Clay Art Critique Assessment:
General Clay Knowledge
1. What are the special qualities of clay that allow it to be both sculptural and functional? 2. What is the knowledge you need to make a successful piece in clay? 3. What are some basic actions that are integral to creating with clay? 4. How is the kiln involved in pottery production, and how does the clay change after firing? 5. How can unfired clay be recycled and used again?
Student outcome:
Key vocabulary:
Clay Wedging
Plastic Plasticity
Leather hard
Greenware
Bone Dry
Bisque
Earthenware
Stoneware
Porcelain
Porosity
Vitreous
Vitrification
Kiln Firing
Pyrometer
Pyrometric
Cones
Slab
Scoring
Slip
Recycling Processes
Pug Mill
Glaze Techniques
1. How is glaze used as a decorative and utilitarian medium?
2. How do artists use different glaze types, or even non‐ceramic paints, to effectively finish clay pieces?
3. What is the application process for various glazes?
4. How do the elements of art and principles design relate to planning an effective color scheme and creating surface decoration?
Student outcome:
Learn glazing and painting theory
Understand functional and sculptural projects throughout the course
Key vocabulary:
Glaze
Gloss
Majolica
Underglaze
Glaze Firing
Sgraffito
Opacity
Transparency
Color Palette
Color Scheme
Brushes Wipe‐off technique
Slab Techniques
1. How can slabs be used to create 2‐D or 3‐D pieces?
2. How can slabs be used in the production of both functional and sculptural forms?
Student outcome
General Clay Knowledge
1. What are the special qualities of clay that allow it to be both sculptural and functional? 2. What is the knowledge you need to make a successful piece in clay? 3. What are some basic actions that are integral to creating with clay? 4. How is the kiln involved in pottery production, and how does the clay change after firing? 5. How can unfired clay be recycled and used again?
Student outcome:
- Preparation and use of clay and related tools and materials.
- Recognizing the moisture/drying stages of the clay, and what is possible during these stages. Practicing basic hand‐building skills.
Key vocabulary:
Clay Wedging
Plastic Plasticity
Leather hard
Greenware
Bone Dry
Bisque
Earthenware
Stoneware
Porcelain
Porosity
Vitreous
Vitrification
Kiln Firing
Pyrometer
Pyrometric
Cones
Slab
Scoring
Slip
Recycling Processes
Pug Mill
Glaze Techniques
1. How is glaze used as a decorative and utilitarian medium?
2. How do artists use different glaze types, or even non‐ceramic paints, to effectively finish clay pieces?
3. What is the application process for various glazes?
4. How do the elements of art and principles design relate to planning an effective color scheme and creating surface decoration?
Student outcome:
Learn glazing and painting theory
Understand functional and sculptural projects throughout the course
Key vocabulary:
Glaze
Gloss
Majolica
Underglaze
Glaze Firing
Sgraffito
Opacity
Transparency
Color Palette
Color Scheme
Brushes Wipe‐off technique
Slab Techniques
1. How can slabs be used to create 2‐D or 3‐D pieces?
2. How can slabs be used in the production of both functional and sculptural forms?
Student outcome
- Using the pinch technique to create a form with good symmetry, basic shape, and even thickness throughout.
- Using the pinch technique to create hollow forms and sculptural pieces, possibly in combination with other hand building techniques.
- Deliberately altering the basic pinch form to achieve interesting/dynamic forms.
- Demonstrate knowledge of pinching as a basic forming method and as a precursor to wheel throwing.
- Understand the meaning and possibilities of process texture.
Slab
2‐Dimensional
3‐Dimensional
Texture
Relief
Additive
Reductive
Drape/ Hump
Mold
Press mold
Sculptural
Utilitarian
Functional
Decorative
Subject
Matter
Symbol
Theme
Pinch Pot Techniques
1. How is the pinch construction technique important to a ceramic artist in the creation of both sculptural and functional forms?
2. What is the historical background of the pinch technique?
3. How can process texture be part of a successful pot or sculpture, and how can it be altered?
Student outcome:
Key Vocabulary
Pinch
Coil Technique
1. How is the coil construction technique useful in creating functional and sculptural forms? 2. Historically, why was the coiling process an important innovation?
3. What process texture results from coiling, and how can artists use this texture effectively or alter it?
Student outcome
Coil
Fusing
Scoring
Slip
Wheel Working Technique
1. Why do artists use wheel throwing as opposed to hand building techniques?
2. What skills, techniques, and processes yield successful wheel thrown pieces?
3. How do artists use hand‐ building and wheel throwing techniques, sometimes in combination, to create sculptural pieces?
Student outcome:
Wheel Centering
Trimming
Footing
Cylinder
Proportion
Electric Wheel
Kick Wheel
Body
Foot
Lip
Symmetry— bilateral; radial
Sculpting Techniques
1. How do artists use hand‐ building and wheel throwing techniques, sometimes in combination, to create sculptural pieces?
2. What sculpting technique, process, or style is most appropriate to reach an artistic goal?
Student outcome:
In the Round
Roughing Out
Hollowing Out
Solid
Construction
Realism
Naturalism
Stylized/ stylistic
Culture and Style Perspective
1. What historical and cultural factors influence visual characteristics?
2. In which works of art do we see a relationship to a variety of historical and cultural contexts? How does meaning in art vary within different cultures, times, and places?
3. What visual characteristics are typical of different time periods, cultures, and artists?
4. How does meaning in art vary within different cultures, times, and places?
Student outcome:
Connect styles and use of techniques to cultural influences, time periods, and artists.
Key vocabulary:
Culture
Visual Characteristics
Aesthetic
Clay Criteria
1. How is the pinch construction technique important to a ceramic artist in the creation of both sculptural and functional forms?
2. What is the historical background of the pinch technique?
3. How can process texture be part of a successful pot or sculpture, and how can it be altered?
Student outcome:
- Using the pinch technique to create a form with good symmetry, basic shape, and even thickness throughout.
- Using the pinch technique to create hollow forms and sculptural pieces, possibly in combination with other hand building techniques.
- Deliberately altering the basic pinch form to achieve interesting/dynamic forms.
- Demonstrate knowledge of pinching as a basic forming method and as a precursor to wheel throwing.
- Understand the meaning and possibilities of process texture.
Key Vocabulary
Pinch
Symmetry
Asymmetry
Form
Process texture
Coil Technique
1. How is the coil construction technique useful in creating functional and sculptural forms? 2. Historically, why was the coiling process an important innovation?
3. What process texture results from coiling, and how can artists use this texture effectively or alter it?
Student outcome
- Rolling a coil with consistent thickness and a usable length.
- Understanding and using various techniques for joining coils: fusing or scoring and slipping.
- Stacking the coils to yield various forms and for decorative purposes.
- Use of coils in sculptural pieces, sometimes in combination with other building techniques.
- Exploring the possibilities for various surface textures in a coil pot.
- Understanding how coiling is used to yield larger vessels in a shorter time.
Coil
Fusing
Scoring
Slip
Wheel Working Technique
1. Why do artists use wheel throwing as opposed to hand building techniques?
2. What skills, techniques, and processes yield successful wheel thrown pieces?
3. How do artists use hand‐ building and wheel throwing techniques, sometimes in combination, to create sculptural pieces?
Student outcome:
- Understanding the use of the basic throwing process: centering, opening form, putting the bottom in, lifting wall, shaping, trimming the lip, cutting from wheel.
- Process of throwing various shapes/proportion: cylinder and bowl.
- Practice with trimming/footing the base of the pot.
- Basic knowledge of electric and/or kick wheels: parts, speeds, set up/clean up, specific tools.
- Brief history of wheel and wheel throwing, and its relationship to the pinch technique
Wheel Centering
Trimming
Footing
Cylinder
Proportion
Electric Wheel
Kick Wheel
Body
Foot
Lip
Symmetry— bilateral; radial
Sculpting Techniques
1. How do artists use hand‐ building and wheel throwing techniques, sometimes in combination, to create sculptural pieces?
2. What sculpting technique, process, or style is most appropriate to reach an artistic goal?
Student outcome:
- Learn basic sculpting techniques and processes
- Recognize the use of ceramics and related techniques in art history
- Analyze different stylistic approaches: realism, stylized/stylistic, naturalism
- Choose a technique, process, or style that will yield the desired results for various assignments
In the Round
Roughing Out
Hollowing Out
Solid
Construction
Realism
Naturalism
Stylized/ stylistic
Culture and Style Perspective
1. What historical and cultural factors influence visual characteristics?
2. In which works of art do we see a relationship to a variety of historical and cultural contexts? How does meaning in art vary within different cultures, times, and places?
3. What visual characteristics are typical of different time periods, cultures, and artists?
4. How does meaning in art vary within different cultures, times, and places?
Student outcome:
Connect styles and use of techniques to cultural influences, time periods, and artists.
Key vocabulary:
Culture
Visual Characteristics
Aesthetic
Clay Criteria
- Students know and apply visual arts media, techniques, and processes
- Students use knowledge of visual characteristics, purposes, and functions
- Students choose, apply, and evaluate a range of subject matter, symbols, and ideas.
- Students understand the visual arts in relation to history and cultures
- Students analyze and assess characteristics, merits, and meanings in their own artwork and the work of others
- Students demonstrate relationships between the visual arts, the other arts, and disciplines outside the arts.
Tuesday, July 30, 2019
The Arts Essential Questions
Keep these 3 characteristics in mind when writing essential questions.
1. In addition to being provocative, open-ended, and challenging, questions should spur debate in your classroom.
2. Answers to essential questions should require evidence and support.
3. Essential questions should occur over and over again. Revisit them as often as possible to allow students to grow in how they think about a few core topics.
THE ARTS ESSENTIAL QUESTIONS
- How does a song, piece of art, or a dance communicate with us?
- What is “art” and why do individual cultures place so much value on its continuing evolution?
- What inner and outer factors influence how we express ourselves artistically?
- What kinds of responsibilities does an artist have to an audience or a consumer?
- Do audiences and consumers have any responsibility towards artists? If so, what are they?
- What are the fundamental differences between a “thoughtful” and a “thoughtless” critique?
- What do we mean when we refer to music as the universal language?
- How can we use the arts to inspire positive action?
- What would the world be like if we weren’t able to artistically express ourselves?
- What can the art forms of other cultures teach us about ourselves and about life?
QUESTIONS ABOUT CREATING
- Can all people be artists?
- What conditions, attitudes and behaviors support creativity and innovative thinking?
- Does collaboration expand the creative process?
- What inspires people to make art?
- How are artists and designers attuned to their surroundings?
- How do artists and designers make and use connections from various sources?
- How does knowing the contexts of histories and traditions of art forms help us create works of art and design?
- Why do artists follow or break from established traditions?
- How do artists determine what resources and criteria are needed to formulate aesthetic investigations?
- How do artists work?
- How do artists and designers determine whether a particular direction in their work is effective?
- How do artists and designers learn from trial and error?
- How do artists and designers care for and maintain equipment and materials?
- Why is it important for safety and health to understand and follow correct procedures in handling equipment and materials?
- How do artists appropriately use other’s images and ideas?
- What responsibilities come with the freedom to create?
- How does art and design communicate stories and ideas?
- How do artists and designers create works of art that effectively communicate?
- How do objects and places shape lives and communities?
- How do people design the environments in which they live and work?
- How do artists and designers determine goals for designing or redesigning?
- How do artists grow and become accomplished in art forms?
- What motivates and sustains artists in their practice?
- What factors prevent or encourage people to take creative risks?
- How do artists take the initiative to improve their work?
- What role does persistence play in revising, refining and developing work?
- How does collaboratively reflecting on a work help us experience it more fully and develop it more completely?
- How do people use creative and critical thinking skills in their jobs and careers?
- How do people use creative and critical thinking skills in their daily lives?
- How do people use artmaking knowledge and skills to develop and enhance their homes, personal styles and communities?
- How does creating enrich people’s lives?
- Why do people learn about the arts in school and community settings?
QUESTIONS ABOUT PRESENTING
- Why do people select things for display?
- Why do people value objects, artifacts, and artworks?
- How are artworks cared for, and by whom?
- What criteria, methods and processes are used to select work for presentation or preservation?
- What is a portfolio?
- What is a collection?
- What criteria might be considered when selecting a work for a collection or portfolio?
- What methods and processes are considered when preparing artwork for presentation or preservation?
- How do technologies influence how we share and experience images and works of art?
- How does technology influence our presentation and experience of art?
- How does technology influence how images, objects, artifacts and artworks are preserved?
- What is an art museum?
- How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?
- What is an image?
- How do images influence our views of the world?
- Where and how do we encounter images in our world?
- How do artworks convey meaning?
- How can the viewer "read" a work of art?
- How does knowing and using visual arts vocabularies help us understand and interpret works of art?
- What can we learn from our responses to art?
- How do life experiences influence the way you relate to art?
- How do visual arts experiences enhance the ability to understand art?
- How does art help us understand how people lived in different times, places, and cultures?
- How does knowing how people lived in different times and places influence our response to the art?
- How does one determine criteria to evaluate a work of art?
- How and why might criteria vary?
- How do people engage in the visual arts throughout their lives?
- How does learning in the arts help us build relationships with others?
- How do your choices in life and engagement with the world evolve as you grow in your knowledge and interaction with the visual arts?