Township of Union Public Schools s5

TOWNSHIP OF UNION PUBLIC SCHOOLS

Advanced Ceramics/9-12 Curriculum Guide 2014 Curriculum Guide Approved June 2014 Board Members Francis “Ray” Perkins, President

Richard Galante, Vice President

David Arminio

Guy Frances

Lois Jackson

Thomas Layden

Vito Nufrio

Angel Salcedo

Susana Vitale

TOWNSHIP OF UNION PUBLIC SCHOOLS Administration District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Assistant Superintendent………………………………………………………………………………………….Dr. Noreen Lishak

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Secondary Curriculum ……………………………….………………………….…………………… Dr. Noreen Lishak

Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta

DEPARTMENT SUPERVISORS

Language Arts/Social Studies 3-5 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

English/Social Studies PreK-2…………………………………………………………………………………….Maureen Corbett

Mathematics/Science 3-5 ………………………………………………….………………………………………. Ms. Deborah Ford Mathematics/Science PreK-2 ………………………………………………………………………………………Theresa Matthews

Mathematics 9-12………………………………………………………………………………………………………Jason Mauriello

Guidance K-12/SAC …..………………………………………………………………………………….……….Mrs. Nicole Ahern

Language Arts/Library Services 6-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Science 6-12 ………………………………………………………….………………………………………...Ms. Maureen Guilfoyle

Social Studies/Business ………………………………………………………………………………………..…Mrs. Libby Gallante

World Language/ESL/Career Education ..………………………………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago

Curriculum Committee Nancy S. Lucas-Miller Academic Area ADVANCED CERAMICS/SCULPTURE AR311

Table of Contents

Title Page

Board Members

Administration Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies

Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

Statement of District Goals

 Develop reading, writing, speaking, listening, and mathematical skills.  Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.  Acquire and use the skills and habits involved in critical and constructive thinking.  Develop a code of behavior based on moral and ethical principals.  Work with others cooperatively.  Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.  Acquire a knowledge and understanding of the physical and biological sciences.  Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.  Appreciate and understand literature, art, music, and other cultural activities.  Develop an understanding of the historical and cultural heritage  Develop a concern for the proper use and/or preservation of natural resources.  Develop basic skills in sports and other forms of recreation.

Course Description

Advanced Ceramics/Sculpture is a full year course built upon the knowledge and skills learned in ceramics/sculpture AR211. Students who enroll in advanced ceramics/sculpture must have had ceramics/sculpture as a pre-requisite and have attained a minimum of a B. The major emphasis of this course is to extend the students technical skills and conceptual approaches to the medium of clay, wire, wood and plaster in the creation of three-dimensional objects. Students will further explore coil building, soft and leather hard slab construction, working on the potters’ wheel, carving plaster, modeling clay, creating figures in wire, casting and assemblage. Lessons will include studio work, class discussions, research, sketching in their sketchbook and critique their own work as well as the works of other artist.

The students will explore and complete various ceramics/sculpture activities using the elements of art and the principles of design and other concepts fundamental to art making, which will be further developed. The students will complete a series of projects in accordance with the New Jersey Core Curriculum Content Standards.

Recommended Textbooks

Brooks, Rebecca, PHD. Inside Art, Culture, History and Expression. Austin, Texas: W.S. Benson and Company.

Hobbs, Jack, Salmone, Richard, Vieth, Ken. The Visual Experience. Worcester, Ma: Davis Publication, Inc., 2005. Kenny, John B. The Complete Book of Pottery Making. Radnor, Pennsylvania: Chilton Book Company

Nigrosh, Leon I. Claywork. Form and Idea in Ceramic Design Worcester, Ma: Davis Publication, Inc., 1995.

Williams, Arthur. Beginning Sculpture. Worcester, Ma: Davis Publication, Inc., 2005.

Course Proficiencies

Students will be able to… . Understand and apply knowledge of structures and functions through observation of the visual, tactile, . spatial and temporal elements in ceramics/sculpture. . Understand and apply the use of the elements of art and the principle of design in their production. . Experiment with scale and proportion. . Use modeling to solve a visual problem. . Use the potter’s wheel competently. . Understand the use of casting molds . Maintain a sketchbook . Reflect upon and assess the characteristics and merits of their work and the work of other through art criticism, aesthetics and exhibition. . View the work of modern artist at the Modern Arts or Metropolitan Museum

Curriculum Units

Unit 1: Introduction to Advanced Ceramics/Sculpture

Explore art elements:

Unit 2: Line

Unit 3: Color and Value

Unit 4: Shape and Form Unit 5: Space

Unit 6: Texture

Apply principles of design

Unit 7: Unity

Unit 8: Emphasis

Unit 9: Balance

Unit 10: Variety and Repetition

Unit 11: Rhythm and Movement

Unit 12: Proportion

Pacing Guide- Course

Content Number of Days

Unit 1: Introduction to Advanced Ceramics/Sculpture 1week

Unit 2: Line 3-4 weeks

Unit 3: Color and Value 3-4 weeks

Unit 4: Shape and Form 3-4 weeks Unit 5: Space 3-4 weeks

Unit 6: Texture 3-4 weeks

Unit 7: Unity 3-4 weeks

Unit 8: Emphasis 3-4 weeks

Unit 9: Balance 3-4 weeks

Unit 10: Variety and Repetition 3-4 weeks

Unit 11: Movement 3-4 weeks

Unit 12: Proportion 3-4 weeks

Unit 1;

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) What are the origins of To introduce students to 1. Students will read Teacher observation ceramics and sculpture? the history fundamental of Introduction to sculpture. ceramics/sculpture. Record notes in students What is the importance of NJCCS# 1.1, 1.2, 1.4 2. Students will discuss the sketchbook. form, content and THE STUDENTS WILL BE importance of form, content technique? ABLE TO: and technique as it applies to ceramics/sculpture. What are the elements of DISCOVER THE HISTORY art? OF CERAMICS AND SCULPTURE. What are the principles of design? UNDERSTAND THE IMPORTANCE OF FORM, CONTENT AND TECHNIQUE AND HOW TO APPLY THE ELEMENTS AND PRINCIPLES OF DESIGN.

Unit 2:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) How is line defined in a To define line in a three- 1. Hand builds a clay pot or Art vocabulary related to line three-dimensional form? dimensional form. cylinder using coil or slab will be recorded in the NJCCS# 1.1, 1.2, 1.3, 1.4 construction. Various students’ sketchbook. THE STUDENTS WILL BE textured designs maybe ABLE TO: used. Small holes will be Students will write a critique . Acquire art placed at the very top of the of their artwork using the vocabulary related to pot or cylinder. Once the four steps of art criticism. line. pot has been fired, glazed . Create a three- and fired again, students will Effects of line variation will dimensional form choose reed or wire to be exhibited in students’ using line. created a line design with work. . weaving. A rubric developed by teacher will be used for Materials: clay, reed or wire, assessment. newspaper, clay tools, plastic bag.

Unit 3:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) How might a color wheel Students will understand 1. Create a ceramic collage Art vocabulary related to help you when you want to and use color and value as with various shapes, color and value will be mix a color wheel? an element in a variety of textures and pattern. recorded in the student’s art ceramics, /sculpture Use color harmonies when sketchbook. How can color be organized projects. painting the various shapes and used in a ceramic NJCCS#: 1.1, 1.2,1.3,1.4 of the ceramic collage. Use The principle of design color collage? THE STUDENTS WILL BE acrylic paint. is apparent in the creation of ABLE TO: 2. Throw a bowl on the the art. How can color harmonies potter’s wheel. Glaze the produce certain effects? Name and define the bowl with contrasting colors. Students will evaluate their characteristics of color: hue, Research the Mimbres work using the four steps of intensity, value. ceramic bowls and pots for art criticism. inspiration. Know how mix colors with A rubric developed by the help of the color wheel Materials: clay, glaze, teacher will be used for newspaper, clay tools and assessment. Understand the use of color acrylic paint. and value as an art element.

Unit 4:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) What are the three- Students will use shape 1. Make a Picasso inspired Art vocabulary related to dimensional characteristic of and form for a creative abstract mask using various shape and form will be shape and form? composition. shapes and forms in clay recorded in the student’s art NJCCCS#: 1.1, 1.2, 1.3, 1.4 using the slab method of sketchbook. What are the differences in THE STUDENTS WILL BE building. free-form, geometric and ABLE TO: 2. Explore geometric and Effective use of shape and organic shapes? Understand the three- free form shapes. Create a form to create an abstract dimensional characteristics composition in clay using mask. of form. slab construction. Students Define shape and form. will research the paintings of A written critique using the Kandinsky and Picasso for four steps of art criticism will inspiration. be completed by the student.

Material: paper, pencil, clay, A rubric developed by clay tools, plastic bag, glaze, teacher will be used for newspaper and clay tools. assessment.

Unit 5:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) What are the positive space The study of space is the 1. Create an abstract plaster Art vocabulary related to and the negative space in a area around and within the sculpture. Carve out the space will be recorded in the three-dimensional sculpture as well as the areas within the form to student art sketchbook. sculpture? area the sculpture create negative space. occupies. Effective use of space to Why is it important to NJCCS#: 1.1, 2. Students will create a create desired outcome will consider both the sculpture 1.2,1.3,1.4 simple free form shape be exhibited in artwork. itself and the surrounding THE STUDENTS WILL BE incorporating negative space space? ABLE TO: with the free form shape. A written critique using the four steps of art criticism will Multi-piece sculpture always Use and understand the be completed by the student. relies on space to create a concept of negative space. Materials: clay, plaster, or reaction between the two or steatite, newspaper, carving A rubric developed by more forms. Would either of Create a sculpture that has tools, sandpaper, paper and teacher will be used for these parts succeed without both positive and negative pencil assessment. the pace between them? space.

Unit 6:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) What is texture? Students will explore ways 1. Students will create two Art vocabulary related to to create texture using a textured stamps for a texture will be recorded in What is tactile texture? three-dimensional form. Shaped cylinder. They will the student’s art sketchbook. NJCCC#: 1.1, 1.2, 1.3, 1.4 create a textured pattern How can this element of THE STUDENT WILL BE 2. Create an Udu drum Students will write a critique art, texture, be used on ABLE TO: using the stamps to apply of their project using the four clay? texture to the ceramic drum. steps of art criticism. Identify various textures in 3. Students will research natural and human-made the history of udu drums for Effective use of the element environments. a cross curricular lesson. of texture to create desired Materials: clay, clay tools, out come will be exhibited I Identify texture in a variety of drape mold, balloons, artworks. three-dimensional art. newspaper, glaze and plastic bag A rubric developed by teacher will be used for assessment.

Unit 7:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) How do artist create unity The students will to create 1. Students will watch a Art vocabulary related to in a three-dimensional a work of art that achieves video about Louise unity will be recorded in the form. unity through the use of a Nevelson. student’s sketchbook. single material, form or 2. They will research surface treatment. Nevelson’s assemblages for Students will critique artwork STUDENTS WILL BE ABLE inspiration. using the four steps of art TO: Wood, wire and paper and criticism. found objects can be used to Organize things based on create an assemblage. The principle of design, unity their similarity in color, Materials: wood, wire, glue, is apparent in the creation of texture, shape, pattern or newspaper, paint, paint the three-dimensional form. form brushes, and needle nose pliers A written critique using the Understand that diversity four steps of art criticism will contributes to its success. be completed by the student.

A rubric developed by the teacher will be used for assessment.

Unit 8:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) How does the artist create The students will be able 1. Create an interesting Art vocabulary related to emphasis in a three- to create a center of puzzle using slab unity will be record in the dimensional form? interest in a work of art. construction. They will use student’s art sketchbook. NJCCCS#: 1.1, 1.2, 1.3, 1.4 three glazes. One of the STUDENTS WILL BE ABLE puzzle pieces will be the Effective use of emphasis to TO: focal point. create desired outcome will Materials: clay, clay tools, be exhibited in artworks. Understand and explain that newspaper, glaze and a focal point is the part of an paper. Conduct around-table artwork that viewers tend to critique/discussion of notice first. completed student craft works Observe and describe how artists create emphasis in an A rubric developed by art teacher will be used for assessment.

Unit 9:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) How do sculptors strive to Students will explore 1. Create a mobile that is Art vocabulary related to the create balanced artworks various ways to achieve asymmetrical balanced principles of design balance so that all of the parts balance in their artworks. arrangements of line and will be recorded in the have equal visual weight NJCCCS# 1.1, 1.2, 1.3, 1.4 shape. sketchbook. and structure? STUDENTS WILL BE ABLE View a Calder video and TO: research his work on line. Effective use of balance to Visit the Modern art create desired outcome will Understand that balance Museum. be exhibited in artwork. maybe symmetrical, 2. Create a radial design asymmetrical or have radial which will be hand painted The principle of design, balance. on a ceramic slab balance is apparent in the constructed platter. creation of the work. Research the art of Mimbres culture. Great project as a A rubric developed by cross curricular project with teacher will be used for the math department. assessment. 3. Cast a symmetrical cup or vase which shows symmetrical balance.

Unit 10:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) How do sculptors create Students will use On a 12x12 board, students’ Art Vocabulary related to the repetition and pattern in a repetition and pattern will create repetition by principle of design variety three-dimensional form? effectively in their using one shape from the will be recorded in the productions. woodies box and repeating student’s sketchbook. NJCCCS#: 1.1, 1.2, 1.3, 1.4 the one shape into a pattern. THE STUDENTS WILL BE Effective use of pattern to ABLE TO: Create a form The wood shape would create desired outcome will which will focus on repetition create a starry night effect. be exhibited in artworks. and pattern on a three- dimensional form Materials: woodies, board, A written critique of the glue, acrylic paint, brushes artwork will be completed by the student.

A rubric developed by teacher will be used for assessment.

Unit 11:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) How do visual patterns Students will explore a Create a free form shape in Art vocabulary related to the create rhythm? variety of ways to use the the clay. Cut out a dozen principle of design rhythm principles of rhythm and pieces of the one shape in will be recorded in the How do rhythms lead us movement in their artwork. the clay. Find a container to student’s art sketchbook. from one point to another? NJCCCS#: 1.1, 1.2, 1.3, 1.4 line the piece of clay in. STUDENTS WILL BE ABLE Overlap the shapes and by Effective use of rhythm and What is implied TO: doing this you will create movement to create desired movement? rhythm and a pattern. outcome will be exhibited in Use a repeating element in artwork. their design to create Materials: clay, glaze, movement. newspaper, brushes, a The principle of design container and clay tools. rhythm is apparent in the Repeat more than one artwork. element to create an alternating rhythmic pattern. The student will write a critique using the four steps of art criticism.

A rubric developed by teacher will be used for assessment.

Unit 12:

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs) What is proportion Students will explore the 1. Create a Henry Moore Art vocabulary related to principles of proportion inspired family sculpture in proportion and scale will be through a three- clay. Students will mold the recorded in the student’s art dimensional art. clay creating exaggerated sketchbook. Why do artists manipulate NJCCCS#: 1.1, 1.2, 1.3,1.4 proportions. the normal size, scale, or STUDENTS WILLJ BE They will view a power point Conduct a final class proportion of things? ABLE TO: presentation of Henry Moore critique/discussion of sculptures at the Botanical completed student’s ceramic Define proportion as a Gardens in the Bronx. family sculpture. principle of art. Material: Clay, newspaper, Effects of proportion and clay tools, black acrylic scale will be exhibited in paint, paint brushes and students’ work. metallic gold rub and buff A rubric developed by teacher will be used for assessment.

New Jersey Core Curriculum Content Standards Acedemic Area

1. Standard 1.1 The Creative Process: All students will demonstrate and understanding of the elements and principles that govern the creation of works of art in dance, music, theatre and visual art.

2. Standard 1.2 History of the Arts and Culture: All Students will understand the role, development and influence of the arts throughout history and across cultures.

3. Standard 1.3 Performing: All students will synthesize skills, media, methods and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre and visual art. 4. Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment and analysis to works of art in dance, music, theatre and visual art.

New Jersey Scoring Rubric

1. Expressiveness of theme/idea

2. Originality (does not use trite, overused symbols)

3. Technical use of medium/execution/skill in handling tolls and materials

4. Composition (use of design elements and principles)

5. Visual complexity/details

6. Experimentation with new combinations of materials 7. Transfer of learning to new situations

8. Effort/interest in project (amount of thought, (planning, time, care)

9. Followed instructions

10. Completed project on time