NEPTUNE TOWNSHIP SCHOOL DISTRICT...NEPTUNE TOWNSHIP SCHOOL DISTRICT Pottery Curriculum Grades 9-12 NEPTUNE TOWNSHIP PUBLIC SCHOOL SYSTEM Office of the Superintendent 60 Neptune Blvd.
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NEPTUNE TOWNSHIP SCHOOL DISTRICT
Pottery
Curriculum Grades 9-12
NEPTUNE TOWNSHIP PUBLIC SCHOOL SYSTEM
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
Wednesday, May 30, 2012 Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
John E. Daniels, Sr., President
Kerry J. Gizzi, Vice President
Dwayne Breeden Fred C. Capolongo
Laura G. Granelli Chanta L. Jackson
Jennifer S. Latshaw Denis C. McCarthy
Matthew P. Stevens
SCHOOL DISTRICT ADMINISTRATION
David A. Mooij
Superintendent of Schools
Bertha L. Williams-Pullen
Assistant Superintendent of Schools
Matthew Gristina
Assistant Superintendent
Curriculum, Instruction & Assessment
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Kathleen M. Skelton
Director of Special Services
Jennifer M. Clearwaters
Director of School Counseling Services
SUPERVISORS
Nancy H. Moore-Fuss
Kathleen M. Thomsen
ELEMENTARY SCHOOL ADMINISTRATION
Principals
Sally A. Millaway, Gables
James M. Nulle, Green Grove
Dr. Arlene M. Rogo, Midtown Community
Donato J. Saponaro, Shark River Hills
Jerard L. Terrell, Summerfield
Benedict P. Yennella, Early Childhood Center
MIDDLE SCHOOL ADMINISTRATION
Mark K. Alfone, Principal
Marjory V. Wilkinson, Vice Principal
Michael V. Smurro, Assistant Principal
HIGH SCHOOL ADMINISTRATION
Richard W. Allen, Principal
Titania M. Hawkins, Vice Principal
James H. Whitson, Vice Principal
Department Chairpersons
Lakeda D. Demery
Michael Fiorillo
Charles M. Kolinofsky
Joshua Loveland
Tara L. Stephenson
Candice Wells
Hillary L. Wilkins
Cheryl L. Young
POTTERY
CURRICULUM
Table of Contents
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
District Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
District Educational Outcome Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Art Department Program Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Course Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Instructional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-11
Unit 1—Hand-building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4
Unit 2—Throwing on the Potter’s Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-8
Unit 3—Glazing and Firing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-11
POTTERY
CURRICULUM
ACKNOWLEDGEMENTS
In order for all students to have experience with and a knowledge of the arts, Neptune
Township art curricula will enable our students to experience personal, intellectual,
social, economic, and human growth by fostering creativity and providing opportunities
for expression beyond the limits of language. By the end of grade 12, students are
expected to communicate proficiently in one or more arts disciplines of their choice, and
be able to:
Define and solve artistic problems with insight, reason, and technical proficiency.
Develop and present basic analyses of works of art from structural, historical,
cultural, and aesthetic perspectives.
Call upon their informed acquaintance with exemplary works of art from a variety
of culture and historical periods.
Relate various types of arts knowledge and skills within and across the arts
disciplines by mixing and matching competencies and understandings in art-
making, history, culture, and analysis in any arts-related project.
Special appreciation for writing this guide is extended to Nicole Luccarelli, High School
art teacher, in cooperation with Tara Stephenson, Department Chairperson, Nancy
Moore-Fuss, Supervisor, and under the direction of Matthew Gristina, Assistant
Superintendent of Curriculum, Instruction & Assessment. The teachers are to be
commended for their dedication in formatting this curriculum into UbD and their
expertise in the area of Art. It is our hope that this guide will serve as a valuable resource
for the staff members who teach this course, and that they will feel free to make
recommendations for its continued improvement.
The Pottery Curriculum guide was written in alignment to the 2009 NJCCCS for Visual
and Performing Arts, the 2010 Common Core State Standards for English Language Arts
and Mathematics, and the 2009 NJCCCS for 21st Century Life & Careers.
i
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT
MISSION STATEMENT
The primary mission of the Neptune Township School System is to prepare all students
for life in the 21st Century by encouraging them to recognize that learning is a continuing
process. Thus, it is with high expectations that our schools foster:
A strong foundation in academic areas, modern technologies,
life skills and the arts.
A positive and varied approach to teaching and learning.
An emphasis on critical thinking skills and problem-solving techniques.
A respect for an appreciation of our world, its resources and its peoples.
A sense of responsibility, good citizenship and accountability.
An involvement by the parents and the community in the learning process.
ii
Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent readers, writers, speakers, listeners, and viewers with comprehension
and critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to be
successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,
and interpreting information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS).
Develop the ability to understand their world and to have an appreciation for the
heritage of America with a high degree of literacy in civics, history, economics and
geography.
Develop a respect for different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication,
with a focus on character development.
Understand and practice the skills of family living, health, wellness and safety for
their physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of
society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills,
which are significant to many aspects of life and work.
iii
Neptune High School Art Department
PHILOSOPHY
Experience with knowledge of the arts is a vital part of a complete
education. The arts are rich disciplines that include a vibrant history, an
exemplary body of work to study, and compelling cultural traditions. An
education in the arts is an essential part of the academic curriculum for the
achievement of human, social, and economic growth.
The education of our students in the arts is critical to their personal success
and the success of New Jersey in the 21st century. The arts offer tools for
development. They enable personal, intellectual, and social development for
each individual. Teaching in and through the arts within the context of the
total school curriculum is key to maximizing the benefits of the arts in
education.
For students, an education in the arts provides them with the ability to:
Create, reshape and fully participate in the enhancement of the quality
of life globally;
Allow social, cultural, and intellectual interplay among men and
women of different ethnic, racial, and cultural backgrounds through
the focus on the humanities;
Possess the essential technical skills and abilities significant to many
aspects of life and work in the 21st century;
Understand and impact the increasingly complex technological
environment.
Paraphrased from the introduction to the 2009 NJCCCS for Visual and
Performing Arts
iv
POTTERY
CURRICULUM
COURSE DESCRIPTION
(5 credits)
Pottery is a full-semester course designed to acquaint the student with the
basic materials, tools, equipment, and techniques of making pottery.
Emphasis is on building functional pieces by using hand-building
techniques, such as coil, pinch and slab methods. The students will work
form simple to complex forms, such as vases, jars and tea pots. The students
will learn to transform a mass of clay into a finished, glazed and fired piece
of their design. Development of wheel throwing skills is also introduced, as
well as more advanced glazing and decorative techniques.
Prerequisite: none
v
POTTERY
CURRICULUM
INSTRUCTIONAL RESOURCES
BOOKS: Ceramic Sculpture, John B. Kenny (Chilton Book Co., 1953)
Finding One’s Way With Clay, Paulus Berenshon (Simon &
Schuster, 1972)
Pottery on the Wheel, Elsbeth Woody (Farrar, Straas & Giroux,
1988)
ADDITIONAL MATERIALS:
2009 NJCCCS for Visual and Performing Arts
TECHNOLOGY:
Websites: www.incredibleart.org
www.YouTube.com
Videos: Ceramic Handbuilding: Pinch and Coil by Mollie
Favour (Crystal Productions, 1999)
Ceramic Handbuilding: Slab Construction by
Mollie Favour (Crystal Productions, 1999)
vi
1
Unit 1 Plan
Content Area: Visual Art
Unit Title: Hand-building
Target Course/Grade Level: Pottery/Grades 9-12
Unit Duration: 12-14 Weeks
Learning Targets
Visual & Performing
Arts Standards
Standard Statement
1.1—The Creative Process All students will demonstrate an understanding of the elements
and principles that govern the creation of works of art in visual
art.
1.2—History of the Arts &
Culture
All students will understand the role, development, and
influence of the arts throughout history and across cultures.
1.3—Performance All students will synthesize those skills, media, methods, and
technologies appropriate to creating, performing, and/or
presenting works of art in visual art.
1.4—1.4—Aesthetic
Responses & Critique
Methodologies
All students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in visual
art.
Other Standards 9.1—All students will demonstrate the creative, critical thinking, collaboration, and problem-
solving skills needed to function successfully as both global citizens and workers in diverse
ethnic and organizational cultures.
W.1—Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
G-GMD—Visualize relationships between two-dimensional and three dimensional objects.
G-MG—Apply geometric concepts in modeling situations.
CPI # CPI Statement 1.1.12.D.1 Distinguish innovative applications of the elements of the art and principles of
design in visual artworks from diverse cultural perspectives and identify specific
cross-cultural themes.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates
2
mastery of visual literacy, methods, techniques, and cultural understanding.
1.3.12.D.4 Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and
computer imaging by the physical properties of the resulting artworks, and
experiment with various art media and art mediums to create original works of art.
1.3.12.D.5 Collaborate in the creation of works of art using multiple art media and art mediums,
and present the completed works I exhibition areas inside and outside the classroom.
1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to
discern the cultural implications of works of visual art.
1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing
embedded clues to substantiate the hypothesis.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and
observation of the elements of art and principles of design, and use the criteria to
evaluate works of multimedia artwork from diverse cultural contexts and historical
eras.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown
may impact perceptions of its significance/meaning.
Enduring Understandings Essential Questions
Through the use of various hand-
building techniques, clay can be used to
create art.
The relationship of the arts and culture
is mutually dependent; culture affects
the arts and the arts reflect and preserve
culture.
Every artist has a style; every artistic
period has a style.
What is art?
How can clay become art?
Does art define culture or does culture
define art?
Learning Targets: Knowledge
Students will know… Learning Targets: Skills
Students will be able to…
The nature of clay.
Procedures for using various tools in
making pottery.
A variety of hand-building techniques,
including pinch pot, coil pot, slab and
their variations.
The historical significance of pottery.
The importance of safety while
designing pottery.
Possible career choices in the arts.
The meanings of relevant pottery
vocabulary.
How to make informed aesthetic
judgments concerning pottery.
Demonstrate the principles and elements
of art in their pottery designs.
Develop designs suitable to the various
techniques explored.
Demonstrate an understanding of
aesthetics.
Identify and use tools and materials to
produce a particular design.
Make a pinch pot, coil pot and slab.
Complete projects which exhibit good
craftsmanship.
Follow all safety rules.
Demonstrate knowledge of pottery
vocabulary and be able to use it orally,
in written assignments, and on tests.
Demonstrate knowledge of the history
3
of pottery.
Make informed aesthetic judgments
while making self-assessments or
critiquing the work of others.
Evidence of Learning
Formative Assessments &
Other Evidence of Learning
Homework
Class discussion
Notebooks/portfolios
Classwork
Do Nows
Quizzes
Q1, Q3 exams
Summative Assessments &
Performance Tasks
Final projects/performance tasks which could include:
Simple pinch pot
Cluster pot
Gargoyles
Cylinder pot
Bottles
Patterned coils
Lanterns
Plates
Boxes
Bird Feeder
Tiles
Q2 and Final exams
Teacher Resources
Websites www.incredibleart.org
www.youtube.com
Books Ceramic Sculpture by John B. Kenny (Chilton Book Co., 1953)
Finding One’s Way With Clay by Paulus Berenshon (Simon &
Schuster, 1972)
Handouts Visual aids to demonstrate techniques
Vocabulary
Miscellaneous Teacher demonstrations of techniques
Student samples as exemplars
4
Videos:
Ceramic Handbuilding: Slab Construction (28 min.) by Mollie Favour
(Crystal Productions, 1999)
Ceramic Handbuilding: Pinch and Coil (26 min.) by Mollie Favour
(Crystal Productions, 1999)
Visits to various area museums
1. Grounds for Sculpture, Hamilton, NJ
2. Museum of Modern Art, New York, NY
3. Metropolitan Museum of Art, New York, NY
4. Philadelphia Museum of Art, Philadelphia, PA
5. Newark Museum, Newark, NJ
6. Guggenheim Museum, New York, NY
7. Whitney Museum of American Art, New York, NY
8. Jane Voorhees Zimmerl Art Museum, Rutgers University,
New Brunswick, NJ
5
Unit 2 Plan
Content Area: Visual Art
Unit Title: Throwing on the Potter’s Wheel
Target Course/Grade Level: Pottery/Grades 9-12
Unit Duration: 3-4 Weeks
Learning Targets
Visual & Performing
Arts Standards
Standard Statement
1.1—The Creative Process All students will demonstrate an understanding of the elements
and principles that govern the creation of works of art in visual
art.
1.2—History of the Arts &
Culture
All students will understand the role, development, and
influence of the arts throughout history and across cultures.
1.3—Performance All students will synthesize those skills, media, methods, and
technologies appropriate to creating, performing, and/or
presenting works of art in visual art.
1.4—1.4—Aesthetic
Responses & Critique
Methodologies
All students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in visual
art.
Other Standards 9.1—All students will demonstrate the creative, critical thinking, collaboration, and problem-
solving skills needed to function successfully as both global citizens and workers in diverse
ethnic and organizational cultures.
W.1—Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
G-GMD—Visualize relationships between two-dimensional and three dimensional objects.
G-MG—Apply geometric concepts in modeling situations.
CPI # CPI Statement 1.1.12.D.1 Distinguish innovative applications of the elements of the art and principles of
design in visual artworks from diverse cultural perspectives and identify specific
cross-cultural themes.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
6
1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates
mastery of visual literacy, methods, techniques, and cultural understanding.
1.3.12.D.4 Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and
computer imaging by the physical properties of the resulting artworks, and
experiment with various art media and art mediums to create original works of art.
1.3.12.D.5 Collaborate in the creation of works of art using multiple art media and art mediums,
and present the completed works I exhibition areas inside and outside the classroom.
1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to
discern the cultural implications of works of visual art.
1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing
embedded clues to substantiate the hypothesis.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and
observation of the elements of art and principles of design, and use the criteria to
evaluate works of multimedia artwork from diverse cultural contexts and historical
eras.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown
may impact perceptions of its significance/meaning.
Enduring Understandings Essential Questions
Through the use of various hand-
building techniques, clay can be used to
create art.
Every artist has a style; every artistic
period has a style.
What is art?
How can clay become art?
Learning Targets: Knowledge
Students will know… Learning Targets: Skills
Students will be able to…
The need for function when designing
pottery.
Procedures for using the potter’s wheel.
The importance of centering the clay on
the wheel-head.
Methods and mechanics of opening up
the clay.
The importance of safety while using
the wheel.
How to orchestrate a pulling action.
The meanings of relevant pottery
vocabulary.
How to make informed aesthetic
judgments concerning pottery.
Use the potter’s wheel to create projects
which exhibit good craftsmanship.
Develop designs suitable to the various
techniques explored.
Center the clay on the wheel-head.
Identify and use tools and materials to
produce a particular design.
Open up the center of the clay while
keeping it centered on the wheel.
Form the walls of the project using a
pulling action.
Properly trim the project.
Follow all safety rules.
Demonstrate knowledge of pottery
vocabulary and be able to use it orally,
in written assignments, and on tests.
Make informed aesthetic judgments
while making self-assessments or
7
critiquing the work of others.
Evidence of Learning
Formative Assessments &
Other Evidence of Learning
Homework
Class discussion
Notebooks/portfolios
Classwork
Do Nows
Quizzes
Q1, Q3 exams
Summative Assessments &
Performance Tasks
Final projects/performance tasks which could include:
6” cylinder
bowl
vase
Q2 and Final exams
Teacher Resources
Websites www.incredibleart.org
www.youtube.com
Books Pottery on the Wheel by Elsbeth Woody (Farrar, Straas & Giroux,
1988)
Ceramic Sculpture by John B. Kenny (Chilton Book Co., 1953)
Finding One’s Way With Clay by Paulus Berenshon (Simon &
Schuster, 1972)
Handouts Visual aids to demonstrate techniques
Vocabulary
Miscellaneous Teacher demonstrations of techniques
Student samples as exemplars
Visits to various area museums
1. Grounds for Sculpture, Hamilton, NJ
2. Museum of Modern Art, New York, NY
3. Metropolitan Museum of Art, New York, NY
4. Philadelphia Museum of Art, Philadelphia, PA
5. Newark Museum, Newark, NJ
6. Guggenheim Museum, New York, NY
8
7. Whitney Museum of American Art, New York, NY
8. Jane Voorhees Zimmerl Art Museum, Rutgers University,
New Brunswick, NJ
9
Unit 3 Plan
Content Area: Visual Art
Unit Title: Glazing and Firing
Target Course/Grade Level: Pottery/Grades 9-12
Unit Duration: Duration of the Course
Learning Targets
Visual & Performing
Arts Standards
Standard Statement
1.1—The Creative Process All students will demonstrate an understanding of the elements
and principles that govern the creation of works of art in visual
art.
1.2—History of the Arts &
Culture
All students will understand the role, development, and
influence of the arts throughout history and across cultures.
1.3—Performance All students will synthesize those skills, media, methods, and
technologies appropriate to creating, performing, and/or
presenting works of art in visual art.
1.4—1.4—Aesthetic
Responses & Critique
Methodologies
All students will demonstrate and apply an understanding of arts
philosophies, judgment, and analysis to works of art in visual
art.
Other Standards 9.1—All students will demonstrate the creative, critical thinking, collaboration, and problem-
solving skills needed to function successfully as both global citizens and workers in diverse
ethnic and organizational cultures.
W.1—Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
G-GMD—Visualize relationships between two-dimensional and three dimensional objects.
G-MG—Apply geometric concepts in modeling situations.
CPI # CPI Statement 1.1.12.D.1 Distinguish innovative applications of the elements of the art and principles of
design in visual artworks from diverse cultural perspectives and identify specific
cross-cultural themes.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as
stimulus/inspiration for corresponding visual artworks.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures
throughout history.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on
societal norms and habits of mind in various historical eras.
1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates
10
mastery of visual literacy, methods, techniques, and cultural understanding.
1.3.12.D.4 Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and
computer imaging by the physical properties of the resulting artworks, and
experiment with various art media and art mediums to create original works of art.
1.3.12.D.5 Collaborate in the creation of works of art using multiple art media and art mediums,
and present the completed works I exhibition areas inside and outside the classroom.
1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to
discern the cultural implications of works of visual art.
1.4.12.A.2 Speculate on the artist’s intent, using discipline-specific arts terminology and citing
embedded clues to substantiate the hypothesis.
1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to artwork.
1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and
observation of the elements of art and principles of design, and use the criteria to
evaluate works of multimedia artwork from diverse cultural contexts and historical
eras.
1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentation
of a work of art, as well as how the context in which a work is performed or shown
may impact perceptions of its significance/meaning.
Enduring Understandings Essential Questions
Through the use of various firing and
glazing techniques, clay completes its
transformation into a work of art.
Every artist has a style; every artistic
period has a style.
What is art?
How can clay become art?
Learning Targets: Knowledge
Students will know… Learning Targets: Skills
Students will be able to…
The three different methods of applying
glazes.
The difference between high- and low-
fire glazes.
The procedure for loading and firing a
kiln.
The function of the “furniture” of the
kiln.
The importance of safety while using
the wheel.
The meanings of relevant firing and
glazing vocabulary.
How to make informed aesthetic
judgments concerning pottery.
Demonstrate the use of the three
methods of applying glaze.
Demonstrate an understanding of the
difference between high- and low-fire
glazes.
Demonstrate how to load and fire a kiln.
Identify the “furniture” of the kiln and
its uses.
Follow all safety rules.
Demonstrate knowledge of glazing and
firing vocabulary and be able to use it
orally, in written assignments, and on
tests.
Make informed aesthetic judgments
while making self-assessments or
critiquing the work of others.
11
Evidence of Learning
Formative Assessments &
Other Evidence of Learning
Homework
Class discussion
Notebooks/portfolios
Classwork
Do Nows
Quizzes
Q1, Q3 exams
Summative Assessments &
Performance Tasks
Final projects/performance tasks which could include:
Use of waxing with glazes.
Use of low-fire glazes.
Use of high-fire glazes.
Use of underglazes
Loading and stacking the kiln.
Bisque firing
Glaze firing
Kiln furniture
Q2 and final exams
Teacher Resources
Websites www.incredibleart.org
www.youtube.com
Books Ceramic Sculpture by John B. Kenny (Chilton book Co., 1953)
Finding One’s Way With Clay by Paulus Berenshon (Simon &
Schuster, 1972)
Handouts Visual aids to demonstrate techniques
Vocabulary
Miscellaneous Teacher demonstrations of techniques
Student samples as exemplars
Visits to various area museums
1. Grounds for Sculpture, Hamilton, NJ
2. Museum of Modern Art, New York, NY
3. Metropolitan Museum of Art, New York, NY
4. Philadelphia Museum of Art, Philadelphia, PA
5. Newark Museum, Newark, NJ
6. Guggenheim Museum, New York, NY
7. Whitney Museum of American Art, New York, NY
8. Jane Voorhees Zimmerl Art Museum, Rutgers University,
New Brunswick, NJ
12
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd
Neptune, NJ 07753
An Affirmative Action Equal Opportunity Employer
2012
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