CERAMICS II CURRICULUM GRADES 9-12 - Home - Home

2011

CERAMICS II CURRICULUM GRADES 9-12

Curriculum Writers: Diana Baxter,
Doreen Lindenburg, and Lauren Tucciarone,
Art Department Co-chair
6/1/2011

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
1. Understanding Textbook
The student DISTRICT INITIATIVES Discovering Art History. REQUIRED COMMON
and applying & RESEARCH Broomer ASSESSMENTS
media, 1.1.1 Selects and evaluates a variety of Visual Experience. Jack Hobbs,
techniques, media, tools, techniques, and processes Differentiates instruction Richard Salone Assessment Targets GSEs
and in creating two- and three- dimensional by varying the content, Midyear and final exams
processes. works of art and design. VAD 1 (9-12) – process, and product and Supplementary books/material Common performance-based
2a implementing 10,000 years of Pottery task
1.1 Apply media, Drawing (may include some or all of the Bridging the Curriculum Through
techniques and following) tiered assignments Art: Interdisciplinary SUGGESTED
processes with o Media: crayons, pencils, jigsawing Connections, Stephens, Walkup
skill, markers, pen and ink, scratch pre/post assessments Common Core ELA for Technical Anecdotal records
confidence, board, colored pencils anchoring Subjects
and sensitivity o Techniques: sketching, think/pair/share Elements and Principle Posters, Art Work
that their contour line, shading, cubing, etc. Crystal Productions Media skills-understands
intentions are rendering, gesture, Hand building Techniques potential of medial mastery
carried out in o Processes: wet/dry, CONTENT STRATEGIES Revealed, Jaqui Atkin Technical skills-working
their artworks soft/hard, thumbnail Employs ART best practice Picturing America Prints and knowledge of basic art
(NAEA, Pro. sketching, sighting, point of strategies Instructional Guide vocabulary craftsmanship
1a) reference Safety in the Artroom. Charles Expressive skills-explores
Sculpture (may include some or all of student originality Qualley feelings / emotions
the following) integration of arts Scholastic Arts Magazine Conceptual skills-problem
o Media: clay, busts, figures, across the curriculum The Potter’s Manual, Clark setting / problem solving
reliefs, jewelry, crafts school community The Practical Potter, Warshaw Research skills-ability to
o Techniques: figures involvement Visual Experience. Slide set find information from more
o Processes: additive, art for all students than one resource
subtractive Technology
o Artists: Addresses multiple Computer Exhibits
Ceramics (may include some or all of intelligences ELMO
the following) (instructional strategies) LCD Interviews
o Media: clay Smartboard™
Organizes exhibition of TV Journals/sketchbooks
student artwork and www.abcgallery.com
rubrics www.artcyclopedia Multiple Intelligences
www.arteducators.org assessments (e.g. role playing,
Models safe use of bodily kinesthetic, graphic
media, techniques, and organizing – visual, collaboration-
processes for drawing,

1/12/2012 Barrington Public Schools 1

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
www.artsonia.com
o Techniques: pinch, coil, slab painting, graphics, and www.ceramicsdaily.org interpersonal, etc.)
o Processes: hand-building, mixed media (verbal, www.creativity.net/kidcast2.html
visual) www.dmoz.org Oral presentations
wheel throwing, additive, www.earthdaybags.org
subtractive Provides exemplars and www.emptybowls.net Rubrics
o Artists: Native Americans, rubrics of student art www.getty.edu Media and Design
Japanese, Chinese, Greek, work (visuals) www.googleartproject.com Art Criticism
Roman, Egyptian, Italian, www.gsn.org School-wide
Spanish and contemporary www.iearn.org
www.incredibleart.org Tests/quizzes
1.1.2 Demonstrates knowledge of vocabulary of www.kids.state.ct.us/spotlight/m
media, techniques, and processes. VAD 1 (9- ural/intro.htm Written responses: Common
12) –2b www.library.thinkquest.org/J001 Core ELA Standards:
570
Drawing (may include some or all of the www.mason.gmu.edu Argument
following) www.moma.org Informational
www.monster exhchange.org
o Media: crayons, pencils, www.nga.gov/onlinetours
markers, pen and ink, scratch www.ri.net/RIAEA/
board, colored pencils www.thinkquest.org
www.wga.hu/
o Techniques: sketching,
contour line, shading, Videos
rendering, gesture,
Materials
o Processes: wet/dry, assorted brushes
soft/hard, thumbnail ceramic tools (assortment)
sketching, sighting, point of clay
reference drawing pencils (assortment of
graphite and colored)
Sculpture (may include some or all of erasers (kneaded, gum, pink
the following) pearl)
glue (paste, glue sticks) rulers
o Media: clay, busts, figures, masking tape
reliefs, jewelry, crafts papers (variety of white vellum,

o Techniques: figures
o Processes: additive,

subtractive
Ceramics (may include some or all of
the following)

o Media: clay
o Techniques: pinch, coil, slab,

wheel throwing

1/12/2012 Barrington Public Schools 2

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
charcoal, tracing, tissue, colored,
1. Understanding o Processes: hand-building, oak tag, bristle board and rice)
and applying wheel throwing, additive, pens
media, subtractive plaster
techniques, and scissors
processes. 1.1.3 ASSESSMENT TARGET Sharpies
Formulates ideas, reflects upon and staplers
1.2 Conceive and solves design problems independently; tape
create works of select and defend the use of media, wire
visual art that techniques, and processes relative to
demonstrate an intended meaning/expression or Community
understanding product; and synthesize their use of art RISD Museum
of how the concepts (e.g., hue, intensity, depth, Banister gallery, RIC
communication dimension, proportion, emphasis, Museum of Fine Arts, Boston
of ideas relate transformation, and perspective Local art galleries
to media,
techniques, and The student DISTRICT INITIATIVES Textbook REQUIRED COMMON
processes & RESEARCH ASSESSMENTS
(NAEA, Pro, 1b) 1.2.1 Applies a variety of selected VAD Discovering Art History. Broomer
concepts for three -dimensional Differentiates instruction Visual Experience. Jack Hobbs, Richard Assessment Targets GSEs
works of art and interpreting and by varying the content, Salone Midyear and final exams
evaluating the effects. VAD 1 (9-12) –1 a process, and product and Common performance-based
implementing Supplementary books/material task
1.2.2 ASSESSMENT TARGET
Formulates ideas, reflect upon and solve tiered assignments 10,000 years of Pottery SUGGESTED
design problems independently; select jigsawing Bridging the Curriculum Through Art:
and defend the use of media, pre/post assessments Interdisciplinary Connections, Stephens, Anecdotal records
techniques, and processes relative to anchoring Walkup
intended meaning/expression or think/pair/share Common Core ELA for Technical Subjects Art Work
product; and synthesize their use of art cubing, etc. Elements and Principle Posters, Crystal Media skills-understands
Productions potential of medial mastery
CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui Technical skills-working
Employs ART best practice Atkin knowledge of basic art
strategies Picturing America Prints and Instructional vocabulary craftsmanship
Guide Expressive skills-explores
student originality Safety in the Artroom. Charles Qualley feelings / emotions
integration of arts Scholastic Arts Magazine Conceptual skills-problem
across the curriculum The Potter’s Manual, Clark
The Practical Potter, Warshaw
Visual Experience. Slide set

Technology

Computer

1/12/2012 Barrington Public Schools 3

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
ELMO
1/12/2012 concepts (e.g., hue, intensity, depth, school community LCD setting / problem solving
dimension, proportion, emphasis, involvement Smartboard™ Research skills-ability to
transformation, and perspective. art for all students TV find information from more
www.abcgallery.com than one resource
Addresses multiple www.artcyclopedia
intelligences www.arteducators.org Exhibits
(instructional strategies) www.artsonia.com
www.ceramicsdaily.org Interviews
Organizes exhibition of www.creativity.net/kidcast2.html
student artwork and www.dmoz.org Journals/sketchbooks
rubrics www.earthdaybags.org
www.emptybowls.net Multiple Intelligences
Models safe use of www.getty.edu assessments (e.g. role playing,
media, techniques, and www.googleartproject.com bodily kinesthetic, graphic
processes for drawing, www.gsn.org organizing – visual, collaboration-
painting, graphics, and www.iearn.org interpersonal, etc.)
mixed media (verbal, www.incredibleart.org
visual) www.kids.state.ct.us/spotlight/mural/intro.h Oral presentations
tm
Provides exemplars and www.library.thinkquest.org/J001570 Rubrics
rubrics of student art www.mason.gmu.edu Media and Design
work (visuals) www.moma.org Art Criticism
www.monster exhchange.org School-wide
www.nga.gov/onlinetours
www.ri.net/RIAEA/
www.thinkquest.org
www.wga.hu/

Videos

Materials Tests/quizzes

assorted brushes Written responses: Common
ceramic tools (assortment) Core ELA Standards:
clay
drawing pencils (assortment of graphite and Argument
colored) Informational
erasers (kneaded, gum, pink pearl)
glue (paste, glue sticks) rulers
masking tape
papers (variety of white vellum, charcoal,
tracing, tissue, colored, oak tag, bristle
board and rice)
pens
plaster
scissors
Sharpies

Barrington Public Schools 4

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
staplers
1. Understanding tape REQUIRED COMMON
and applying wire ASSESSMENTS
media,
techniques, and Community Assessment Targets GSEs
processes. Midyear and final exams
RISD Museum Common performance-based
1.3 Use art Banister gallery, RIC task
materials and Museum of Fine Arts, Boston
tools in a safe Local art galleries SUGGESTED
and responsible
manner The student DISTRICT INITIATIVES Textbook Anecdotal records
(NAEA, Pro, & RESEARCH
1c) 1.3.1 Identifies ACMI labeling and symbols for Discovering Art History. Broomer Art Work
1.3.2 safe use of art materials (non-toxic, toxic, Differentiates instruction Visual Experience. Jack Hobbs, Richard Media skills-understands
1.3.3 etc.). by varying the content, Salone potential of medial mastery
process, and product and Technical skills-working
1.3.4 Understands the importance of ventilation, implementing Supplementary books/material knowledge of basic art
1.3.5 age appropriate materials, safe use, and vocabulary craftsmanship
clean-up of ALL materials. tiered assignments 10,000 years of Pottery Expressive skills-explores
jigsawing Bridging the Curriculum Through Art: feelings / emotions
Recognizes the four ways toxic materials or pre/post assessments Interdisciplinary Connections, Stephens, Conceptual skills-problem
dangerous habits can affect the body: anchoring Walkup setting / problem solving
think/pair/share Common Core ELA for Technical Subjects Research skills-ability to
inhalation cubing, etc. Elements and Principle Posters, Crystal find information from more
absorption Productions than one resource
ingestion CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui
puncture Employs ART best practice Atkin Exhibits
strategies Picturing America Prints and Instructional
Applies safe practice when using ALL media, Guide Interviews
techniques, and processes. student originality Safety in the Artroom. Charles Qualley
integration of arts Scholastic Arts Magazine
ASSESSMENT TARGET across the curriculum The Potter’s Manual, Clark
Formulates ideas, reflect upon and solve school community The Practical Potter, Warshaw
design problems independently; select involvement Visual Experience. Slide set
and defend the use of media, art for all students
Technology
Addresses multiple
intelligences Computer
(instructional strategies) ELMO
LCD
Smartboard™
TV
www.abcgallery.com
www.artcyclopedia
www.arteducators.org
www.artsonia.com
www.ceramicsdaily.org
www.creativity.net/kidcast2.html
www.dmoz.org

1/12/2012 Barrington Public Schools 5

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
www.earthdaybags.org
22. Using techniques, and processes relative to Organizes exhibition of www.emptybowls.net Journals/sketchbooks
knowledge of intended meaning/expression or student artwork and www.getty.edu
elements/ product; and synthesize their use of art rubrics www.googleartproject.com Multiple Intelligences
structures and concepts (e.g., hue, intensity, depth, www.gsn.org assessments (e.g. role playing,
principles/ dimension, proportion, emphasis, Models safe use of www.iearn.org bodily kinesthetic, graphic
functions transformation, and perspective. media, techniques, and www.incredibleart.org organizing – visual, collaboration-
(NAEA) processes for drawing, www.kids.state.ct.us/spotlight/mural/intro.h interpersonal, etc.)
painting, graphics, and tm
2.1 Demonstrate mixed media (verbal, www.library.thinkquest.org/J001570 Oral presentations
the ability to visual) www.mason.gmu.edu
form and www.moma.org Rubrics
defend Provides exemplars and www.monster exhchange.org Media and Design
judgments rubrics of student art www.nga.gov/onlinetours Art Criticism
work (visuals) www.ri.net/RIAEA/ School-wide
www.thinkquest.org
www.wga.hu/

Videos

Materials Tests/quizzes

See material list in 1.1 Written responses: Common
Core ELA Standards:
Community
Argument
RISD Museum Informational
Banister gallery, RIC
Museum of Fine Arts, Boston
Local art galleries

The Student DISTRICT INITIATIVES Textbook REQUIRED COMMON
& RESEARCH ASSESSMENTS
2.1.1 Understands and applies the Discovering Art History. Broomer
structures/elements of design/composition Differentiates instruction Visual Experience. Jack Hobbs, Richard Assessment Targets GSEs
by varying the content, Salone Midyear and final exams
Color: primary, secondary, tertiary, process, and product and Common performance-based
intermediate, analogous and implementing Supplementary books/material task
monochromatic, tints, shades, intensity
tones, complementary, complementary, tiered assignments 10,000 years of Pottery SUGGESTED
jigsawing Bridging the Curriculum Through Art:
pre/post assessments Interdisciplinary Connections, Stephens, Anecdotal records
anchoring Walkup
think/pair/share Common Core ELA for Technical Subjects Art Work
cubing, etc. Elements and Principle Posters, Crystal Media skills-understands
Productions
Hand building Techniques Revealed, Jaqui
Atkin
Picturing America Prints and Instructional

1/12/2012 Barrington Public Schools 6

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
Guide
about the contrast, warm and cool, transparency, CONTENT STRATEGIES Safety in the Artroom. Charles Qualley potential of medial mastery
structures translucent, opaque Employs ART best practice Scholastic Arts Magazine Technical skills-working
and functions Form: geometric: rectangular prisms, strategies The Potter’s Manual, Clark knowledge of basic art
to accomplish pyramids, triangular prisms, cubes, The Practical Potter, Warshaw vocabulary craftsmanship
commercial, cones, spheres, and cylinders, organic student originality Visual Experience. Slide set Expressive skills-explores
personal, forms integration of arts feelings / emotions
communal, or Line: continuous, vertical, horizontal, across the curriculum Technology Conceptual skills-problem
other diagonal, curved, broken, implied, school community setting / problem solving
purposes of horizon line, parallel, perpendicular, involvement Computer Research skills-ability to
art (NAEA, intersecting art for all students ELMO find information from more
Pro, 2a) Shape: geometric and organic, LCD than one resource
positive and negative, opened and closed Addresses multiple Smartboard™
2.1.2 Space: foreground, background, intelligences TV Exhibits
middle, overlapping, proportion, positive (instructional strategies) www.abcgallery.com
and negative, high/low placement www.artcyclopedia Interviews
Texture: simulated, actual, matte, Organizes exhibition of www.arteducators.org
shiny, glossy student artwork and www.artsonia.com Journals/sketchbooks
Value: light and dark color, neutral rubrics www.ceramicsdaily.org
tones, tints and shades of color and www.creativity.net/kidcast2.html Multiple Intelligences
neutrals, achromatic. Models safe use of www.dmoz.org assessments (e.g. role playing,
media, techniques, and www.earthdaybags.org bodily kinesthetic, graphic
Understands and applies the processes for drawing, www.emptybowls.net organizing – visual, collaboration-
functions/principles of design/composition painting, graphics, and www.getty.edu interpersonal, etc.)
mixed media (verbal, www.googleartproject.com
Balance (symmetrical, radial, visual) www.gsn.org Oral presentations
asymmetrical) www.iearn.org
Contrast (big/small, light/dark) Provides exemplars and www.incredibleart.org Rubrics
Emphasis/focal point rubrics of student art www.kids.state.ct.us/spotlight/mural/intro.h Media and Design
Movement (sequential, optical, actual, work (visuals) tm Art Criticism
and implied) www.library.thinkquest.org/J001570 School-wide
Pattern/repetition (geometric, organic, www.mason.gmu.edu
ordered, symmetrical, asymmetrical, www.moma.org Tests/quizzes
etc.) www.monster exhchange.org
Rhythm (repetition, alternation or www.nga.gov/onlinetours Written responses: Common
progression) www.ri.net/RIAEA/ Core ELA Standards:
Unity (cohesiveness or oneness). www.thinkquest.org
www.wga.hu/ Argument

Videos

Materials

See material list in 1.1

Community

RISD Museum
Banister gallery, RIC

1/12/2012 Barrington Public Schools 7

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
Museum of Fine Arts, Boston
2. Using 2.1.3 ASSESSMENT TARGET Local art galleries Informational
knowledge of Formulates ideas, reflect upon and solve
structures and design problems independently; select REQUIRED COMMON
functions and defend the use of media, ASSESSMENTS
(NAEA) techniques, and processes relative to
intended meaning/expression or Assessment Targets GSEs
2.2 Evaluate the product; and synthesize their use of art Midyear and final exams
effectiveness concepts (e.g., hue, intensity, depth, Common performance-based
of artworks in dimension, proportion, emphasis, task
terms of transformation, and perspective.
organizational SUGGESTED
structures The student DISTRICT INITIATIVES Textbook
and functions & RESEARCH Anecdotal records
(NAEA, 2b) 2.2.1 Generates, applies, revises, and evaluates Discovering Art History. Broomer
strategies and techniques to address Differentiates instruction Visual Experience. Jack Hobbs, Richard Art Work
artistic problems VAD 1 (9-12) –1b, by using by varying the content, Salone Media skills-understands
the artistic process of process, and product and potential of medial mastery
implementing Supplementary books/material Technical skills-working
Preliminary: brainstorming, thumbnail, knowledge of basic art
journals, tiered assignments 10,000 years of Pottery vocabulary craftsmanship
Drafting: sketches, experimentation jigsawing Bridging the Curriculum Through Art: Expressive skills-explores
Rendering: creating/producing artwork pre/post assessments Interdisciplinary Connections, Stephens, feelings / emotions
Revising: mid-process critique, anchoring Walkup Conceptual skills-problem
collaboration, peer editing think/pair/share Common Core ELA for Technical Subjects setting / problem solving
Evaluating: reflections and critique. cubing, etc. Elements and Principle Posters, Crystal Research skills-ability to
Productions find information from more
2.2.2 Documents and evaluates personal CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui than one resource
progress through a portfolio of self- Employs ART best practice Atkin
created art work identifying strengths and strategies Picturing America Prints and Instructional
weaknesses. VAD 1 (9-12) –1d Guide
student originality Safety in the Artroom. Charles Qualley
2.2.3 ASSESSMENT TARGET integration of arts Scholastic Arts Magazine
Formulates ideas, reflect upon and solve across the curriculum The Potter’s Manual, Clark
school community The Practical Potter, Warshaw
involvement Visual Experience. Slide set
art for all students
Technology
Addresses multiple
Computer
ELMO
LCD
Smartboard™
TV
www.abcgallery.com
www.artcyclopedia
www.arteducators.org

1/12/2012 Barrington Public Schools 8

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
www.artsonia.com
2. Using design problems independently; select intelligences www.ceramicsdaily.org Exhibits
knowledge of and defend the use of techniques, and (instructional strategies) www.creativity.net/kidcast2.html
structures and processes relative to intended www.dmoz.org Interviews
functions meaning/expression or product; and Organizes exhibition of www.earthdaybags.org
(NAEA) synthesize their use of art concepts student artwork and www.emptybowls.net Journals/sketchbooks
(e.g., interpretation of form from rubrics www.getty.edu
2.3 Creates nature) www.googleartproject.com Multiple Intelligences
artworks that Models safe use of www.gsn.org assessments (e.g. role playing,
use media, techniques, and www.iearn.org bodily kinesthetic, graphic
organizational processes for drawing, www.incredibleart.org organizing – visual, collaboration-
painting, graphics, and www.kids.state.ct.us/spotlight/mural/intro.h interpersonal, etc.)
mixed media (verbal, tm
visual) www.library.thinkquest.org/J001570 Oral presentations
www.mason.gmu.edu
Provides exemplars and www.moma.org Rubrics
rubrics of student art www.monster exhchange.org Media and Design
work (visuals) www.nga.gov/onlinetours Art Criticism
www.ri.net/RIAEA/ School-wide
www.thinkquest.org
www.wga.hu/

Videos

Materials Tests/quizzes

See material list in 1.1 Written responses: Common
Core ELA Standards:
Community
Argument
RISD Museum Informational
Banister gallery, RIC
Museum of Fine Arts, Boston
Local art galleries

The student DISTRICT INITIATIVES Textbook REQUIRED COMMON
& RESEARCH ASSESSMENTS
2.3.1 Generating, applying, revising, and Discovering Art History. Broomer
evaluating strategies and techniques to Differentiates instruction Visual Experience. Jack Hobbs, Richard Assessment Targets GSEs
address artistic problems. VAD 1 (9-12) by varying the content, Salone Midyear and final exams
-1b by using the artistic process of process, and product and Common performance-based
implementing Supplementary books/material task

tiered assignments 10,000 years of Pottery SUGGESTED
jigsawing Bridging the Curriculum Through Art:
pre/post assessments Interdisciplinary Connections, Stephens, Anecdotal records
Walkup
Common Core ELA for Technical Subjects
Elements and Principle Posters, Crystal

1/12/2012 Barrington Public Schools 9

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
Productions
principles and Preliminary: brainstorming, thumbnail, anchoring Hand building Techniques Revealed, Jaqui Art Work
functions to journals, think/pair/share Atkin Media skills-understands
solve specific Drafting: sketches, experimentation cubing, etc. Picturing America Prints and Instructional potential of medial mastery
visual arts Rendering: creating/producing artwork Guide Technical skills-working
problems Revising: mid-process critique, CONTENT STRATEGIES Safety in the Artroom. Charles Qualley knowledge of basic art
(NAEA, 2c) collaboration Employs ART best practice Scholastic Arts Magazine vocabulary craftsmanship
Evaluating: reflections and critique. strategies The Potter’s Manual, Clark Expressive skills-explores
2.3.2 The Practical Potter, Warshaw feelings / emotions
2.3.3 Creates artworks in sculpture and ceramics, student originality Visual Experience. Slide set Conceptual skills-problem
that reflect successful use of elements of integration of arts setting / problem solving
2.3.4 art and principles of design. across the curriculum Technology Research skills-ability to
2.3.5 school community find information from more
Evaluates his/her, peers artwork in involvement Computer than one resource
sculpture, ceramics and cultural arts art for all students ELMO
that reflect successful use of elements of LCD Exhibits
art and principles of design. Addresses multiple Smartboard™
intelligences TV Interviews
Analyzes his/her artwork artworks and (instructional strategies) www.abcgallery.com
makes revisions accordingly. www.artcyclopedia Journals/sketchbooks
Organizes exhibition of www.arteducators.org
ASSESSMENT TARGET student artwork and www.artsonia.com Multiple Intelligences
Formulates ideas, reflect upon and solve rubrics www.ceramicsdaily.org assessments (e.g. role playing,
design problems independently; select www.creativity.net/kidcast2.html bodily kinesthetic, graphic
and defend the use of techniques, and Models safe use of www.dmoz.org organizing – visual, collaboration-
processes relative to intended media, techniques, and www.earthdaybags.org interpersonal, etc.)
meaning/expression or product; and processes for drawing, www.emptybowls.net
synthesize their use of art concepts painting, graphics, and www.getty.edu Oral presentations
(e.g., dimension, proportion, emphasis) mixed media (verbal, www.googleartproject.com
visual) www.gsn.org Rubrics
www.iearn.org Media and Design
Provides exemplars and www.incredibleart.org Art Criticism
rubrics of student art www.kids.state.ct.us/spotlight/mural/intro.h School-wide
work (visuals) tm
www.library.thinkquest.org/J001570
www.mason.gmu.edu
www.moma.org
www.monster exhchange.org
www.nga.gov/onlinetours
www.ri.net/RIAEA/
www.thinkquest.org
www.wga.hu/

Videos

Materials Tests/quizzes

See material list in 1.1

1/12/2012 Barrington Public Schools 10

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE

3. Choosing and Community Written responses: Common
evaluating a Core ELA Standards:
range of RISD Museum
subject Banister gallery, RIC Argument
matter, Museum of Fine Arts, Boston Informational
symbols, and Local art galleries
ideas (NAEA) REQUIRED COMMON
The student DISTRICT INITIATIVES Textbook ASSESSMENTS
3.1 Reflects on & RESEARCH
how artworks 3.1.1 Evaluates and applies media techniques, Discovering Art History. Broomer Assessment Targets GSEs
differ processes, and visual arts and design Differentiates instruction Visual Experience. Jack Hobbs, Richard Midyear and final exams
visually, concepts to convey specific feelings, ideas, by varying the content, Salone Common performance-based
spatially, and or meanings. VAD3 (9-12) –1a process, and product and task
functionally, implementing Supplementary books/material
and describe 3.1.2 Evaluates how current popular media, SUGGESTED
how these are political propaganda, and contemporary tiered assignments 10,000 years of Pottery
related to artists use visual symbols to represent ideas jigsawing Bridging the Curriculum Through Art: Anecdotal records
history and and values. VAD3 (9-12) –1c pre/post assessments Interdisciplinary Connections, Stephens,
culture anchoring Walkup Art Work
(NAEA, 3a) 3.1.3 Creates innovative symbols in their own think/pair/share Common Core ELA for Technical Subjects Media skills-understands
works of art or design and referencing cubing, etc. Elements and Principle Posters, Crystal potential of medial mastery
historic or contemporary art. VAD3 (9-12) Productions Technical skills-working
–1d CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui knowledge of basic art
Employs ART best practice Atkin vocabulary craftsmanship
e.g. creating a personal signatory stamp strategies Picturing America Prints and Instructional Expressive skills-explores
Guide feelings / emotions
3.1.4 Researches and evaluates subject matter, student originality Safety in the Artroom. Charles Qualley Conceptual skills-problem
symbols and ideas in a work of art or design, integration of arts Scholastic Arts Magazine setting / problem solving
across the curriculum The Potter’s Manual, Clark Research skills-ability to
e.g. differentiates between genre and school community The Practical Potter, Warshaw find information from more
everyday life. VAD 3 (9-12) -2a involvement Visual Experience. Slide set than one resource
art for all students
3.1.5 Use research to build and present Technology Exhibits
knowledge. (CCSS) Addresses multiple
intelligences Computer Interviews
Conducts short as well as more (instructional strategies) ELMO
LCD Journals/sketchbooks
Organizes exhibition of Smartboard™
student artwork and TV
www.abcgallery.com
www.artcyclopedia
www.arteducators.org
www.artsonia.com
www.ceramicsdaily.org
www.creativity.net/kidcast2.html
www.dmoz.org
www.earthdaybags.org
www.emptybowls.net
www.getty.edu

1/12/2012 Barrington Public Schools 11

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
www.googleartproject.com
3. Choosing and sustained research projects to answer a rubrics www.gsn.org Multiple Intelligences
question (including a self-generated www.iearn.org assessments (e.g. role playing,
question) or solve a problem; narrow or Models safe use of www.incredibleart.org bodily kinesthetic, graphic
broaden the inquiry when appropriate; media, techniques, and www.kids.state.ct.us/spotlight/mural/intro.h organizing – visual, collaboration-
synthesize multiple sources on the processes for drawing, tm interpersonal, etc.)
subject, demonstrating understanding painting, graphics, and www.library.thinkquest.org/J001570
of the subject under investigation, e.g. mixed media (verbal, www.mason.gmu.edu Oral presentations
(WHST.9-10.7) visual) www.moma.org
www.monster exhchange.org Rubrics
o animal project reference Provides exemplars and www.nga.gov/onlinetours Media and Design
research rubrics of student art www.ri.net/RIAEA/ Art Criticism
work (visuals) www.thinkquest.org School-wide
o cultural forms research www.wga.hu/
Tests/quizzes
Gathers relevant information from Videos
multiple authoritative print and digital
sources, using advanced searches Materials
effectively; assess the usefulness of
each source in answering the research See material list in 1.1
question; integrate information into the
text selectively to maintain the flow of Community Written responses: Common
ideas, avoiding plagiarism and following a Core ELA Standards:
standard format for citation. RISD Museum
(WHST.9-10.8) Banister gallery, RIC Argument
Museum of Fine Arts, Boston Informational
Local art galleries

3.1.6 ASSESSMENT TARGET
Creates works of art using VAD
concepts to communicate their
observations, ideas, and emotions using
original symbols and evaluate subject
matter, themes, and symbols using VAD
vocabulary, e.g.
o Lidded ceramic project
reflecting a combination of
hand building and decoration
techniques.

The student DISTRICT INITIATIVES Textbook REQUIRED COMMON

1/12/2012 Barrington Public Schools 12

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL 3.2.1 BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
3.2.2 Discovering Art History. Broomer
evaluating a 3.2.3 Creates a unique solution for a visual art or & RESEARCH Visual Experience. Jack Hobbs, Richard ASSESSMENTS
range of design problem (e.g., creating a teapot of Salone Assessment Targets GSEs
subject accompanying pieces with an overarching and Differentiates instruction Midyear and final exams
matter, discernable theme) by VAD3 (9-12) –1b by varying the content, Supplementary books/material Common performance-based
symbols, and process, and product and task
ideas (NAEA) Preliminary: brainstorming, thumbnail, implementing 10,000 years of Pottery
journals, Bridging the Curriculum Through Art: SUGGESTED
3.2 Applies Drafting: sketches, experimentation tiered assignments Interdisciplinary Connections, Stephens,
subjects, Rendering: creating/producing artwork jigsawing Walkup Anecdotal records
(natural and Revising: mid-process critique, pre/post assessments Common Core ELA for Technical Subjects
man-made collaboration, peer editing anchoring Elements and Principle Posters, Crystal Art Work
objects) Evaluating: reflections and critique. think/pair/share Productions Media skills-understands
symbols, and cubing, etc. Hand building Techniques Revealed, Jaqui potential of medial mastery
ideas in their Researches and evaluates subject matter, Atkin Technical skills-working
artworks and symbols and ideas in a work of art or design. CONTENT STRATEGIES Picturing America Prints and Instructional knowledge of basic art
uses the skills VAD 3 (9-12) -2a Employs ART best practice Guide vocabulary craftsmanship
gained to solve strategies Safety in the Artroom. Charles Qualley Expressive skills-explores
problems in ASSESSMENT TARGET Scholastic Arts Magazine feelings / emotions
daily life Creates works of art using VAD student originality The Potter’s Manual, Clark Conceptual skills-problem
(NAEA, Pro, concepts to communicate their integration of arts The Practical Potter, Warshaw setting / problem solving
3b) observations, ideas, and emotions using across the curriculum Visual Experience. Slide set Research skills-ability to
original symbols and evaluate subject school community find information from more
matter, themes, and symbols using VAD involvement Technology than one resource
vocabulary. art for all students
Computer Exhibits
Addresses multiple ELMO
intelligences LCD Interviews
(instructional strategies) Smartboard™
TV Journals/sketchbooks
Organizes exhibition of www.abcgallery.com
student artwork and www.artcyclopedia Multiple Intelligences
rubrics www.arteducators.org assessments (e.g. role playing,
www.artsonia.com bodily kinesthetic, graphic
Models safe use of www.ceramicsdaily.org organizing – visual, collaboration-
media, techniques, and www.creativity.net/kidcast2.html interpersonal, etc.)
processes for drawing, www.dmoz.org
painting, graphics, and www.earthdaybags.org
mixed media (verbal, www.emptybowls.net
www.getty.edu
www.googleartproject.com
www.gsn.org
www.iearn.org
www.incredibleart.org
www.kids.state.ct.us/spotlight/mural/intro.h
tm
www.library.thinkquest.org/J001570
www.mason.gmu.edu
www.moma.org

1/12/2012 Barrington Public Schools 13

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
www.monster exhchange.org
4. Understanding visual) www.nga.gov/onlinetours Oral presentations
the visual arts www.ri.net/RIAEA/
in relation to Provides exemplars and www.thinkquest.org Rubrics
history and rubrics of student art www.wga.hu/ Media and Design
cultures work (visuals) Art Criticism
(NAEA) Videos School-wide

4.1 Differentiate Materials Tests/quizzes
among a
variety of See material list in 1.1 Written responses: Common
historical and Core ELA Standards:
cultural Community
contexts in Argument
terms of RISD Museum Informational
characteristic Banister gallery, RIC
s and purposes Museum of Fine Arts, Boston REQUIRED COMMON
of works of Local art galleries ASSESSMENTS
art (NAEA,
Pro, 4a) The student DISTRICT INITIATIVES Textbook Assessment Targets GSEs
& RESEARCH Midyear and final exams
4.1.1 Differentiates among a variety of historical Discovering Art History. Broomer Common performance-based
and cultural contexts by applying Common Differentiates instruction Visual Experience. Jack Hobbs, Richard task
Core, Reading Key Ideas, e.g. researching by varying the content, Salone
and writing an essay on an historical ceramic process, and product and SUGGESTED
piece implementing Supplementary books/material
Anecdotal records
Reads closely to determine what the tiered assignments 10,000 years of Pottery
text says explicitly and to make logical jigsawing Bridging the Curriculum Through Art: Art Work
inferences from it; cite specific textual pre/post assessments Interdisciplinary Connections, Stephens, Media skills-understands
evidence when writing or speaking to anchoring Walkup potential of medial mastery
support conclusions drawn from the think/pair/share Common Core ELA for Technical Subjects Technical skills-working
text. cubing, etc. Elements and Principle Posters, Crystal knowledge of basic art
Productions vocabulary craftsmanship
Determines central ideas or themes of a CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui Expressive skills-explores
text and analyze their development; Employs ART best practice Atkin feelings / emotions
summarize the key supporting details strategies Picturing America Prints and Instructional Conceptual skills-problem
Guide setting / problem solving
student originality Safety in the Artroom. Charles Qualley Research skills-ability to
integration of arts Scholastic Arts Magazine
across the curriculum The Potter’s Manual, Clark
school community The Practical Potter, Warshaw
involvement Visual Experience. Slide set

Technology

Computer
ELMO
LCD

1/12/2012 Barrington Public Schools 14

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
Smartboard™
and ideas. art for all students TV find information from more
www.abcgallery.com than one resource
Analyzes how and why individuals, Addresses multiple www.artcyclopedia
events, or ideas develop and interact intelligences www.arteducators.org Exhibits
over the course of a text. (instructional strategies) www.artsonia.com
www.ceramicsdaily.org Interviews
4.1.2 Differentiates among a variety of historical Organizes exhibition of www.creativity.net/kidcast2.html
and cultural contexts by applying Common student artwork and www.dmoz.org Journals/sketchbooks
Core Writing Text Types and Purposes rubrics www.earthdaybags.org
www.emptybowls.net Multiple Intelligences
Writes arguments to support claims in Models safe use of www.getty.edu assessments (e.g. role playing,
an analysis of substantive topics or media, techniques, and www.googleartproject.com bodily kinesthetic, graphic
texts, using valid reasoning and relevant processes for drawing, www.gsn.org organizing – visual, collaboration-
and sufficient evidence. painting, graphics, and www.iearn.org interpersonal, etc.)
o Introduces precise claim(s), mixed media (verbal, www.incredibleart.org
visual) www.kids.state.ct.us/spotlight/mural/intro.h Oral presentations
distinguish the claim(s) from tm
alternate or opposing claims, and Provides exemplars and www.library.thinkquest.org/J001570 Rubrics
create an organization that rubrics of student art www.mason.gmu.edu Media and Design
establishes clear relationships work (visuals) www.moma.org Art Criticism
among claim(s), counterclaims, www.monster exhchange.org School-wide
reasons, and evidence. www.nga.gov/onlinetours
o Develops claim(s) and counterclaims www.ri.net/RIAEA/
fairly, supplying evidence for each www.thinkquest.org
while pointing out the strengths www.wga.hu/
and limitations of both in a manner
that anticipates the audience’s Videos
knowledge level and concerns.
o Uses words, phrases, and clauses Materials Tests/quizzes
to link the major sections of the
text, create cohesion, and clarify See material list in 1.1 Written responses: Common
the relationships between claim(s) Core ELA Standards:
and reasons, between reasons and Community
evidence, and between claim(s) and Argument
counterclaims. RISD Museum Informational
o Establishes and maintains a formal Banister gallery, RIC
style and objective tone while Museum of Fine Arts, Boston
attending to the norms and Local art galleries

1/12/2012 Barrington Public Schools 15

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE

1/12/2012 conventions of the discipline in 16
which they are writing.
o Provides a concluding statement or
section that follows from and
supports the argument presented.
Writes informative/explanatory texts
to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content.
o Introduces a topic; organize
complex ideas, concepts, and
information to make important
connections and distinctions;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
o Develops the topic with well-
chosen, relevant, and sufficient
facts, extended definitions,
concrete details, quotations, or
other information and examples
appropriate to the audience’s
knowledge of the topic.
o Uses appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and clarify the
relationships among complex ideas
and concepts.
o Uses precise language and domain-
specific vocabulary to manage the
complexity of the topic.
o Establishes and maintains a formal

Barrington Public Schools

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE

style and objective tone while 17
attending to the norms and
conventions of the discipline in
which they are writing.
o Provides a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).

4.1.3 Evaluates several unique purposes for
making visual art and design e.g. in historical
research project

Communicating ideas, personal beliefs,
and emotions
Creating functional objects
Making political and social commentary.
VAD 2 (9-12) –1a

4.1.4 Analyzes different cultures’ expectations
and appreciation of the role of the artists
in society. VAD 2 (9-12) –1c

4.1.5 Interprets and evaluates specific qualities
about the visual arts and design in two
cultures and time periods. VAD2 (9-12) –
1e

4.1.6 Differentiates among cultural variations in:
construction methods
decoration techniques
function of forms

4.1.7 ASSESSMENT TARGET
Analyzes, interprets, and evaluates

1/12/2012 Barrington Public Schools

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE

4. Understanding works of art within social, cultural, and
the visual arts historical contexts; and students’
in relation to personal artworks reflect aspects of
history and
cultures culture, time, and place.
(NAEA)
The student DISTRICT INITIATIVES Textbook REQUIRED COMMON
4.2 Describe the & RESEARCH ASSESSMENTS
function and 4.2.1 Evaluates several unique purposes for Discovering Art History. Broomer
explore the making visual art and design e.g., Differentiates instruction Visual Experience. Jack Hobbs, Richard Assessment Targets GSEs
meaning of by varying the content, Salone Midyear and final exams
specific art functional process, and product and Common performance-based
objects within nonfunctional VAD 2 (9-12) –1a implementing Supplementary books/material task
varied
cultures, 4.2.2 Analyzes different cultures’ expectations tiered assignments 10,000 years of Pottery SUGGESTED
times, and and appreciation of the role of the artists in jigsawing Bridging the Curriculum Through Art:
places (NAEA, society. VAD2 (9-12) –1c pre/post assessments Interdisciplinary Connections, Stephens, Anecdotal records
Pro, 4b) anchoring Walkup
4.2.3 Interprets and evaluates specific think/pair/share Common Core ELA for Technical Subjects Art Work
qualities about the visual arts and design cubing, etc. Elements and Principle Posters, Crystal Media skills-understands
in two cultures and time periods. VAD2 Productions potential of medial mastery
(9-12) –1e CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui Technical skills-working
Employs ART best practice Atkin knowledge of basic art
4.2.4 ASSESSMENT TARGET strategies Picturing America Prints and Instructional vocabulary craftsmanship
Analyzes, interprets, and evaluates Guide Expressive skills-explores
works of art within social, cultural, and student originality Safety in the Artroom. Charles Qualley feelings / emotions
historical contexts; and students’ integration of arts Scholastic Arts Magazine Conceptual skills-problem
personal artworks reflect aspects of across the curriculum The Potter’s Manual, Clark setting / problem solving
culture, time, and place. school community The Practical Potter, Warshaw Research skills-ability to
involvement Visual Experience. Slide set find information from more
art for all students than one resource
Technology
Addresses multiple Exhibits
intelligences Computer
(instructional strategies) ELMO Interviews
LCD
Organizes exhibition of Smartboard™ Journals/sketchbooks
student artwork and TV
rubrics www.abcgallery.com
www.artcyclopedia
www.arteducators.org
www.artsonia.com
www.ceramicsdaily.org
www.creativity.net/kidcast2.html
www.dmoz.org
www.earthdaybags.org
www.emptybowls.net
www.getty.edu

1/12/2012 Barrington Public Schools 18

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
www.googleartproject.com
4. Understanding Models safe use of www.gsn.org Multiple Intelligences
the visual arts media, techniques, and www.iearn.org assessments (e.g. role playing,
in relation to processes for drawing, www.incredibleart.org bodily kinesthetic, graphic
history and painting, graphics, and www.kids.state.ct.us/spotlight/mural/intro.h organizing – visual, collaboration-
cultures mixed media (verbal, tm interpersonal, etc.)
(NAEA) visual) www.library.thinkquest.org/J001570
www.mason.gmu.edu Oral presentations
4.3 Analyze Provides exemplars and www.moma.org
relationships rubrics of student art www.monster exhchange.org Rubrics
of works of work (visuals) www.nga.gov/onlinetours Media and Design
art to one www.ri.net/RIAEA/ Art Criticism
another in www.thinkquest.org School-wide
terms of www.wga.hu/
history,
esthetics, and Videos

Materials Tests/quizzes

See material list in 1.1 Written responses: Common
Core ELA Standards:
Community
Argument
RISD Museum Informational
Banister gallery, RIC
Museum of Fine Arts, Boston
Local art galleries

The student DISTRICT INITIATIVES Textbook REQUIRED COMMON
& RESEARCH ASSESSMENTS
4.3.1 Evaluates several unique purposes for Discovering Art History. Broomer
4.3.2 making visual art and design e.g., Differentiates instruction Visual Experience. Jack Hobbs, Richard Assessment Targets GSEs
by varying the content, Salone Midyear and final exams
functional process, and product and Common performance-based
nonfunctional VAD 2 (9-12) –1a implementing Supplementary books/material task

ASSESSMENT TARGET tiered assignments 10,000 years of Pottery SUGGESTED
Analyzes, interprets, and evaluates jigsawing Bridging the Curriculum Through Art:
works of art within social, cultural, and pre/post assessments Interdisciplinary Connections, Stephens, Anecdotal records
anchoring Walkup
think/pair/share Common Core ELA for Technical Subjects Art Work
cubing, etc. Elements and Principle Posters, Crystal Media skills-understands
Productions potential of medial mastery
CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui Technical skills-working
Atkin
Picturing America Prints and Instructional
Guide
Safety in the Artroom. Charles Qualley
Scholastic Arts Magazine

1/12/2012 Barrington Public Schools 19

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
The Potter’s Manual, Clark
culture and historical contexts; and students’ Employs ART best practice The Practical Potter, Warshaw knowledge of basic art
apply that personal artworks reflect aspects of strategies Visual Experience. Slide set vocabulary craftsmanship
analysis to culture, time, and place. Expressive skills-explores
their work. student originality Technology feelings / emotions
integration of arts Conceptual skills-problem
1/12/2012 across the curriculum Computer setting / problem solving
school community ELMO Research skills-ability to
involvement LCD find information from more
art for all students Smartboard™ than one resource
TV
Addresses multiple www.abcgallery.com Exhibits
intelligences www.artcyclopedia
(instructional strategies) www.arteducators.org Interviews
www.artsonia.com
Organizes exhibition of www.ceramicsdaily.org Journals/sketchbooks
student artwork and www.creativity.net/kidcast2.html
rubrics www.dmoz.org Multiple Intelligences
www.earthdaybags.org assessments (e.g. role playing,
Models safe use of www.emptybowls.net bodily kinesthetic, graphic
media, techniques, and www.getty.edu organizing – visual, collaboration-
processes for drawing, www.googleartproject.com interpersonal, etc.)
painting, graphics, and www.gsn.org
mixed media (verbal, www.iearn.org Oral presentations
visual) www.incredibleart.org
www.kids.state.ct.us/spotlight/mural/intro.h Rubrics
Provides exemplars and tm Media and Design
rubrics of student art www.library.thinkquest.org/J001570 Art Criticism
work (visuals) www.mason.gmu.edu School-wide
www.moma.org
www.monster exhchange.org
www.nga.gov/onlinetours
www.ri.net/RIAEA/
www.thinkquest.org
www.wga.hu/

Videos

Materials Tests/quizzes

See material list in 1.1 Written responses: Common
Core ELA Standards:
Community
Argument
RISD Museum Informational
Banister gallery, RIC
Museum of Fine Arts, Boston
Local art galleries

Barrington Public Schools 20

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE

5. Reflecting The student DISTRICT INITIATIVES Textbook REQUIRED COMMON
upon and & RESEARCH ASSESSMENTS
assessing the 5.1.1 Understands and applies the art criticism Discovering Art History. Broomer
character- process to their work and the works of Differentiates instruction Visual Experience. Jack Hobbs, Richard Assessment Targets GSEs
istics and others by varying the content, Salone Midyear and final exams
merits of process, and product and Common performance-based
their work Describing (elements- line, shape, space, implementing Supplementary books/material task
and the work color, form, value, and texture)
of others Analyzing (principles- pattern, tiered assignments 10,000 years of Pottery SUGGESTED
(NAEA) contrast, balance, rhythm, movement, jigsawing Bridging the Curriculum Through Art:
unity ) pre/post assessments Interdisciplinary Connections, Stephens, Anecdotal records
5.1 Identify Hypothesizing (interpreting) anchoring Walkup
intentions of Judging (evaluating). think/pair/share Common Core ELA for Technical Subjects Art Work
those creating cubing, etc. Elements and Principle Posters, Crystal Media skills-understands
artworks, 5.1.2 Interprets and evaluates a visual art and Productions potential of medial mastery
explore the design work based on analysis of description CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui Technical skills-working
implications of and when and by whom the work was done Employs ART best practice Atkin knowledge of basic art
various VAD 4 (9-12) –1b strategies Picturing America Prints and Instructional vocabulary craftsmanship
purposes, and Guide Expressive skills-explores
justify their student originality Safety in the Artroom. Charles Qualley feelings / emotions
analyses of integration of arts Scholastic Arts Magazine Conceptual skills-problem
purposes in across the curriculum The Potter’s Manual, Clark setting / problem solving
particular school community The Practical Potter, Warshaw Research skills-ability to
works (NAEA, involvement Visual Experience. Slide set find information from more
Pro, 5a) art for all students than one resource
Technology
5.1.3 Researches specific questions relating to Addresses multiple Exhibits
social and symbolic context, how, when, and intelligences Computer
where the work of art or design was created (instructional strategies) ELMO Interviews
e.g. LCD
Organizes exhibition of Smartboard™ Journals/sketchbooks
What world events impacted the work student artwork and TV
of the artist? rubrics www.abcgallery.com Multiple Intelligences
What are reoccurring themes in their www.artcyclopedia assessments (e.g. role playing,
Models safe use of www.arteducators.org bodily kinesthetic, graphic
media, techniques, and www.artsonia.com
www.ceramicsdaily.org
www.creativity.net/kidcast2.html
www.dmoz.org
www.earthdaybags.org
www.emptybowls.net
www.getty.edu
www.googleartproject.com
www.gsn.org
www.iearn.org
www.incredibleart.org
www.kids.state.ct.us/spotlight/mural/intro.h

1/12/2012 Barrington Public Schools 21

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL 5.1.4 BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
tm
5. Reflecting upon work? processes for drawing, www.library.thinkquest.org/J001570 organizing – visual, collaboration-
and assessing What are their major contributions to painting, graphics, and www.mason.gmu.edu interpersonal, etc.)
the the field of art? VAD 4 (9-12) –1d mixed media (verbal, www.moma.org
characteristics visual) www.monster exhchange.org Oral presentations
and merits of ASSESSMENT TARGET www.nga.gov/onlinetours
their work and Makes observations and evaluations of Provides exemplars and www.ri.net/RIAEA/ Rubrics
the work of works of art and design to gain meaning rubrics of student art www.thinkquest.org Media and Design
others (NAEA) and describe the value of works of art work (visuals) www.wga.hu/ Art Criticism
and design in society. School-wide
5.2 Describe Videos
meanings of Tests/quizzes
artworks by Materials
analyzing how Written responses: Common
specific works See material list in 1.1 Core ELA Standards:
are created
and Community Argument
how they Informational
relate RISD Museum
to historical Banister gallery, RIC REQUIRED COMMON
Museum of Fine Arts, Boston ASSESSMENTS
Local art galleries
Assessment Targets GSEs
The student DISTRICT INITIATIVES Textbook Midyear and final exams
& RESEARCH Common performance-based
5.2.1 Interprets and evaluates a visual art and Discovering Art History. Broomer task
design work based on analysis of description Differentiates instruction Visual Experience. Jack Hobbs, Richard
and when and by whom the work was done. by varying the content, Salone SUGGESTED
VAD 4 (9-12) –1b process, and product and
implementing Supplementary books/material Anecdotal records
5.2.2 Researches specific questions relating to
social and symbolic context, how, when, and tiered assignments 10,000 years of Pottery Art Work
where the work of art or design was created jigsawing Bridging the Curriculum Through Art: Media skills-understands
pre/post assessments Interdisciplinary Connections, Stephens, potential of medial mastery
e.g., What are important cultural anchoring Walkup Technical skills-working
symbols? VAD4 (9-12) –1d think/pair/share Common Core ELA for Technical Subjects knowledge of basic art
cubing, etc. Elements and Principle Posters, Crystal vocabulary craftsmanship
Productions Expressive skills-explores
CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui feelings / emotions
Employs ART best practice Atkin
strategies Picturing America Prints and Instructional
Guide
student originality Safety in the Artroom. Charles Qualley
integration of arts Scholastic Arts Magazine
The Potter’s Manual, Clark
The Practical Potter, Warshaw
Visual Experience. Slide set

1/12/2012 Barrington Public Schools 22

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL 5.2.3 BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
Technology
and cultural ASSESSMENT TARGET across the curriculum Conceptual skills-problem
contexts Makes observations and evaluations of school community Computer setting / problem solving
(NAEA, Pro, works of art and design to gain meaning involvement ELMO Research skills-ability to
5b) and describe the value of works of art art for all students LCD find information from more
and design in society. Smartboard™ than one resource
5. Reflecting Addresses multiple TV
upon and intelligences www.abcgallery.com Exhibits
assessing the (instructional strategies) www.artcyclopedia
www.arteducators.org Interviews
Organizes exhibition of www.artsonia.com
student artwork and www.ceramicsdaily.org Journals/sketchbooks
rubrics www.creativity.net/kidcast2.html
www.dmoz.org Multiple Intelligences
Models safe use of www.earthdaybags.org assessments (e.g. role playing,
media, techniques, and www.emptybowls.net bodily kinesthetic, graphic
processes for drawing, www.getty.edu organizing – visual, collaboration-
painting, graphics, and www.googleartproject.com interpersonal, etc.)
mixed media (verbal, www.gsn.org
visual) www.iearn.org Oral presentations
www.incredibleart.org
Provides exemplars and www.kids.state.ct.us/spotlight/mural/intro.h Rubrics
rubrics of student art tm Media and Design
work (visuals) www.library.thinkquest.org/J001570 Art Criticism
www.mason.gmu.edu School-wide
www.moma.org
www.monster exhchange.org Tests/quizzes
www.nga.gov/onlinetours
www.ri.net/RIAEA/ Written responses: Common
www.thinkquest.org Core ELA Standards:
www.wga.hu/
Argument
Videos Informational

Materials

See material list in 1.1

Community

RISD Museum
Banister gallery, RIC
Museum of Fine Arts, Boston
Local art galleries

The student DISTRICT INITIATIVES Textbook REQUIRED COMMON
& RESEARCH ASSESSMENTS
Discovering Art History. Broomer
Visual Experience. Jack Hobbs, Richard Assessment Targets GSEs

1/12/2012 Barrington Public Schools 23

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
Salone
character- 5.3.1 Contributes in individual or group Differentiates instruction Midyear and final exams
istics and discussions/critiques about work in which by varying the content, Supplementary books/material Common performance-based
merits of the student gives and receives constructive process, and product and task
their work and criticism. VAD 4 (9-12) –1e implementing 10,000 years of Pottery
the work of Bridging the Curriculum Through Art: SUGGESTED
others (NAEA) 5.3.2 Evaluates one’s own work for creativity, tiered assignments Interdisciplinary Connections, Stephens,
quality of craftsmanship, effective use jigsawing Walkup Anecdotal records
5.3 Reflect of visual arts and design concepts, and pre/post assessments Common Core ELA for Technical Subjects
analytically on choice of subject matter based on the anchoring Elements and Principle Posters, Crystal Art Work
various analysis of exemplar works of art or think/pair/share Productions Media skills-understands
interpretations design, VAD 4 (9-12) –1f using the art cubing, etc. Hand building Techniques Revealed, Jaqui potential of medial mastery
as a means for criticism process of Atkin Technical skills-working
understanding CONTENT STRATEGIES Picturing America Prints and Instructional knowledge of basic art
and evaluating Describing (elements- line, shape, Employs ART best practice Guide vocabulary craftsmanship
works of visual space, color, form, value, and strategies Safety in the Artroom. Charles Qualley Expressive skills-explores
art (NAEA, texture) Scholastic Arts Magazine feelings / emotions
Pro, 5c) Analyzing (principles- pattern, student originality The Potter’s Manual, Clark Conceptual skills-problem
contrast, balance, rhythm, integration of arts The Practical Potter, Warshaw setting / problem solving
movement, unity ) across the curriculum Visual Experience. Slide set Research skills-ability to
Hypothesizing (interpreting) school community find information from more
Judging (evaluating) involvement Technology than one resource
or reflective writing that may include art for all students
preliminary work Computer Exhibits
work compare to expectations Addresses multiple ELMO
unique ideas intelligences LCD Interviews
how to improve (instructional strategies) Smartboard™
what was learned TV Journals/sketchbooks
GSEs used. Organizes exhibition of www.abcgallery.com
student artwork and www.artcyclopedia Multiple Intelligences
rubrics www.arteducators.org assessments (e.g. role playing,
www.artsonia.com bodily kinesthetic, graphic
Models safe use of www.ceramicsdaily.org organizing – visual, collaboration-
media, techniques, and www.creativity.net/kidcast2.html interpersonal, etc.)
processes for drawing, www.dmoz.org
painting, graphics, and www.earthdaybags.org Oral presentations
mixed media (verbal, www.emptybowls.net
visual) www.getty.edu
www.googleartproject.com
5.3.3 Describes subject matter, media, www.gsn.org
www.iearn.org
www.incredibleart.org
www.kids.state.ct.us/spotlight/mural/intro.h
tm
www.library.thinkquest.org/J001570
www.mason.gmu.edu
www.moma.org
www.monster exhchange.org
www.nga.gov/onlinetours

1/12/2012 Barrington Public Schools 24

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
www.ri.net/RIAEA/
6. Making techniques, processes, craftsmanship Provides exemplars and www.thinkquest.org Rubrics
connections rubrics of student art www.wga.hu/ Media and Design
between visual and relevant visual arts concepts seen work (visuals) Art Criticism
arts and other in a work of art or design. VAD 4 (9- Videos School-wide
disciplines 12) –1a
(NAEA) Materials Tests/quizzes
5.3.4 Evaluates creative elements in the work.
6.1 Compare the 5.3.5 VAD 4 (9-12) –1c See material list in 1.1 Written responses: Common
materials, Core ELA Standards:
technologies, ASSESSMENT TARGET Community
media, and Makes observations and evaluations of Argument
processes of works of art and design to gain meaning RISD Museum Informational
the visual arts and describe the value of works of art Banister gallery, RIC
with other and design in society. Museum of Fine Arts, Boston REQUIRED COMMON
arts and other Local art galleries ASSESSMENTS
disciplines
(NAEA, Pro, The student DISTRICT INITIATIVES Textbook Assessment Targets GSEs
6a) & RESEARCH Midyear and final exams
6.1.1 Analyzes the connections between Visual Discovering Art History. Broomer Common performance-based
. 6.1.2 Arts and Design and other disciplines, e.g. Differentiates instruction Visual Experience. Jack Hobbs, Richard task
by varying the content, Salone
ceramics and chemistry process, and product and SUGGESTED
sculpture and physics implementing Supplementary books/material
designing and engineering Anecdotal records
math and drawing, sculpture tiered assignments 10,000 years of Pottery
psychology and color jigsawing Bridging the Curriculum Through Art: Art Work
anatomy and drawing pre/post assessments Interdisciplinary Connections, Stephens, Media skills-understands
technology and design anchoring Walkup potential of medial mastery
VAD 2 (9-12) –1b think/pair/share Common Core ELA for Technical Subjects Technical skills-working
cubing, etc. Elements and Principle Posters, Crystal knowledge of basic art
ASSESSMENT TARGET Productions vocabulary craftsmanship
CONTENT STRATEGIES Hand building Techniques Revealed, Jaqui Expressive skills-explores
Employs ART best practice Atkin feelings / emotions
strategies Picturing America Prints and Instructional Conceptual skills-problem
Guide setting / problem solving
student originality Safety in the Artroom. Charles Qualley Research skills-ability to
integration of arts Scholastic Arts Magazine
across the curriculum The Potter’s Manual, Clark
school community The Practical Potter, Warshaw
involvement Visual Experience. Slide set

Technology

Computer
ELMO
LCD
Smartboard™

1/12/2012 Barrington Public Schools 25

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
TV
6. Making The student art for all students www.abcgallery.com find information from more
connections www.artcyclopedia than one resource
between visual Addresses multiple www.arteducators.org
arts and other intelligences www.artsonia.com Exhibits
disciplines (instructional strategies) www.ceramicsdaily.org
(NAEA) www.creativity.net/kidcast2.html Interviews
Organizes exhibition of www.dmoz.org
student artwork and www.earthdaybags.org Journals/sketchbooks
rubrics www.emptybowls.net
www.getty.edu Multiple Intelligences
Models safe use of www.googleartproject.com assessments (e.g. role playing,
media, techniques, and www.gsn.org bodily kinesthetic, graphic
processes for drawing, www.iearn.org organizing – visual, collaboration-
painting, graphics, and www.incredibleart.org interpersonal, etc.)
mixed media (verbal, www.kids.state.ct.us/spotlight/mural/intro.h
visual) tm Oral presentations
www.library.thinkquest.org/J001570
Provides exemplars and www.mason.gmu.edu Rubrics
rubrics of student art www.moma.org Media and Design
work (visuals) www.monster exhchange.org Art Criticism
www.nga.gov/onlinetours School-wide
www.ri.net/RIAEA/
www.thinkquest.org
www.wga.hu/

Videos

Materials Tests/quizzes

See material list in 1.1 Written responses: Common
Core ELA Standards:
Community
Argument
RISD Museum Informational
Banister gallery, RIC
Museum of Fine Arts, Boston
Local art galleries

DISTRICT INITIATIVES Textbook REQUIRED COMMON
& RESEARCH ASSESSMENTS
Discovering Art History. Broomer
Differentiates instruction Visual Experience. Jack Hobbs, Richard Assessment Targets GSEs
by varying the content, Salone Midyear and final exams
process, and product and Common performance-based
implementing Supplementary books/material task

10,000 years of Pottery
Bridging the Curriculum Through Art:

1/12/2012 Barrington Public Schools 26

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL 6.2.1 BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS 6.2.2 (Barrington Public Schools) STRATEGIES EVIDENCE
6.2.3 Interdisciplinary Connections, Stephens,
6.2 Compare Interprets and evaluates a visual art and tiered assignments Walkup SUGGESTED
character- design work based on analysis of description jigsawing Common Core ELA for Technical Subjects
istics and when and by whom the work was done. pre/post assessments Elements and Principle Posters, Crystal Anecdotal records
of visual arts VAD 4 (9-12) –1b anchoring Productions
within a think/pair/share Hand building Techniques Revealed, Jaqui Art Work
particular Researches specific questions relating to cubing, etc. Atkin Media skills-understands
historical social and symbolic context, how, when, and Picturing America Prints and Instructional potential of medial mastery
period or style where the work of art or design was created CONTENT STRATEGIES Guide Technical skills-working
with ideas, Employs ART best practice Safety in the Artroom. Charles Qualley knowledge of basic art
issues, or e.g., art use for social change or strategies Scholastic Arts Magazine vocabulary craftsmanship
themes in the symbolic context VAD 4 (9-12) –1d The Potter’s Manual, Clark Expressive skills-explores
humanities or student originality The Practical Potter, Warshaw feelings / emotions
sciences Analyzes at least two different artistic integration of arts Visual Experience. Slide set Conceptual skills-problem
(NAEA, Pro, careers and the education required. across the curriculum setting / problem solving
6b) VAD 2 (7-8) –1d, e.g. school community Technology Research skills-ability to
involvement find information from more
architect – math, science, and art art for all students Computer than one resource
culinary - family consumer science and ELMO
art (table setting) Addresses multiple LCD Exhibits
jewelry designer – psychology, math, intelligences Smartboard™
and art (instructional strategies) TV Interviews
industrial designer - math, science, and www.abcgallery.com
art Organizes exhibition of www.artcyclopedia Journals/sketchbooks
landscape designer – science and art student artwork and www.arteducators.org
rubrics www.artsonia.com Multiple Intelligences
www.ceramicsdaily.org assessments (e.g. role playing,
Models safe use of www.creativity.net/kidcast2.html bodily kinesthetic, graphic
media, techniques, and www.dmoz.org organizing – visual, collaboration-
processes for drawing, www.earthdaybags.org interpersonal, etc.)
painting, graphics, and www.emptybowls.net
mixed media (verbal, www.getty.edu Oral presentations
visual) www.googleartproject.com
www.gsn.org Rubrics
Provides exemplars and www.iearn.org Media and Design
rubrics of student art www.incredibleart.org Art Criticism
work (visuals) www.kids.state.ct.us/spotlight/mural/intro.h School-wide
tm
www.library.thinkquest.org/J001570
www.mason.gmu.edu
www.moma.org
www.monster exhchange.org
www.nga.gov/onlinetours
www.ri.net/RIAEA/
www.thinkquest.org
www.wga.hu/

Videos

1/12/2012 Barrington Public Schools 27

Barrington Public Schools Ceramics II Curriculum Grades 9-12

Curriculum Writers: Diana Baxter, Doreen Lindenburg, and Lauren Tucciarone, Art Department Co-chair

NATIONAL BENCHMARKS/GSEs) INSTRUCTIONAL RESOURCES ASSESSMENT
STANDARDS (Barrington Public Schools) STRATEGIES EVIDENCE
Materials
Tests/quizzes
See material list in 1.1
Written responses: Common
Community Core ELA Standards:

RISD Museum Argument
Banister gallery, RIC Informational
Museum of Fine Arts, Boston
Local art galleries

1/12/2012 Barrington Public Schools 28