Name: Ceramics. Level 1

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1 Name: Ceramics Level 1

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3 Ceramics Grading Rubric 5 Excellent: 1. The ceramic piece exceeds the expected and exceeds all of the assignment requirements. 2. The ceramic pice demonstrates outstanding craftsmanship in the build and finish of the piece and an excellent understanding of technical aspects of the ceramic process; clean smooth edges all parts attached properly thickness and hollow forms considered 3. The design shows thought, effort, purpose and originality with a strong sense of detail and complexity with a well composed form and a clear center of interest and no distracting elements. 4. The design illustrates aspects that indicate a strong level of construction challenge. 5. The ceramic piece shows powerful intent in the concept design. 4 Strong: 1. The ceramic form shows strong understanding in what is expected in the assignment and exceeds all of the assignment requirements. 2. Craftsmanship is good and shows overall good effort with good technique in terms of construction edges and finish may not be the best possible. all parts attached properly thickness and hollow forms considered 3. Somewhat lacking in originality, thought and intent with some detail and complexity in design. 4. The build demonstrates some level of construction challenge. 5. The ceramic piece shows a strong intent in the concept design. 3 Capable: 1. The ceramic form shows a basic understanding in what is expected in the assignment and meets the minimum expected requirements. 2. Craftsmanship is adequate and demonstrates a basic understanding of ceramic build techniques. edges are rough and unfinished most parts attached properly 3. There is very little detail or originality in the concept. 4. The design illustrates little to no construction challenge. 5. There is no visual intent in the concept design. 2 Limited: 1. the ceramic piece is below average, poor technique, not properly constructed to survive the firing process and parts not properly attached using the score slip and weld method. 2. Poor craftsmanship with no understanding of ceramic build techniques. 3. Lacks any originality in concept or detail characteristics. 4. The concept requires minimal ceramic skill in construction providing little to no challenge in build. 5. No clear intent in design. 1 Unacceptable: 1. No effort. Last minute, not worthy of high school ceramics. 2. No evidence of thought in either the design or the construction. 3. No ceramic technique demonstrated. 4. No creative thought in design applied.

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5 Ceramic Worksheet: General Information The term pottery refers to any type of ceramic ware that is made from clay and hardened by fire. The three main types of pottery are: 1. Earthenware 2. Stoneware 3. Porcelain Clay Building Methods: There are five methods of working with clay Stages of Clay 1. Plastic: 2. Leather hard: 3. Bone dry:

6 Stages of Ceramic Ware: 1. Greenware: 2. Bisqueware: 3. Glazeware: General Vocabulary: Slip Plasticity Pyrometric Cones Grog Kiln Glaze Underglaze Foot

7 Template Wedging Throwing Tools: Clean-up tool Rib Smoothing tool Needle tool Fettling knife Loop tool

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9 Elements of Art and Principles of Design The seven elements of art are: Line Lines convey Elements of Design draw lines to match the corresponding description: Nervous, Agitated Stability, Strength Calm, Restful Powerful, Dynamic Graceful, Rhythmic Shape When lines come together they form. Shapes have two dimensions: and. Shapes that are man-made and mathematical are called. Shapes that are free flowing and curvilinear are based on nature and are called. Form Form differs from shape in that it has three dimensions:, and. All forms have. Texture, Space, Color and Value refers to the surface quality of a work of art. refers to the area an object takes up in the picture plane. refers to the specific hues used in a work of art. refers to the difference between light and darkness of a color in a work of art.

10 The six principles of design are: Principles of Design Balance can be, or. tend to be the most stable, because the two sides are exactly the same. has no center line, but has a sense of balance that is achieved by contrasting different elements together to create equal visual weight on the sides of the picture plane. radiates from a central point. This type of balance is similar to symmetrical balance, but is different in that the various elements radiate around a central point forming a circular pattern. is created when all the elements in a design work well together. Often a work of art will have a single element that is emphasized and dominates a painting; (a main subject ) and the other elements support it. refers to a major difference between elements. (Small differences add a variety, but are not strong enough to create contrast.) All sorts of contrasts are found in art and nature and include/ light and shadow, large and small, straight and curved, rough and smooth, and even in mood such as joy and sorrow. is created by using the elements to develop a main idea. It is that which is the most important. It can be achieved through placement of objects, size, complexity and color. is created by a repeated unit of elements. It uses all the elements of art and is found in nature and man made objects. When the lines lead the eye through the piece of artwork you have achieved.

11 Color An element of Art made up of three qualities the color s name the color s brightness/dullness the color s lightness/darkness Color Wheel are the three colors from which all other colors are made Red, Yellow, Blue are colors made by mixing equal amounts of two primary colors P+P=S Orange = Red + Yellow Green = Yellow + Blue Violet = Blue + Red is a color made by mixing a primary and a secondary color. P+S=T Red Orange = Red + Orange Yellow Orange = Yellow + Orange Yellow Green = Yellow + Green Blue Green = Blue + Green Blue Violet = Blue + Violet Red Violet = Red + Violet

12 Color Value is the degree of darkness or light present in any hue. Neutrals are black, white and any value of gray. are black, white and any value of gray is any variation of color that is darker than the original hue usually as a result of the addition of black. is any variation of color that is lighter than the original hue, usually as a result of the addition of white. Color Harmonies is the orderly combination of colors. colors are two to four adjacent hues on the color wheel which share a common base color. colors are two opposite hues on the color wheel. is one color in various values and intensities used in a color scheme. is every fourth color on the color wheel.

13 Cultural Motif Research Form and Worksheet Procedure Through various resources, observe different shapes, forms, and styles from several ethnic cultures. Not specific characteristics in architecture, mosaics, garments, etc. Consider making this assignment very personal, such as researching the designs of your own ethnic heritage. On the back of this form, draw some motifs, (both original and modified/simplified versions) that you may want to consider for your box design. Choose a favorite and wait for me to come to your table to approve your design and give you the template paper. Use the following samples as your format for working out your ideas:

14 Cultural Motif Resource Form and Worksheet Use the boxes below to work out possible designs. Be sure to jot down the culture from which the ideas are derived.

15 Name: Period: Final Response for Cultural Box: Answer The Following In Complete Sentences: Describe your project in complete sentences: What does your design look like, and from what culture is it derived? Use detail as if you were attempting to help a blind person visualize your piece. GRADE: Requirements 5 Glazeware Response 5 Pattern Detail and Originality 5 Drawing 5 Pattern Craftsmanship 5 TOTAL 30 Box Construction 5

16 Draw your finished project in the box provided.

17 Name: Period: Level 1 Assignment: Cultural Box Your Objective is to create a slab box that exhibits a culturally inspired symmetrical image on all four sides. The box must meet the following five requirements: 1. It must be constructed according to the templates provided. 2. It must have a repeated symmetrical cultural image on all four sides. 3. The image must be applied in relief, not merely carved onto the surface. 4. The cut lid must be incorporated into the design of the image. 5. The design must be based on a historical cultural motif. Step 1: The Background and Idea Workup Take the opportunity to make this a meaningful experience by choosing a culture from your own heritage, or perhaps one that has always intrigued you and you would love to visit one day. Or, is there a country that you have some particular affinity to for personal reasons? Talk to family members at home about your cultural heritage before deciding. Do some research; browse through the various cultural resources that are available to you. On the attached worksheet, sketch some possible culturally inspired motifs. Choose a favorite and, if necessary, create a version that will work for this assignment. You will probably need to simplify the original to make it workable. I will come around and approve ideas at your table. Step 2: The Final Idea: Choose the design you like best, and then get a template card to create your culture pattern.

18 Greenware Response for Cultural Box: Answer The Following In Complete Sentences: Did your project turn out as you expected? If so, what made it successful? If not, how is it different? Teacher Assessment: Greenware Response TOTAL 10 5 Self Assessment: 5 - Excellent 4 - Strong 3 - Capable 2 - Limited 1 - Unacceptable On a Rubric of 1-5 I Deserve Explain why you gave yourself the score you did in the self assessment and how your piece demonstrates how you deserve this as a grade. (use the rubric at the front of the lab book) Make sure your name and period is on your project.

19 Name: Period: Final Response for Coil Vase: Answer The Following In Complete Sentences: Describe your project in detail; mention the shape of the form as well as the textural details, color and line. Use detail as if you were attempting to help a blind person visualize your piece. Did your project turn out as you expected? Why or why not? GRADE: Coil Pattern 5 Build Finish 5 Glazeware Response 5 Drawing 5 TOTAL 20

20 Draw your finished project in the box provided.

21 Name: Period: Level One Assignment: Patterned Coil Vase Your Objective is to create a vase form which uses extruded coils as the decorative surface. The vase must meet the following requirements: 1. It must have a smooth surface on the foot and body. 2. The top 3-4 inches of the neck must be embellished with a decorative surface built from coils that includes at least three different textural changes 3. The form must match the pre-planned template. Creating your template 1. Choose a desired shape for your vase from the shapes made available for this assignment. 2. Cut out the outline of the shape and fold it in half lengthwise. 3. Fold a piece of colored tag board in half lengthwise and trace your cut-out vase shape on it, making sure to position it exactly flush with the bottom of the tag board, as shown: 4. Cut out the tag board shape and put your name on it. This will be your template for building your vase. 5. Draw a line 3 or 4 inches from the top to mark where you will start your coil design 6. Make your base and begin building your vase. Remember to check your template every time you add a coil so it will match. Your grade depends on it! You must turn in your template with your project Use the boxes below to sketch out some surface design ideas for your vase.

22 Greenware Response for Coil Vase: Answer The Following In Complete Sentences: Describe the greatest challenge you faced in constructing this vase (decision-making doesn t count), and mention how you met this challenge. Teacher Assessment: Greenware Response Template Match 5 TOTAL 15 5 Self Assessment: 5 - Excellent 4 - Strong 3 - Capable 2 - Limited 1 - Unacceptable On a Rubric of 1-5 I Deserve Explain why you gave yourself the score you did in the self assessment and how your piece demonstrates how you deserve this as a grade. (use the rubric at the front of the lab book) Make sure your name and period is on your project.

23 Name: Period: Level One Assignment: River Rock Semester final, part A This is the construction portion of your studio final; it is completed several weeks in advance, bisque fired, then kept safely in your locker until the final weeks of the semester when you complete the surface design. The surface design is part B, the main portion of the final. In order to ensure that each of you has a project that made it safely through the bisque firing process, we are completing the construction portion (part A) several weeks in advance. This will allow you time to remake it in case of a mishap. You must have the completed bisqueware final river rock project by the following date Procedure for part A of your final: Construct the project according to the demonstration directions. These directions are also reiterated on a form that is available as a handout. When complete, put your name and period on the bottom and put it on the greenware shelf to be bisque fired. Draw a rendering of your three related icons and your proposed handle in the box.

24 Bisqueware Response for River Rock Box: Answer The Following In Complete Sentences: What is the theme of your river rock design and how do the handle and three icons depict that theme? Make sure your name and period is on your project. Self Assessment: On a Rubric of 1-5 I Deserve 5 - Excellent 4 - Strong 3 - Capable 2 - Limited 1 - Unacceptable Bisqueware GRADE: Handle Design 5 Written Response 5 Box Construction 5 TOTAL 20

25 Name: Period: Final Response for Whistle: Answer The Following In Complete Sentences: Describe your project in complete sentences. Be sure to include color, value, texture, line, form and space. Do not describe the process, but instead, the visual design. Use detail as if you were attempting to help a blind person visualize your piece. Are you pleased with the outcome and did you enjoy this project? If you were to do this project again what improvements would you make? GRADE: Requirements 5 Glaze Finish 5 Design Detail and Originality 5 Glazeware Response 5 Craftsmanship 5 Drawing 5 TOTAL 30

26 Draw your finished project in the box provided.

27 Name: Period: Level One Assignment: Fish or Bird Whistle Your Objective is to create a ceramic functional whistle that has the form of a fish or bird situated on an environmental base. The Whistle must meet the following requirements: 1. It must be a functional whistle with the mouthpiece incorporated into the design of a fish or bird. 2. The bird or fish must contain surface texture through the use of added and subtractive elements, with at least three textural changes. 3. Include constructed, not merely carved or impressed, facial features. 4. The bird or fish must be placed on a base which contains environmental visual imagery. 5. It must include a body which is not smaller than a lemon and no larger than a softball. Step 1: The Background and Idea Workup Browse through the magazines and other resources that are available to you in the classroom. (Consider your favorite bird or fish for this project, and then seek specific images of your choice on the internet. Print them out at home and bring them to class.) Once you have decided on an idea, draw up some sketches on scratch paper. (Remember that the mouthpiece has to be placed in a somewhat less than ideal position for many natural animal mouth positions, so you must work out a solution to this problem as you think it through. Don t forget to draw some environmental settings in which to place your whistle! Teacher Approval Step 2: The Final Idea: Choose the drawing you like best, and then get my approval signature, and glue or draw your idea in the box above.

28 Greenware Response for Whistle: Answer The Following In Complete Sentences: Describe your experience in achieving sound with your whistle. What part of the build of this project do you feel was the most successful and why? What part do you feel was the least successful and why? Teacher Assessment: Greenware Response TOTAL 10 5 Self Assessment: 5 - Excellent 4 - Strong 3 - Capable 2 - Limited 1 - Unacceptable On a Rubric of 1-5 I Deserve Explain why you gave yourself the score you did in the self assessment and how your piece demonstrates how you deserve this as a grade. ( the rubric at the front of the lab book) Make sure your name and period is on your project. Name:

29 Name: Period: Final Response for Personalized Mug: Answer The Following In Complete Sentences: If you were to do this project again, retrospectively (looking back and knowing what you now know), would you do anything differently? Describe why that may or may not be the case. As your first ceramics assignment, what did you find most enjoyable about this assignment? What did you find most difficult? GRADE: Requirements 5 Glazeware Response 5 Vessel Surface Design 5 Drawing 5 Vessel Craftsmanship 5 TOTAL 25

30 Draw your finished project in the box provided.

31 Name: Period: Beginning Assignment: Personalized Mug Your Objective is to create a ceramic vessel by forming a slab of clay around a cylindrical form. The surface of the vessel will be embellished with a pattern created through impressions from stamps and clay carving techniques. The vessel will be finished off with a ring foot and a handle. The Vessel The vessel must meet the following requirements: 1. It must be constructed around the provided cylinder form. 2. It must include your first name carved somewhere on the surface of the mug 3. It must contain a vertical or horizontal patterned surface created with impressions from stamps and carvings. 4. It must have a raised ring foot on which it stands. 5. It must have some style of handle

32 Initial Construction (Greenware) Response for Personalized Mug: Answer The Following In Complete Sentences: As your first assignment in ceramics, did you find this project more challenging than you expected, or less challenging? Give a reason for your answer. Teacher Assessment: Greenware Response TOTAL 10 5 Self Assessment: 5 - Excellent 4 - Strong 3 - Capable 2 - Limited 1 - Unacceptable On a Rubric of 1-5 I Deserve Explain why you gave yourself the score you did in the self assessment and how your piece demonstrates how you deserve this as a grade. (use the rubric at the front of the lab book) Make sure your name and period is on your project.