Ceramics II - Neptune Township Schools

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Ceramics II

Curriculum Grades 9-12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

July 31, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

Titania M. Hawkins, Ed.D., Vice Principal

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


CERAMICS II

CURRICULUM

Table of Contents

Acknowledgements ......................................................................................................i

District Mission Statement ......................................................................................... ii

District Educational Outcome Goals ........................................................................ iii

Course Description..................................................................................................... iv

Curriculum

Unit Title Page

Pacing Guide ............................................................................................................... 1

Integrated Social and Emotional Learning Competencies .......................................... 2

Advanced Decorative Techniques .............................................................................. 3

Advanced Handbuilding Techniques ........................................................................ 13

Advanced Sculptural Form ....................................................................................... 24


Ceramics II

Acknowledgements

The Ceramics II Curriculum guide was developed for Neptune High School through the efforts

of Mr. Glenn Swindell, Neptune High School Visual Art Teacher, in cooperation with Ms. Karen

Watt, Department Chairperson for the Visual and Performing Arts, and under the guidance of

Sally A. Millaway, Ed.D., Director for Curriculum, Instruction and Assessment.

The teacher is to be commended for his dedication in formatting this curriculum into UbD and

his expertise in the area of Visual Arts Education. This curriculum guide goes beyond skill

instruction, and devotes a greater percentage of instructional time to problem-solving and active

learning. It is our hope that this guide will serve as a valuable resource for the staff members

who teach this course and that they will feel free to make recommendations for its continued

improvement. Also, it is our hope that this guide will support and advance the Arts in our

school district.

The Ceramics II Curriculum guide was written in alignment to the New Jersey Student Learning

Standards for Visual and Performing Arts (2014), and the National Core Arts Standards (2014).

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare students for a

life-long learning process in a complex and diverse world. It is with high expectations

that our schools foster:

• A strong foundation in academic and modern technologies.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its people.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii

Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent and critical readers, writers, speakers, listeners, and viewers who can

comprehend, respond to, and produce across multiple modalities.

Develop mathematical skills, understandings, and attitudes to apply to the types of

problem-solving and mathematical discourse that are needed to be successful in their

careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,

and interpreting information.

Demonstrate proficiency and responsibility in utilizing and producing technology in an

ever-changing global society.

Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).

Become globally responsible citizens with a high degree of literacy in civics, history,

economics and geography.

Develop a respect for their own and different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal-setting, self-compassion, empathy, and

effective communication, with a focus on character development.

Understand and practice the skills of family living, health, wellness, and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts, and feelings.

Develop career awareness and essential technical and workplace readiness skills, which

are significant to many aspects of life and work.

iii


CERAMICS II

CURRICULUM

COURSE DESCRIPTION

(5 Credits)

Ceramics II is a hands-on course for students who have a serious interest in visual art and are

competent in the skills and techniques of clay-working. The in-depth exploration of advanced

concepts, materials, and techniques is stressed; along with a historical and cultural awareness as

a resource for students’ creative efforts. Career awareness is developed along with advanced

methods of hand-building and decoration. Traditional and more experimental forms are

developed, culminating in the creation of a variety of static and dynamic sculptural forms.

Students will develop a comprehensive portfolio of personal artwork for presentation. Students

will be able to critique works of art in a professional way both orally and in writing.

Prerequisites

● Successful completion of Ceramics I

iv

1

Pacing Guide

Sequence Suggested

Timeframe

Activity Notes

1 Duration of

Course

Advanced Decorative

Techniques

This will be woven into all

projects during the course.

2 30 days (approx.)

About 5 projects

Advanced Handbuilding

Techniques

3 2 days Midterm Exam Department created: Majority

of exam will consist of the

creation of visual art in

addition to responding /

critiquing the visual arts.

4 26 days (approx.)

About 1 to 3

projects

Advanced Handbuilding

Techniques (continued)

5 30 days (approx.)

6 to 8 projects

Advanced Sculptural Form

6 2 days Final Exam Department created: Majority

of exam will consist of the

creation of visual art, in

addition to responding /

critiquing the visual arts.

2

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

x Recognize one’s own feelings and thoughts

x Recognize the impact of one’s feelings and thoughts on one’s own behavior

x Recognize one’s personal traits, strengths and limitations

Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

x Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

Recognize the skills needed to establish and achieve personal and educational goals

Identify and apply ways to persevere or overcome barriers through alternative methods

to achieve one’s goals

Social Awareness

x Recognize and identify the thoughts, feelings, and perspectives of others

x Demonstrate an awareness of the differences among individuals, groups, and others’

cultural backgrounds

x Demonstrate an understanding of the need for mutual respect when viewpoints differ

Demonstrate an awareness of the expectations for social interactions in a variety of

settings

Responsible Decision Making

x Develop, implement and model effective problem solving and critical thinking skills

x Identify the consequences associated with one’s action in order to make constructive

choices

Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

x Establish and maintain healthy relationships

x Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

Demonstrate the ability to present and resolve interpersonal conflicts in constructive

ways

Identify who, when, where, or how to seek help for oneself or others when needed

3

Unit 1

Advanced Decorative Techniques

Suggested Time

Frame

Ongoing and continuous

Overview / Rationale

This Unit is a direct continuation of the skills and techniques covered in Ceramics I. Using

traditional and experimental decorative techniques to enhance ceramic forms. Emphasis on

expressing the artist’s point of view and personal style in the creation of unique one of a kind

decoration. Beyond the basics of line, shape, color, and texture- students will explore raised and

lowered design elements, engobes, bubble glazing, as well as more traditional and experimental

decorative applications as a means of self-expression.

By the end of the unit students will be able to:

● Identify the difference between decoration that enhances form and that, which detracts.

● Implement the elements and principles of design into the decoration of their forms.

● Use specific artistic techniques to decorate works of ceramic art.

● Demonstrate safe handling of tools and supplies.

● Understand the rich cultural history of ceramic art and its decoration.

● Present, critique, and analyze student works of art

● Develop their personal style in the choice and implementation of decorative effects.

● Enhance through decoration ceramic forms through additive and subtractive methods.

● Experience traditional and experimental means of decoration of ceramic forms.

Stage 1 – Desired Results

2014 New Jersey Student Learning Standards for Visual and Performing Arts

1.1-The Creative Process All students will demonstrate an understanding of the elements and principles that govern the

creation of works of art in dance, music, theatre, and visual art.

1.2-History of the Arts and Culture

All students will understand the role, development, and influence of the arts throughout history

and across cultures.

1.3-Performance

All students will synthesize those skills, media, methods, and technologies appropriate to

creating, performing, and/or presenting works of art in visual art.

1.4-Aesthetic Responses & Critique Methodologies

All students will demonstrate and apply an understanding of arts, philosophies, judgement, and

analysis to works of art in visual art.

National Core Art Standards for Visual Arts

Students who successfully complete this course will meet the

High School Advanced standards.

Artistic Strand: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

4

VA:Cr1.1.IIIa

Investigate -

Planning

Visualize and hypothesize to generate plans for ideas

and directions for creating art and design that can affect

social change.

VA:Cr1.2.IIIa Investigate -

Planning

Choose from a range of materials and methods of

traditional and contemporary artistic practices,

following or breaking established conventions, to plan

the making of multiple works of art and design based

on a theme, idea, or concept.

Anchor Standard 2: Organize and develop artistic ideas and work.

VA.Cr2.1.IIIa Investigate

Experiment, plan, and make multiple works of art and

design that explore a personally meaningful theme,

idea, or concept.

VA.Cr2.2.IIIa Investigate Demonstrate understanding of the importance of

balancing freedom and responsibility in the use of

images, materials, tools, and equipment in the creation

and circulation of creative work.


Demonstrate in works of art or design how visual and

material culture defines, shapes, enhances, inhibits,

and/or empowers people's lives.

Anchor Standard 3: Refine and complete artistic work.

VA:Cr3.1.IIIa Reflect - Refine -

Continue

Reflect on, reengage, revise, and refine works of art or

design considering relevant traditional and

contemporary criteria as well as personal artistic vision.

Artistic Strand: Presenting

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

VA:Pr4.1.IIIa Select

Critique, justify, and present choices in the process of

analyzing, selecting, curating, and presenting artwork

for a specific exhibit or event.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

VA:Pr5.1.IIIa Analyze

Investigate, compare, and contrast methods for

preserving and protecting art.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

VA:Pr6.1.IIIa Share

Curate a collection of objects, artifacts, or artwork to

impact the viewer’s understanding of social, cultural,

and/or political experiences.

Artistic Strand: Responding

Anchor Standard 7: Perceive and analyze artistic work.

VA:Re.7.1.III

a

Perceive

Analyze how responses to art develop over time based

on knowledge of and experience with art and life.

VA:Re.7.2.III

a

Perceive

Determine the commonalities within a group of artists

or visual images attributed to a particular type of art,

timeframe, or culture.

Anchor Standard 8: Interpret intent and meaning in artistic work.

VA:Re.8.IIIa Analyze

Analyze differing interpretations of an artwork or

collection of works in order to select and defend a

plausible critical analysis.

5

Anchor Standard 9: Apply criteria to evaluate artistic work.

VA:Re.9.IIIa Interpret

Construct evaluations of a work of art or collection of

works based on differing sets of criteria.

Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

VA:Cn10.1.III

Ia

Synthesis

Synthesize knowledge of social, cultural, historical, and

personal life with art-making approaches to create

meaningful works of art or design. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

VA:Cn11.1.III

Ia

Relate Appraise the impact of an artist or a group of artists on

the beliefs, values, and behaviors of a society.

Essential Questions:

● What conditions, attitudes, and

behaviors support creativity and

innovative thinking?

● What factors prevent or encourage

people to take creative risks? How does

collaboration expand the creative

process?

● How does knowing the contexts

histories, and traditions of art forms help

us create works of art & design?

● Why do artists follow or break from

established traditions?

● How do artists and designers create

works of art or design that effectively

communicate?

● How do artists work? How do artists and

designers determine whether a particular

direction in their work is effective?

● How do artists and designers learn from

trial and error?

● How do artists and designers care for

and maintain materials, tools, and

equipment?

● Why is it important for safety and health

to understand and follow correct

procedures in handling materials and

tools?

● What responsibilities come with the

freedom to create?

● How do artists determine what resources

are needed to formulate artistic

investigations.

Enduring Understandings

● Creativity and innovative thinking are

essential life skills that can be developed.

● Artists and designers shape artistic

investigations, following or breaking with

traditions in pursuit of creative artmaking

goals.

● People create and interact with objects,

places, and design that define, shape,

enhance, and empower their lives.

● Artists and designers experiment with

forms, structures, materials, concepts,

media, and art-making approaches.

● Artists and designers balance

experimentation and safety, freedom and

responsibility while developing and

creating artworks.

● Artist and designers develop excellence

through practice and constructive

critique, reflecting on, revising, and

refining work over time.

● Mastery of the fundamentals of ceramics

allow for avenues of greater self

expression.

● What methods and processes are

considered when preparing artwork for

presentation or preservation.

● Artists, curators and others consider a

variety of factors and methods including

evolving technologies when preparing

and refining artwork for display and or

when deciding if and how to preserve and

protect it.

6

● What role does persistence play in

revising, refining, and developing work?

● How do artists grow and become

accomplished in art forms?

● How does collaboratively reflecting on a

work help us experience it more

completely?



presentation or preservation?

● How does refining artwork affect its

meaning to the viewer?

● What criteria are considered when

selecting work for presentation, a

portfolio, or a collection?

● How does one determine criteria to

evaluate a work of art?

● How is a personal preference different

from an evaluation?

● People evaluate art based on various

criteria.

● The Elements and Principles of Art are

the initial criteria used to evaluate the

effectiveness of a piece of art or design.

Knowledge: Students will know…

● How forms can be enhanced through

decoration.

● Procedures for using various tools in

decorating pottery.

● The historical significance of design and

decoration of pottery.

● The importance of safety while

designing and decorating pottery.

● Possible career choices in the arts,

focusing on clay and sculpture work.

● Vocabulary relevant to pottery and its

decoration.

● How to make informed aesthetic

judgments concerning pottery

decoration.

● The firing process and its effect on

decoration.

Skills: Students will be able to…

● Demonstrate the principles and elements

of art in their pottery designs.

● Develop designs suitable to the various

techniques explored.

● Demonstrate an understanding of

aesthetics.

● Identify and use tools and materials to

produce a particular design or form.

● Complete projects that exhibit good

craftsmanship.

● Follow all safety rules.

● Demonstrate knowledge of pottery

vocabulary and be able to use it orally, in

written assignments, and on tests.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

7

9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and

contributing citizen and employee.

X Income and Careers ETA CRP2. Apply appropriate academic

and technical skills.

Money Management E CRP3. Attend to personal health and

financial well-being.

Credit and Debt Management ETA CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and Investing E CRP5. Consider the environmental,

social and economic impacts of

decisions.

X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility E CRP7. Employ valid and reliable

research strategies.

Insuring and Protecting ETA CRP8. Utilize critical thinking to

make sense of problems and persevere

in solving them.

9.2 Career Awareness, Exploration,

and Preparation

ET CRP9. Model integrity, ethical

leadership and effective management.

X Career Awareness E CRP10. Plan education and career

paths aligned to personal goals.

X Career Exploration ET CRP11. Use technology to enhance

productivity.

X Career Preparation E CRP12. Work productively in teams

while using cultural global

competence.

Interdisciplinary Connections

New Jersey Student Learning Standards for Social Studies:

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think

analytically and systematically about how past interactions of people, cultures, and the

environment affect issues across time and cultures. Such knowledge and skills enable students to

make informed decisions as socially and ethically responsible world citizens in the 21st century.

Student Resources

Primary Source

Readings

Decorating Pottery: with clay, slip, and glaze. F. Carlton Ball,

A Ceramics Monthly Handbook, 1967

Secondary Source

Readings

The Practical Potter: a step by step handbook, Josie Warshaw,

Hermes House, 1999

Supporting Text pages Appropriate Visual Art Supplies and reference materials at the

discretion of the instructor with the approval of administration.

Teacher Resources

Texts:

Ceramic Sculpture, John B. Kenny, Chilton Book Co., 1953

Finding One’s Way With Clay, Paulus Berenson, Simon & Schuster, 1972

8

The Horizon Book of the Arts of China, The Editors of Horizon Magazine, 1969

30,000 years of Art, The Editors of Phaidon Press Inc., 2007

Stoneware and Porcelain: The Art Of High-Fired Pottery, Daniel Rhodes, Chilton Book Co,

1999

Supplemental Workbooks: Decorating Pottery: with clay, slip, and glaze. F. Carlton Ball,

A Ceramics Monthly Handbook, 1967

Handmade Tiles: Designing, Making, Decorating, Frank Giorgini,

Lark Ceramics Books, 1947

Websites: wwwyoutube.com

www.ceramicartsdaily.org

www.incredibleart.org

www.artsednow.com

www.artlex.org

www.metmuseum.org

www.artmuseum.princeton.edu

www.groundsforsculpture.org

www.eceramicsupply.com

Appropriate Visual Art Supplies and reference items, and source material at the discretion of the

instructor with the approval of administration.

Videos: Youtube.com Ceramic tutorials as a reference material. Specific examples created by or

selected by the instructor.

Stage 2 – Assessment Evidence

Performance Task(s) may include:

● Glazing Greenware

● Glazing Bisque-Ware

● Sgraffito

● Spatter Decoration

● Fluting [concave & convex]

● Slips and Engobes

● Resists [Wax, Paper, Shellac]

● Sponging

● Incised Decoration

● Embossed Decoration

● Slip Trailing

● Bubble Glaze Application

Other Evidence:

Formative

● Aesthetic Analysis Responses

● Demonstration Participation

● Guided Practice

● Collaborative Learning Activities

● Feedback Sessions

● Class Critiques

● Notebooks

● Do Now Activities

● Quizzes

Summative:

● Department created common summative

assessments and rubrics

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Demonstrations

Guided Practice

http://www.incredibleart.org/

http://www.artsednow.com/

http://www.artlex.com/

http://www.metmuseum.org/

9

Projects

Exercises

Modeling

Homework

Class Discussion

Notebooks/Portfolios

Field Trips

Exhibitions of Student Work

Classwork

Critiques

Lectures

Opening Activities

Other learning strategies at the discretion of the instructor, to meet

appropriate standards

Accommodations and Modifications

Below please find a list of suggestions for accommodations and modifications to meet the

diverse needs of our students. Teachers should consider this a resource and understand

that they are not limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the

grade-level standard. A modification changes WHAT a student learns; the change

alters the grade-level expectation.

Special Education and 504 Plans

All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments

Repetition and time for additional practice

Model skills/techniques to be mastered

Extended time to complete task/assignment/work

Provide a copy of class notes

Strategic seating (with a purpose - eg. less distraction)

Flexible seating

Repetition and additional practice

Use of manipulatives

Use of assistive technology (as appropriate)

Assign a peer buddy

Emphasize key words or critical information by highlighting

10

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Provide oral reminders and check student work during independent practice

Chunk the assignment - broken up into smaller units, work submitted in phases

Encourage student to proofread assignments and tests

Provide regular home/school communication

Teacher checks student planner

Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing.

Setting: Alternate setting for assessments, small groups, screens to block distractions

Presentation: large print, test readers, use of audio, fewer questions on each page

Response: answer verbally, use large block answer sheet, speech-to-text dictation,

accept short answers

Allow for retakes

Provide study guides

Use of reference aids such as glossary

Choice of test format (multiple-choice, essay, true-false)

Alternate ways to evaluate (projects or oral presentations instead of written tests)

Open-book or open-note tests

English Language Learners:

All modifications and accommodations should be specific to each individual child’s LEP

level as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do

Descriptors.





Scaffold language based on their Can Do Descriptors

Alter materials and requirements according to Can Do Descriptors

Adjust number of paragraphs or length of writing according to their Can Do Descriptor

TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi-sensory forms such as with body language, intonation



Model skills and techniques to be mastered

Native Language translation (peer, assistive technology, bilingual dictionary)





11

Use of self-assessment rubrics

Increase one-on-one conferencing; frequent check ins

Use study guide to organize materials

Make vocabulary words available in a student created vocabulary notebook,

vocabulary bank, Word Wall, or vocabulary ring

Extended time

Select text complexity and tiered vocabulary according to Can Do Descriptors

Projects completed individually or with partners

Use online dictionary that includes images for words:

http://visual.merriamwebster.com/.

Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure:

Use of self-assessment rubrics for check-in


Ask students to restate information and/or directions

Opportunity for repetition and additional practice


Extended time

Provide copy of class notes

Strategic seating with a purpose

Provide students opportunity to make corrections and/or explain their answers

Support organizational skills

Check daily planner

Encourage student to proofread work

Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);

Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of

self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with

others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:

Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving:

Extension Activities

Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode

that most interests them

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more complex material

Allow opportunities for peer collaboration and team-teaching

Set individual goals

Conduct research and provide presentation of appropriate topics

Provide students opportunity to design surveys to generate and analyze data to be used

in discussion

Allow students to move through the assignment at their own pace (as appropriate)

http://visual.merriamwebster.com/

http://www.reverso.net/text_translation.aspx?lang=EN

12

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population

Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions

Provide “Realia” (real life objects to relate to the five senses) and ask questions

relating to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to

music. Group discusses topic and responses on paper. Groups rotate twice to see

comments of others. (Refer to Kagan Differentiated Strategies)

Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular

elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I

Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ

(Know, What to Know, Learned, Questions I Still Have) Charts

Corners Cooperative Learning Strategy:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

Circle Map strategy- place the main topic in a small circle and add student ideas in a

bigger circle around the topic. Students may use their native language with peers to

brainstorm.

Flexible grouping -as a whole class, a small group, or with a partner, temporary groups

are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-

strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible

for becoming an "expert" on one section of the assigned material and then "teaching" it

to the other members of the team: http://www.adlit.org/strategies/22371/.

Technology Integration

__x__8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information

in order to solve problems individually and collaborate and create and communicate

knowledge.

____8.2 Technology Integration, Engineering, Design and Computational Thinking -

Programming All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as

they relate to the individual, global society, and the environment.

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy


http://www.adlit.org/strategies/22371/

13

Unit 2

Advanced Handbuilding Techniques

Suggested Time

Frame

56 days -Approximately six to eight projects


This unit is a direct continuation of the skills and techniques covered in Ceramics I. Students will

utilize and deepen the skills introduced in the Hand-Building Techniques Unit, with an emphasis

on “speed forming” where direct methods are combined and realized with precision and rapidity.

Multiple steps and techniques are planned and implemented to coincide with the natural drying

process of the material. The various forms created in this unit are made with the foreknowledge

that they are to be used to expand the artist’s understanding of the material, a fluidity in the

process of forming, its potential for decoration, and to further develop and expand one’s

competency and personal style.

By the end of this unit students will be able to:

● Demonstrate an understanding of the elements of design particular to three-dimensional

forms.

● Demonstrate an understanding of the principles of design.

● Communicate knowledge of vocabulary common to ceramics.

● Demonstrate an understanding of the hand-building techniques for ceramics..

● Implement the elements and principles of design into a variety of artwork.

● Communicate an understanding of what constitutes art.

● Demonstrate the proper care and use of equipment, using approved safety practices.

● Incorporate variations of the hand-building techniques together to create complex forms.

● Develop and explore time saving practices in the creation of ceramic forms.

● Express a particular point of view or style in the creation of ceramic forms.








1.3-Performance






14






VA:Cr1.1.IIIa

Investigate -

Planning



social change.


Planning










idea, or concept.











Continue















VA:Pr6.1.IIIa Share





Anchor Standard 7: Perceive and analyze artistic work.

VA:Re.7.1.IIIa Perceive


on knowledge of and experience with art and life

15

VA:Re.7.2.IIIa Perceive














VA:Cn10.1.IIIIa Synthesis




VA:Cn11.1.IIIIa Relate Appraise the impact of an artist or a group of artists on

the beliefs, values, and behaviors of a society








process?


histories, and traditions of art forms

help us create works of art & design?





communicate?

● How do artists work?

● How do artists and designers determine

whether a particular direction in their

work is effective?


trial and error?



equipment?

Enduring Understandings:


essential life skills that can be

developed.


investigations, following or breaking

with traditions in pursuit of creative art

making goals.








experimentation and safety, freedom

and responsibility while developing and

creating artworks.





● Mastery of the fundamentals of

ceramics allow for avenues of greater

self expression.

16

● Why is it important for safety and

health to understand and follow correct


tools?


freedom to create?

● How do artists determine what

resources are needed to formulate

artistic investigations?


revising, refining, and developing

work?



● How does collaboratively reflecting on

a work help us experience it more

completely?












from an evaluation?






evolving technologies when preparing

and refining artwork for display and or

when deciding if and how to preserve

and protect it.


criteria.





● The nature of clay from a raw material

to a finished and fired piece.


making pottery.

● A variety of hand-building techniques,

including pinch pot, coil pot, slab and

their variations.

● The historical significance of ceramics.


designing ceramic forms.

● Possible career choices in the visual

arts, especially focusing on clay and

sculpture.

● The meanings of relevant vocabulary

particular to ceramics.


● Demonstrate the principles and

elements of art in their pottery designs.




aesthetics.



● Create pinch pots, coil pots, slab forms,

as well as combinations of the various

techniques to make complex forms.


craftsmanship.


17


judgments concerning ceramics.

● The Drying process and how to

maintain plasticity.


vocabulary and be able to use it orally,

in written assignments, and on tests.



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy ET CRP1. Act as a responsible and


X Income and Careers ETA CRP2. Apply appropriate academic

and technical skills.

Money Management CRP3. Attend to personal health and




Planning, Saving, and Investing E CRP5. Consider the environmental,

social and economic impacts of

decisions.


innovation.

Civic Financial Responsibility ET CRP7. Employ valid and reliable

research strategies.

Insuring and Protecting ETA CRP8. Utilize critical thinking to make

sense of problems and persevere in

solving them.


and Preparation

ET CRP9. Model integrity, ethical

leadership and effective management.

X Career Awareness ET CRP10. Plan education and career

paths aligned to personal goals.


productivity.

X Career Preparation CRP12. Work productively in teams

while using cultural global competence.






18

Student Resources

Primary Source

Readings

The Complete Book of Ceramic Art, Polly Rothenberg, Crown

Publishers, 1972

The Complete Book of Pottery Making, John B. Kenny, Chilton

Book Co., 1976

The Practical Potter: a step by step handbook, Josie Warshaw,

Hermes House, 1999

Secondary Source

Readings



Teacher Resources

Texts: Ceramic Sculpture, John B. Kenny, Chilton Book Co., 1953





1999

Supplemental Workbooks:The Practical Potter: a step by step handbook, Josie Warshaw,

Hermes House, 1999






www.artsednow.com

www.artlex.org

www.metmuseum.org



www.groundsforsculpture.com

Videos: Youtube.com Ceramic tutorials as a reference material. Specific examples created by or

selected by the instructor.




Performance Task(s):

● Large Symmetrical Forms

● Quick Forming [slab/coil hybrid]

● Sectional Vase [large combined pinch

pots]

● Large Relief Tiles [slab]

● High and Low Relief [slab]

● Drape Forms [slab]

Other Evidence:

Formative



● Guided Practice







19

● Pattern and Template Forming [slab]

● Lidded Forms

● Footed Bowls

● Press Molds

● Matching Sets [series]

● Class Critiques

● Notebooks


● Quizzes

Summative:




Instructional

Strategies

Descriptions

Suggested

Learning

Activities

● Demonstrations

● Guided Practice

● Projects

● Exercises

● Modeling

● Homework

● Class Discussion

● Notebooks/Portfolios

● Field Trips

● Exhibitions of Student Work

● Classwork

● Critiques

● Lectures

● Opening Activities

● Other learning strategies at the discretion of the instructor, to

meet appropriate standards






grade-level standard. A modification changes WHAT a student learns; the change

alters the grade-level expectation.









20







Flexible seating




Assign a peer buddy











(rubrics)








Allow for retakes









Descriptors.






21
















Make vocabulary words available in a student created vocabulary notebook,

vocabulary bank, Word Wall, or vocabulary ring

Extended time













Extended time





Check daily planner


Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);

Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of

self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with

others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:

Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving:



22



complexity of thinking skills; variety of options enable students to work in the mode

that most interests them






Provide students opportunity to design surveys to generate and analyze data to be used

in discussion





Provide “Realia” (real life objects to relate to the five senses) and ask questions

relating to the senses








and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular

elements.


Think Talk Write

Think Pair Share


level








brainstorm.



strategy.




23

Jigsaw Activities -cooperative learning in a group, each group member is responsible

for becoming an "expert" on one section of the assigned material and then "teaching" it

to the other members of the team: http://www.adlit.org/strategies/22371/.


__x__8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information

in order to solve problems individually and collaborate and create and communicate

knowledge.






24

Unit 3

Advanced Sculptural Forms

Suggested Time

Frame

30 days- Approximately six to eight projects


This unit is a direct continuation of the skills and techniques covered in Ceramics I. Sculptural

techniques-low and high relief, sprigs, embossing, as well additive and subtractive methods will

be used to create new forms as well as to add further dimension to the more traditional ceramic

forms created in the advanced hand-building unit. Creation of a variety of sculptural forms to

include- static forms, dynamic forms, and abstract forms.

By the end of the unit students will be able to:

● Demonstrate safe handling of tools and supplies.

● Understand the cultural history of ceramic sculpture.

● Present, critique, and analyze student works of art

● Implement the elements and principles of design into their ceramic forms.

● Identify the specific origin and stylistic differences of a variety of ceramic forms.

● Utilize specific additive and subtractive techniques to create three-dimensional ceramic forms.

● Understand the difference between representational and more abstract ceramic forms.

● Create and differentiate between both static and dynamic forms.








1.3-Performance











25

VA:Cr1.1.IIIa

Investigate -

Planning



social change.


Planning










idea, or concept.











Continue















VA:Pr6.1.IIIa Share





Anchor Standard 7: Perceive and analyze artistic work

VA:Re.7.1.III

a

Perceive


on knowledge of and experience with art and life

VA:Re.7.2.III

a

Perceive









26






VA:Cn10.1.III

Ia

Synthesis




VA:Cn11.1.III

Ia

Relate Appraise the impact of an artist or a group of artists on

the beliefs, values, and behaviors of a society.








process?


histories, and traditions of art forms help

us create works of art & design?





communicate?

● How do artists work? How do artists and

designers determine whether a particular

direction in their work is effective?


trial and error?



equipment?

● Why is it important for safety and health

to understand and follow correct


tools?


freedom to create?

● How do artists determine what resources

are needed to formulate artistic

investigations?

Enduring Understandings


essential life skills that can be developed.


investigations, following or breaking with

traditions in pursuit of creative artmaking

goals.








experimentation and safety, freedom and

responsibility while developing and

creating artworks.





● Mastery of the fundamentals of ceramics

allow for avenues of greater self-

expression.






evolving technologies when preparing and

refining artwork for display and or when

deciding if and how to preserve and

protect it.

27


revising, refining, and developing work?



● How does collaboratively reflecting on a

work help us experience it more

completely?












from an evaluation?


criteria.





● Techniques for building miniature

ceramic sculpture.

● How supports are used to expand what is

possible while sculpting clay.


making pottery and ceramic sculpture.

● Ways of speed forming utilizing the

hand-building techniques, pinch pot,

coils, slabs along with their variations

and combinations.

● The historical significance of pottery and

ceramic sculpture.


designing pottery and ceramic sculpture.

● Possible career choices in the arts

focusing on clay and sculpture work.

● The meanings of relevant sculpture

terms, tools, and vocabulary.


judgments concerning pottery.

● The drying process and how to maintain

plasticity.

● The characteristics of Abstract Forms.

● Additive and Subtractive Methods.


● Demonstrate the principles and elements

of art in their sculptural designs.




aesthetics.



● Make pinch pots, coils, slabs, as well as

combinations of the various techniques

to make complex sculptural forms.


craftsmanship.



vocabulary and be able to use it orally,

in written assignments, and on tests.

● Utilize supports to create dynamic

forms.

● Devise creative ways to present and

exhibit their work individually or part of

a group.

28



21st Century Themes



● T – taught

● A – assessed


9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and


X Income and Careers ETA CRP2. Apply appropriate academic and

technical skills.

Money Management E CRP3. Attend to personal health and




Planning, Saving, and Investing E CRP5. Consider the environmental, social

and economic impacts of decisions.


innovation.

Civic Financial Responsibility E CRP7. Employ valid and reliable research

strategies.

Insuring and Protecting ETA CRP8. Utilize critical thinking to make

sense of problems and persevere in

solving them.


and Preparation

ET CRP9. Model integrity, ethical leadership

and effective management.

X Career Awareness E CRP10. Plan education and career paths

aligned to personal goals.


productivity.

X Career Preparation E CRP12. Work productively in teams while

using cultural global competence.


New Jersey Student Learning Standards for Social Studies:





Student Resources

Primary Source

Readings

Creating Ceramic Miniatures, Carla and John B. Kenny, Crown

Publishing, 1979

The Simple Screamer: Guide to the Art of Paper Mache and Cloth

Mache, Dan Reeder, Peregrine Smith Books, 1984

29

Claywork: Form and Idea in Ceramic Design, Leon I. Nigrosh,

Davis Publications, 1975

Secondary Source

Readings

3-D Wizardry, George Wolfe, Davis Publications, Inc., 1995

Sculpture: Principal and Practice, Louis Slobodkin, The World

Publishing Company, 1949

Supporting Text pages Appropriate Visual Art Supplies and reference materials at the

discretion of the instructor with the approval of administration.

Teacher Resources

Texts:

Ceramic Sculpture, John B. Kenny, Chilton Book Co., 1953





1999

Supplemental Workbooks: Throwing on the Potter’s Wheel, Thomas Sellers, A Ceramics

Monthly handbook, 1960

Plaster Casting for the Student Sculptor, a SCOPAS handbook, Victor H.Wager, Chas. A.

Bennett Co. Inc., 1938




www.artsednow.com

www.artlex.org

www.metmuseum.org


www.groundsforsculpture.org


Videos: Youtube.com Ceramic tutorials as a reference material. Specific examples created by

or selected by the instructor.




Performance Task(s) may include:

● Tiles

● Press Molds

● Sprigs

● Miniature Sculptural Forms

● Freestanding Sculpture [static &

dynamic]

● Low Relief

● High Relief

● Embossed Designs

● Abstract Forms

Other Evidence:

Formative



● Guided Practice



● Class Critiques

● Notebooks


● Quizzes





30

Summative:




Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Demonstrations

Guided Practice

Projects

Exercises

Modeling

Homework

Class Discussion

Notebooks/Portfolios

Field Trips

Exhibitions of Student Work

Classwork

Critiques

Lectures

Do Now Activities

Other learning strategies at the discretion of the instructor, to meet

appropriate standards






grade-level standard. A modification changes WHAT a student learns; the change alters

the grade-level expectation.











31





Flexible seating




Assign a peer buddy











(rubrics)








Allow for retakes









Descriptors.








32














Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring

Extended time













Extended time





Check daily planner


Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual

Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others

effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;

Auditory; Tactile; Kinesthetic; Verbal

High Achieving:




33


complexity of thinking skills; variety of options enable students to work in the mode that

most interests them






Provide students opportunity to design surveys to generate and analyze data to be used in

discussion





Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses








and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.


Think Talk Write

Think Pair Share


level








brainstorm.



strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible for

becoming an "expert" on one section of the assigned material and then "teaching" it to

the other members of the team: http://www.adlit.org/strategies/22371/.





34


__x__8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate

knowledge.






Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2019

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Ceramics II - Neptune Township Schools

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