Content: Art Class: Ceramics Unit Title: Decorative Piece Grade Level: 10-12 Unit Summary

Content: Art
Class: Ceramics
Unit Title: Decorative Piece
Grade Level: 10-12th
Unit Summary:
This unit is designed to be taught after the students complete an eight-week introduction to
Ceramics Boot Camp and a Functional Vessel Piece. The students will do independent research,
pitch an idea, plan out their process steps in notebook, and create a miniature, test tiles and
final project. This unit does not include finishing methods after bisque firing.
Goals:
Students will:
 Individually research examples and inspiration for project
 Ticket out the door: Check List
 Plan project in their notebook
 Create miniature of final choice
 Create three test tiles (texture/finishing)
 Final critique
Objectives:
Students will:
 Articulate ideas that can be expressed in traditional, advanced, and evolving media
 Recognize, demonstrate, and debate the nature of art and beauty
 Critique personal work and the work of others with informed criteria
 Create works of art representing personal narratives that use available media
 Skillfully use a variety to techniques and media to create works of art
 Explain personal influences, editing decisions, and reflect on artwork
State Standards:
2.2.D3-4 Articulate and defend a personal philosophy of art using informed criteria
2.1.D1-4 Communicate and defend reasons for opinions about the intentions of a work of art
2.3.D1-3 Interpretation is means for understanding and evaluating works of art
3.1.D1-3 Demonstrate competencies in traditional and new art media, and apply appropriate
and available technology to express ideas
3.2.D1-4 Assess and produce art with various materials and methods
Concepts (some Concepts are review from boot camp):

 Decorative: arts or crafts whose object is the design and manufacture of objects that are
beautiful and put on display
 Wedge: push and press on clay to expel all air bubbles trapped in the clay
 Slip/score: scratch hatch marks into it as part of joining clay pieces together
 Greenware: unfixed pottery
 Leather hard: clay is still visibly damp, but has dried enough to be able to be handled
without deformation
 Kiln: furnace or oven for burning, baking, or drying, especially one for calcifying lime or
firing pottery
 Glaze: impervious layer or coating of a vitreous substance which has been fused to ceramic
body through firing
 Underglaze: a color or design applied to pottery before it is glazed
 Dry brush: painting technique in which paint is relatively dry, but still holds paint, is used
Visual Resources:
Decorative PowerPoint
Project handout with printed examples
Individual research
Supplies:
Clay
Individual tool kits
Trash bags
All Studio materials will be available
Safety Concerns:
Sharp tools
Misuse of materials
Inappropriate content online during research
Accommodations (if needed):

 Peer or adult assistance in gathering materials
 Increased time to complete art assignments/assessments
 Directions given in alternate format (depending on students needs)
 Directions broken down into small steps
 Additional explanation of requirements
Content and instructional strategies:

This book was recommended to me and has been extremely helpful with teaching diverse
learners, as I gain more experience and evolve I will individualize this list, but it’s been a great
tool for starting out.
Educating Everybody’d Children: Diverse Teaching Strategies for Diverse Learners, Revised
and Expanded 2nd Edition by Marietta Saravia-Shore, Zeichner distilled 12 key elements:
1. Teachers have a clear sense of their own ethnic and cultural identities.
2. Teachers communicate high expectations for the success of all students and a belief that all
students can succeed.
3. Teachers are personally committed to achieving equity for all students and believe that they
are capable of making a difference in their students' learning.
4. Teachers have developed a bond with their students and cease seeing their students as "the
other."
5. Schools provide an academically challenging curriculum that includes attention to the
development of higher-level cognitive skills.
6. Instruction focuses on students' creation of meaning about content in an interactive and
collaborative learning environment.
7. Teachers help students see learning tasks as meaningful.
8. Curricula include the contributions and perspectives of the different ethnocultural groups
that compose the society.
9. Teachers provide a "scaffolding" that links the academically challenging curriculum to the
cultural resources that students bring to school.
10. Teachers explicitly teach students the culture of the school and seek to maintain students'
sense of ethnocultural pride and identity.
11. Community members and parents or guardians are encouraged to become involved in
students' education and are given a significant voice in making important school decisions
related to programs (such as resources and staffing).
12. Teachers are involved in political struggles outside the classroom that are aimed at
achieving a more just and humane society.
Assessment and Grading:

Checkpoint Grades:
15 points- Ticket out the door (final choice for project)
15 points- Notebook check
Final grade with rubric
Teacher/Student Procedures:
Day 1 11/2/18
Teacher:
 Introduction to decorative piece project
 Prepare students with handouts/images
 Answer questions during individual research
Student:
 Notebook planning
 Individual research
 Make-up previous work if needed
Day 2 11/5/18
Teacher:
 Warm-up
 One on one meetings with students
Student:
 Warm-up
 One on one meeting with Ms. Calderon to pitch final idea for individual project
 Finalize plan/research final project
 Begin test tiles/miniature
Day 3 11/6/18
Teacher:
 Monitor classroom, answer questions, work one on one with students
Student:
 Complete miniature/test tiles
 Begin final project/work day
Day 4-5 11/7/18-11/9/18

Teacher:
Student:
 Work on final project
Day 6-7 11/12/18-11/13/18

Teacher:
Student:
Day 8 11/14/18-11/15/18
Teacher:
 Notebook check
Student:
 Turn in notebooks
Day 9 11/16/18
Teacher:
Student:
 Final work day with wet clay
Examples given to students on Power Point:
DECORATIVE PIECE PROJECT PLANNING
During this semester you have completed boot camp and created a functional vessel that gave
you the opportunity to practice different building methods and finishing. The object(s) you
decide to create for this project will include a building method you have used this semester OR
a new building method (you need to provide research), but the primary focus will be on the
surface decoration and aesthetics of the piece.
Planning:
1. Sketch out AND/OR cut and paste four different ideas for a decorative piece on one
page in your sketchbook
2. Write the building method AND finishing you would use for each one on the same page
3. Meet with Ms. C to pitch ideas
When final idea is chosen…

4. Draw AND/OR cut and paste final idea in new page of your sketchbook
5. Describe and thoroughly plan how you would build it (explain exact techniques and
steps
6. Make a miniature (small version of final)
7. Test surface decoration and finishing on test tiles (must make at least 3)
Final Project should show:

 Choice of correct building method
 Something challenging yet attainable
 High quality craftsmanship
 Focus on surface decoration and aesthetics
 Creative and unique idea – no copying each other, no copying Google images
(If you find something inspiring you want to recreate, you must change it by at least
30%)
 Successful decoration and finishing- should have unique and purposeful textures and
finishing plan that fits your project aesthetically
Decorative Planning Checklist:
o 4 different ideas drawn with building methods
o 1 final idea chosen
o Final idea drawn in detail with:

-Finishing method
-Three different surface texture ideas
o Pictures printed out for reference
o Other research/supplies you need
Decorative Piece- Rubric 60 points

Creativity:
_______ 15- Design is unique and displays elements that are your own. Evidence
of detail, pattern, or unique applications
_______ 10- Design is expressive; has some unique features. I branched out to
some degree
_______ 5- Design lacks individuality. Has a few details or is not appropriate for
form being expressed.
_______ 0-Lacks many design elements of interest. Not much attempt to show
individuality
Craftsmanship:
_______ 15- Form is carefully planned, form is balanced. Edges are smooth and
refined. Walls are even thickness with no wobbles. Joining is secure, hidden and
all surfaces are smooth and/or have appropriate texture.
_______ 10- Form is somewhat planned, form is uneven. Most edges are smooth
and refined. Walls are even thickness with minimal wobbles. Most surfaces are
smooth and or have appropriate texture.
_______ 5- Form is unplanned and lacks balance. Some edges are smooth, but
many are un-refined. Walls vary in thickness with some wobbles. Texture doesn’t
make sense for form.
_______ 0- Form lacks planning and effort. Surfaces are uneven thicknesses,
joining is insecure and edges are un-refined.
Production/Effort:
_______ 15- Uses class time to the maximum. Always on task. Time and effort are
evident on the execution of the piece.
_______ 10- Uses class time for work, but is sometimes distracted by others.
Work falls short of excellence.
_______ 5- Has difficulty focusing on project, easily distracted by others
_______ 0- Hardly cares about quality of work, just focused on finishing.
Work Habits/Attitude:
_______ 15- Is respectful and open to suggestions. Always uses materials in
appropriate way and puts supplies away after use. Always cleans work area
without constant reminder
_______ 10- Is respectful and accepts suggestions. Uses materials in appropriate
manner oust of the time, puts supplies away after use. Cleans work area most of
the time.
_______ 5- Lacks openness to suggestions for improvement. Usually uses
materials in appropriate way. Sometimes forgets to put materials away Has
difficulty with cleaning work area, needs constant reminder
_______ 0- Leaves clean up to others, has poor attitude, doesn’t use materials
appropriately, and isn’t open to suggestions for improvement
6-8 Photos of project in progress start to finish:

Other Students’ artwork:

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Content: Art

Concepts (some Concepts are review from boot camp):

Accommodations (if needed):

Content and instructional strategies:

Assessment and Grading:

Day 4-5 11/7/18-11/9/18

Day 6-7 11/12/18-11/13/18

When final idea is chosen…

Final Project should show:

o 4 different ideas drawn with building methods

o 1 final idea chosen

o Final idea drawn in detail with:

o Pictures printed out for reference

o Other research/supplies you need

Decorative Piece- Rubric 60 points

6-8 Photos of project in progress start to finish:

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