Jewelry/Metals I

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Jewelry/Metals Design I

  • Prerequisite: None
  • Open to: Grades 9-12
  • Length/Credit: Semester / .5 credit
  • Satisfies: .5 Fine Arts, .5 Occupational, or .5 Elective

The fundamentals of jewelry design are taught through a variety of technical encounters. Students learn the principles of contemporary jewelry design and elementary layout. Skills are introduced in forming, fabrication and mechanics, casting and finishing. The history of jewelry design is introduced.

Jewelry/Metals Design I Syllabus

Mrs. Muntean, Instructor, Hanford High School

Course Description:  This course is designed to introduce students to jewelry design as an art form. It is an introduction to the basic techniques necessary for the design and fabrication of jewelry and small three-dimensional forms. Various materials and techniques are explored while learning the fundamentals of contemporary jewelry design. The history of jewelry design is introduced. Students are taught through demonstrations, critiques, lecture, presentations, and guided work time. This course is designed to be the foundation for further exploration into jewelry design and metalsmithing provided in Jewelry II and Advanced Jewelry. Jewelry I is a one-semester class. It cannot be repeated.

Power Standards:

Students will understand:

  • How to use power/hand tool, torches, and other equipment properly and safely.
  • Beginning techniques of jewelry fabrication.
  • Basic designing skills and techniques.
  • The value of the historical/cultural background of jewelry design.
  • Contemporary issues and concepts of contemporary jewelry design.
  • Terminology, processes, and techniques related to metal design.

Students will be able to:

  • Work with a variety of hand and power tools and metals.
  • Fabricate fastening devices.
  • Develop works of personal expression to communicate ideas, emotion and information.
  • Develop technical skills for jewelry fabrication-cutting, piercing, soldering, riveting, fusing.
  • Participate in constructive class critiques.
  • Know and follow studio safety and clean-up procedures.
  • Recognize and value technical precision.
  • Develop craftsmanship skills.

The course objectives fulfill the Essential Academic Learning Requirements for the arts for students to: Understand and apply art knowledge and skills; demonstrate thinking skills using artistic processes; communicate through the arts; and to make connections within and across the arts to other disciplines, life, cultures, and work. The objectives of this course also fulfill the six content standards in the National Standards for Arts Education.

COURSE OUTLINE:  Throughout this course you will produce a large quantity of sketches, notes, and other written or visual information to help you gain ideas. You will learn basic techniques necessary for the design and fabrication of jewelry and small 3-D metal forms. You will utilize basic metal construction processes—sawing, filing, soldering, finishing, and casting, as well as, piercing, soldering, surface texturing, polishing and forming to complete a minimum of five pieces of jewelry. Projects will be assigned for each unit of study during the semester. A complete explanation and rubric with due dates will be given at the time the assignment is given. Each project requires a student written self-evaluation when work is turned in.

With each new project you will acquire 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 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 within the realm of metalwork—supreme craftsmanship is our ultimate goal.

Additionally, brief reviews of the major issues and ideas in the history of contemporary jewelry design will be presented through videos, reading assignments, and peer 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 and slide lecture/discussions. Slides are from major art history text 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 HHS or the Richland Public Library, or from the Internet, etc.


  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. Studio 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-230 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 text book 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, 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.**


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 I, Jewelry/Metals I, Photo 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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