Ceramics/3-D Design I

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CERAMICS/3-DESIGN I

  • Prerequisite: Studio Art 1 or 2 and/or teacher approval
  • Open to: Grades 9-12
  • Length/Credit: Semester / .5 credit
  • Satisfies: .5 Fine Arts or .5 Elective

Art elements and principles of design are reviewed through a variety 3-D media. Students will explore how to engage with physical space through a range of conceptual approaches to 3-D design. Basic ceramic techniques such as; pinch, coil, slab and sculpture are taught along with various “finish” techniques. Additionally, students will be introduced to varied 3-D design materials that may include; wood, metal, glass, plaster, cast paper, etc.

Ceramics/3-D Design I Syllabus

Mr. Rader, Art Instructor, Hanford High School

COURSE DESCRIPTION:  In this class you will begin your study of the fundamentals of ceramics and 3-D design by exploring a variety of media, techniques, artists, styles and time periods. Art elements and principles of design are reviewed as we explore physical space through a range of conceptual approaches to 3-D design. During the first quarter of the class you will learn basic ceramic techniques such as; pinch, coil, slump, slab and cylinder are taught along with various “finish” techniques. In the second quarter you will be introduced to a variety of sculptural materials that may include; wood, metal, glass, plaster, cardboard, cast paper, etc…as we explore form in space.

You will produce a variety of 3-D pieces that will provide you with a basic understanding of the challenges of creating art in three dimensions. This is a one-semester class and cannot be repeated.

Power Standards:

Students will understand:

  • How to use specific art elements and principles when developing forms to express an idea clearly and creatively.
  • The complex interaction of the elements of design with the principles of design when dealing with form.
  • How to skillfully use space and form with dynamic lighting.
  • How to use observational, as well as expressive skills using a 3D medium.
  • How to use clay for a variety of purposes.
  • The role of the human form throughout the history of art.
  • The origins of three-dimensional imagery.
  • The power of art to educate, persuade and influence.
  • The role of art in ritual.
  • How to work within the limitations of art materials.
  • How to use proper art terminology in discussing and critiquing ceramic and sculptural art.
  • How to use ceramic/sculptural studio equipment properly and safely.

Students will be able to:

  • Work with a variety of tools and finish materials unique to a ceramic/sculpture studio
  • Apply skills unique to considering a work of art from all directions
  • Combine basic hand building techniques; pinch, coil, slab, sculpture in an expressive way
  • Apply construction methods that ensure structural integrity
  • Develop works of personal expression to communicate ideas, emotion and information
  • Work independently and be self-directed
  • Participate in constructive class critiques
  • Know and follow studio safety and clean-up procedures
  • Develop craftsmanship skills that embody “show-quality” pieces
  • Select a work/works to include in their electronic portfolio
  • Consistently apply the research, develop, realize and analyze model to assignments.

COURSE OUTLINE:  Throughout this course you will produce a variety of completed vessels and sculptures utilizing basic hand-building techniques. These include: pinch, coil, slab construction, modeling, and fabrication, as well as other additive and subtractive sculpture techniques. We will explore a variety of finishes that include: textural decoration, stains, glazing, underglazing, acrylic finishes and wax. Please keep in mind that this is a fine arts class-not a crafts class. The difference between the two comes from making something ordinary into something extraordinary. Works of art are expressive and invite us to see the world and ourselves anew, or inspire us in some way. Art begins with a plan or idea. Meaning…art requires thought.

With each new project comes the acquisition of new skills. All projects will require some preliminary work or “thumbnail” sketches to better help you develop your original and imaginative thoughts. You will have the opportunity to discuss your ideas with your fellow students and to discuss works after they have been completed. Art cannot be created in a vacuum—our class is one of our greatest resources.

In all your work you will strive to accomplish three critical components. You will accomplish this through research, development realization and analysis.

  1. CONTENT – Content is the creative component of your work. It is the BIG IDEA, the thought and message of your work. Without it there is no art, only a demonstration of technical skill at best.
  2. COMPOSITION – this is simply orderly design. Composition utilizes the art elements and principles. The rules of composition can also be used to enhance the content aspect of your work.
  3. TECHNICAL PROFICIENCY – This is the mechanical component of your work. How well you utilize your skills to convey your idea with a particular media.

Additionally, brief reviews of the major milestones in contemporary art history will be presented through videos, reading assignments, and presentations and slides. Peer critiquing sessions will accompany many projects.

COURSE MATERIALS:  Classroom materials aside from items used for projects include educational videos that pertain to the life and works of major artists or on technique methods. They are from the RSD approved curriculum, and MPAA rating is not applicable for any of them.

Other course materials include teacher demonstrations, slide lecture/discussions, web sites, monthly art publications and a variety of art books. Images are from major art history sources, from current professional art publications, or of actual student work samples. Prints of major artists and samples of outstanding student work will be displayed regularly. Students will be expected to use resources from classroom, library and the internet on a regular basis.

GRADING/ASSESSMENT/EVALUATION

  1. Participation, Behavior and Productivity Points: (5pts. per day with a possible 200-225 points available per quarter)
  • Prompt, regular attendance ( absence -5, tardy -3)
  • On task participation in class
  • Proper use and cleanup of materials
  • Following class guidelines
  • Bringing me Starbucks at regular intervals (just kidding)

Points will be deducted for tardiness, absenteeism, off-task behavior/insubordination, and lack of participation in clean-up responsibilities.

  1. Project Points are earned by: (50 points per project and tests / 25 points for weekly quizzes)
  • Content—what is the idea? Is it original? Creative? Expressive?
  • Technical skill and use of medium—can you effectively manipulate the materials?
  • Fulfilling the criteria—did you follow directions to meet expectations?
  • Good craftsmanship? Clean and neat presentation?
  • Demonstration of personal growth—are you taking risks? Pushing yourself?

You can see the importance of the participation, behavior and productivity points to your overall grade- roughly 230 points per quarter. You may be asking yourself why this is such a big part of your grade? Well, if you think about it, this class is very similar to a lab class. Technically you don’t have a textbook and the instruction happens in the classroom. If you are not here, you are not listening and doing, and if you are not doing and listening, you are not learning. You are in class to learn. If you are not in class, then you are not learning. No learning=no points. Absences result in total loss of daily points whether they are excused or not-not here and not learning-not learning = no points. Repeated absences will severely hurt your grade. If you miss more than 12 classes it may result in failure of the course. Opportunities for making up class points are available on extended day Thursdays with teacher approval.

**One last note on cheating: the copying of others work, be it professional or fellow classmates, will not be tolerated. Copying does not simply include the copying of an image, but also includes the copying of a concept or idea. Others peoples work can be used as a resource to move your own ideas along, but ever claim them as your own. Cheating =a failing grade.**

GRADING SCALE

4.0 – 3.8 = A              3.7 – 3.4 = A-

3.3 – 3.2 = B+            3.0 – 2.8 = B

2.7 – 2.4 = B-             2.3 – 2.1 = C+

2.0 – 1.8 = C              1.7 – 1.4 = C-

1.3 – 1.1 = D+            1.0 – 0.9 = D

0.8– 0.7 = D-              0.6 –0.0 = F

General Power Standards: High School Proficiency

Applicable courses: Studio I, Studio II, Ceramics /3-D Design I, Jewelry/Metals I, Photography I

  • Selects, uses, and produces a variety of types and qualities of line for artistic purposes in two- and three-dimensional artworks in a variety of media to demonstrate and portray the features and functions of line.
  • Selects and produces shapes and forms in a variety of styles, and media in a variety of two- and three-dimensional artworks.
  • Examines, selects, and produces a range of values in a variety of media, in two and three-dimensional artworks in a variety of media, styles and subject matter.
  • Produces a variety of textures in works of two- and three dimensional art in a variety of media, styles and subject matter.
  • Examines, selects, and uses the element of space in a variety of media to demonstrate the illusion of depth.
  • Uses the color wheel to examine relationships between color schemes, such as primary, secondary, tertiary/intermediate, and complementary color schemes.
  • Intentionally uses color realistically and expressively.
  • Creates patterns, movement, and rhythm by using the repetition of lines, shapes, and colors.
  • Uses patterns to enhance the surfaces of shapes and forms in a variety of two- and three-dimensional works of art.
  • Uses the patterns and types of balance found in nature, in man-made environments, and in works of art.
  • Understands how to use the elements and principles of design to develop artistic compositions while using visual thinking strategies.
  • Critiques and justifies the use of art elements and principles, skills and techniques in a series of artworks in a variety of media, styles, and subject matter.
  • Uses perceptual skills to create imagery from observation.
  • Understands the role of the artist and the impact of visual arts on global economic, political, and environmental choices.
  • Examines, selects, and uses specific attributes in artworks to reflect a specific culture, place, or time.
  • Examines how specific artworks or designs have shaped culture or history over time.
  • Interprets meaning based on personal experiences, background knowledge and research.
  • Expresses, synthesizes and presents original ideas and feeling’s (with teacher guidance and mentoring) by using visual arts symbols in a variety of genres, styles and media, materials and resources to communicate for a specific purpose.
  • Use visual thinking strategies to discuss and critique a variety of artworks.
  • Examines, responds to, and explains how the arts impact and reflect life choices.
  • Understand the connections among the arts and between the arts and other content areas.
  • Understands how the knowledge, skills, and work habits of the visual arts are vital and transferable to the world of work, including careers in visual arts.
  • Participates in self-assessment activities.
  • Select a work/works to include in their culminating project.

 

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