Lesson Plan: Wheel Throwing: Textured Vase Series
Subject: Ceramics (Intermediate - Advanced)
Grade: 10-12
Description:
Advanced students will build upon their throwing skills by throwing three vases in the same size and shape. Each vase will be thrown using a different clay body and have a different surface decoration (shellac resist, additive, subtractive). Glazes will be selected by students, remembering that in the end all three vases will be displayed as a unified set.
Student work:
Grade: 10-12
Description:
Advanced students will build upon their throwing skills by throwing three vases in the same size and shape. Each vase will be thrown using a different clay body and have a different surface decoration (shellac resist, additive, subtractive). Glazes will be selected by students, remembering that in the end all three vases will be displayed as a unified set.
Student work:
California State Standards for Visual and Performing Arts:
Artistic Perception
1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
Creative Expression
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills
Aesthetic Valuing
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.
4.4 Articulate the process and rationale for refining and reworking one of their own works of art.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
Learning Objectives:
Students will:
- Understand how to throw specific vase shapes in different clay bodies.
- Understand how to throw large shapes on the wheel.
- Practice throwing the same shape multiple times.
- Understand how to apply different surface textures: additive, subtractive and shellac resist.
- Understand how to create a set of artworks.
- Rework and refine all vases until desired unison is attained.
- Participate in and practice art criticism and points of view in the critique of their own and their classmates’ completed vases.
Assessment:
Formative -
- Teacher will walk around and check in with students one-on-one while they are working independently.
- All students will be encouraged to make more than one of each vase as to turn in the best one and to have extra in case something goes wrong throughout the firing processes.
- Green-ware grading from criteria. Teacher pencils in grade if student would like to re-submit, until due date and then all grades are final. Depending on the advanced level of the student, different height requirements are considered. (example: level 3 students must make 6 in., level 4 students must make 7in., and so on.) Also, each student will be picking a vase profile to create, the profile will be held up to the vase to determine the accuracy of thrown shape. (this greenware grading is optional as students may want to complete the profile shape with trimming.
- A second green-ware grade will be applied for these students after surface decoration has been applied. Criteria below.
- Final Glaze-ware grading from criteria, grading will be based on all three vases as a set. Class critique will take place. Unity of vases and quality of glaze application will be considered when giving final grade.
- During greenware stage(while still on the wheel): graded on correct type of clay, wall thickness/evenness, craftsmanship of finishing (lip, trim bottom, rib compressed), height and profile shape.
- During greenware stage(after surface decoration): grading based on application of decoration (craftsmanship), coverage/balance of decoration around entire vase, craftsmanship of foot on vase, weight/wall thickness of vase(student could have thinned walls during trimming).
- During critique for final glaze/unity grade: graded on application of glaze, number of vases present, unity of vases.
Vocabulary:
Additive, subtractive, shellac resist, unity, series
Materials:
Three different clay bodies (porcelain, Long Beach, Hopkins White), glazes, throwing tools(wire cutters, wooden and metal ribs, needle tools, wooden knife, sponge, water bucket), plastic wrap, plastic bags, rulers to measure height, criteria handouts, boards for transporting and storing vases, trimming tools (loop tool, wooden knife, sponge), profiles for students to create or use to use against vases to check correct shape, shellac, paintbrushes, denatured alcohol for cleaning brushes, slip for clay body where additive texture will be included.
Instructional Strategies:
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Student Activities:
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Aesthetic Exploration:
Students will make aesthetic choices with the shape, throwing quality, decoration and glaze given to each vase. Aesthetics will also come into how each of the vases look together as a group. During the critique, students will consider the aesthetics of their peer’s work when they provide complements, suggestions or comments about what they see.
Closure:
Class critique for unity of vases as a set. Students will present their vases one at a time in an area where all students can easily see them. Students will be encouraged to get up and look closely at the vases. Then, teacher will explain that this critique is going to work more like college critques, where students will be asked for their opinions and the artist will also have time to explain. All comments should be respectful and the student whose artwork is on display should take comments as ceramic feedback and not personally. Then critique begins. Teacher will ask class different specific questions about the set of vases (are they unified and why, if one vase did not belong which one would it be and why, which vase seems most successful and why, etc.) A conversation should take place and then the next student will present his/her work.
Submit to teacher for final glaze grading. Student will need to explain to teacher the names and placement of glazes on vases. Student will listen to feedback from teacher and receive grade for vases at that moment.
Students will make aesthetic choices with the shape, throwing quality, decoration and glaze given to each vase. Aesthetics will also come into how each of the vases look together as a group. During the critique, students will consider the aesthetics of their peer’s work when they provide complements, suggestions or comments about what they see.
Closure:
Class critique for unity of vases as a set. Students will present their vases one at a time in an area where all students can easily see them. Students will be encouraged to get up and look closely at the vases. Then, teacher will explain that this critique is going to work more like college critques, where students will be asked for their opinions and the artist will also have time to explain. All comments should be respectful and the student whose artwork is on display should take comments as ceramic feedback and not personally. Then critique begins. Teacher will ask class different specific questions about the set of vases (are they unified and why, if one vase did not belong which one would it be and why, which vase seems most successful and why, etc.) A conversation should take place and then the next student will present his/her work.
Submit to teacher for final glaze grading. Student will need to explain to teacher the names and placement of glazes on vases. Student will listen to feedback from teacher and receive grade for vases at that moment.