Clay Studio I Course Expectations
My Teaching Pages:
http://burlingtonhighschoolart.weebly.com/
Burlington High School Art Department
Clay Studio I Course Expectations
Teacher:
Course Title and Number: Clay Studio I 564
Room: 416
Grades 10, 11, 12
Prerequisite – None for 2024- 25; A Foundation art course highly recommended
5 per/wk – 5 credits
Full year course
I. Course Overview
The clay studio serves as a creative space dedicated to crafting artifacts using clay as the primary medium. Within this studio, you will have the valuable opportunity to refine your technical skills in handbuilding while also exploring a wide range of techniques. You will delve into both traditional and contemporary approaches to ceramics, sculpture, and pottery-making. Through projects involving pinching, coil making, wheel throwing, and slab making techniques, you will have the freedom to create personalized and individualized sculptural forms or functional vessels, incorporating a combination of these techniques.
II. Successful Learning
III. 21st Century Learning Expectations
Consistent with the school’s mission and 21st Century Learning Skills, Art & Design students are engaged in modes of artistic and creative expression and critical thinking every day. They are presented with extensive opportunities for growth in creating, presenting, responding, and connecting. Students are encouraged to develop skills that teach them accountability, adaptability and tenacity in their academic, social, and civic interactions. Students will work both independently and collaboratively to solve artistic and conceptual problems, acquiring skills to generate their own questions and investigate independent topics of interest related to the concepts being taught. They will synthesize and relate knowledge and personal experiences to make art, and they will convey meaning through the presentation of artistic work. Students will apply a variety of problem-solving strategies, which may involve generating and conceptualizing artistic ideas through writing or brainstorming; organizing and developing these ideas through drafting, revising, and refining for presentation; working spontaneously and experimentally; and processing feedback from peers.
Students will participate in a classroom environment where they are nurtured to act with integrity in all academic endeavors and to exhibit respect for themselves and empathy for others. They will learn to speak honestly and respectfully to classmates and respect their opinions in discussions and in group critiques of student work. They will interpret meaning and intent in artistic work, and they will use the vocabulary of art in a way that demonstrates informed, critical decision-making, applying criteria to evaluate artistic work. They will exhibit responsible citizenship by maintaining their tools and work space; assisting and serving as resources for classmates; and considering the relevance of art in a local, global and digital society. Students will relate their artistic ideas and works with societal, cultural and historical context to deepen understanding, studying the work of famous artists and artwork from different cultures and eras.
As a student in this course, you will be expected to:
These expectations align with the school’s mission statement.
IV. Expected Outcomes
By the completion of the Ceramics and Sculpture I course, successful students will be able to:
V. Topics/ Content
Main Topics of Discussion and Skill-Building:
Essential Questions:
Media (Materials and Techniques) may include:
Communication and Reflection: Critiques and Journal
Critiques of in-class projects and homework are an important and regular part of the course. You will have the opportunity to look at and discuss your own artwork and the work of your peers during teacher-guided group critiques.
You will also be asked to write about your work and/or the work of your peers in your journals or Google Docs.
You will reflect on, share your thoughts on, and ask and answer questions about your own work and the work of your peers so that you will all create stronger and stronger work.
The instructor will also discuss your work individually with you and provide feedback at least every few days. Upon request, you may receive further individualized instruction and assessment during the instructor’s prep periods and after school.
VI. Assessing Progress
Assignments will be recorded in Aspen in one of three categories: Learning Process, Applied Learning Assessments, or Summative Assessments.
Percentages: The following percentages determine quarterly grades in this course.
Types of Assessment:
Grading Criteria:
You generally will be graded on a combination of concept, design, technical quality, and personal investment/work habits.
Consideration may also be given to:
These are the tools we use to measure your success:
VII. Classroom Expectations
Classroom Expectations
Poor attendance will have a direct bearing on your grade.
★ All students are expected to adhere to the BHS Academic Integrity Policy.
Revisions & Retakes
Student Support & Extra Help
Homework/Make-up Policy
References and Resources:
Students are encouraged to investigate a variety of creative art and design resources to enhance their aesthetic understanding and generate possibilities for investigation. You can do this by digging into the large collection of art reproductions in our classroom, through books and magazines, visits to museums, and online. Visiting the websites of particular artists and designers can provide an in-depth understanding of influences, inspiration, and process. We will often refer to, read from, and view and discuss artwork from Google Arts & Culture, where there is so much to see! Try the “Explore” button, where you can use the Art Camera to zoom into famous master paintings, experience culture in 360 degrees, and tour the world’s greatest museums and other landmarks using “Street View”. Or choose categories to discover the most well-known artists and masterworks in history.
We may view and discuss short videos on contemporary artists and designers from sources such as Art 21: Art in the 21st Century, TED.com: Visual Art, and PBS Learning Media: Visual Art.
For a longer and richer list of helpful online resources, visit the BHS Art & Design Resources Page at burlingtonhighschoolart.weebly.com/resources.html
We will dig into many of these resources in class, but I encourage you to explore them on your own as well.
Additional Information
I encourage students to seek extra help whenever they feel they are falling behind. I will always arrange a time to sit down with you if you ask, and flex blocks are the best timing to do so.
Please feel free to contact me at my school email or by phone at 781-270-1984.
I can usually be found in Rooms 414 or 416.
BHS Art website
These course expectations, other documents, and much more information important for your success in this course will be found on the “teacher pages” at the following link:
burlingtonhighschoolart.weebly.com
(Click on “Ceramics & Sculpture I”)
You will be expected to access this site on a regular basis, so please bookmark it on your iPad or laptop and home computer.
What you will need:
My Teaching Pages:
http://burlingtonhighschoolart.weebly.com/
Burlington High School Art Department
Clay Studio I Course Expectations
Teacher:
Course Title and Number: Clay Studio I 564
Room: 416
Grades 10, 11, 12
Prerequisite – None for 2024- 25; A Foundation art course highly recommended
5 per/wk – 5 credits
Full year course
I. Course Overview
The clay studio serves as a creative space dedicated to crafting artifacts using clay as the primary medium. Within this studio, you will have the valuable opportunity to refine your technical skills in handbuilding while also exploring a wide range of techniques. You will delve into both traditional and contemporary approaches to ceramics, sculpture, and pottery-making. Through projects involving pinching, coil making, wheel throwing, and slab making techniques, you will have the freedom to create personalized and individualized sculptural forms or functional vessels, incorporating a combination of these techniques.
II. Successful Learning
- LOOK carefully at things. Understand the importance of observation and reflection.
- Appreciate and respect the process of art-making.
- Ask questions.
- Challenge yourself. – If there seems to be a simple solution, push yourself to find a more creative one.
- Experiment. Take risks with your art.
- Be open to suggestions.
- Be aware of how other artists solve similar problems.
- Make productive use of your time.
- Be willing to rework an assignment.
- Remember that you are working on unique, original solutions to visual problems.
- Take advantage of your sketchbook and draw independently and often.
- Visit museums and galleries (in person or online)
- Look at art in books and magazines.
III. 21st Century Learning Expectations
Consistent with the school’s mission and 21st Century Learning Skills, Art & Design students are engaged in modes of artistic and creative expression and critical thinking every day. They are presented with extensive opportunities for growth in creating, presenting, responding, and connecting. Students are encouraged to develop skills that teach them accountability, adaptability and tenacity in their academic, social, and civic interactions. Students will work both independently and collaboratively to solve artistic and conceptual problems, acquiring skills to generate their own questions and investigate independent topics of interest related to the concepts being taught. They will synthesize and relate knowledge and personal experiences to make art, and they will convey meaning through the presentation of artistic work. Students will apply a variety of problem-solving strategies, which may involve generating and conceptualizing artistic ideas through writing or brainstorming; organizing and developing these ideas through drafting, revising, and refining for presentation; working spontaneously and experimentally; and processing feedback from peers.
Students will participate in a classroom environment where they are nurtured to act with integrity in all academic endeavors and to exhibit respect for themselves and empathy for others. They will learn to speak honestly and respectfully to classmates and respect their opinions in discussions and in group critiques of student work. They will interpret meaning and intent in artistic work, and they will use the vocabulary of art in a way that demonstrates informed, critical decision-making, applying criteria to evaluate artistic work. They will exhibit responsible citizenship by maintaining their tools and work space; assisting and serving as resources for classmates; and considering the relevance of art in a local, global and digital society. Students will relate their artistic ideas and works with societal, cultural and historical context to deepen understanding, studying the work of famous artists and artwork from different cultures and eras.
As a student in this course, you will be expected to:
- Apply a variety of problem-solving strategies.
- Art requires much thought. You will be learning many ways to approach art-making. Some will involve writing your ideas; some will involve rough drafts; some will involve working spontaneously and experimentally; some will involve receiving and evaluating feedback from peers.
- Write effectively
- in your journal and in written critiques of artwork.
- Communicate orally
- by sharing your ideas with the class and discussing the work of others. You will be expected to use the vocabulary of art (including reference to the elements and principles of art) in a way that demonstrates informed, critical decision-making.
- Read critically
- from magazine articles on famous artists, and when working on an art history research project.
- Demonstrate self-control and respect for all individuals.
- Speak honestly and respectfully to your classmates and respect their voice and their opinions in discussions and group critiques.
- Pursue and participate in modes of artistic and creative expression EVERY DAY.
- Exhibit responsible citizenship.
- Be responsible for your tools and your workspace; assist your classmates when needed; consider how you can reach out to the rest of the school and your community with your art.
These expectations align with the school’s mission statement.
IV. Expected Outcomes
By the completion of the Ceramics and Sculpture I course, successful students will be able to:
- Effectively use and discuss the basic elements of three dimensional design.
- Demonstrate a facility with a wide range of art tools, materials, and techniques related to clay art
- Demonstrate an exploratory attitude and approach to art-making
- Properly maintain art tools and materials
- Take proper safety precautions
- Communicate ideas and feelings through art
- Communicate orally and in writing about your own artwork and the work of others
- Analyze, discuss, and be inspired by the works of other artists (from our own and other times; from our own and other cultures)
- Solve problems using critical and creative thinking
- Exercise self-discipline, self-reliance, and self-motivation
- Demonstrate an appreciation of the roles art can play in your life and in the world
- Develop an increasingly high level of craftsmanship
- Help to foster a sense of community and collaboration
- Create a substantial body of hand-built work
- Develop an understanding of the firing process
- Create an exhibit of your best work
- Prepare your work for display in an exhibit
- Take advantage of the opportunities to participate in presentations by artists, art school representatives, and field trips
- Meet personal artistic goals
- Portrait of a Graduate in Our Classes
Burlington Public Schools has adopted the Portrait of a Graduate as a vision for student success, focusing on critical thinking, effective communication, successful collaboration, and resourceful problem solving. Each faculty member across all subjects—including the arts—is committed to weaving these essential skills into daily lessons.
- In art classes, this means students will not only create but also practice collaboration, problem-solving, reflection, and communication through their projects, ensuring that artistic growth contributes directly to the lifelong skills expected of every Burlington graduate.
V. Topics/ Content
Main Topics of Discussion and Skill-Building:
- The Elements and Principles of Art as they relate to three-dimensional artwork
- Form and function
- Symmetry as it relates to ceramic form
- Skill with different methods and materials
- Famous and important art and artists
- Creative thinking and generating ideas
- Making Meaning - Visual communication and personal expression
- Studio Habits of Mind
- Design-thinking - Visual problem-solving, planning, and process
- Reflection, analysis, and critique
Essential Questions:
- What makes good art good? What does “Quality” look like?
- What is art, anyway? What makes something art?
- How do you see the elements of design in ceramics and other sculpture?
- How can an artwork express an idea or emotion?
- How do I build a strong portfolio?
- What kinds of ideas and questions inspire me?
- From where can I look for inspiration as an artist?
- What are the options available to me as an artist?
- What informs why, how, and what artists and designers make?
- How do artists and designers make works of art and design?
- Why and how do artists and designers present their work to viewers?
Media (Materials and Techniques) may include:
- Pinching Techniques
- Coil making
- Wheel throwing
- Slab making
- Surface Decoration Techniques (Additive, Pinching out, Carving, Subtractive, Pressing Objects)
Communication and Reflection: Critiques and Journal
Critiques of in-class projects and homework are an important and regular part of the course. You will have the opportunity to look at and discuss your own artwork and the work of your peers during teacher-guided group critiques.
You will also be asked to write about your work and/or the work of your peers in your journals or Google Docs.
You will reflect on, share your thoughts on, and ask and answer questions about your own work and the work of your peers so that you will all create stronger and stronger work.
The instructor will also discuss your work individually with you and provide feedback at least every few days. Upon request, you may receive further individualized instruction and assessment during the instructor’s prep periods and after school.
VI. Assessing Progress
Assignments will be recorded in Aspen in one of three categories: Learning Process, Applied Learning Assessments, or Summative Assessments.
Percentages: The following percentages determine quarterly grades in this course.
- Learning Process: 10 %
- Students should review the Learning Process rubric for details on how they will be assessed.
- Applied Learning Assessments: 20% for CP art courses (30% for Honors art courses)
- Students can expect workshops, homework, critiques/peer feedback, class activities, demonstrations, and other similar types of learning tasks to be included in this category.
- Summative Assessments: 70% for CP art courses (60% for Honors classes)
Types of Assessment:
- Class Activities
- Workshops
- Studio Projects
- Sketchbook
- Written assignments (such as self-assessments, written peer critiques, and analysis of professional artworks)
- Participation in critiques and other discussions and group activities
- Presentations
- Participation in the art exhibition
- Tests and Exams
Grading Criteria:
You generally will be graded on a combination of concept, design, technical quality, and personal investment/work habits.
Consideration may also be given to:
- Research of ideas; concept development
- Strength and clarity of concept
- Strength of design
- Technical proficiency (skill)
- Presentation
- Understanding demonstrated in discussion and writing
- Class participation
- Specific criteria for each assignment
These are the tools we use to measure your success:
- Writing Rubric
- SUMMATIVE ASSESSMENTS - Studio Habits of Mind - This rubric may be modified to fit specific assignments.
- Rubric: BHS Learning Process (Art Courses)
- Rubric: APPLIED LEARNING
VII. Classroom Expectations
Classroom Expectations
- School rules from the Student Handbook apply.
- Get to class on time
- Use your time effectively
- Take responsibility for the condition of your materials, your work area, and the studio. Clean up thoroughly.
- Hand in your homework and projects on time
- Attendance is critical to success in this program.
Poor attendance will have a direct bearing on your grade.
- During class, cell phones should be turned off and kept in the assigned area.
- Students MUST clean their workspaces at the beginning and end of each period.
- ** Art classes will use Google Classroom, Google Drive, and teacher websites that can be found on the BHS Art & Design homepage.
- ALWAYS get permission before leaving the classroom
- Students are expected to be present and actively engaged during the scheduled class period every school day.
- Teachers will give direction to the students working with the possibility of requiring that the work be turned in by the end of the session as an “exit ticket” via Google Classroom, email, or sharing from Google Drive.
★ All students are expected to adhere to the BHS Academic Integrity Policy.
Revisions & Retakes
- To revise or retake a summative assessment, as outlined in the BHS Schoolwide Grading Policies,
Student Support & Extra Help
- Add information about when you are available for extra help and how students should schedule it.
- In addition to flex block, I am available for drop-in extra help sessions before school from 8:05 - 8:35 and after school from 3:00 - 3:15 on Mondays, Tuesdays, and Thursdays. If these times don’t work for you, see me to schedule an appointment.
Homework/Make-up Policy
- All homework assignments will be posted ______________. Completed assignments must be submitted ___________(at the start of class on the due date or the start of school on the due date).
- Students are responsible for arranging their make-up work. Work should be completed as soon as possible to limit disruptions to learning. The Student Handbook outlines the following timeframe:
- Add details about your procedures for accessing and completing homework and make-up assignments here.
- 1-2 Days of Consecutive Absences: All work is due within one week of the absence.
- 3-5 Days of Consecutive Absences: All work is due within two weeks of the absence.
- More than 5 Days of Consecutive Absences: See me for guidelines.
References and Resources:
Students are encouraged to investigate a variety of creative art and design resources to enhance their aesthetic understanding and generate possibilities for investigation. You can do this by digging into the large collection of art reproductions in our classroom, through books and magazines, visits to museums, and online. Visiting the websites of particular artists and designers can provide an in-depth understanding of influences, inspiration, and process. We will often refer to, read from, and view and discuss artwork from Google Arts & Culture, where there is so much to see! Try the “Explore” button, where you can use the Art Camera to zoom into famous master paintings, experience culture in 360 degrees, and tour the world’s greatest museums and other landmarks using “Street View”. Or choose categories to discover the most well-known artists and masterworks in history.
We may view and discuss short videos on contemporary artists and designers from sources such as Art 21: Art in the 21st Century, TED.com: Visual Art, and PBS Learning Media: Visual Art.
For a longer and richer list of helpful online resources, visit the BHS Art & Design Resources Page at burlingtonhighschoolart.weebly.com/resources.html
We will dig into many of these resources in class, but I encourage you to explore them on your own as well.
Additional Information
I encourage students to seek extra help whenever they feel they are falling behind. I will always arrange a time to sit down with you if you ask, and flex blocks are the best timing to do so.
Please feel free to contact me at my school email or by phone at 781-270-1984.
I can usually be found in Rooms 414 or 416.
BHS Art website
These course expectations, other documents, and much more information important for your success in this course will be found on the “teacher pages” at the following link:
burlingtonhighschoolart.weebly.com
(Click on “Ceramics & Sculpture I”)
You will be expected to access this site on a regular basis, so please bookmark it on your iPad or laptop and home computer.
What you will need:
- A sketchbook - 11" x 14", at least 60 lb. paper weight
