasterers: Book ThreeUPFRONT - CIMC - vi

BASIC SKILLS IN CURRICULUM

ThecImchasalwaysbeenmindfuloftheimportanceofreinforcement(andsome-timesremediation)ofstudents’academicskillsastheyprogressthroughvocationaltraining, and has always included activities in its materials to enhance and promote use of these skills .

Name ________________________________________Score ____________

OBJECTIVE 10 Define personal territory.

BASIC SKILLS

INSTRUCTIONS • Asdiscussedinobjective1,eachpersonhasaninvisible“spacebubble”orcomfortzone.Acomfortzoneisthespacebetweenoneselfandothersthatbringsafeelingofwell-being.Whenone’scomfortzoneiscrowdedorinvaded,discomfortoftenresults.Therefore,personalterritoryneedsshouldbeaprime consideration when planning living space .

• foreachofthefollowingsituations,drawyourestimatedcom-fortzonearoundthefiguresprovided.

• Indicatehowmanyinchesfromyourbodythecomfortzoneextends .

• considerhowthatcomfortzonechangesindifferentsitua-tions . Answer the questions that follow .

ASSIGNMENTSHEET

PLANNING LIVINGSPACE FOR HUMAN NEEDS 3

TEACHER EDITION - Operative Plasterers: Book ThreeUPFRONT - CIMC - vii

Recentstateandfederallegislationmandatesvigorousbasicskillsdevelopmentinvocationaleducationinthewakeofdemandsbyindustrythatworkersmustbeaca-demically, as well as technically, competent, given the nature of the highly complex workplace.Inresponse,thecImchastakenthefollowingstepstodocumentthat,indeed, the instructional materials docombineacademicskillstrainingwiththevocationaltraining.Inaddition,concertedeffortshavebeenmadeto“beefup,”orenhancethebasicskillsinstructionalreadypresent.

Basic Skills Icons

Toassistteachersandstudentsinidentifyingactivitiesthatpromotebasicskillsdevelopment,thecImchasimplementedamarkingsystemthatusessimplegraphicsymbols,oricons,toidentifythebasicskillorskillsthatarecalledforineachJobor Assignment Sheet, and in focus assignments .

eachofthetenbroadskillsareas—reading,writing,mathematics,science,oralcom-munication,interpersonalorrelating,creativethinkingandproblemsolving,employ-ability,socialstudies,andTechnology—isrepresentedbytheiconpresentedbelow.

CH2

Whenanactivityinvolvingoneofthesebasicskillsisidentified,thecorrespondingiconisplacedontheJoborAssignmentSheet.

Asanexample,anexercisethatrequiresastudenttoconductlibraryresearchwouldmake necessary the use of specific reading comprehension and research and refer-enceskills.Thebasicskillsthattheexercisepromoteswouldbedepictedasfollows:

TEACHER EDITION - Operative Plasterers: Book ThreeUPFRONT - CIMC - viii

MEASURING STUDENT PERFORMANCE GAINS

Whenyouexaminethisbook,youwillnoticethatseparatewrittenpretestsarenolongerincludedintheunitsofinstruction.eachcImcunitnowcontainsonlyasingleWrittenTest.Thistestshouldbeusedasbothpretestandposttestbygivingitoncebeforestudentsstartaunitandagainwhentheyhavecompletedtheunit.

Thereasonforusingasingleinstrumentasbothpretestandposttestissothatdirectcomparisonofeachstudent’scompetenciesbeforeandafterinstructioncanbemadeaccurately.Thiscomparisonenablesprecisecalculation,documentation,andevaluation of student performance gains .

Accurate performance gains analysis is an important requirement of the new Carl Perkinslegislationforvocationaleducation.Teacherscanmake an important contri-butiontotheperformanceaccountabilitymandatedbythenewfederallegislationbycarrying out accurate performance gains analysis for their students, and making this dataavailabletostudents,parents,andadministrators.

Thisanalysisiseasytodoandrequiresonlysimplecalculationsandrecordkeeping.detailedinformationregardingperformancegainsanalysisiscontainedinthecImcpublication,Measuring Learning Gains with Pretest/Posttest.copiesareavailablethroughyourlocaltestingliaison(inOklahoma),orfromthecImcat800-654-4502.

TEACHER EDITION - Operative Plasterers: Book ThreeUPFRONT - CIMC - ix

TEACHER EDITION - Operative Plasterers: Book ThreeUPFRONT - CIMC - x

CORRECTIONS AND SUGGESTIONS

ThecurriculumandInstructionalmaterialscenter(cImc)wantstoprovidevoca-tional instructors and students with accurate and effective materials . Although the cImcstrivestomaintainthehigheststandardsofdevelopmentandproduction,over-sightssometimesdooccur.IfyoufindanyerrorsinthisorothercImcpublications,or have suggestions for improving their usefulness in vocational programs, please notifythecImcstaff.Todothis,pleaseidentifythepage(s)affectedandwriteanycommentstoclarifytheerrororsuggestion.Usethespacesbelow.Then,simplyfold(bottomofpageupward, top downward),secure,andmail.

Thisinformationwillbeusedtocorrectthepublicationbeforethematerialsarereprinted.Toensurethatthematerialisupdatedonatimelybasis,notifythecImcofnecessarycorrectionsassoonaspossibleafterdiscoveringtheerror.

2folddownward--------------------------------------------------------

Operative Plasterers: Book Three

Unit/Page: Comments:

_____ _________________________________________________________________

_____ _________________________________________________________________

_____ _________________________________________________________________

_____ _________________________________________________________________

_____ _________________________________________________________________

Thankyouforyourcomments.Ifwehavequestions,howmaywecontactyou:

____________________________________________________________________________________

--------------------------------------------------------1foldupward

TEACHER EDITION - Operative Plasterers: Book ThreeUPFRONT - CIMC - xi

OBJECTIVESHEET VENETIAN PLASTER 3INTRODUCTION Venetian plaster has a history dating back to the Roman Empire.

Its processes and techniques were lost in the Dark Ages but reappeared in the 17th century. It gets its name from its widespread popularity in Venice, Italy. Today venetian plaster is enjoying another comeback as a wall and ceiling covering in modern, upscale construction. By mastering the techniques of applying venetian plaster you will open up new ways to express your creativity as a plasterer.

FOCUSASSIGNMENTS

FOCUS ASSIGNMENTS

1. Choose one of the periods when venetian plaster was popular, including today. Research how it was used during that period.

2. Write a short, one to two paragraph report summarizing your findings and be prepared to share it with the class

UNITOBJECTIVE

After completing this unit, you will show the following competencies by mastering the activities on the Job Sheet and by scoring at least 85% on the Written Test.

SPECIFICOBJECTIVES

1. Describe the properties of venetian plaster.

2. Relate the history of venetian plastering.

3. Explain the purpose of the tools used in applying venetian plaster

4. Recall the characteristics of colorants used in venetian plastering.

5. Describe the substrate requirements of venetian plaster.

6. Describe the technique for applying venetian plaster.

7. Apply a venetian finish to a wall. (Job Sheet)

TEACHER EDITION - Operative Plasterers: Book ThreeOBJECTIVE SHEET - CIMC - 3 - 1

TEACHER EDITION - Operative Plasterers: Book ThreeOBJECTIVE SHEET - CIMC - 3 - 2

Required Activities and Resources ( R )

These are fully integrated components of this CIMC curriculum. They are usually packaged in or with the curriculum and are essential in meeting the learning objectives. To individualize this unit, use the LAP Sheet supplied in your resources.

Optional Activities and Resources ( O )

These are suggested high-interest activities to help deliver learning objectives to students or to let students achieve objectives in an applied context. Select as many as you wish to use. Some activities use extra resources for further information about unit content. You can make them available in the classroom for in-depth study or optional activities, but their use is not required for meeting CIMC unit objectives.

FOCUSASSIGNMENTS

1. Have student pick one of the periods when venetian plastering was popular and research how it was used.

2. Have students write and one to two paragraph summary of their findings. Ask students to share their findings with the class.

GENERALINSTRUCTIONS

Assignment Sheets

R Review the directions and any specific guidelines.

R Make certain that any needed materials from the Teacher Edition are available.

R Have the students complete the Assignment Sheet. Evaluate each student’s performance and provide reteaching and retesting as necessary. Have the students repeat the Assignment Sheet until they achieve mastery.

R Complete each student’s Profile of Training Mastery.

O Have the students volunteer to read aloud the directions and any special guidelines.

O Return the completed Assignment Sheets to the students so that they may use them for later reference if needed.

TEACHER EDITION - Operative Plasterers: Book ThreeINSTRUCTOR’S GUIDE - CIMC - 3 - 3

INSTRUCTOR'SGUIDE VENETIAN PLASTER 3


Job Sheets

R Review the introduction and evaluation criteria for the Job Sheet. Remind the students that they should not fill in the blanks in the Yes/No columns.

R Review and explain all general guidelines, safety precautions, and warnings.

R Make sure that all tools, equipment, and supplies are available.

R Demonstrate each of the procedures outlined in the Job Sheet.

R Allow the students to practice the Job Sheet skills before skills testing. Coach, correct, and supervise as necessary.

R Have the students complete the Job Sheet. Evaluate each student’s performance and provide remediation as necessary. Have the students repeat the Job Sheet until they achieve mastery.

R Complete each student’s Profile of Training Mastery.

R Return the completed Job Sheets to the students so that they may use them for later reference if needed.

O Have the students volunteer to read aloud the job guidelines, cautions, and warnings.

LAP Sheets

The LAP Sheets are an optional component that can be used to individualize instruction. The following instructions should be followed only if you are using the LAP Sheets.

R Explain the specific procedures to be followed to the students before they begin using the LAP Sheet. Be sure that each student understands the procedures for using the LAP Sheet.

R If you want the students to complete any of the assignments on the LAP Sheet that are labeled optional, assign these to the students. Be sure to provide any needed resources.

R Show the students the PowerPoint® presentation on this unit’s objectives


OBJECTIVE 1 Describe the properties of venetian plaster.

O Show students examples of finished venetian plaster that demonstrate the range of finishes.

OBJECTIVE 2 Relate the history of venetian plastering.

O Remind students that the roots of their craft go back hundreds of years.

OBJECTIVE 3 Explain the purpose of the tools used in venetian plastering.

R Show student the tools they will be using. Explain the reason for using stainless steel trowels and spatulas.

R Show students how to prepare the edges of trowels.

OBJECTIVE 4 Recall the characteristics of colorants used in venetian plastering.

R Show students examples of the tints used in venetian plastering and demonstrate the proper mixing techniques.

O Use a color wheel to show student how secondary colors can be made from the primary colors.

OBJECTIVE 5 Describe the substrate requirements of venetian plaster.

R Show students examples of acceptable and unacceptable substrates.

O Demonstrate methods of correcting an unacceptable substrate.

OBJECTIVE 6 Describe the technique for applying venetian plaster.

R Demonstrate the various techniques and the results they yield.

OBJECTIVE 7 Apply a venetian finish to a wall. (Job Sheet)

R See the general instructions for all Job Sheets.


EVALUATION Pretest

• UsetheunitWrittenTestforboth the pretest and posttest. Give the students the pretest before they begin the unit.

• YoumaywishtousetheCIMCpublicationMeasuring Learning Gains with Pretest/Posttest for instructions and suggestions on giving pretests and using the results. Information for ordering this material is included in the optional resources section.

• Use pretest results to guide individual students in progressing through the unit, doing enrichment work, or moving to the next unit.

Focus Assignment

• Use an informal evaluation of the focus assignments as a diagnostic tool for determining if any students need extra help in basic skills. Refer these students to the appropriate instructor, Learning Resource Center, or Educational Enhancement Center.

Assignment Sheet

• EvaluatestudentsonAssignmentSheetactivities.Studentsmust repeat an Assignment Sheet until they have mastered the activity.

• Complete each student’s Profile of Training Mastery.

Skill Test

• Explaintothestudentsthattheywillbeaskedtodemonstratethe procedures on the Job Sheets as a skills test.

• Describetheratingscaleusedontheskillstest.

• Reteachandretestasnecessary.

• Complete each student’s Profile of Training Mastery.

Posttest

• Aftertheyhavecompletedtheunit,givestudentstheWrittenTest again.

• Explaintothestudentsthattheywillbeaskedtodemonstrateon the Written Test actions listed in the specific objectives.


• YoumaywishtousetheCIMCpublicationMeasuring Learning Gains with Pretest/Posttest for instructions and suggestions on giving posttests and using the results. Information for ordering this material is included in the optional resources section.

• Reteachandretestasnecessarytomeetindividualstudentneeds and state standards for student learning and competency gains.

• CompletetheappropriatesectionsoftheProfileofTrainingMastery.

• Review individual and group performance to evaluate teaching effectiveness. Adjust scope, sequence, or instructional methods for additional lessons as required.

OPTIONAL RESOURCES

Publications • Measuring Learning Gains with Pretest/Posttest. Stillwater,

OK: Oklahoma Department of Career and Technology Education, Curriculum and Instructional Materials Center, 1998. For ordering information call 1-800-654-4502.

UNITREFERENCES

Publications • How To: Apply Venetian Plaster. Olea Specialty Products, www.

oleaspecialtyproducts.com.

• Noto,RobertandJeffCrothers,The Merchants of Venice, Walls and Ceilings Magazine, May, 2005.

• TexStonIndustries,Inc.Marmarino Installation Tips.

• Thomas,Steven,A Subtle Tint, This Old House, October 1999.

• Venetian Plaster, Minnestoa Lath and Plaster Bureau. St. Paul, MN.


TEACHER EDITION - Operative Plasterers: Book ThreeANSWERS - CIMC - 3 - 10

Name

Check the blank as you complete each step.

1. Take �� the pretest provided by your instructor. Have your instructor evaluate your completed test. After your test has been evaluated, follow your instructor’s recommendations.

2. Read �� the introduction, unit objective, and specific objectives.

3. Do �� the focus assignments.

4. Stop �� and have your instructor evaluate your work from the focus assignment. After your work has been evaluated, follow your instructor’s recommendations.

5. Study �� the Information Sheet, Objectives 1 – 6.

6. Ask �� your instructor to demonstrate guidelines and procedures for the Job Sheet. Use the Job Sheet to follow along. Pay careful attention to any guidelines, cautions, or warnings.

7. Practice �� the procedures demonstrated by your instructor. Use the Job Sheet as a guide. Notify your instructor when you are ready to perform the procedures for evaluation.

8. Stop �� and have your instructor evaluate your work from the Job Sheet. After your work has been evaluated, follow your instructor’s recommendations.

9. Take �� the posttest provided by your instructor. Have your instructor evaluate your completed test. After your test has been evaluated, follow your instructor’s recommendations.

TEACHER EDITION - Operative Plasterers: Book ThreeLAP SHEET - CIMC - 3 - 11

LAP SHEET VENETIAN PLASTER 3

TEACHER EDITION - Operative Plasterers: Book ThreeLAP SHEET - CIMC - 3 - 12

Documents

OPERATIVE PLASTERERS: BOOK ThREE · Identify tools used in the application of colored veneer systems. _____ 4. Describe proper handling and storage of colored veneer plaster