Name: Siegfried J Oyales, Mr.

O C URRI C ULUM PL AN N IN G TOO L

Unit Big Idea: Intro to Ceramics Grade Level: 9-12 National Visual Art Goals:
VA:Cr1.1.I, VA:Cr2.1.I, VA:Re9.2.I

Objective(s):
Students will learn about ceramics as a craft and art
Students will learn the basics of ceramics handbuilding:
Students will learn the pinching method
Students will learn coiling the coiling method
Students will learn slab building
Students will learn surface treatment and surface design
Students will learn about the properties of clay and glazes
Students will learn about the firing process
Students will use creative processes and problem solving strategies in order to create ceramic objects
Students will also look at ceramics artists to help them better understand what ceramics is in the art AND craft world. Also introduces
them to people (artists and craftspeople) who they may otherwise never encounter in other forms of research (even in art like
painting/sculture/photography).

Projects:
1. Introductory project, pinched vessels
2. Second project, coiled vessels
3. Third Project, slab-built vessels

Historical/MC &
Session

Title of Key Concepts Dialogue/Concep Contemporary Media/Process Reading, writing, Closure/

Lesson & Important ts Art Exemplars [materials, and talking about Assessment
Expected concepts [Essential [artworks, books, techniques; step by art [how you will wrap it up
Result[s] addressed on Questions you will interviews, step] [list and how you will grade
[& Length of big idea ask; points of videos, visitors] instances/activities the lessons results]
Time to discussion; what You need to write out that are synthesized *Make a rubric for each
Completion] they are learning] 5 days for each week. into the lesson, not final project.
separate]

CurriculumPlanningToolPage1of14
Week 1
Intro to -what is -Who has ceramics Potter highlight: Student material:
Ceramics ceramics experience? Kevin Crowe -Sketchbook/ notebook Day 1: Day 1:
And the http://www.kevinc -pen/pencil
pinching Teacher material: -introduce the -Tell students to research
method -what is craft -what is the rowepottery.com/i -clay ceramic material what people make out of
difference between -clay stages example and use the link in ceramics
pottery and 05x11ar721sgih1 (soft, leatherhard, bone ceramics beyond -All week students will be
-pinching as a sculpture? dry, bisque, finished art and craft and working on pinch pots
building vq2h2vtw4hmkur
5 x 50 min technique glazeware) the word Vessel and different types of
-What else is -laptop, powerpoint, -discuss studio building with the pinch
Intro to ceramics used for? projector safety, rules, and method
Ceramics -Studio safety Artist Highlight: -sponges expectations
Paulus Berehnson -wooden tool -Introduce 3 main
and the -What are the *Scan pages from -carving tool types of working
-The term differences clay (earthenware, Day 2:
pinching Vessel his book Finding
between the 3 Ones Way With Day 1: stoneware, -Students wedging will
method main types of Clay -introduce ceramic porcelain) be assessed by cutting
5 x 50 mi working clay? material. Show its -Discuss tactile their wedged ball and
(earthenware, malleability, plasticity, quality of ceramics checking if there are little
stoneware, and softness -Discuss how to no air bubbles.
porcelain) Ceramics beyond -Give each table of students created -Students participation
art and craft: students a bag of clay. their objects. What will be assessed on
-instruct students to did they do, how did completing pinching a
-How do the http://www.explai take multiple small they form it, did bowl or cup and a mug.
different stages of nthatstuff.com/cer balls of clay. Form At least 2 pinch pots
clay differ? familiar forms with the they join parts, did
amics.html clay (like shoes, hats, they pinch must be completed of no
animals, etc) to get cracks/weak spots
students comfortable
with working with clay. Day 3:
Day 2: -Participation will be
-Discuss pottery and assessed on completion
Day 2: the ceramic artist
-Demo wedging (hand Kevin Crowe. of at least one two-part
wedging and rams Discuss pottery as a pinch pot with good
head) Students will means of living for seams and no cracks nor
practice wedging many craftspersons weak spots
throughout the week.
Discuss importance of -Show Kevin
wedging. Crowes website
-Demo making pinch -Discuss the Day 4:
pots: cups and bowls different stages -Making pinch pots can
-Demo pinching and greenware soft, come in so many
attaching handles to leatherhard, bone different forms. This day
make a mug dry will be about the quicker,
-Students will learn the more aggressive, and raw
expanding a ball of clay way of making pinch
to make a vessel pots.
-Students will also learn Day 3 and 4: -Participation will be
to smooth surfaces of -Review the stages
cracks (weak spots)_ of greenware clay assessed on completion
-Students will make 3 of at least 2 pinch pots
types of pinch pots: (one made by using knee
cups, bowls, and mugs and another made by
Day 5: using elbow) with no
Day 3: -Discuss Paulus cracks/ weak spots
-Demo 2 part pinch Berehnsons pinch
pots work. Pinching at a
-Students will make 2 large scale
pinch pots in which -talk about Day 5:
they will learn to slip, expansion and the -Students participation
score, and join. clay taking its form will be assessed on their
as it grows. progress of a larger pinch
pot
Day 4: -Students will continue
-Demo using knees and working on their large
elbows to make pinch pinch pot after the
pots weekend.
-Students will make one
of each knee and elbow
pinch pot. They can
make more if they have
time.

Day 5:
-Demo pinching larger
forms (2-3 pounds of
clay)
-Students will begin
pinching a larger CurriculumPlanningToolPage2of14
 Day 1: Day 1 and 2:

Week 2
Pinch project -Pinching as a -types and stages -Review wedging Day 2: -Day 1 will proceed to
wrap-up building of clay -Students will -Students will be day 2
technique Sculptor Highlight: continue pinching given critique -in day 2, students will
-Growth and Virginia Scotchie their large pinch pot handouts with participate in a light
expansion of http://www.virgini -Briefly demonstrate questions like what critique after their
form ascotchie.com/ texturing on a smaller do you like about texturing surfaces
Introduce pinch pot assignment. Participation
Vessel -Review and your piece? What will be assessed by
making: Coil wrap pinching -How does coiling Sculptor highlight: can be improved?
method method differ from Day 2: How do you plan on critique contributions
pinching? Any Anders Ruhwald -The pinch pot section will
-critique similarities? http://www.anders -Review texturing a using it? also be assessed by
ruhwald.com/the- pinch pot technique, craftsmanship,
5 x 50 min -What are the pros hand-is-the-mind- -Students will texture
-Additive and cons of is-the a pinch pot using effort, and participation
process coiling? carving and wooden
-New method of Day 3:
tools -Introduce coil Day 3:
building, coiling Onggi Master -Students will choose building, show clips
-Sculptural Video: -Video viewing and
their favorite pinch from Onggi Master demonstration will take
quality of the https://www.youtu pot from the various YouTube video the entire time.
coil method be.com/watch? methods for light
v=ayDjp4yvF3o -Homework is to sketch
critique form designs for their coil
-Importance of Day 4: pot.
drying and time -Show PowerPoint
management Student material: slides of sculptor
with coil -Sketchbook/notebook highlights: work by Day 4:
building -pen/pencil Virginia Scotchie -Students sketches will
and Anders get points for their ideas
Ruhwald. (checks)
Teacher material: -Students participation
-Clay will be based on their
-PowerPoint Slides and Day 5: starting phase of the coil
projector for video -Discuss drying and pot.
-Fork or scoring tool damping tips for coil
-Pre-made slip building and time
-soft bags management Day 5:
-wooden tool -Handouts for the -Let students know that
-flat, metal ribs drying and damping this will take some time
-sponges for clean up tips because of dry time,
clean up, and other
variables. Students are
encouraged to let pots
Day 3: dry and come in during
-Demo coil building, their lunch to cover pots
starting with a base, again.
slip and scoring,
proper adding
technique
-Students will take
notes on the steps of
coil building while I
show them.
Day 4:
-After showing slides
of sculptors who use
the coil building
techniques, students
will be given a chance
to sketch out more
ideas for their coil pot
-Students will begin
their coil pots, starting
with a base of any
shape, getting their
coils ready while the
base dries, and begin
building.
-I will periodically
build mine as they
build theirs so they
can see the process
with a constant
exemplar.

Day 5:
-Students will
continue building their
CurriculumPlanningToolPage3of14
 Student material: Day 3:

Week 3
-Additive How does coiling potter highlight: -Sketchbook/notebook -Show slides of work Students will
process differ from Michael Imes -pen/pencil by Michael Imes and continuously get
Vessel -New method of pinching? Any http://www.imescl Chris Gustin feedback on their
Making: building, coiling similarities? ay.com/ -Show students how progress and will be
Coil method Teacher material: drastic coil pots can
-Sculptural -What are the pros -Clay change through the graded on their effort,
quality of the and cons of and Chris Gustin -PowerPoint Slides and process of building attitude and participation
Continued coil method coiling? http://www.gustin projector for video and growing during studio time. Most
ceramics.com/scul -Fork or scoring tool of this week will focus on
-Pre-made slip -Help students who building height of their
5 x 50 min -Building in -Is there anyone pture/recent/vess are struggling with coil pot and keeping it at
different having trouble with els/vessel_2002_2 -soft bags their coil pots
directions their coil pots? 001.html -wooden tools a workable state.
-flat ribs
-sponges for clean up Day 4: Progress feedback will
-Importance of -Briefly discuss what include the conditions of
drying and time is bisqueware and their surfaces (minimal
management why it is important. cracks/weak spots),
with coil Day 1 and 2: Single-firing seams and joined
building -Students will ceramics is possible elements are treated,
continue building their but bisque firing proper technique, clay
-Bisqueware coil pots work is safer with dryness.
-Demonstrate how to certain conditions
build inwards, as most and glaze types.
students will tend to
build outwards and **Day 4 and 5:
get too wide. -Let students know that
Day 5: these coil pots need to be
Day 3 and 4: -Discuss how adding bone dry and ready for
-After slides a lid to finish the bisque firing next week.
presentation and coil pots form adds Otherwise, their work
discussions, students a sculptural quality wont be fired on time.
will continue to work and enhances Firing must be on a strict
on their coil pots functionality. Go schedule so nothing is
nearing completion. back to artist delayed.
-Make sure students highlights (both
are treating the seams sculptors and
of their coils on both potters
exterior and interior of
their pots

Day 5:
-Demo making a lid
for the coil pot.
Basically, another coil
pot but with a lip and
outer rim. Makes the
pot more versatile as
a ceramic art object
-Students who are
completed with their
coil pot forms can
start building their lids
-Students who are still
working should still
make the base of their
lids so that its ready
to build on once
theyre done with
their coil pots body.

CurriculumPlanningToolPage4of14
 -Additive - What are the pros Day 1: Day 2: Day 1 and 2:

Week 4
Vessel process and cons of -Students will --Students will be --Day 1 will proceed to
Making: -New method of coiling? continue to build and given critique day 2
Coil method building, coiling -Is there anyone Basics of slab complete their coil handouts with -in day 2, students will
Wrap-up -Sculptural having trouble with building: pots and lids. questions like what participate in a light
quality of the their coil pots? https://www.thesp -Once completed, do you like about critique after their lids
coil method ruce.com/slab- students should leave your piece? What and coil pots are
Introduce -Importance of ceramics-pots- out their work to dry can be improved? complete. Participation
Slab building drying and time -What are the pros 101-2746177 for bisque firing How do you plan on will be assessed by
management and cons of slab using it? critique contributions
with coil building? -The coil pot section will
5 x 50 min building Clip on slab Day 2: also be assessed by
building: -Students will Day 3:
-Why might people participate in light -make slab building technique, craftsmanship,
choose slab https://www.youtu handouts using the effort, and participation
-critique be.com/watch? critique similar to their
building over v=F-yDRKyizP4 pinch pot project link on Basics of
pinching and Slab building, hand
-Additive coiling? out to students Day 3:
process Student material: -Have students -Students will leave class
-Soft and stiff -sketchbook/notebook watch the clip of with a basic
slab Artist Highlight: understanding of slab
Melissa Weiss, -pen/pencil slab building building
construction Slab built forms -Discuss necessary
-Again, drying timeliness of slab -Students homework will
and time http://www.meliss Teacher Material: be to Google Slab Built
aweisspottery.co Teacher material: project and plan for Pottery and sketch some
management is m/info/ -Clay students ideas for slab built forms
key for slab -PowerPoint Slides and covering/uncovering
building success projector for video their slabs during
-Functional and And Chris Pickett lunch periods. Day 4:
sculptural http://www.chrispi -Fork or scoring tool -Student participation will
qualities ckettceramics.co -felting knife be assessed on their
through slab m/work.html -Pre-made slip Day 4: attempt at 2 slab built
building -soft bags -Show artist forms (pottery or not).
-wooden tools highlights Melissa Forms must have correct
-flat ribs Weiss and Chris joining technique and
-Geometric and Slab built forms: -sponges for clean up Pickett on free of cracks, weak
organic forms (Google) PowerPoint Slides. seams, weak spots.
https://www.googl Day 3: These are artists -stress the importance of
e.com/search? -Review wedging, they who make pottery planning and making
q=slab+built+for should be awesome at using the slab slabs ahead of time.
ms&source=lnms it by now technique.
&tbm=isch&sa=X -Demo rolling out -Tell students to plan
&ved=0ahUKEwjR slabs (most schools ahead and Day 5:
pIqoiKzXAhVH34M may not have slab continually make -Student participation will
KHSqRCdQQ_AUIC rollers, so rolling pins slabs so they dry be assessed on their
igB&biw=1280&bi will do) enough to be completion of at least
h=800 -Demo joining soft workable WHILE small 2 slab built forms
AND stiff slabs they work on (pottery or not). Forms
-Students will roll out current projects. must have correct joining
a few slabs of clay and technique and free of
leave them lightly cracks, weak seams,
covered for day 4. weak spots.
Day 5: -Students homework is
-Discuss the next to sketch designs for the
Day 4: project, geometric main slab project, in
-Recap slab rolling and and organic slab which they will combine
joining. Demo simple built forms organic and geometric
tumblers (soft slab) forms using soft AND stiff
and box forms (stiff slabs
slabs)
-Students will make
small slab forms using
soft and stiff slabs
(slabs they made day
3 which should be
ready).
-students will make
more slabs

Day 5:
-Students will
continue working on
their soft slab and stiff
slab construction
-students will use the
rest of the slabs they
made for this current
slab project.
CurriculumPlanningToolPage5of14
Week 5
-Kiln firings -is anyone having Kiln Firing Student material: Day 1: Students will
Vessel (recap bisque issues making chart: -sketchbook/notebook -Show PowerPoint continuously get
making: and introduce slabs or joining https://www.google.co
m/search? -pen/pencil Slides of Ken Baskin feedback on their
Slab building glaze firing) slabs together? q=kiln+firing+chart&t and discuss the progress and will be
continued bm=isch&source=iu&p
Teacher Material: sculptural quality of graded on their effort,
f=m&ictx=1&fir=gvnJy the slab forms AND attitude and participation
Additive process -Why is it bW6KH3X9M%253A
%252ChQuVzXGAc88Ti
Teacher material: the glazes the artist during studio time. Most
5 x 50 min -Soft and stiff important to have M -Clay chose with the of this week will focus on
slab a full kiln firing? %252C_&usg=__Mnrurn -PowerPoint Slides and forms. constructing and joining
construction cnNlvfTtucOCfjt9KXkR
E
projector for video slabs together. But the
-Again, drying -Why do we bisque %3D&sa=X&ved=0ahU -Fork or scoring tool students will also be
and time fire? KEwjShqCj-
6vXAhVK4YMKHS9XBO
-felting knife Day 2: assessed by their kiln
management is kQ9QEIKTAA#imgrc=g -Pre-made slip -Briefly discuss to contributions.
key for slab vnJybW6KH3X9M: -soft bags students kiln
building success -wooden tools temperature
-Functional and Sculptor highlight: -flat ribs differences and Progress feedback will
sculptural Ken Baskin -sponges for clean up electric kiln firing include the conditions of
qualities http://kennethbas -kiln operation and their surfaces (minimal
through slab kinsculpture.com/ answer the cracks/weak spots),
building # Day 1: question, why do seams and joined
-Students will begin we bisque fire? elements are treated,
-Geometric and slab construction proper technique, clay
organic forms using their geometric Day 5: dryness, their use of soft
+ organic forms -Discuss glaze AND stiff slabs.
sketches for options
reference. Day 5:
-have students plan how
Day 2: they want to glaze their
-With a few students surfaces. They can
help (rotating combine glazes, they can
students), load the solely use underglazes on
first bisque kiln with a pot, they can leave
their pinch pots, coil parts of the piece raw
pot, and slab pots that clay, etc.
are BONE DRY. This -students must use both
will take at least 20-30 traditional glazes and
minutes. So its underglaze on at least
imperative I keep one piece each.
rotating the students
for help.
-students will continue
with their slab project.

Days 3 and 4:
-Students must
continue working on
their slab construction
and keep making
enough slabs for
future work time.

Day 5:
-Have students help
unload the kiln.
Everyone will collect
their bisque pots.
Introduce the glazes
they will be able to
use (either
underglazes or
traditional glazes the
school or I have
provided)
-Show them how to
mix glazes, avoid
contamination, glaze
application, clear
coating for
underglazes.

CurriculumPlanningToolPage6of14
 Student material:

Week 6
- Additive -is anyone having Look back on the -sketchbook/notebook Day 3: Students will
process issues making artist high lights -pen/pencil -Discuss previous continuously get
Vessel -Soft and stiff slabs or joining and briefly artist highlights and feedback on their
making: slab slabs together? discuss their glaze their glazing and progress and will be
Slab building Teacher Material:
construction and kiln types, Teacher material: firing methods. Like graded on their effort,
-Again, drying -Why is it techniques, -Clay Kevin Crowe and attitude and participation
Wrap-up and time important to have methods -PowerPoint Slides and woodfiring, Ken during studio time. Most
management is a full kiln firing? projector for video Baskin and soda of this week will focus on
5 x 50 min key for slab -Fork or scoring tool firing, Michael Imes constructing and joining
building success -felting knife and reduction firing, slabs together. But the
-Functional and -Why do we glaze -Pre-made slip and were doing students will also be
sculptural fire? -soft bags electric firing assessed by their kiln
qualities -wooden tools -Discuss what glaze contributions.
through slab -flat ribs firing is for.
building -sponges for clean up Maturing clay and Progress feedback will
-glazes glazes, for color and include the conditions of
-Geometric and -kiln food safe surfaces, their surfaces (minimal
organic forms etc. cracks/weak spots),
seams and joined
-Glazing Day 1 and 2: Days 4 and 5: elements are treated,
-Students will -Recap glaze proper technique, clay
continue working on options and dryness, their use of soft
their slab projects applications AND stiff slabs.
nearing completion. -Show students
what the glazes will Students will also be
look like after glaze assessed on their
Day 3: firing productivity in glazing
-At this point students time and proper glazing
should be completed techniques.
or at least very close
to completing their
slab project. Students Day 5:
who have completed -Let students know that
should take this time the today or Saturday will
to glaze pieces with be the last day for a
traditional glazes. bisque fire so anything
-So recap that isnt bone dry wont
mixing/stirring up get fired. AND get ready
glazes, and different to glaze the last things in
ways to apply the the bisque firing right
glaze (dip, pour, away on Monday. So plan
sponge, brush) glaze surfaces!

Day 4:
-Students should be
completely done with
their projects and left
to dry for a bisque.
-Students should
continue glazing their
pieces.

Day 5:
-While their pots dry,
students should
continue glazing their
pieces
-Demo underglaze
painting and clear
coating
-Students should take
this time to
underglaze and clear
coat at least one of
their pieces.

CurriculumPlanningToolPage7of14
 Materials needed:

Week 7
--Recap glazing -Why is it x -glazes Day 2 and 3: Day 2 and 3:
and firing important to have x -kiln -Discuss proper -Students will be
Glazing , a full kiln firing? -sponges cleaning and safety assessed by their
firings, final -buckets concerns (dust) participation in cleaning.
critiques, -Recap studio -mop and cleaner
and deep safety when -Why do we glaze
cleaning cleaning fire? Day 4: Day 4:
Day 1: -Students will be -Students will be
-Students will help given a handout to assessed by their critique
5 x 50 min -Why is it unload their last pots help them talk contribution (thoughtful,
-Final light important to from the bisque. Then about art helpful comments).
critique and maintain a clean, they will glaze it with
safe ceramics their planned glazes. -The handout will -The slab section will also
show and tell studio? include questions be assessed by
-After glazing, like what forms did technique, craftsmanship,
students will help me you combine? How effort, and participation.
load the glaze firing. did you combine
They will check the your forms? What
bottom of their pieces strengths does your Day 5:
for no glaze material piece have? What -Ill say my farewell and
and hand it to me as I can be improved? tell the students I had a
load the kiln. lot of fun teaching and
-Kiln Start making ceramics with
Day 5: them.
Day 2: -This is an
opportunity for
-Students will help students to talk
clean and organize about their favorite
tools and material in pieces, their favorite
the studio. surfaces, favorite
-They will also help method of building,
recycle clay scraps what they liked and
and slip disliked about the 7
-this will take the weeks, and to talk
whole day about their art.
Day 3:
-Students will help
wipe down surfaces,
tables, and mop the
floors
-Then once the kiln is
cool, students will
help unload their
pieces from the kiln.

Day 4:
-Students will
participate in a formal
critique of their slab
projects
-Students will plan to
bring snacks and food
tomorrow and use
some of their work

Day 5:
-Students will
participate in a small
potluck and show and
tell

CurriculumPlanningToolPage8of14
RUBRICS:

Introductory Pinched Vessel Project

scor Technique and Skill Craftsmanship Effort and Participation

e Attitude

4 Student demonstrated a Student demonstrated Student Student fully participated

great deal of excellent attention to detail demonstrated in and supplementary
understanding of the and completed the project great effort and material like research,
material and content within guidelines. Little to no attitude while wedging exercises, and all
from the lesson. Used cracks and weak spots in clay working on main of the pinch pot varieties
the techniques body project.
thoughtfully.

3 Student demonstrated Student demonstrated some Student Student participated well

some understanding of attention to detail and demonstrated in class but didnt
material and used the completed the project within considerable effort complete some of the
techniques shown in class the guidelines. Minimal cracks while working on pinch pot varieties
somewhat thoughtfully. and weak spots. main project.

CurriculumPlanningToolPage9of14
2 Student showed limited Student showed limited Student showed Student showed limited
understanding of attention to detail and turned some effort and participation during class
techniques shown in in incomplete work. Heavy lacked attitude and supplementary
class. cracks and weak spots. while working on material
main project.

1 Student lacked Student didnt complete Student lacked Student didnt participate in
knowledge of technique project within the guidelines. effort and lacked class nor completed any
nor used any of the Clay body did not survive attitude during supplementary material.
techniques to create drying. class time.
work.

Coiled Vessel Project

CurriculumPlanningToolPage10of14
scor Technique and Skill Craftsmanship Effort and Participation
e Attitude

4 Student demonstrated a Student demonstrated excellent Student Student fully

great deal of attention to detail and completed demonstrated participated in and
understanding of the the project within guidelines. great effort and supplementary material
material and content Little to no cracks and weak spots attitude while like research, sketching,
from the lesson. Used in clay body. Seams are well working on main and coiling practice.
the techniques blended. project.
thoughtfully.

3 Student demonstrated Student demonstrated some Student Student participated

some understanding of attention to detail and completed demonstrated well in class but didnt
material and used the the project within the guidelines. considerable effort complete some of the
techniques shown in Minimal cracks and weak spots. while working on supplementary
class somewhat Seams are well blended on main project. material.
thoughtfully. outside but not inside.

2 Student showed limited Student showed limited attention Student showed Student showed limited
understanding of to detail and turned in incomplete some effort and participation during
techniques shown in work. Heavy cracks and weak lacked attitude class and
class. spots. Seams are not blended. while working on supplementary material
main project.

CurriculumPlanningToolPage11of14
1 Student lacked Student didnt complete project Student lacked Student didnt
knowledge of technique within the guidelines. Clay body effort and lacked participate in class nor
nor used any of the did not survive drying. attitude during completed any
techniques to create class time. supplementary material.
work.

Slab-built Vessel Project

scor Technique and Skill Craftsmanship Effort and Participation

e Attitude

CurriculumPlanningToolPage12of14
4 Student demonstrated Student demonstrated excellent Student Student fully participated
a great deal of attention to detail and completed demonstrated in and supplementary
understanding of the the project within guidelines. great effort and material like research,
material and content Little to no cracks and weak spots attitude while sketching and designing,
from the lesson. Used in clay body. Seams are joined working on main and made enough slabs
the techniques well. project. per day.
thoughtfully.

3 Student demonstrated Student demonstrated some Student Student participated well

some understanding of attention to detail and completed demonstrated in class but didnt plan
material and used the the project within the guidelines. considerable effort well when making slabs.
techniques shown in Minimal cracks and weak spots. while working on
class somewhat Seams are joined, but have some main project.
thoughtfully. issues (splitting, cracking,
sharpness)

2 Student showed limited Student showed limited attention Student showed Student showed limited
understanding of to detail and turned in incomplete some effort and participation during class
techniques shown in work. Heavy cracks and weak lacked attitude and supplementary
class. spots. Seams arent holding well. while working on material
main project.

CurriculumPlanningToolPage13of14
1 Student lacked Student didnt complete project Student lacked Student didnt participate
knowledge of technique within the guidelines. Clay body effort and lacked in class nor completed any
nor used any of the did not survive drying. attitude during supplementary material.
techniques to create class time.
work.

CurriculumPlanningToolPage14of14