Frank Curkovic 1

Project 3: CeramicsMarch ~ April (8-10 Weeks)

Unit Objective: Students use forming skills to create cups and plates and then add decorative techniques through clay, glaze and texture.

Students are evaluated on process, participation as well as end-product.*lessons and assignments may be subject to change due to teacher’s discretion

Unit wiki link: http://curkovicartunits.pbworks.com/w/page/11306879/CeramicsKey Vocabulary: Bisque, Clay, Firing, Form, Foot, Glaze, Lip, Pinch Pots, Relief, Scoring,

Slab Plates, Slip, Templates, Texture, Trimming

Week 1 - Introduction -Brainstorm: How do humans use tools to shape our environment?

-“Design has improved our lives.” Do you agree or disagree? Why?-Students experiment with clay to create a free piece.

-View rubric.Homework: View slideshow on class wiki on ceramic cups

View previous student work on class wiki.

Week 2 - Pinch Pots Students begin creating pinch pots (forming).

Homework: Students create decorative plans for cups (Ceramics planning sheet part 1).

Week 3 & 4 - Trimming & Glazing -Students share plans with at least 2 peers.

-Students begin decorating their cup based on their plans.Homework: View slideshow on class wiki on ceramic plates

Complete ceramics planning sheet part 2

Week 5~9 - Slab PlatesStudents share their plate plans.

Students create a slab plate, decorate and glaze their workHomework: Has design improved our lives? Why or why not? (writing task).

Week 10 - Presentation, Reflection & Evaluation

The Shape I’m In: Ceramics

Here is an example of a student’s ceramic collection that includes a variety of effective experiments with both form and decoration.

Here are two examples of cups employing different decorative techniques.

Frank Curkovic 2

NOTES: NOTES:

NOTES: NOTES:

Ceramics Planning Sheet part 1Create a decorative design for your cup below. Remember, you may use colour, texture or clay to add decorative techniques. Draw a handle design as well for your cup. Add required colour. The circle next to the cup is an aerial shot of the interior. Decorate that as well. Create 4 designs. This is a formative assessment for section A on the rubric. Refer to the slideshow again from week one on the class wiki for inspiration if needed (http://tinyurl.com/47v7rgs). Add notes if required. You should consider if your cup will be for function, aesthetics or decoration. A successful level 7/8 on the rubric should be fully completed, neat, and in colour with attempts made to explore various techniques and styles.(You may later decide if you wish to have your cup and plate match.)

Level 0The student does not reach a standard described by any of the descriptors.

Level 1-2A1: The student demonstrates a limited knowledge and understanding of the artform as evident in their planning sheets.

Level 3-4A1: The student demonstrates a satisfactory knowledge and understanding of the artform as evident in their planning sheets.

Level 5-6A1: The student demonstrates a good knowledge and understanding of the artform as evident in their planning sheets.

Level 7-8A1: The student demonstrates an excellent knowledge and understanding of the artform as evident in their planning sheets.

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NOTES:NOTES:

NOTES: NOTES:

Level 0The student does not reach a standard described by any of the descriptors.

Level 1-2A1: The student demonstrates a limited knowledge and understanding of the artform as evident in their planning sheets.

Level 3-4A1: The student demonstrates a satisfactory knowledge and understanding of the artform as evident in their planning sheets.

Level 5-6A1: The student demonstrates a good knowledge and understanding of the artform as evident in their planning sheets.

Level 7-8A1: The student demonstrates an excellent knowledge and understanding of the artform as evident in their planning sheets.

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Ceramics Planning Sheet part 2Create a decorative design for your slab plate below. Remember, you may use colour, texture or clay to add decorative techniques. Add required colour. Create 4 designs. This is a formative assessment for section A on the rubric. Refer to the slideshow again from week 3 on the class wiki for inspiration if needed (http://tinyurl.com/4akjr9v). Add notes if required. You should consider if your cup will be for function, aesthetics or decoration. A successful level 7/8 on the rubric should be fully completed, neat, and in colour with attempts made to explore various techniques and styles. (You may decide if you wish to have your cup and plate match. Extra marks are not given for matching pieces.)

NOTES: NOTES:

NOTES: NOTES:

Level 0The student does not reach a standard described by any of the descriptors.

Level 1-2A2: The student demonstrates a limited awareness of design as evident in their writing task.

Level 3-4A2: The student demonstrates a satisfactory awareness of design as evident in their writing task.

Level 5-6A2: The student demonstrates a good awareness of design as evident in their writing task.

Level 7-8A2: The student demonstrates an excellent awareness of design as evident in their writing task.

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The Shape I’m In: Research / Writing TaskHas design improved our lives? Why or why not? Consider these questions and write an opinion. It is recommended you brainstorm this to explore ideas and do some basic research from library books and/or websites on design. You should also provide examples to support your ideas and attempt to relate it to our unit. Please use paragraphs and include an introduction and conclusion. You may write by hand or type. If writing by hand, you may also use the reverse side of this sheet. You may include photo(s) if you wish. You have 2 weeks to complete this. This is a formative assessment for section A (Knowledge & Understanding). A successful level 7/8 will have a correctly formatted and written piece, a clear understanding of what design means and a clear opinion with supporting examples.

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You will need to include an artist statement/self reflection with your piece. In paragraph form, please answer the questions below and include relevant key vocabulary used in class. You should have an introductory and concluding statement. Please provide detailed examples to support your statements.Key Vocabulary: Bisque, Clay, Firing, Form, Foot, Glaze, Lip, Pinch Pots, Relief, Scoring, Slab Plates, Slip, Templates, Texture, Trimming

Note: Sometimes it is as important to state what you haven’t done, as much as what you have done.

1. Describe what you have made and how you incorporated various influences and decorative techniques into your work and why.

2. Describe the progress you have made so far (this may include research, planning, forming and glazing).3. Describe the difficulties and successful elements you had in this project (this may include research, planning,

forming and glazing).4. Identify effective strategies to further develop and improve your artistic processes (this may include

research, planning, forming and glazing).

Name: Class:

Ceramics:Self-ReflectionAttach photo here

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Grade 8 Unit 3: CeramicsUnit Question: How do humans use tools to shape our environment?

Significant Concept: Design has improved our lives.

Level 0 Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

A. Knowledge & UnderstandingA. Knowledge & UnderstandingA. Knowledge & UnderstandingA. Knowledge & UnderstandingA. Knowledge & UnderstandingA. Knowledge & Understanding

The student does not reach a standard described by any of the descriptors.

A1: The student demonstrates a limited knowledge and understanding of the artform as evident in their planning sheets.

A2: The student demonstrates a limited awareness of design as evident in their writing task.

A3: The student has limited understanding of the significant concept.

A1: The student demonstrates a satisfactory knowledge and understanding of the artform as evident in their planning sheets.

A2: The student demonstrates a satisfactory awareness of design as evident in their writing task.

A3: The student has satisfactory understanding of topic language and a satisfactory understanding of the significant concept.

A1: The student demonstrates a good knowledge and understanding of the artform as evident in their planning sheets.

A2: The student demonstrates a good awareness of design as evident in their writing task.

A3: The student has a good knowledge of topic language and a good understanding of the significant concept.

A1: The student demonstrates an excellent knowledge and understanding of the artform as evident in their planning sheets.

A2: The student demonstrates an excellent awareness of design as evident in their writing task.

A3: The student has well developed topic language and an excellent understanding of the significant concept.

B. ApplicationB. ApplicationB. ApplicationB. ApplicationB. ApplicationB. Application

The student does not reach a standard described by any of the descriptors.

B1: There is a very limited ability in forming clay objects.

B2: The student demonstrates a highly limited ability to plan and employ decorative techniques through texture, colour and design.

B1: There is a limited ability in forming clay objects.

B2: The student demonstrates a limited ability to develop some skills and apply some decorative techniques through texture, colour and design.

B1: The student demonstrates a satisfactory ability in forming clay objects.

B2: The student demonstrates a satisfactory ability to plan and employ decorative techniques through texture, colour and design.

B1: The student demonstrates a good ability in forming clay objects.

B2: The student demonstrates a good ability to plan and employ decorative techniques through texture, colour and design.

B1: The student demonstrates an excellent ability in forming clay objects.

B2: The student demonstrates an excellent ability to plan and employ decorative techniques through texture, colour and design.

C. Reflection & EvaluationC. Reflection & EvaluationC. Reflection & EvaluationC. Reflection & EvaluationC. Reflection & EvaluationC. Reflection & Evaluation

The student does not reach a standard described by any of the descriptors.

C1: The student is only able to give a limited description of the progress they have made so far and only with assistance.

C2: The student demonstrates a limited ability to evaluate their own work and this is often ineffective or incomplete.

C3: Use feedback to inform their own artistic development and processes

C1: The student is able to give a satisfactory description of the progress they have made so far and identify some strategies to develop and improve their artistic processes.

C2: The student can give a satisfactory evaluation of their own work.

C3: Use feedback to inform their own artistic development and processes

C1: The student is able to give a good description of the progress they have made so far and can generally identify effective strategies to develop and improve their artistic processes.

C2: The student can give a good evaluation of their own work.

C3: Use feedback to inform their own artistic development and processes

C1: The student is able to give an in-depth description of the progress they have made so far and identify effective strategies to develop and improve their artistic processes.

C2: The student carries out an excellent evaluation of their own work and identifies areas for improvement.

C3: Use feedback to inform their own artistic development and processes

D. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal Engagement

The student does not reach a standard described by any of the descriptors.

D1: The student shows limited commitment to developing their own artistic processes.

D2: The student shows limited curiosity, motivation, or a willingness to take risks.

D3: The student rarely works with their peers, and only with much encouragement.

D1: The student shows satisfactory commitment to developing and using their own artistic processes.

D2: The student demonstrates satisfactory curiosity or self-motivation, or a willingness to take some risks.

D3: The student works and either supports or encourages their peers in a positive way, with encouragement.

D1: The student shows good commitment in developing and using their own artistic processes

D2: The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take risks.

D3: The student supports, encourages and works with their peers in a positive way, with little encouragement.

D1: The student shows excellent commitment in developing and using their own artistic processes.

D2: The student actively demonstrates curiosity, self motivation, initiative and a willingness to take informed risks.

D3: The student actively supports, encourages and works with their peers in a positive way.

Teacher Comments/Notes:

Parent Signature & Date: _________________________________________________________________________

Frank Curkovic 8