NEPTUNE TOWNSHIP SCHOOL DISTRICT...NEPTUNE TOWNSHIP SCHOOL DISTRICT Pottery Curriculum Grades 9-12...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Pottery

Curriculum Grades 9-12

NEPTUNE TOWNSHIP PUBLIC SCHOOL SYSTEM

Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

Wednesday, May 30, 2012 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

John E. Daniels, Sr., President

Kerry J. Gizzi, Vice President

Dwayne Breeden Fred C. Capolongo

Laura G. Granelli Chanta L. Jackson

Jennifer S. Latshaw Denis C. McCarthy

Matthew P. Stevens

SCHOOL DISTRICT ADMINISTRATION

David A. Mooij

Superintendent of Schools

Bertha L. Williams-Pullen

Assistant Superintendent of Schools

Matthew Gristina

Assistant Superintendent

Curriculum, Instruction & Assessment

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Kathleen M. Skelton

Director of Special Services

Jennifer M. Clearwaters

Director of School Counseling Services

SUPERVISORS

Nancy H. Moore-Fuss

Kathleen M. Thomsen

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Sally A. Millaway, Gables

James M. Nulle, Green Grove

Dr. Arlene M. Rogo, Midtown Community

Donato J. Saponaro, Shark River Hills

Jerard L. Terrell, Summerfield

Benedict P. Yennella, Early Childhood Center

MIDDLE SCHOOL ADMINISTRATION

Mark K. Alfone, Principal

Marjory V. Wilkinson, Vice Principal

Michael V. Smurro, Assistant Principal

HIGH SCHOOL ADMINISTRATION

Richard W. Allen, Principal

Titania M. Hawkins, Vice Principal

James H. Whitson, Vice Principal

Department Chairpersons

Lakeda D. Demery

Michael Fiorillo

Charles M. Kolinofsky

Joshua Loveland

Tara L. Stephenson

Candice Wells

Hillary L. Wilkins

Cheryl L. Young

POTTERY

CURRICULUM

Table of Contents

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

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

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

Art Department Program Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Instructional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-11

Unit 1—Hand-building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4

Unit 2—Throwing on the Potter’s Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-8

Unit 3—Glazing and Firing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-11

POTTERY

CURRICULUM

ACKNOWLEDGEMENTS

In order for all students to have experience with and a knowledge of the arts, Neptune

Township art curricula will enable our students to experience personal, intellectual,

social, economic, and human growth by fostering creativity and providing opportunities

for expression beyond the limits of language. By the end of grade 12, students are

expected to communicate proficiently in one or more arts disciplines of their choice, and

be able to:

Define and solve artistic problems with insight, reason, and technical proficiency.

Develop and present basic analyses of works of art from structural, historical,

cultural, and aesthetic perspectives.

Call upon their informed acquaintance with exemplary works of art from a variety

of culture and historical periods.

Relate various types of arts knowledge and skills within and across the arts

disciplines by mixing and matching competencies and understandings in art-

making, history, culture, and analysis in any arts-related project.

Special appreciation for writing this guide is extended to Nicole Luccarelli, High School

art teacher, in cooperation with Tara Stephenson, Department Chairperson, Nancy

Moore-Fuss, Supervisor, and under the direction of Matthew Gristina, Assistant

Superintendent of Curriculum, Instruction & Assessment. The teachers are to be

commended for their dedication in formatting this curriculum into UbD and their

expertise in the area of Art. 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.

The Pottery Curriculum guide was written in alignment to the 2009 NJCCCS for Visual

and Performing Arts, the 2010 Common Core State Standards for English Language Arts

and Mathematics, and the 2009 NJCCCS for 21st Century Life & Careers.

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DISTRICT

MISSION STATEMENT

The primary mission of the Neptune Township School System is to prepare all students

for life in the 21st Century by encouraging them to recognize that learning is a continuing

process. Thus, it is with high expectations that our schools foster:

A strong foundation in academic areas, modern technologies,

life skills and the arts.

A positive and varied approach to teaching and learning.

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

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

A sense of responsibility, good citizenship and accountability.

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

Neptune Township School District

Educational Outcome Goals

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

Become fluent readers, writers, speakers, listeners, and viewers with comprehension

and critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes 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.

Become technologically literate.

Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS).

Develop the ability to understand their world and to have an appreciation for the

heritage of America with a high degree of literacy in civics, history, economics and

geography.

Develop a respect for 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, 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.

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Neptune High School Art Department

PHILOSOPHY

Experience with knowledge of the arts is a vital part of a complete

education. The arts are rich disciplines that include a vibrant history, an

exemplary body of work to study, and compelling cultural traditions. An

education in the arts is an essential part of the academic curriculum for the

achievement of human, social, and economic growth.

The education of our students in the arts is critical to their personal success

and the success of New Jersey in the 21st century. The arts offer tools for

development. They enable personal, intellectual, and social development for

each individual. Teaching in and through the arts within the context of the

total school curriculum is key to maximizing the benefits of the arts in

education.

For students, an education in the arts provides them with the ability to:

Create, reshape and fully participate in the enhancement of the quality

of life globally;

Allow social, cultural, and intellectual interplay among men and

women of different ethnic, racial, and cultural backgrounds through

the focus on the humanities;

Possess the essential technical skills and abilities significant to many

aspects of life and work in the 21st century;

Understand and impact the increasingly complex technological

environment.

Paraphrased from the introduction to the 2009 NJCCCS for Visual and

Performing Arts

iv

POTTERY

CURRICULUM

COURSE DESCRIPTION

(5 credits)

Pottery is a full-semester course designed to acquaint the student with the

basic materials, tools, equipment, and techniques of making pottery.

Emphasis is on building functional pieces by using hand-building

techniques, such as coil, pinch and slab methods. The students will work

form simple to complex forms, such as vases, jars and tea pots. The students

will learn to transform a mass of clay into a finished, glazed and fired piece

of their design. Development of wheel throwing skills is also introduced, as

well as more advanced glazing and decorative techniques.

Prerequisite: none

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POTTERY

CURRICULUM

INSTRUCTIONAL RESOURCES

BOOKS: Ceramic Sculpture, John B. Kenny (Chilton Book Co., 1953)

Finding One’s Way With Clay, Paulus Berenshon (Simon &

Schuster, 1972)

Pottery on the Wheel, Elsbeth Woody (Farrar, Straas & Giroux,

1988)

ADDITIONAL MATERIALS:

2009 NJCCCS for Visual and Performing Arts

TECHNOLOGY:

Websites: www.incredibleart.org

www.YouTube.com

Videos: Ceramic Handbuilding: Pinch and Coil by Mollie

Favour (Crystal Productions, 1999)

Ceramic Handbuilding: Slab Construction by

Mollie Favour (Crystal Productions, 1999)

vi

http://www.incredibleart.org/

http://www.youtube.com/

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Unit 1 Plan

Content Area: Visual Art

Unit Title: Hand-building

Target Course/Grade Level: Pottery/Grades 9-12

Unit Duration: 12-14 Weeks

Learning Targets

Visual & Performing

Arts Standards

Standard Statement

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 visual

art.

1.2—History of the Arts &

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—1.4—Aesthetic

Responses & Critique

Methodologies

All students will demonstrate and apply an understanding of arts

philosophies, judgment, and analysis to works of art in visual

art.

Other Standards 9.1—All students will demonstrate the creative, critical thinking, collaboration, and problem-

solving skills needed to function successfully as both global citizens and workers in diverse

ethnic and organizational cultures.

W.1—Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

G-GMD—Visualize relationships between two-dimensional and three dimensional objects.

G-MG—Apply geometric concepts in modeling situations.

CPI # CPI Statement 1.1.12.D.1 Distinguish innovative applications of the elements of the art and principles of

design in visual artworks from diverse cultural perspectives and identify specific

cross-cultural themes.

1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as

stimulus/inspiration for corresponding visual artworks.

1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures

throughout history.

1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on

societal norms and habits of mind in various historical eras.

1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates

2

mastery of visual literacy, methods, techniques, and cultural understanding.

1.3.12.D.4 Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and

computer imaging by the physical properties of the resulting artworks, and

experiment with various art media and art mediums to create original works of art.

1.3.12.D.5 Collaborate in the creation of works of art using multiple art media and art mediums,

and present the completed works I exhibition areas inside and outside the classroom.

1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to

discern the cultural implications of works of visual art.

1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing

embedded clues to substantiate the hypothesis.

1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,

intellectual, and kinesthetic responses to artwork.

1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and

observation of the elements of art and principles of design, and use the criteria to

evaluate works of multimedia artwork from diverse cultural contexts and historical

eras.

1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation

of a work of art, as well as how the context in which a work is performed or shown

may impact perceptions of its significance/meaning.

Enduring Understandings Essential Questions

Through the use of various hand-

building techniques, clay can be used to

create art.

The relationship of the arts and culture

is mutually dependent; culture affects

the arts and the arts reflect and preserve

culture.

Every artist has a style; every artistic

period has a style.

What is art?

How can clay become art?

Does art define culture or does culture

define art?

Learning Targets: Knowledge

Students will know… Learning Targets: Skills

Students will be able to…

The nature of clay.

Procedures for using various tools in

making pottery.

A variety of hand-building techniques,

including pinch pot, coil pot, slab and

their variations.

The historical significance of pottery.

The importance of safety while

designing pottery.

Possible career choices in the arts.

The meanings of relevant pottery

vocabulary.

How to make informed aesthetic

judgments concerning pottery.

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.

Make a pinch pot, coil pot and slab.

Complete projects which 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.

Demonstrate knowledge of the history

3

of pottery.

Make informed aesthetic judgments

while making self-assessments or

critiquing the work of others.

Evidence of Learning

Formative Assessments &

Other Evidence of Learning

Homework

Class discussion

Notebooks/portfolios

Classwork

Do Nows

Quizzes

Q1, Q3 exams

Summative Assessments &

Performance Tasks

Final projects/performance tasks which could include:

Simple pinch pot

Cluster pot

Gargoyles

Cylinder pot

Bottles

Patterned coils

Lanterns

Plates

Boxes

Bird Feeder

Tiles

Q2 and Final exams

Teacher Resources

Websites www.incredibleart.org

www.youtube.com

Books Ceramic Sculpture by John B. Kenny (Chilton Book Co., 1953)

Finding One’s Way With Clay by Paulus Berenshon (Simon &

Schuster, 1972)

Handouts Visual aids to demonstrate techniques

Vocabulary

Miscellaneous Teacher demonstrations of techniques

Student samples as exemplars



4

Videos:

Ceramic Handbuilding: Slab Construction (28 min.) by Mollie Favour

(Crystal Productions, 1999)

Ceramic Handbuilding: Pinch and Coil (26 min.) by Mollie Favour

(Crystal Productions, 1999)

Visits to various area museums

1. Grounds for Sculpture, Hamilton, NJ

2. Museum of Modern Art, New York, NY

3. Metropolitan Museum of Art, New York, NY

4. Philadelphia Museum of Art, Philadelphia, PA

5. Newark Museum, Newark, NJ

6. Guggenheim Museum, New York, NY

7. Whitney Museum of American Art, New York, NY

8. Jane Voorhees Zimmerl Art Museum, Rutgers University,

New Brunswick, NJ

5

Unit 2 Plan


Unit Title: Throwing on the Potter’s Wheel


Unit Duration: 3-4 Weeks

Learning Targets

Visual & Performing

Arts Standards

Standard Statement



art.


Culture








Methodologies



art.














throughout history.



6

















eras.





Through the use of various hand-

building techniques, clay can be used to

create art.


period has a style.

What is art?





The need for function when designing

pottery.

Procedures for using the potter’s wheel.

The importance of centering the clay on

the wheel-head.

Methods and mechanics of opening up

the clay.

The importance of safety while using

the wheel.

How to orchestrate a pulling action.

The meanings of relevant pottery

vocabulary.



Use the potter’s wheel to create projects

which exhibit good craftsmanship.

Develop designs suitable to the various

techniques explored.

Center the clay on the wheel-head.

Identify and use tools and materials to

produce a particular design.

Open up the center of the clay while

keeping it centered on the wheel.

Form the walls of the project using a

pulling action.

Properly trim the project.


Demonstrate knowledge of pottery

vocabulary and be able to use it orally,

in written assignments, and on tests.



7





Homework

Class discussion


Classwork

Do Nows

Quizzes

Q1, Q3 exams


Performance Tasks


6” cylinder

bowl

vase

Q2 and Final exams

Teacher Resources


www.youtube.com

Books Pottery on the Wheel by Elsbeth Woody (Farrar, Straas & Giroux,

1988)

Ceramic Sculpture by John B. Kenny (Chilton Book Co., 1953)


Schuster, 1972)


Vocabulary












8



New Brunswick, NJ

9

Unit 3 Plan


Unit Title: Glazing and Firing


Unit Duration: Duration of the Course

Learning Targets

Visual & Performing

Arts Standards

Standard Statement



art.


Culture








Methodologies



art.














throughout history.




10
















eras.





Through the use of various firing and

glazing techniques, clay completes its

transformation into a work of art.


period has a style.

What is art?





The three different methods of applying

glazes.

The difference between high- and low-

fire glazes.

The procedure for loading and firing a

kiln.

The function of the “furniture” of the

kiln.

The importance of safety while using

the wheel.

The meanings of relevant firing and

glazing vocabulary.



Demonstrate the use of the three

methods of applying glaze.

Demonstrate an understanding of the

difference between high- and low-fire

glazes.

Demonstrate how to load and fire a kiln.

Identify the “furniture” of the kiln and

its uses.


Demonstrate knowledge of glazing and

firing vocabulary and be able to use it

orally, in written assignments, and on

tests.




11




Homework

Class discussion


Classwork

Do Nows

Quizzes

Q1, Q3 exams


Performance Tasks


Use of waxing with glazes.

Use of low-fire glazes.

Use of high-fire glazes.

Use of underglazes

Loading and stacking the kiln.

Bisque firing

Glaze firing

Kiln furniture

Q2 and final exams

Teacher Resources


www.youtube.com

Books Ceramic Sculpture by John B. Kenny (Chilton book Co., 1953)


Schuster, 1972)


Vocabulary












New Brunswick, NJ



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Office of the Superintendent

60 Neptune Blvd

Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2012

NEPTUNE TOWNSHIP SCHOOL DISTRICT...NEPTUNE TOWNSHIP SCHOOL DISTRICT Pottery Curriculum Grades 9-12...

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