The purpose of this course is to teach students how to think and problem solve in 3D. Students will recognize the properties, possibilities, and limitations of clay by creating functional and nonfunctional works of ceramics and pottery using the three basic hand building techniques (pinch, coil, and slab). Students will also be exposed to wheel work. Students will pick a theme for the year.
Students will be provided a sketch book and binder. Students are responsible for $70 for materials. Pay Mrs. Kristie Nault, located in front office during power hour. Sketches will be graded prior to beginning project with clay. Students will completely weekly E.Q’s and will turn their portfolio in quarterly, 40% grade.
You are expected to help others and serve as an example to other students. Thinking and problem solving are expected. Good clean up habits and care of your work is expected. Your work space should be neat and clean for incoming classes. Monitor your time wisely as the content is demanding. Missing class should be avoided at all costs, since you need the time to work on projects and may miss any lessons being taught. Schedule your dentist and doctor appointments after school if possible. If you do miss class, it is expected that you would attend power hour to get caught up and not fall behind.
Hand building projects will be critiqued on a rubric for the following five areas; Concept preparation & sketch, Design & Form, Originality & Uniqueness, Surface texture & Glazing, & Following Parameters and Completeness. All projects should demonstrate an understanding of the techniques used. It is expected that the artist should show growth from beginning to end.
All projects are to be out of kiln and finished by due date or are late and will be deducted a letter grade.
Grades will be calculated by 60% for Projects and 40% for class work. Each student will be graded based on the rubric according to his or her ability. Class work includes a weekly Participation grade based on the students work ethic, attitude, responsibility to clean up, help others, and attendance.(Extra time has been allotted for students to explore wheel throwing when projects are completed and before the next project is introduced.)
All work must comply with the Marion County School Board parameters. Any work that is in violation will be subject to any necessary disciplinary action.
SEMESTER I (PINCH POT, MASK, COIL POT, & LIDDED SLAB)
#1 PINCH POT Evenly compressed, multiple pinched forms scored and assembled together 3/8” thickness approximately. Due 9/8&9
#2 THE MASK A slab built project approximately 3/8” thick. The mask should be expressive. Students will incorporate additions and or subtractions into their designs. Variety and patterns will add value to create works. The mask needs to have 3 holes to mount on wall. Due 10/6&7
#3 COIL POT Build a Coil pot using the coil method. Pots may be functional of nonfunctional. An example may be a vase or pitcher. Pots should have a distinct foot and rim. Coils should be even and of a consistent diameter. Blending out every 3 coils, inside and out will add strength to the pot. However, students may wish to create an emphasis on design by NOT blending out the coils. Due 10/10&11
#4 THE LIDDED CONTAINER Create a sketch of form to be created with dimensions. Build form out of cardboard. Disassemble constructed form and use as template on clay slab to measure and cut out pieces. Texture should be applied before clay dries out and preferably before assembling so construction is not damaged. Assemble pieces by scoring with slip when leather hard. Snug fitting lid requires a unique handle or knob that adds value to shape, form and design. Midterm Due 12/8&9
SEMESTER II ( FACE MUG, ANIMAL, MACHINE, & AMPHORA)
#5 FACE MUG Students may use any hand building technique desired to create face mug. Mugs should be stable and have a usable lip that enhances usage. Clay additions should be used to convey a strong emotion or expression. Special attention should be given to the location and size or scale of the additions used. Due 2/2&3
#6 THE ANIMAL Forms should be hollow in nature and support themselves. Students may combine techniques to achieve desired shape. Due 3/2&3
#7 THE MACHINE Students should create object using a combination of any materials or mixed media desired. Care should be given to select non-clay items before making clay parts so items fit together properly when fired. Machines should look realistic and should have moving components. Due 4/6&7
#8 AMPHORA POT Projects may be glazed with a porcelain slip. Amphora’s should be representative of classic researched shapes. Most projects will be coil built, however any method of construction may be used including the pottery wheel. Coils should be compressed and smoothed inside and outside adding strength to vessel. Proportion and balance are emphasized with two uniform handles. Students will write their story around the belly of the pot. Their story represents their life, past, present or future goals. The story should be written in a language other than English, preferable one that represents the students own heritage or ethnicity. Final Due 5/4&5
Art Grading Rubric Handbuilding Teacher Name: Greg Smith CATEGORY 9-10 Excellent (90 - 100) 8 Good (80 - 89) 7 Moderate (70 - 79) 6 or less Poor (60 - 69)or less Concept Preparation & Sketch Carefully planned project with several sketches. Excellent details, precision and pride is clearly demonstrated. Well Planned sketch with good details. Sketched forms are proportionate and balanced. Sketch has some flaws and some effort was demonstrated. Sketched forms are unbalanced and not proportionate. Either no sketch was created or with little effort. Forms are sloppy and messy with no attention to detail. Design & Form Artist has strong control of clay, created shape & form are well balanced. Weight is light to the feel. Project shows a basic form & some design elements. Created project has very little movement shown in form and very little design. Object was created with minimal thought about design and form is flat and shows no movement. Originality and Theme Truly one of a kind project. Theme is clearly visible and easily understood. Some degree of uniqueness and some theme visible. Little individuality or uniqueness demonstrated. Little to no theme visible. No originality demonstrated, a copy, or no theme. Surface Texture & Glazing Surface texture is applied in well thought out areas and works well with the glaze application. Glaze is evenly coated with colors that agree with each other. Either warm or cool colors. Surface texture is visible and applied in an organized manner . Texture is debris-free. Glaze application is evenly coated with either warm or cool colors. Random unrelated application of texture that does not work well with design. Texture was applied with a needle tool. Glaze is uneven or thinly applied. Clay body is visible under glaze. No texture, project is bare, or looks unfinished. Glaze coats are irregular and colors do not coordinate with each other. The clay body is visible under glazed areas is multiple areas. Completeness and Following Parameters Project met all requirements. Student worked diligently, mentored others. Constructed with careful attention to detail, great pride is evident in work. Project met most requirements. Student worked diligently, assisted with set-up and clean-up. Constructed with some attention to detail and some precision of work. Project met some requirements. Student did bare minimum, did little to help others or cleaning up. Project was not completed on time. Construction looks sloppy or messy and unfinished. Project did not meet most requirements or techniques to be used. Project was late and construction was poor quality. Pieces fell apart, score marks are visible. Very unfinished.