In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil.
Once their pot is bisque students study pottery surface design from various cultures and choose one to serve as inspiration for their surface design.
This one was inspired by Contemporary pottery.
After studying artist Vik Munoz who makes art from materials that are significant to the message he is trying to convey, students created their own pieces dedicated to an issue that is significant to them personally.
Students studied the proportions of the head. Together as a class we added clay to armatures and built up the basic human features together. Then, with careful observation working with photos and mirrors students sculpted their likeness. When complete each piece was cut in half, removed from the armature, hollowed out, and reassembled.
Comic Book project: This assignment is a project that asks students to apply knowledge acquired throughout their Art Foundations course. Students will show understanding of linear perspective, choose colors and values with sufficient contrast to be easily “read”, and communicate a simple story that is easy for viewers to understand primarily through images.
Students created several geometric forms from card stock in various sizes. After discussing abstraction and looking at works such as “Nude Descending a Staircase” students were asked to select an object in motion and use their geometric forms to create the feeling or idea of that motion.
Slab built jar
Slab built jar- detail
After studying basic color theory, making a color wheel, and learning about color relationships, students problem solved how to plan and predict the color mixing that would occur through fabric dyes to make a piece that had pattern and at least three different colors.
Wheel thrown pot
In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil.
Once their pot is bisque students study pottery surface design from various cultures and choose one to serve as inspiration for their surface design.
This one was inspired by Acoma Pueblo Pottery.
Working with half of a black and white photocopy of a face students were tasked with recreating the other half using their knowledge of value, shading, and the proportions of the human face.
Realism/Abstration/Non-representational
In this assignment students used their self portrait as a starting point to apply their lessons on realism, abstraction, and non-representationalism in art. In one segment they draw themselves as realistically as possible. In another, they abstract their self portrait by utilizing one or two parts of their portrait and arranging them in a new composition. In the final segment they examine shapes and patterns that appear in their abstraction and create a non-representational piece based solely on shapes and compositions that they find pleasing.
Students studied the proportions of the head. Together as a class we added clay to armatures and built up the basic human features together. Then, with careful observation working with photos and mirrors students sculpted their likeness. When complete each piece was cut in half, removed from the armature, hollowed out, and reassembled.
Teapots!
The final project in Ceramics 1 was a teapot. Students chose their preferred construction method and had to demonstrate understanding of not only construction skills but also an understanding of how a teapot functions optimally. The spout must be at or above the “fill line”, the handle must be able to balance the weight of the full pot, and the lid must not fall off when it is tipped.
Paper relief sculpture
Students chose an animal to represent in a paper relief sculpture. Students use a combination of drawing and sculpture skills to use nothing but white paper and the shadows it creates to render their subject.
Realism/Abstration/Non-representational
In this assignment students used their self portrait as a starting point to apply their lessons on realism, abstraction, and non-representationalism in art. In one segment they draw themselves as realistically as possible. In another, they abstract their self portrait by utilizing one or two parts of their portrait and arranging them in a new composition. In the final segment they examine shapes and patterns that appear in their abstraction and create a non-representational piece based solely on shapes and compositions that they find pleasing.
Students created several geometric forms from card stock in various sizes. After discussing abstraction and looking at works such as “Nude Descending a Staircase” students were asked to select an object in motion and use their geometric forms to create the feeling or idea of that motion.
Comic Book project: This assignment is a project that asks students to apply knowledge acquired throughout their Art Foundations course. Students will show understanding of linear perspective, choose colors and values with sufficient contrast to be easily “read”, and communicate a simple story that is easy for viewers to understand primarily through images.
Students studied the proportions of the head. Together as a class we added clay to armatures and built up the basic human features together. Then, with careful observation working with photos and mirrors students sculpted their likeness. When complete each piece was cut in half, removed from the armature, hollowed out, and reassembled.
Wheel Thrown Pot
What is Abstraction?
This lesson is an introduction to the concept of abstraction. Students choose a word, write it out on a folded piece of black paper, and unfold it and rotate it, and add color and shapes to make something that began as something representational (a word- yes that is arguably already abstract- another talking point in this lesson!) into something increasingly abstract.
Teapots!
The final project in Ceramics 1 was a teapot. Students chose their preferred construction method and had to demonstrate understanding of not only construction skills but also an understanding of how a teapot functions optimally. The spout must be at or above the “fill line”, the handle must be able to balance the weight of the full pot, and the lid must not fall off when it is tipped.
Comic Book project: This assignment is a project that asks students to apply knowledge acquired throughout their Art Foundations course. Students will show understanding of linear perspective, choose colors and values with sufficient contrast to be easily “read”, and communicate a simple story that is easy for viewers to understand primarily through images.
In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil.
Once their pot is bisque students study pottery surface design from various cultures and choose one to serve as inspiration for their surface design.
This one was inspired by Italian Majolica Pottery.
Radial Symmetry and Basic Color Theory
As a follow up to a simple color mixing color wheel exercise students create a color scheme sampler on a design with radial symmetry to not only practice color mixing, but also to see how various color schemes affect a design.
In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil.
Once their pot is bisque students study pottery surface design from various cultures and choose one to serve as inspiration for their surface design.
This one was inspired by Chinese Jingdezhen Pottery.
What is Abstraction?
This lesson is an introduction to the concept of abstraction. Students choose a word, write it out on a folded piece of black paper, and unfold it and rotate it, and add color and shapes to make something that began as something representational (a word- yes that is arguably already abstract- another talking point in this lesson!) into something increasingly abstract.
Still Life with Pattern in complimentary colors and analogous colors
Radial Symmetry and Basic Color Theory
As a follow up to a simple color mixing color wheel exercise students create a color scheme sampler on a design with radial symmetry to not only practice color mixing, but also to see how various color schemes affect a design.
Comic Book project: This assignment is a project that asks students to apply knowledge acquired throughout their Art Foundations course. Students will show understanding of linear perspective, choose colors and values with sufficient contrast to be easily “read”, and communicate a simple story that is easy for viewers to understand primarily through images.
Comic Book project: This assignment is a project that asks students to apply knowledge acquired throughout their Art Foundations course. Students will show understanding of linear perspective, choose colors and values with sufficient contrast to be easily “read”, and communicate a simple story that is easy for viewers to understand primarily through images.
Slab cup
Block print
What is Abstraction?
This lesson is an introduction to the concept of abstraction. Students choose a word, write it out on a folded piece of black paper, and unfold it and rotate it, and add color and shapes to make something that began as something representational (a word- yes that is arguably already abstract- another talking point in this lesson!) into something increasingly abstract.
Realism/Abstration/Non-representational
In this assignment students used their self portrait as a starting point to apply their lessons on realism, abstraction, and non-representationalism in art. In one segment they draw themselves as realistically as possible. In another, they abstract their self portrait by utilizing one or two parts of their portrait and arranging them in a new composition. In the final segment they examine shapes and patterns that appear in their abstraction and create a non-representational piece based solely on shapes and compositions that they find pleasing.
Working with half of a black and white photocopy of a face students were tasked with recreating the other half using their knowledge of value, shading, and the proportions of the human face.
Going BIG! 12” (or taller!!!) Coil pots!
In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil. They must account for the shrinkage that occurs with drying and firing, and make sure each coil is securely attached to the previous one.
Students studied the proportions of the head. Together as a class we added clay to armatures and built up the basic human features together. Then, with careful observation working with photos and mirrors students sculpted their likeness. When complete each piece was cut in half, removed from the armature, hollowed out, and reassembled.
Realism/Abstration/Non-representational
In this assignment students used their self portrait as a starting point to apply their lessons on realism, abstraction, and non-representationalism in art. In one segment they draw themselves as realistically as possible. In another, they abstract their self portrait by utilizing one or two parts of their portrait and arranging them in a new composition. In the final segment they examine shapes and patterns that appear in their abstraction and create a non-representational piece based solely on shapes and compositions that they find pleasing.
Comic Book project: This assignment is a project that asks students to apply knowledge acquired throughout their Art Foundations course. Students will show understanding of linear perspective, choose colors and values with sufficient contrast to be easily “read”, and communicate a simple story that is easy for viewers to understand primarily through images.
Realism/Abstration/Non-representational
In this assignment students used their self portrait as a starting point to apply their lessons on realism, abstraction, and non-representationalism in art. In one segment they draw themselves as realistically as possible. In another, they abstract their self portrait by utilizing one or two parts of their portrait and arranging them in a new composition. In the final segment they examine shapes and patterns that appear in their abstraction and create a non-representational piece based solely on shapes and compositions that they find pleasing.
What is Abstraction?
This lesson is an introduction to the concept of abstraction. Students choose a word, write it out on a folded piece of black paper, and unfold it and rotate it, and add color and shapes to make something that began as something representational (a word- yes that is arguably already abstract- another talking point in this lesson!) into something increasingly abstract.
Still Life with Pattern in complimentary colors and analogous colors
Going BIG! 12” (or taller!!!) Coil pots!
In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil. They must account for the shrinkage that occurs with drying and firing, and make sure each coil is securely attached to the previous one.
Silver band rings
Students studied the proportions of the head. Together as a class we added clay to armatures and built up the basic human features together. Then, with careful observation working with photos and mirrors students sculpted their likeness. When complete each piece was cut in half, removed from the armature, hollowed out, and reassembled.
Collaborative Sculpture installation: A small class of 13 students brainstormed to come up with themes for a sculpture installation. After discussing the feasibility of each idea students voted to created an underwater seascape complete with mermaid. Each student made at least one 3-D component and all students participated in the installation and painting the backdrop.
Collaborative Sculpture installation: A small class of 13 students brainstormed to come up with themes for a sculpture installation. After discussing the feasibility of each idea students voted to created an underwater seascape complete with mermaid. Each student made at least one 3-D component and all students participated in the installation and painting the backdrop.
Slab Cup
Going BIG! 12” (or taller!!!) Coil pots!
In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil. They must account for the shrinkage that occurs with drying and firing, and make sure each coil is securely attached to the previous one.
Wheel Thrown Pot
Going BIG! 12” (or taller!!!) Coil pots!
In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil. They must account for the shrinkage that occurs with drying and firing, and make sure each coil is securely attached to the previous one.
Students studied the proportions of the head. Together as a class we added clay to armatures and built up the basic human features together. Then, with careful observation working with photos and mirrors students sculpted their likeness. When complete each piece was cut in half, removed from the armature, hollowed out, and reassembled.
Going BIG! 12” (or taller!!!) Coil pots!
In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil. They must account for the shrinkage that occurs with drying and firing, and make sure each coil is securely attached to the previous one.
Students studied the proportions of the head. Together as a class we added clay to armatures and built up the basic human features together. Then, with careful observation working with photos and mirrors students sculpted their likeness. When complete each piece was cut in half, removed from the armature, hollowed out, and reassembled.
In each high school ceramics/pottery course I’ve taught I have students make a very large coil pot. Despite the time commitment this requires students rise to the challenge and usually create an impressive piece that they are really proud of. Working on a large scale helps them to see what they are capable of!
Students draw silhouettes, consider what they might use their pot for and which form would function the best for that purpose. Then select their favorite and create a cardboard template to help them visualize where to place each coil.
Once their pot is bisque students study pottery surface design from various cultures and choose one to serve as inspiration for their surface design.
This one was inspired by Acoma Pueblo Pottery.
Teapots!
The final project in Ceramics 1 was a teapot. Students chose their preferred construction method and had to demonstrate understanding of not only construction skills but also an understanding of how a teapot functions optimally. The spout must be at or above the “fill line”, the handle must be able to balance the weight of the full pot, and the lid must not fall off when it is tipped.