ADVANCED POTTERY and SCULPTURE Description: There Are an Infinite Number of Ideas That Can Be Pursued in Creating Meaningful and Expressive Pottery and Sculptures

ADVANCED POTTERY AND SCULPTURE Description: There are an infinite number of ideas that can be pursued in creating meaningful and expressive pottery and sculptures. This course expands upon the experiences gained in Intro to Pottery and/or Intro to Sculpture. Students can choose the direction their 3-D investigation takes by selecting advanced pottery, advanced sculpture or a combination of both. Students will be asked to apply their knowledge of materials and techniques to all work. Upon completion, students will have a 3-D portfolio and can apply for the AP 3- D Design Portfolio.

COURSE OVERVIEW Course Goals Artistic Processes Course Skill Objectives Students will be able to: Students will:  Create  Research their desired 3 D form –  Plan and pull more complex forms  Present ceramic: wheel and/or hand built; on the wheel. sculptural or combination  Respond  Use advanced techniques on the  Understand construction techniques wheel, collaring, flange and gallery,  Connect for more complex 3-D Design forms. knobs, pierced edges, altered shapes  Select the correct method of and lids construction for their pieces. Anchor Standards  Use an assortment of tools to create  Recognize and utilize the effect of a set of aesthetically matching Anchor Standard #1. Generate and balance and proportion in 3-D. functional wear. conceptualize artistic ideas and work.  Recognize non-traditional subject  Plan and pull 2 part containers. matter. Anchor Standard #2. Organize and  Use underglaze an engobes to create  Identify work of master develop artistic ideas and work. agate wear. potters/sculptors.  Use hand building techniques and  Analyze and Critique historical and Anchor Standard #3. Refine and tools to create complex structures. contemporary pottery/sculpture. complete artistic work.  Use the appropriate glaze technique  Find common characteristics Anchor Standard #4. Select, analyze and for a desired effect. between historical references and interpret artistic work for presentation.  Correctly/safely use power tools and their own work. fasteners  Recognize ethnic and cultural Anchor Standard #5. Develop and  Research and sketch idea for 3-D differences through analyzation of 3- refine artistic techniques and work for sculpture D design. presentation.  Build maquetts and scale to larger form

Advanced Pottery and Sculpture Curriculum BOE Approved 4/21/2020 1 Anchor Standard #6. Convey meaning  Construct armatures. through the presentation of artistic work  Design and build base.

Anchor Standard #7. Perceive and  Use balance, weight and proportion to build free standing sculpture. analyze artistic work.  Use light and shadow to add to the Anchor Standard #8. Interpret intent and depth of sculpture. meaning in artistic work.  Use color as a possible additional component. Anchor Standard #9. Apply criteria to

evaluate artistic work.

Anchor Standard #10. Synthesize and relate

knowledge and personal experiences to make

art.

Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Advanced Pottery and Sculpture Curriculum BOE Approved 4/21/2020 2 Units Essential Questions Assessments  What conditions, attitudes, and  Wheel thrown/hand built olive oil Unit 1 - Lidded Functional Wear behaviors support creativity and decanter Unit 2 - Pierced Wear innovative thinking?  Sugar bowl with flange and gallery Unit 3 - Altered Shapes  What factors prevent or encourage lip Unit 4 - Altered form Sculpture people to take risks?  Thrown knob for lid Unit 5 - Installation  How does collaboration expand the  Wheel/hand built set of texture mugs Unit 6 - Maquette and Stone Carving creative process?  Pierced bowl  How do artists work?  Altered form  How do artists and designers learn  Hand built keyed lidded box from trial and error?  Lamp base  How do objects, places and design  Creating a base which has relevance shape lives and communities? How to sculpture do artists and designers determine  Altered found baskets – large scale goals for designing or redesigning  Life size cast objects, places or systems? How do  Installation artists and designers create works of  Clay maquette art or design that effectively  Large Stone carving communicate?  Individual and group critique  Why do people value objects, artifacts, and artworks, and select them for presentation?  How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses?  How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?  How does art help us understand the lives of different times, places and cultures? How is art used to impact the views of a society? Advanced Pottery and Sculpture Curriculum BOE Approved 4/21/2020 3

Pacing Guide

1st Marking Period 2nd Marking Period Month 1 Month 2 Month 3 Month 4 Month 5

Unit 1 and 4 Unit 2 and 5 Unit 3 and 6

Lidded Functional Wear Pierced Wear Altered Shapes Altered form Sculpture Installation Maquette and stone carving

5weeks 5 weeks 10 weeks

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Unit 1 – Lidded Functional Wear Unit Objectives Skill Objectives Students will be able to: Students will:

 Identify work of contemporary ceramic artists  Use social media to collect sources  Use hand building and/or wheel techniques to construct  Plan and pull more complex forms on the wheel. lidded containers using flanges and galleries  Use advanced techniques on the wheel, collaring, flange and  Throw/construct fitted lids with knobs. gallery, knobs, pierced edges, altered shapes and lids.  Use an assortment of tools to create a set of aesthetically  Use advanced hand building techniques and tools – texture, matching functional wear keyed lids, sculpted knobs  Apply and interesting surface decoration which  Use the pug mill to reprocess clay enhances the finished object.  Photograph, color correct, crop images of finished wear.  Add image to digital 3-D portfolio

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Creating Presenting Responding Connecting Anchor Standard 1: Anchor Standard: Anchor Standard 7: Anchor Standard: Generate and conceptualize Perceive and analyze artistic artistic ideas and work. work. Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings Artists and designers shape Individual aesthetic and artistic investigations, following empathetic awareness developed or breaking with traditions in Essential Questions through engagement with art can Essential Questions pursuit of creative artmaking lead to understanding and goals. appreciation of self, others, the Process Components natural world and constructed Artists and designers experiment Analyze, Select, Share environments Process Components with forms, structures, materials, Synthesize, Relate concepts, media, and art-making Essential Questions approaches How do life experiences influence the way you relate to art? How Essential Questions does learning about art impact How do artists determine what how we perceive the world? What resources and criteria are needed can we learn from our responses to formulate artistic to art? investigations? How do artists and designers Process Components learn from trial and error? Perceive, Analyze and Interpret Process Components Investigate/Plan/Make Recognize and describe personal aesthetic and Use multiple approaches empathetic responses to to begin creative the natural world and endeavors. constructed Through experimentation, environments.

Advanced Pottery and Sculpture Curriculum BOE Approved 4/21/2020 6 practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form

Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments

 Olive oil jars  Research contemporary  Sugar bowl/canister set styles of construction with flange and gallery using Instagram  Mood board of  Individual and group possibilities critique

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Unit 2 – Pierced Wear Unit Objectives Skill Objectives Students will be able to: Students will:

 Identify work of contemporary ceramic artists  Use social media to collect sources  Research possible containers (functional or sculptural)  Use coil, slab, drape and slump mold techniques to build a which incorporate pierced sides or edges functional and/or sculptural container with piercings.  Use advanced wheel throwing/hand building techniques  Throw a wide low bowl for piercing. to construct and finish each piece.  Modify and/or reconstitute glazes.  Develop pierced pattern to fit form and function.  Choose the appropriate glaze for the desired outcome.  Apply and interesting surface decoration which  Use the pug mill to reprocess clay. enhances the ceramic wear.  Photograph, color correct, crop images of finished wear.  Recognize and used the glaze which best fits the desired  Add image to digital 3-D portfolio outcome

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Creating Presenting Responding Connecting Anchor Standard 2: Anchor Standard 4: Anchor Standard: Anchor Standard 10: Organize and develop artistic Select, Analyze and interpret Synthesize and relate knowledge ideas and work artistic work for presentation and personal experiences to make art.

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings Artists and designers balance Artists and other presenters Through art-making, people make experimentation and safety, consider various techniques, meaning by investigating and freedom and responsibility while methods, venues, and criteria developing awareness of developing and creating artwork. when analyzing, selecting and perceptions, knowledge, and curating objects artifacts, and experiences. Essential Questions artworks, for preservation and How do artists and designers care presentation Essential Questions Essential Questions for and maintain materials, tools How does making art attune and equipment? Essential Questions people to their surroundings? How are artworks cared for and Process Components by whom? What criteria, Process Components Process Components Investigate/Plan/Make methods, and processes are used Perceive, Analyze and Interpret Synthesize, Relate Explain how traditional and to select work for preservation or nontraditional materials may presentation? Why do people Document the process of impact human health and the value objects artifacts, and developing ideas from early environment and demonstrate artworks, and select them for stages to fully elaborated ideas. safe handling of materials, tools presentation? and equipment. Process Components Analyze, Select, Share

Analyze, select, and critique personal artwork for a collection or portfolio presentation.

Advanced Pottery and Sculpture Curriculum BOE Approved 4/21/2020 9 Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments

 Key fitted lids  Group and individual  Group sampling of  Luminaries critique social media references  Wheel thrown pierced  Creation and lip bowls submission of digital portfolio

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Unit 3 – Altered Shapes - Ceramics Unit Objectives Skill Objectives Students will be able to: Students will:

 Identify work of contemporary ceramic artists  Use social media to collect sources  Pull consistent well balanced forms  Use the wheel to throw a blank form, then slice, slip and score  Understand the dynamics of altered forms – round to into another altered more complex form rectangular  Use hand building techniques to create a free standing ceramic  Alter the form by piercing/ fluting all or part of the form sculpture  Alter the exterior texture of a piece by switching the  Apply texture and stretch the form the inside throwing from the outside to the inside.  Use engobes and sgraffito to alter surface texture  Twist, shorten and expand (fill the container with air)  Use wax resist hand built clay forms.  Use the pug mill to reprocess clay  Recognize and used the glaze which best fits the desired  Photograph, color correct, crop images of finished wear. outcome  Add image to digital 3-D portfolio

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Creating Presenting Responding Connecting Anchor Standard 3: Anchor Standard 5: Anchor Standard: Anchor Standard: Refine and Complete Artistic Develop and refine artistic Work techniques and work for presentation.

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings Artist and designers develop Artists, curators and others excellence through practice and consider a variety of factors and constructive critique, reflecting methods including evolving on, revising, and refining work technologies when preparing and over time. refining artwork for display and Essential Questions Essential Questions or when deciding if and how to Essential Questions preserve and protect it. What role does persistence play in revising, refining, and Essential Questions Process Components developing work? What criteria are considered when Analyze, Select, Share Process Components selecting work for presentation, a Synthesize, Relate Process Components portfolio, or a collection? Investigate/Plan/Make Process Components Engage in constructive Perceive, Analyze and Interpret critique with peers, then reflect on, re-engage, Evaluate, select, and apply revise, and refine works methods or processes of art and design in appropriate to display response to personal artwork in a specific place. artistic vision.

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 Extruded Abstract  Photographing art vases work, cropping, color  Lamp bases correcting, adding to  Smacked texture and google photo album pulled texture on the  Submission of photo to wheel google classroom  Wheel thrown and  Creation and pieced altered wear submission of digital portfolio

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Unit 4 – Altered Form Sculpture Unit Objectives Skill Objectives Students will be able to: Students will:

 Identify work of contemporary abstract sculptors  Investigate and collect possible resources  Understand concepts of abstraction.  Explore through sketchbook, possible ideas  Combine Additive and Subtractive Sculptural Techniques  Build a maquette to further problem solve construction to achieve desired outcome. techniques  Recognize how artists have used abstraction in 3-D work.  Build an armature  Understand the role of gravity and balance in 3-D work  Design and fabricate an appropriate base.  Handle materials, tools and equipment safely.  Explore different fasteners.  Photograph, crop, color correct final work  Upload digital media to portfolio

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Creating Presenting Responding Connecting Anchor Standard 2: Anchor Standard: Anchor Standard 7: Anchor Standard: Organize and develop artistic Perceive and analyze artistic ideas and work. work

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings People create and interact with Visual imagery influences objects, places, and design that understanding of and responses to define, shape, enhance, and the world. empower their lives. Essential Questions Essential Questions Essential Questions Essential Questions How do images influence our How do artists and designers views of the world? create works of art or design that effectively communicate? Process Components Process Components Process Components Analyze, Select, Share Perceive, Analyze and Interpret Synthesize, Relate Process Components Evaluate the Investigate/Plan/Make effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences

Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments

 Full body tape casts  Group Critiques  Cut, scored, folded,  Independent Assessment painted large scale sheets abstract sculpture  Extruded clay abstract sculpture

Advanced Pottery and Sculpture Curriculum BOE Approved 4/21/2020 15 Unit 5 - Installation Unit Objectives Skill Objectives Students will be able to: Students will:

 Identify work of contemporary installation artist.  Investigate and collect possible references  Analyze the pros and cons, to the school environment of  Sketch and plan the where, how big, and color of final the site specific installation. installation  Use a combination of additive and subtractive  Fabricate parts from cardboard using both additive and techniques to achieve the final outcome subtractive techniques.  Handle materials, tools and equipment safely.  Use spray paint (off school grounds) to “colorize and add a finish” to parts.  Investigate possible removable wall adhesives.  Use additive techniques to build installation.  Photograph, color correct, crop images of finished wear.  Add image to digital 3-D portfolio

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Creating Presenting Responding Connecting Anchor Standard 2: Anchor Standard: Anchor Standard 8: Anchor Standard 11: Organize and develop artistic Interpret intent and meaning in Relate artistic ideas and works ideas and work artistic work. with societal, cultural, and historical context to deepen understanding

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings People create and interact with People gain insights into People develop ideas and objects, places and design that meanings of artworks by understandings of society, define, shape, enhance and engaging in the process of art culture, and history through their empower their lives. criticism. interactions with and analysis of art. Essential Questions Essential Questions Essential Questions How do objects, places, and What is the value of engaging in Essential Questions design shape lives and the process of art criticism? How How does art help us understand communities? How do artists and can the viewer "read" a work of the lives of different times, places designers determine goals for art as text? How does knowing and cultures? How is art used to designing or redesigning objects, Process Components and using visual art vocabularies impact the views of a society? places, or systems? How do Analyze, Select, Share help us understand and interpret artists and designers create works works of art? Process Components of art or design that effectively Synthesize, Relate communicate? Process Components Perceive, Analyze and Interpret Describe how knowledge of Process Components culture, traditions, and history Investigate/Plan/Make Interpret an artwork or may influence personal responses collection of works, to art. Collaboratively develop a supported by relevant and proposal for an sufficient evidence found installation. Artwork, or in the work and its space design that various contexts. transforms the perception and experience of a particular place.

Advanced Pottery and Sculpture Curriculum BOE Approved 4/21/2020 17 Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments

 Large scale temporary  Group Critiques  Critique of current cardboard relief murals  Individual Critique public art sculptures in  Installations the local area.  Stage set designs  Sculpture  Garden/Museum trip

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Unit 6 – Maquette and Stone Carving Unit Objectives Skill Objectives Students will be able to: Students will:

 Identify work of master stone sculptors.  Investigate and collect possible source ideas  Find common characteristics between historical  Sketch 3 views of idea references and their own work.  Use additive techniques to sculpt a workable maquette in  Use a combination of additive and subtractive modeling clay. techniques to achieve the final outcome  Use light and shadow to add drama to the surface and a sense of  Handle materials, tools and equipment safely. depth.  Use subtractive techniques to carve the stone.  Photograph, color correct, crop images of finished wear.  Add image to digital 3-D portfolio

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Creating Presenting Responding Connecting Anchor Standard: Anchor Standard 6: Anchor Standard 8: Anchor Standard 11: Convey meaning through the Interpret intent and meaning in Relate artistic ideas and works presentation of artistic work artistic work. with societal, cultural, and historical context to deepen understanding

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings Objects, artifacts and artworks People gain insights into People develop ideas and collected, preserved or presented meanings of artworks by understandings of society, either by artists, museums, or engaging in the process of art culture, and history through their other venues communicate criticism. interactions with and analysis of Essential Questions meaning and a record of social, art. cultural and political experiences Essential Questions resulting in the cultivating How can the viewer "read" a Essential Questions appreciation and understanding work of art as text? How does art help us understand the lives of people of different Process Components Essential Questions Process Components times, places, and cultures? Investigate/Plan/Make What is an art museum? How Perceive, Analyze and Interpret does the presenting and sharing of Process Components objects, artifacts and artworks Interpret an artwork or collection Synthesize, Relate influence and shape ideas, beliefs, of works, supported by relevant and experiences? How do objects, and sufficient evidence found in Describe how knowledge of artifacts and artworks collected, the work and its various contexts. culture, traditions, and history preserved, or presented, cultivate may influence personal responses appreciation and understanding to art.

Process Components Analyze, Select, Share

Curate a collection of objects, artifacts, or artwork to impact the viewer’s understanding of social, cultural, and/or political experiences.

Advanced Pottery and Sculpture Curriculum BOE Approved 4/21/2020 20 Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments

 Create and share a  Group Critiques  View and critique digital portfolio on relevant resources of social platform historical importance i.e.: Behance and/or contemporary sculptor’s photography  Critique of current public art sculptures in the local area.  Sculpture Garden/Museum trip

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