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Level IV Ceramics III Discovery

Course Title: Level IV, Ceramics IIICourse Sequence: Follows all Level III coursesCredit: 1
TEKS Strand Expectations
Foundations: observation & perception
The Level IV student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:
Level IV students are expected to consider concepts and themes for personal artwork that integrate an extensive range of visual observations, experiences, and imagination; compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork; compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.
Creative Expression
The Level IV student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:
Level IV students are expected to produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works; evaluate and justify design ideas and concepts to create a body of personal artwork; use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination; create original artwork to communicate thoughts, feelings, ideas, or impressions; collaborate to create original works of art; and create artwork, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
Historical and cultural relevance
The Level IV student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:
Level IV students are expected to research and report on selected historical periods, artists, general themes, trends, and styles of art; analyze and evaluate the influence of contemporary cultures on artwork; collaborate on community-based art projects; and examine, research, and develop a plan of action for relevant career or entrepreneurial art opportunities within a global economy, justifying the choice.
Critical evaluation and response
The Level IV student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:
Level IV students are expected to develop evaluative criteria to justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas; evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork; analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and the measure of uniqueness; use responses to artwork critiques to make decisions about future directions in personal work; construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.

Advanced ceramic students study the ceramics of three southwestern United States Native American tribes while considering the Big Idea of Culture—Anasazi, Mogollon, and Hohokam. After investigating techniques used by the tribes, they consider the Key Question, "How can these cultural techniques they explored be incorporated into their own work?" The students learn the methods and materials that Native American tribes used to make ceramic forms.

The students also examine how the forms represented Native American cultures and beliefs. They study in great detail the hand-built Mimbres bowls from southwestern New Mexico and their black and white geometric and abstract animal designs. They study how the arrival of the Spaniards influenced pottery of the Southwest. They learn burnishing techniques and imprints from natural objects and additive methods (e.g., adding shapes or textures to the clay).

The students investigate how Native American techniques have influenced contemporary potters, including how they build their kilns, tools made of natural materials, and the use of smothered fires to turn red clay black.

The students finally built a kiln to fire their pots. Though the students used traditional Native American techniques, their pots reflect contemporary design. The students exhibit their work along with a created PowerPoint to illustrate the history and the entire process. Their works include a written artist statement detailing their journey through the project.

After completion, students will participate in a written and oral class critique with the key input being about the artwork solution to the Key Question.

Students will evaluate their own artwork and add it to their portfolio body of work that constitutes evidence of their learning.

Differentiation Strategies for Students with Special Needs
©Copyright 2015, Center for Educator Development in Fine Arts (CEDFA). This chart is developed by the Center for Educator Development in Fine Arts (CEDFA) as a resource for Texas teachers. All rights reserved.
Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2013; Center for Educator Development in Fine Arts all rights reserved.