Ceramics

  • LG 1 Create - Elements of Art

    High Priority Standards
    NCCAS Standards 2014 - Ceramics
    Artistic Process - Creating
    Anchor Standard: Refine and complete artistic work.

    Learning Goal
    Students will be able to demonstrate the elements and principles of art through the media of clay.

    Proficiency Scale
    Level 4: Student demonstrates an in-depth inference or advanced application or innovates with the learning goal.

    Level 3: Student demonstrates mastery with the learning goal as evidenced by:

    • Applying elements of line, color, texture, shape and the principle of repetition to ceramic artwork.
    • Creating ceramics that illustrate art and design concepts using the pottery wheel and hand-build techniques.

    Level 2: Student demonstrates he/she is nearing proficiency by:

    • Recognizing and recalling specific vocabulary, such as: tools, wheel, kiln, glaze, hand-build, throwing, firing, slab, coil, form,
      shape, dimension, texture, repetition, negative space.
    • Performing processes such as:
      • Building a pot.
      • Curing a pot.
      • Applying glaze.
      • Firing the piece.

    Level 1: Student demonstrates a limited understanding or skill with the learning goal.


    LG 2 Create - Glazes

    High Priority Standards
    NCCAS Standards 2014
    Artistic Process- Creating
    Anchor Standard: Refine and complete artistic work.

    Learning Goal
    Students will be able to mix colorants and chemicals to create ceramic glazes.

    Level 4: Student demonstrates an in-depth inference or advanced application or innovates with the learning goal.

    Level 3: Student demonstrates mastery with the learning goal as evidenced by:

    • Creating a cone 6 glaze with colorants and chemicals for application to a kiln fired work.
    • Creating a raku glaze with colorants and chemicals for application to a pit or barrel fired work.
    • Applying natural colorants for a pit fire and/or barrel firing.

    Level 2: Student demonstrates he/she is nearing proficiency by:

    • Recognizing and recalling specific vocabulary, such as: glaze, mix, apply, kiln, cone 6, raku, pit fire and barrel fire.
    • Performing processes such as:
      • Applying a pre-mixed glaze.
      • Identifying how a glaze is created.

    Level 1: Student demonstrates a limited understanding or skill with the learning goal.


    LG 3 Present - Portfolio

    High Priority Standards
    NCCAS Standards 2014
    Artistic Process - Presenting
    Anchor Standard: Select and analyze their artwork and the work of others when deciding what artwork to present.

    Learning Goal
    Students will be able to select and refine artistic works for presentation.

    Proficiency Scale
    Level 4: Student demonstrates an in-depth inference or advanced application or innovates with the learning goal.

    Level 3: Student demonstrates mastery with the learning goal as evidenced by:

    • Choosing items for a portfolio using the concepts of quality, quantity, selection and discrimination.
    • Presenting a portfolio that illustrates a sense of style and depth of subject knowledge.

    Level 2: Student demonstrates he/she is nearing proficiency by:

    • Recognizing and recalling specific vocabulary, such as:
    • portfolio, quality, quantity, selection and discrimination.  Performing processes such as:
      • Choosing items for a portfolio.
      • Displaying items that show the accomplished work.

    Level 1: Student demonstrates a limited understanding or skill with the learning goal.


    LG 4 Respond - Criticism

    High Priority Standards
    NCCAS Standards 2014
    Artistic Process- Responding
    Anchor Standard: Experience, analyze and interpret art and other aspects of the visual world.

    Learning Goal
    Students will be able to observe, interpret, and evaluate art.

    Proficiency Scale
    Level 4: Student demonstrates an in-depth inference or advanced application or innovates with the learning goal.

    Level 3: Student demonstrates mastery with the learning goal as evidenced by:

    • Constructing aesthetic arguments to support art critiques.
    • Evaluating the artistic works of others and self, using the elements of art and the principles of design.

    Level 2: Student demonstrates he/she is nearing proficiency by:

    • Recognizing and recalling specific vocabulary, such as: aesthetics, art criticism, validity, purpose, quality, response.
    • Performing processes such as:
      • Commenting on personal art using descriptive terms.
      • Commenting on other artists’ work using descriptive terms.

    Level 1: Student demonstrates a limited understanding or skill with the learning goal.


    LG 5 Refine

    High Priority Standards
    NCCAS Standards 2014
    Artistic Process – Creating
    Anchor Standard: Refine and complete artistic work.

    Learning Goal
    Students will be able to refine their work and continue to grow as artists.

    Proficiency Scale
    Level 4: Student demonstrates an in-depth inference or advanced application or innovates with the learning goal.

    Level 3: Student demonstrates mastery with the learning goal as evidenced by:

    • Applying constructive criticism to personal work.
    • Reflecting on, revising and refining work over time.

    Level 2: Student demonstrates he/she is nearing proficiency by:

    • Recognizing and recalling specific vocabulary, such as: practice, constructive critique, reflection, revision, refining
    • Performing processes such as:
      • Identifying aesthetic elements during a discussion.
      • Revising personal work.

    Level 1: Student demonstrates a limited understanding or skill with the learning goal.