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OBJECTIVES
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EALRs & GLEs
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EVIDENCE OF LEARNING
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ART EXERCISE
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*To ascertain what elements in a particular piece
of art draw us to look at it more than any other work of art & to use
this knowledge to create such a work of art; *To understand & utilize info about the
history, aesthetics and criticism of 3-D works of art. CONNECTIONS Background Experience: *Some people think
of packaging merely as a practical, functional object. Add to this functionality the element of
innovation in creative problem-solving. Prior Learning: *We have used ceramics both as
a sculptural and wheel-thrown art form: We’ll now explore 2-D & 3-D
artistic packaging. Historical Connections: *Very Old Clay: Centuries
ago Asian potters dug clay from veins in the earth and stored it outdoors so
that year after year it went through the freeze-thaw-mold cycle. [He] didn’t use it; it was meant for [his son’s]
use. [He] would instead use what [his
father] had stored for [him]. VOCABULARY *function, measurement,
artistic packaging, visual & actual texture, workable, leather-hard, &
bone-dry clay, physical moisture,chemical moisture, viscosity (refers to amount of moisture in
clay), bisque firing, glaze firing |
ARTS *1.2.2, 1.1.2: Understand art concepts &
vocabulary; *1.2: Conceptualize the context, develop ideas
& techniques, and organize the arts elements and principles into a
creative work of art. *Engages
in discussions about aesthetics; reveals knowledge of the history of
three-dimensional media. *1.3.1: Understand and apply new vocabulary (when
reading book chapters or articles about an artist). WRITING *1.5.1: Write in a format appropriate to communicate
with specific audiences and purposes. MATH *4.1.1: Develop and follow a plan for collecting
information for a given purpose; *1.2.6: Understand and apply strategies to obtain
reasonable measurements at an appropriate level of precision. SCIENCE
*1.1.5: Understand and analyze how the chemical compositions
of earth materials (rocks, soils, water and air) are related to their
physical properties; *2.2.4: Apply skills, processes & nature of
scientific investigation to improvement in working with design in ceramics
and glazing pottery. |
ARTS *Does student use new vocabulary in discussion and
critique, and know how to create the technique/art form that the vocabulary
makes reference to? *Is the work of art intriguing from all angles? *Does the sculpture balance, physically and
visually utilizing symmetry/asymmetry? *Is the viewer’s eye drawn to a focal point? *Does student reveal understanding of the language? Does s/he utilize vocabulary when
describing learning from experiments in notes? WRITING
*Does student understand the writing of notes
(clay and glaze notebook) to learn from experiments with clay and glaze? MATH
*Has student created a clay and glaze chemistry
notebook that describes his/her findings about properties of clay and glaze
applications? *Has student applied strategies to obtain
reasonable measurements at an appropriate level of precision for planning the
function and corresponding design of the envelope? SCIENCE
*Does student utilize an understanding of
molecular structure of clay, the purpose of spiral wedging, and the benefit
of this understanding in successfully creating a workable clay body? (A coil
of workable clay will wrap around finger without either sticking to the
finger OR cracking.); *The chemistry of glaze? *Does student follow a format similar to that of
the scientific investigation
to get reliable results? |
MONDAY *Continue
work with 8” wheel-thrown vases; *Continue
work with two-dimensional packaging; *Let
students know there will be a new assignment introduced Tuesday for
handbuilders, and Wednesday for wheel throwers. TUESDAY *Next
Assignment: Three-dimensional Packaging ASSIGNMENT: *Decide
what would go into a 3-D package: a CD or *Design and
create a three-dimensional package that would hold a [letter, artistic
portfolio, etc. WEDNESDAY *Balance
your vases carefully in order to foot them without the top-heaviness causing
you to lose it; *Once
they’ve been completed, you’re ready to begin your third piece of pottery. *ASSIGNMENT:
convex-concave bowl; *Do
a demonstration of the manipulation of a bowl to cause it to flare out, and
then back inward. THURSDAY – FRIDAY *Continue
work on these two assignments; *Because
there are people doing two very different activities every day, I’ll do my
best to be there for you. I am only
one teacher with a large group of students focusing on different
assignments. If I’m unable to be there
for everyone as often as I’m needed, we will focus on only one assignment at
a time. I do want to do a good job for
each of you. |
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OBJECTIVES
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EALRs &
GLEs
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EVIDENCE OF
LEARNING
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ART EXERCISE
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CONNECTIONS Background Experience *What makes a piece of jewelry appealing while
another does not? Why do I only glance
at most jewelry? Why does one piece
catch my eye? Strong design? Well constructed? Other criteria? Prior Learning: *In the course, Design Fundamentals, you worked with design elements and
principles. We’ll use these same
elements and principles to design works of art with the medium of metal jewelry. Historical Connection: *Our own historical connections is the list of
technical differences between the simple technical set-up we had in Bobcat
Hall, as opposed to the complex expense and work accomplished in our new
jewelry studio to meet safety guidelines.
We were grandfathered in before; with the new building, we will now
meet all guidelines. VOCABULARY *rendering, jewelry wax, wax files, rectilinear & curvilinear
design, interior, exterior, pierced metal, copper, brass, nickel, ferrous
& nonferrous metal, pickle, molecules, work-hardening, annealing,
layout, measurement, forming, volume, 2-D, 3-D, scale, composition SUPPLEMENTAL MATERIALS *saw frames, saw blades, wax, copper, nickel
and brass, cabochon stones, silver bezel |
ARTS *1.1:
Understands art concepts & vocabulary as they relate to elements and
principles of design; *1.2:
Conceptualizes the context, develops ideas & techniques, organizes arts
elements and principles into a creative work of art; *Engages
in critical discussion about jewelry/ metals design. *1.3.1:
Understands and applies new vocabulary when reading texts and handouts. WRITING *1.5.1:
Writes in format appropriate to communicate with specific audiences and
purposes. MATH *1.2.2:
Understands and applies derived units of measurement. SCIENCE *2.1.4:
Analyzes how physical, conceptual & mathematical models represent &
are used to investigate objects, events and systems. |
ARTS *Does
student use new vocabulary in discussion and critique, and know how to create
the technique/art form that the vocabulary makes reference to? *Is
overall effect one of complexity & richness of detail? Do lines look
natural, varied, and rhythmic? Is
viewer’s eye drawn to the focal point and the overall strong composition? *Does
student utilize knowledge of criticism & criteria for evaluating a work
of art? *Does
student reveal understanding of vocabulary and concepts in the online and
book research done about the traditional jewelry from his/her cultural
heritage? WRITING
*Does
student write in a format appropriate to communicate ideas (in this case, use
of readable writing, terminology and information appropriate to jewelry fabrication
when taking notes)? MATH
*Has s/he
used measurement to create jewelry whose various portions fit together to
create a pleasing aesthetic? SCIENCE
*Does
student utilize rules of two-dimensional and three-dimensional representation
when designing & creating wearable jewelry? |
MONDAY REMINDERS: *Thank you
to students who have paid your jewelry fee to begin this class. (If you are on free or reduced lunch
program, bring a note from a lunchroom worker stating which program you’re on
to received a discount, and a check or cash to AHS, paid to *PLEASE: Bring
a small metal or cardboard, lidded box to hold metals and stones (Altoids, a cardboard
jewelry gift box, etc.) LAST WEEK: * We
completed our wax models; *Today we
will prepare and mold the waxes. TUESDAY - FRIDAY *Look at
casting equipment, and prepare for casting; *Dry molds
completely; *We will
use my tank and torch from home, as the jewelry studio is not yet available
to us. |
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OBJECTIVES
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EALRs & GLEs |
EVIDENCE OF
LEARNING
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ART EXERCISE
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CONNECTIONS Background Experience: * Prior Learning: *You’ve utilized the elements of medieval illuminated
manuscripts to create a personal work of art.
Now we’ll use similar techniques plus geometry for folding angles, and
measurement for artistic proportion. Historical Connection: *In the Middle Ages
most people had no access to an education, and were unable to read or
write. In order to communicate
information/inspiration, stories were told visually on stained glass windows and
in books laboriously copied in beautiful detail. The text was illustrated w/ a border, the
first illuminated letter of text (manuscript) and a picture illustrating the
information in that text. VOCABULARY *medieval illuminated manuscripts, Book
of Days, illuminated writing, GLEs (Grade Level Expectations), EALRs
(Essential Academic Learning Requirements), composition, layout, wet-on-wet
technique, geometry SUPPLEMENTAL MATERIALS |
ARTS *1.1:
Understand art concepts & vocabulary; *4.2:
Make connections between the arts & other content areas. *1.3.1:
Understand and apply new vocabulary and concepts. WRITING *1.1.1:
Maintain a journal to collect and explore ideas. HISTORY *2.2:
Understand how ideas influence people, culture and environment. COMMUNICATION 2.3.1:
Examine the influence of our cultural beliefs and viewpoints on our
communication. |
ARTS *Does
s/he use new vocabulary in discussion & critique, & know how to
create the technique/art form the vocabulary makes reference to? *Does
response to assignment make connections between art and the student’s life
goals? *Does
student reveal understanding of the language?
Does s/he read with understanding of the vocabulary and concepts in
that reading? WRITING
*Does
s/he put energy into the exploration of ideas in this journal? HISTORY * Does
s/he reveal an understanding of differing ideas and their influence on those
within our world? COMMUNICATION *Does
s/he express understanding in writing and discussion? |
MONDAY *Look at
the cover of Understanding by Design
by Grant Wiggins and Jay McTighe.
Let’s analyze the elements and principles of design on the cover
design; *Get out
your Criteria for Evaluation sheet,
where it lists the elements and principles of design. ASSIGNMENT REMINDER Bring a ½”, three-ring binder to class. It will need to have a clear plastic front
so that we can slip in the illuminated manuscript. Those who have their binders will put their
names on the spines with artistic flair, and put them in the new cabinet
bought for this purpose. *Have your
critique sheet three-hole punched and put into your binder; *Tomorrow
I’ll return your illuminated manuscripts and critiques. The manuscript will slide into the plastic
sleeve of your notebook; * Begin
designs for a book cover, CD or DVD cover, portfolio cover, etc. (your choice). TUESDAY- FRIDAY Introduce
the square root of five spiral, and its application in artistic design; *Use the
elements and principles of design we talked about and demonstrated on Monday; *Once the
preliminary design has been composed, refine your composition and put it onto
good paper; *We’ll talk
about color theory when you’re ready for the addition of color. |
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