High School Curriculum Map Visual Art - Ceramics

High School Curriculum Map – Visual Art - Ceramics

Subject: Visual Art - Ceramics Unit: Introduction to Clay 1
Quarter and Timeframe (# days/weeks):
“Experience Clay” Davis Publications Integration to other areas
Learning Goals: Study shape, form, and contrast as well as Math:
the techniques of pinch, slab, and coil, and molding. NGSSS/Benchmarks: Language Arts:
Reading:
Essential Questions/Understandings: VA.912.C.1.1: Integrate curiosity, range of interests, Science:
How is clay an art form? In what ways has it been used? Social Studies
attentiveness, complexity, and artistic intention in the art-making

process to demonstrate self-expression.

VA.912.S.3.1: Manipulate materials, techniques, and processes

through practice and perseverance to create a desired result in

two- and/or three-dimensional artworks.

Vocabulary Resources Activities Assessment
Ceramics Visual Artists:
Plastic Ancient Greek Potters Suggested Projects: Assessment
Slip Casas Grande
Glaze Pottery revival Set up and room Quizzes on readings
Kiln firing
Pinch Websites: organizations and Studio rubrics
Coil www.potterymaking.org
Slab www.Claytimes.com supplies Chapter reviews
Mold www.americanstyle.com
Clay bodies www.ceramicsmonthly.org Review studio safety Participation
and rules Observations
Sketch books Vocabulary

Studio calendar Portfolio

Advanced Sketchbook
Set up a list of learned Data Warehouse: 88163,
activities necessary to 124525, 124984, 88139,
the running of the clay 88171, 88175

lab

Art is H.O.T. (Higher Order Thinking) Analysis – Casas Grande Artifact

Describe the elements of art incorporated in the design of this artifact. (Description)
What do you think is the purpose of this piece? (Interpretation)
Has this piece been glazed? How was the shine created? (Judgment)

High School Curriculum Map – Visual Art - Ceramics

Subject: Visual Art - Ceramics Unit: Properties of clay 2
Quarter and Timeframe (# days/weeks):
Integration to other areas
“Experience Clay” Davis Publications Math:
Language Arts:
Learning Goals: To learn about : how clay dries and shrinks, NGSSS/Benchmarks: Reading:
moisture content of clay, tools of clay, technical properties, Science:
clay types, processes, decoration, and firing. VA.912.O.1.1: Use the structural elements of art and the Social Studies

organizational principles of design in works of art to establish an

interpretive and technical foundation for visual coherence.

Essential Questions/Understandings: VA.912.S.3.3: Review, discuss, and demonstrate the proper
What do I need to know before I can create with clay?
applications and safety procedures for hazardous chemicals and

equipment during the art-making process.

Vocabulary Resources Activities Assessment
Plasticity Visual Artists:
Shrinkage Yoruba Pottery Making Projects: Assessment
Texture Porcelain tradition
Grog Josiah Wedgwood Wedging clay Quizzes on readings
Wedging
Aesthetics Websites: Safety issues Studio rubrics
Elements and Principles www.potterymaking.org
Critique www.Claytimes.com Paper clay vs. earthenware Chapter reviews
Recycled clay www.americanstyle.com
Shard www.ceramicsmonthly.org Advanced: Participation
Kneading
Grog Use of extruder Observations
Vitreous
Bone dry Raku cylinders project Vocabulary
Green ware
Leather hard Handles Portfolio

Boxes using cutouts Sketchbook

Differences in clay Data Warehouse:

bodies 88121, 88146, 88124,

Research artists/potters 88177, 88144, 88140,

and their work 88136, 88131, 88128,

Practice writing with 88126,

aesthetic scanning of

pottery.

Art is H.O.T. (Higher Order Thinking) Analysis – Yoruba Pottery

What technique do you think was used to create this pot? (Analysis)
Describe the decorations you see on the side. (Description)
What was the purpose for this pot? (Interpretation)
What questions would you have about this pottery?

High School Curriculum Map – Visual Art - Ceramics

Subject: Visual Art - Ceramics Unit: Hand Built Pottery 3
Quarter and Timeframe (# days/weeks):
Integration to other
“Experience Clay” Davis Publications areas

Learning Goals: To learn the various methods of hand building NGSSS/Benchmarks: Math:
with clay such as; pinch, coil, extruder, slab, tile, sculptural. Language Arts:
VA.912.S.3.2: Demonstrate a balance between spontaneity and Reading:
Science:
purpose to produce complex works of art with conviction and Social Studies

Essential Questions/Understandings: disciplined craftsmanship.
What can I achieve by manipulating clay with only my hands?
VA.912.S.3.5: Create multiple works that demonstrate thorough

exploration of subject matter and themes.

Vocabulary Resources Activities Assessment

Slip and score Visual Artists: Projects: Assessment
Banding wheel Ancient Pottery Molds: sling, drape, press Quizzes on readings
Rib Oriental Paddling (coil and pinch) Studio rubrics
Extruding Bernard Leach Use of extruder or small clay gun Chapter reviews
Parts of the pot Barbara Grygutis Slab roller or rolling pins Participation
Template Jomon Ware Motif on tiles etc. – relief Observations
Mitered Coil – Jomon ware Vocabulary
Butt joints 3D sculpture using supports and Portfolio
Armature armature Sketchbook
Sculptural Adding footers, handles, spouts, etc. Data Warehouse:
supports 88176, 88151,
Molds Advanced: 88149,
Sling Narrative tiles (adding meaning to their
Drape pieces)

Art is H.O.T. (Higher Order Thinking) Analysis – Jomon Ware Pottery

What meaning do the designs have on this piece of pottery? (Interpretation)
Considering the shapes that rise above the rim of the pot, what do you think is the
purpose of this pot? (Interpretation)
What clay techniques would have been used to create this pot? (Analysis)

High School Curriculum Map – Visual Art - Ceramics

Subject: Visual Art - Ceramics 4

Quarter and Timeframe (# days/weeks): Unit: Thrown Pottery Integration to other areas
Math:
“Experience Clay” Davis Publications Language Arts:
Reading:
Learning Goals: To learn how to center clay on the wheel. NGSSS/Benchmarks: Science:
Social Studies
How to trim, store, and finish a thrown pot. VA.912.S.2.6: Incorporate skills, concepts, and media to create

images from ideation to resolution.

Essential Questions/Understandings: VA.912.S.3.1: Manipulate materials, techniques, and processes

What scientific principles are used in throwing clay on the through practice and perseverance to create a desired result in

potter’s wheel? two- and/or three-dimensional artworks.

Vocabulary Resources Activities Assessment

Centering Visual Artists: Projects for level 2 &3: Assessment

Coning Bernard Leach Practice centering Quizzes on readings

Dome Japanese Pottery Coning, and opening, raising the Studio rubrics

Collaring Korean Pottery walls, finishing the rim, cleaning Chapter reviews
Trimming German Pottery the floor Participation
Parts of a pot Functional Cutting off the wheel, lifting and Observations
Griffin grip Nonfunctional storing the pot Vocabulary
Flange Pulling handles Portfolio
Calipers Resources: Lid lifting Sketchbook
Lug handles Magazines: Clay times, Pottery Advanced: Data Warehouse:
Needle tool making, Ceramics Monthly Practice a variety of 88162, 88161, 88160,
Collaring forms – plates, casseroles 88158, 88152, 88150,
Bat Make a small covered jar with 124987, 88159
Fettling knife flange
Dry foot Combine several thrown shapes
Centering for a conventional teapot or

abstract sculptural form

Work on plates, casseroles, and

sets of mugs, bowls, etc.

Art is H.O.T. (Higher Order Thinking) Analysis – ChineseLQeaurinngtoDuysneasctaylipteearspowtell

Describe this teapot using the elements of art and the principles of design? (Description)
What clay techniques were used in creating this pot? (Analysis)
What would you do differently in the creation of this teapot? ( Analysis)
What other questions would you have about this teapot?

High School Curriculum Map – Visual Art - Ceramics

Subject: Visual Art - Ceramics Unit: Surface Decoration 5
Quarter and Timeframe (# days/weeks):
Integration to other areas
“Experience Clay” Davis Publications Math:
Language Arts:
Learning Goals: To explore texture, color, glazes, NGSSS/Benchmarks: Reading:
underglazes, and learns how to apply various glazes. Science:
VA.912.S.2.1: Demonstrate organizational skills to influence the Social Studies

sequential process when creating artwork.

Essential Questions/Understandings: VA.912.S.3.1: Manipulate materials, techniques, and processes through

What are my personal symbols and how do they practice and perseverance to create a desired result in two- and/or three-

convey meaning on pottery? dimensional artworks.

Vocabulary Resources Activities Assessment

Glaze Visual Artists: Projects: Assessment

Underglaze Heeseunge Lee Making stamps, roulettes, motifs, molds Quizzes on readings

Impressing Blue and White ware Mishima and Sgraffito Studio rubrics

Incising Greek colored slips Inlaying colors Chapter reviews

Applique SW Indians Burnishing: Piercing pots/lanterns Participation

Piercing Lucy Lewis Glazing decorating with sponging, Observations

Burnishing Maria Martinez spattering, masking, brushing Vocabulary

Inlaying Advanced: Portfolio

Colored clays Paper resist, wax resist, slip trailing, Sketchbook
terra sigillata, transfer printing, Data Warehouse:
Oxides monoprints 88173 , 88168,
Difference between low and high fire 88167, 88166,
Carbonates clays 88154, 88174,

Colored slips

Dipping

Pouring Majolica glazes and over glazes 88175, 88180

Brushing Identifying glaze problems and

Spraying solutions

Art is H.O.T. (Higher Order Thinking) Analysis – Lucy Lewis; SW Indian Burnishing

Describe the decorations you see on this pottery? (Description)
What do you think is the meaning of the patterns? (Interpretation)
How was this pot constructed? What clay technique was used? (Analysis)
What was the purpose of this pot? (Interpretation)

High School Curriculum Map – Visual Art - Ceramics

Subject: Visual Art - Ceramics 6
Quarter and Timeframe (# days/weeks):
Unit: The Firing Process
Learning Goals: To learn to manage and fire a “Experience Clay” Davis Publications
kiln. To learn to do Raku firings. Discover career NGSSS/Benchmarks:
opportunities, display works, and judge their VA.912.C.1.7: Analyze challenges and identify solutions for three-dimensional
worth and value. structural problems.
Essential Questions/Understandings: VA.912.C.2.1: Examine and revise artwork throughout the art-making process to
How do the different firing techniques affect the refine work and achieve artistic objective.
color of the glaze? VA.912.F.2.1: Examine career opportunities in the visual arts to determine
requisite skills, qualifications, supply-and-demand, market location, and potential
earnings.

Vocabulary Resources Activities Assessment Integration areas
Variables of fuel: Visual Artists: Projects: Math:
Jun Kaneko Assessment Language Arts:
Gas Peter Voulkos Study variables of fuel, glazes, temperatures, clay, Quizzes on Reading:
Electric Bernard Leach atmosphere, and time with clay types, thickness, readings Science:
Raku Shoji Hamada and preparation Studio rubrics Social Studies
Sa-ku Paul Menchhofer Stages of loading different types of kilns Chapter reviews
Smoke pit Research other countries for differences of Participation
Sawdust variables and the outcome of pottery and glazes Observations
Sagger woods Advanced: Vocabulary
firing Portfolio
Pyrometric cones Learn how to prepare, log, watch, cool, unload Sketchbook
Oxides all types of firings possible Data Warehouse:
Chemical Identify firing solutions and problems 88170, 88169,
identification Look at ceramic timeline throughout history, 88159
Aesthetics identify the materials, fuels, kilns, and firing
Bisque/glaze firing processes
Students can do a presentation power point/ as
Art is H.O.T. (Higher Order Thinking) an individual or as a group looking at
careers/history/cultures in this field of art

Analysis – Majolica and Wood fired clay

What are some of the characteristics you see in this pot that make it Majolica? (Analysis)
How did the wood firing affect the color of the glazes in this piece? (Analysis)
Can you describe the chemical reaction that occurred to cause the colors? (Analysis)