LP 1-5and Assessment

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GENERAL INFORMATION

Name: Caitlyn McLaughlin

Lesson Title: Wheel Basics (centering on the wheel)

Grade level(s)/Course: 9-12 Beginner to Intermediate Ceramic s

Date taught: October 5th

INFORMATION ABOUT THE LESSON

Content Standards: NAEA standards

1. Content Standard:

Understanding and applying media, techniques, and processes

2. Content Standard:Using knowledge of *structures and functions


Reflecting upon and assessing the characteristics and merits of their work

and the work of others

Enduring Understanding and/or Essential Question:

What can be achieved with wheel thrown pottery?

Many different forms can be created on the wheel.

Instructional Objectives:

After a demonstration and explanation of techniques, students will be able to center their

piece clay on the wheel with a high degree of accuracy.

After a discussion and demonstration, students will apply successful wedging techniques.

After leading questions, students will be able to evaluate several important reasons to

wedge clay.

Prior Learning/Prior Thinking

Students may have seen this done as a demonstration before or on television,

usually many students have not have a lot of prior experience with wheel thrown


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pottery.

Students will have already learned the basics of clay, including the composition and

ingredients as well as choosing the best clay that suits the students needs.

Students will already have knowledge with hand-building techniques including

manipulation, creating pots, some moisture management and surface texture.

Students may not feel the need to follows the steps as directed or skip to the next

step before they are ready, usually the most problems come from not having their

clay centered. Students may underestimate the importance of centering their clay

or wedging their clay.

LESSON IMPLEMENTATION

Anticipatory Set/Elicit Prior Knowledge

I will bring up past errors in student work, like air bubbles in clay, which can be

solved with wedging.

I will bring in examples of mistakes in moisture management. By asking students

what happens when someone applies too much water? Not enough water? Didnt

slowly dry out their work? Didnt cover their work?

Many students enjoy watching their teacher create something in front of them; it is

part of the mystery that intrigues them. Students may not have had experience withwatching someone work on the wheel before. I plan to do a demonstration at the

beginning of class to get the kids excited about their potential for this project and

get them thinking about what they may be able to achieve.

Focus/Purpose Statement

The goal of this lesson is to start the students on a solid foundation for building

pottery on the wheel. Centering and wedging are especially important, since that is

the area where most students have difficulty and it is a first steps to becoming a

successful wheel-thrown ceramicist. (Students will be presented with examples of

finished works as well as my introduction demonstration so they can have an ideaof where thing will be headed.)

Procedures

I will begin class by inviting students to watch me create a basic cylinder on the


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wheel (6 minutes)

I will start my demo by wedging the clay. I will ask the class leading questions about

the importance of wedging you clay before throwing it. What would happen if I did

not wedge my clay? Why might this be especially important for wheel thrown

pieces? What are some differences between this unwedged piece of clay and thiswedged piece of clay? (vocabulary for each step are bulleted)(10 minutes)

http://pottery.about.com/od/preparetothrow/tp/3wedgmeth.htm -additional resource

1. rid of air pockets

Pug mill

Wedging table

Cone wedging

Bull (cylinder) wedge

2. easier centering

3. aligning the clay particles/ addressing clay shortness

Clay memory

Clay shortness

I will then begin to go through the steps of throwing basics with my wedged piece of

clay, discussing steps while demonstrating. I will address and problems as they

occur as good teaching moments, it is likely my students may come across some of

these likely problems, and during a discussion we can discuss possible solutions,

what happened here? Why do you think that happened? How could I prevent or

solve it? Going through the step I plan to address all vocabulary pertaining to these

steps ( which are bulleted under each step)

1. Centering on the wheel

Electric wheel

Kick wheel

Bat

2. Opening on the wheel

Lip
http://pottery.about.com/od/preparetothrow/tp/3wedgmeth.htmhttp://pottery.about.com/od/preparetothrow/tp/3wedgmeth.htm


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Foot

body

3. Pulling up sides

Make a pull

4. Trimming

Wood clay tools

S crack

5. Finishing

Rubber kidney

Chamois

I will ask students why each step is important to master before going on to the next

step. I will explain my process and tips for each step.

Assuming the wheels are limited, I will ask one set of students to practice centering

with the clay I provided (1 lb wedged earthenware balls) while the other students

are preparing their clay.

I will evaluate the students wedging by giving them pointers and demonstrating a

few wedging techniques as well as moisture management. Students on the wheel

will be given tips on centering personally, therefore any student that is moreadvanced may challenge herself with the next step (any issues that are widespread

may be addressed as a class) and I will ask students to correctly judge if their piece

is centered or not. Students who complete this task switch with students who have

finished wedging the clay.

About 15-20 minutes to the end of class I will have the students clean up and have

the students write up an exit slip based on their celebrations and frustrations on the

wheel so I may address any issues they did not express me during class (10 minutes

to clean up, 5 minutes to write). Students will then be given a handout with Step 1

- Centering the Clay students should be ready to identify the steps to centering for

the next class.

Handout: http://www.jhpottery.com/tutorial/center.htm

Differentiation

Advanced students will be able to practice more advanced steps on the wheel.
http://www.jhpottery.com/tutorial/center.htmhttp://www.jhpottery.com/tutorial/center.htm


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Students that already know some content can help aid to discussion when more

difficult questions are posed. Students with less background can contribute to

general ideas during discussion. Each student is capable of providing a fresh

perspective that may aid other students; this will hopefully engage all students in

critical thinking.

I will present students with different learning needs with step by step instructions

with pictures so that they may reinforce their learning with an idea of what that

instruction looks like. Many language learners may find picture directions better to

understand. If, troubles persist I may find instructions in their native language.

Special learners may find the wheel exercises very therapeutic and very kinesic, but

instead of writing their exit slip special learners and language learners may discuss

with me their celebrations and frustration.

Pictorial guide to wheel thrown pottery:

http://www.lakesidepottery.com/Pages/Pottery-tips/Throwing-a-pot-Lakeside-

Pottery-Tutorial.htm

Closure

At end of class I will have the students clean up and have the students write up an

exit slip based on their celebrations and frustrations on the wheel so I may address

any issues they did not express me during class. As well as discuss any

breakthroughs or think of possible solutions to problems that occurred, and direct

this question at the class What are some possible solution to blank problem?

Materials and Resources

1 pound balls of clay. 1 gallon ice cream pail, Water, sponge, electric wheel. towels.

paper, pencil, erasers.

Set Up: a dozen 1 pound balls of clay. Ice cream buckets (12)one at each wheel,

Water bottles at wedging stations, wire to cut clay available at wedging stations,

canvas covering the counter to create a wedging station, A large bucket in the sink

and next to the sink for old clay and rinsing off dirty hands, lotion and soap

available at sinks. Students were to bring in their own towels to prevent the overuse

of paper towel materials and are more durable. Students who cannot bring them in

will use ones I have provided for them.

Before the lesson
http://www.lakesidepottery.com/Pages/Pottery-tips/Throwing-a-pot-Lakeside-Pottery-Tutorial.htmhttp://www.lakesidepottery.com/Pages/Pottery-tips/Throwing-a-pot-Lakeside-Pottery-Tutorial.htmhttp://www.lakesidepottery.com/Pages/Pottery-tips/Throwing-a-pot-Lakeside-Pottery-Tutorial.htmhttp://www.lakesidepottery.com/Pages/Pottery-tips/Throwing-a-pot-Lakeside-Pottery-Tutorial.htm


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Gathering information about student knowledge

I will examine the students use of vocabulary pertaining to ceramics. I will also

examine the students ability to manipulate clays in other areas such as hand-

building.

Pre-assessment that may be used

Short Familiarity quiz on wheel-throwing.

Informal questioning.

During the lesson

During discussion many students will share their finding and breakthroughs.Especially for but not limited to students who do not share as much during class,

will be asked personally about any frustrations or techniques they have found useful

(something I would like to hear, so that my future sessions on wheel throwing can

be more successful.). I will teach the students how to know if it is centered. I will

also observe the students ability to center clay on the wheel and give the students

the power to decide if it is centered or not. Students who may be struggling may not

know how to tell if the clay is centered or how to get it to successfully center, at this

point of time I will suggest they put more weight into their hands or less weight

depending on their struggles or use more water if there is too much friction or less

water if the clay slips from the center. I will handle these issues by posing question

like: What happens if you use more water? Ect.

Informal Formative Assessment

Asking questions of understanding: Did you get your clay centered, How did you

get it centered? Can you demonstrate to me your process? What frustrations do you

have?

At the end of the lesson

Students will complete an exit slip before they leave class on successes and

frustrations they experienced trying to center the clay. Were you able to center

you clay? If not, what were some things you felt were successful? What problems

are you experiencing? May be some starting questions if some students are unsure

what to write.


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Name:_________________________ Block;____________

Pre-Assessment Quiz: What do I already know?

Wheel Throwing

1. Have I ever thrown on the wheel before?___________

2. If so, what did I make (if needed use the space below to draw the

shape)?

3. Name the parts of a pot (4 Points)

4. What is this crack called and what does it mean?


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GENERAL INFORMATION


Lesson Title: Opening/cultures on pottery

Grade level(s)/Course : 9-12 Beginner to Intermediate Ceramic s



Content Standards:


Understanding the visual arts in relation to history and cultures




1. How can wheel thrown art be considered artwork?

1. A wide variety of products can be created on the wheel.

2. Many elements of art can be expressed in clay.


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While watching the Bernard Leach video, students will evaluate a few parameters of

art.

After the video, students will analyze 3-4 Japanese influences of Leaches pottery.

After a demonstration and follow ups, students will begin to open their clay forms

successfully


From an earlier lesion in hand building I will facilitate a discussion with students

about possible techniques they have witnessed during the video which displays

Leach manipulating his pot by changing surface texture, adding coils, manipulating

its shape, etc.. Students may not have known you can apply the elements of design

to building a pot.



I will show a video on Bernard Leach, and during the video discuss the techniques

he uses and pay attention to his process to bring in a fresh perspective on center

and other techniques I have already shown the students. The video calls Leach an

inventor of studio pottery as an art form, which will lead to a discussion on what is

art? Why would other pots be considered a craft prior?


We will learn how to move to step 2 and open their centered clay. But first, after

the video we will also reflect on what they think art is.

Procedures

We will watch a 6 minute video on Bernard Leach: http://www.youtube.com/watch?

v=irSJKRHK-bw
http://www.youtube.com/watch?v=irSJKRHK-bwhttp://www.youtube.com/watch?v=irSJKRHK-bwhttp://www.youtube.com/watch?v=irSJKRHK-bwhttp://www.youtube.com/watch?v=irSJKRHK-bw


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While watch the video we will pause for short questioning why is he doing that?

What technique is he using that we already learned? What step is he doing now?

Once the video is over I will address on of the topics of the video: The video

described Leach as the inventor of studio pottery as an art form, what do you think

makes his work artistic?

Discuss with table group. (Which are based on predetermined groups, not self-

selected).

Ask if the students would like to share their reactions.

Present them with an ordinary pot (attached as supplemental info) ask students to

raise their hand if they think it is art , if its not art(if there is a consensus I will play

devils advocate),

I will even out the group with those who are unsure.

I will ask the students to keep a log and write down why they think it is or is

not art.

Students will then present their sides and then any rebuttals (attached as

supplemental info).

Discuss common themes and the difficulty of defining art after the debate.

The remaining time I will demonstrate opening pottery and have the students

practice it..

I will assign A group to work on the wheel and B group will write up an exit slip on

what they think art is and the difference between arts and crafts if any.

Any extra time will be devoted to reading Step 2 of the handout

http://www.jhpottery.com/tutorial/opening.htm.

After 15 minutes A group and B group will switch.

I will circulate the room assisting struggling students. I will guide students who are

still struggling with centering or any student who have recently missed a class. I will

then do a walk through and check for understanding. I will use any student

frustrations as a learning moment and direct all students to persisting problems andask for any ideas on how to fix the problem.

10 minute clean up.

Differentiation

Students will be practicing centering if they are not able to achieve that yet,

finished students will move onto step 2. Every student will travel at their own pace. I
http://www.jhpottery.com/tutorial/opening.htmhttp://www.jhpottery.com/tutorial/opening.htm


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will assist students who are still struggling with step 1 first.

Closure

Students will write up an exit slip of what is art and how is it different

from crafts. Students will clean up and make their way back to their desks

and ask the students if they were able to open successfully, Celebratethose who have and encourage those who havent by letting them know

the beginning is the hardest process. The student will have to go through

these steps every time so they can practice on getting it better every

time. Students will be allowed to share any of their discoveries that have

aided them along the way with the rest of the class.


Students will have made several balls of clay during their last lesson on wedging

these will be needed.

12 ice cream pails

Sponge/ water/towel.

Paper/pencil

Handouts (attached)

ASSESSMENT

Gathering information about student knowledge

By now all students should be familiar with the wheel, students who havent quite

have their clay centered yet and students who may have missed class will have an

opportunity to catch up today while others will go on to the next step.

Students will be gathering their vocabulary knowledge and encourage to use vocab

in class (attached vocab sheet)

During the lesson

Informal Formative Assessment

What is art and how is it different from craft debate participation

Students will complete exit slip on their personal beliefs on crafts vs. arts.


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Name;__________________________ Block__________

Debate on Art or Craft: Instructions

1. Separate into the groups you have been assigned to

2. Analyze the pot, pick it up, turn it upside down, feel the texture, put

a flower in it, stand back, whatever you would like to get to know

the pot well.

3. Discuss with you groups for 5 minutes.

Record any data that might prove your point.

4. Discuss any counter statement you can make to the opposing side

(the other group).

Record any data that might prove your point.

5. Debate the issue (about 10 minutes).

6. Come together.

Is this a craft or art?

Explain: Rebuttals:


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Name:___________________________ Block___________

Vocabulary List words to know:

Foot:

Lip:

Body:

Steps to making a pot:

S-Crack:

Electric Wheel:

Kick Wheel:

Bernard Leach:

Bat:

Kidney:


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GENERAL INFORMATION


Lesson Title: Wheel Basics (pulling sides on the wheel)









Reflecting upon and assessing the characteristics and merits of their work

and the work of others




How can wheel thrown art be considered artwork?

What can be achieved by manipulating clay on the wheel?


After a discussion, students will analyze what shapes can be made on the

wheel.

After another demonstration students will learn how to pull sides of a pot.


Students will have learned how to center and open on the wheel. They will also

know forms they have already made in the hand-building unit.


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I anticipate by this time most students re able to center and at least tried to open

their pieces.


The goal of this lesson is to start the students on a solid foundation for building

pottery on the wheel. Centering and wedging are especially important, since that is

the area where most students have difficulty and it is a first steps to becoming a

successful wheel-thrown ceramicist. (Students will be presented with examples of

finished works as well as my introduction demonstration so they can have an idea

of where thing will be headed.)

Procedures

Students will come into the classroom I will direct their attention to the board where

: What forms can we make on the wheel? Students will discuss some possible

ideas by drawing shapes on the board. I will bring up questions like:

What different ways can bowls look like?

Cups?

Do they have to have a function?

Do they have to fall into a category?

This will hopefully open students eyes to the limitless possibilities of form.

Students will then watch a demonstration on pulling the sides of a pot and given

Step 3 handout: http://www.jhpottery.com/tutorial/pulling.htm.

I will demonstrate pulling sides and narrate what I am doing and possibletechniques students can use

Steady movement

Constant pressure
http://www.jhpottery.com/tutorial/pulling.htmhttp://www.jhpottery.com/tutorial/pulling.htm


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Little bit at a time

Group A will wedge clay and prepare more clay balls for future use. Then these

students will read the handout provided.

Group B will work on the wheel on the wheel and practice step three if they are

there yet I will work with students still on step 2 one on one and ask them to show

me any issues and make sure they are keeping up with moisture management as

well as answer any questions they come across. Any remaining time will be used to

plan forms for projects.

Group A and B will switch at 35 to end of class

10 minute clean up

Student will make an exit slip with a drawing if they are able of forms they are

interested in creating. I will later use this information to help guide instruction of

interest.

At close I will ask students to let me know with what struggles they are having if

they did not tell me during work rime and students will celebrate any success

stories.

Differentiation

I will let students practice at their own pace and will be watching for improvement

rather than getting it right. Using the A group and B group stations I can allow the

struggling group I have arranged by now into an A group, who needs more time on

the wheel and the B group. Who can use their B grater planning wedging time

thinking about things they want to create and how they may go about doing that.

Closure

Student will make an exit slip with a drawing if they are able of forms they are

interested in creating. I will later use this information to help guide instruction of

interest.

At close I will ask students to let me know with what struggles they are having if

they did not tell me during work rime and students will celebrate any success

stories. This will hopefully motivate students who almost have it. Sharing

frustrations should help any struggling student feel like they are not alone.



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Several 1 pound balls of clay. 1 gallon ice cream pail, Water, sponge, electric wheel.

towels. paper, pencil, erasers.

During the lesson

Students will be evaluated today by their participation in discussions, their progress

on the wheel and their exit slips.

GENERAL INFORMATION


Lesson Title: Wheel Basics (trimming on the wheel)






Using knowledge of *structures and functions









After a demonstration on trimming students will trim their own work.

After a demonstration of forms students will begin to create new forms.


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Students should know how to center, open and pull sides of their pots by now.



I anticipate by this time most students re able to center and at least tried to open

their pieces and pull sides.

Procedures

After reading their exit slips from last class, students will enter the class room and

their attention will be directed to the board, I will draw 4 figures:

Vase

Bowl

Plate

Cup

Students will vote next to the forms they would like to see demonstrated today.

They will choose 2

Using this information I will demonstrate techniques for making those forms. I will

discuss my process and ask the students how I will apply these ideas to making new

shapes like how this cup is similarly shaped to a bowl. What might I need to do

differently? I may ask my more advanced students how to control the pulls to create

unique shapes

I will present the new handout: http://www.jhpottery.com/tutorial/trimming.htm

Group A will work on the wheel, practicing steps or creating new forms. I will talk to

students who had frustrations or are behind and watch their techniques and provide

tips and well as questions to think about (do you think that is centered enough?Do you know why the form is getting bigger at the top? What do you think is

happening that may make your piece unbalanced?. I will also demonstrate

different forms if the students exit slip showed interest in other forms.

Group B will plan for future projects by sketching 3 forms for a bowl, 3 forms for a

cup, and 3 forms for a nonfunctional piece, along with a brief description of each

and read the handout.
http://www.jhpottery.com/tutorial/trimming.htmhttp://www.jhpottery.com/tutorial/trimming.htm


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Groups will switch

The class will clean 15 minutes to class ends.

We will have a class discussion on findings, ideas and frustrations.

Differentiation

Student will get to share what they want to learn and come up with their own ideas.

Students will be allowed to do what he or she chooses in the sketches. There are 2

groups of learners learning and group A will get more time to work on the wheel,

Group B will get more time to plan for more advanced forms.

Closure

Discussion on finding and ideas for new forms, students will tell me what else they

are interested in learning.



towels. paper, pencil, erasers. Sketchbook.

During the lesson

Students will be evaluated on their sketches and their performance on the wheel.


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GENERAL INFORMATION


Lesson Title: Wheel Basics (trimming on the wheel)









Understanding the visual arts in relation to history and cultures







After a reading, students will analyze how history in pottery has influenced

contemporary pottery.

After an introduction to the assignment students will create a 5 inch cylinder.


Procedures

Students will read an brief history on wheel pottery


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http://destrier.hubpages.com/hub/pottery-wheel

Students will then think-pair- share. They will think about the connections between

pottery then and now and together come up with differences and similarities as well

as connections to contemporary art from the first pottery.

This will be written down and handed in as an admission slip.

Students will then be given their 5 inch cylinder project assignment. I will go

through it with them as well as what I am expecting. (attached material)

Group B will be given time to work on the wheel first

Group A will plan the surface of their cylinder each student will come up with 4

ideas for applying to their surface.

As Group B people finish I will file Group A on the wheel based on their ability lower

able students will have more time on the wheel which higher ability students willhave less time on the wheel.

Group B will then start the planning process as group A did.

Clean up

Discussion about who has finished their basic forms,

Questioning: was it difficult? Are you ready for something more difficult? What are

your concerns?

Differentiation

Student will get to share what they want to learn and come up with their own ideas.

Students will be allowed to do what he or she chooses in the sketches. There are 2

groups of learners learning and group A will get more time to work on the wheel.

Each student will get as much time as he or she needs.

Closure

Questioning: was it difficult? Are you ready for something more difficult? What are

your concerns? Students will let me know where exactly I should go from here and ifany modifications need to be made for the final assessment.



towels. paper, pencil, erasers. Sketchbook.
http://destrier.hubpages.com/hub/pottery-wheelhttp://destrier.hubpages.com/hub/pottery-wheel


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During the lesson

Students will be evaluated on their sketches and with the short assessment over

their cylinders will be graded based on a simple rubric. (Mid unit check)


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Assessment

Name________________________________ Block__________

Assignment sheet 1

5 Inch cylinder

What youll need:

1 lb of clay

Bucket of water

Sponge

TowelWood tools

Create 1 5 inch cylinder using just a pound of clay and decorate the

surface in the way of your choosing, can be textured or smooth, include

drawings and designs.

Reminders:

It will be important to pull straight up at a consistent rate.

You will need to trim off wheel and let it dry to leather hard before addressingsurface.

Make sure your walls are thin, your bottom is not too thick and the narrower the

cylinder the taller you can make it!

Cylinders taller than 5.25 inches will earn extra credit and have their work displayed

if he/she wishes.

My form is a cylinder

5pts

My form is over5.25 inches tall

5 pts + 5ec

Surface design is

creative and finely

crafted (no dents/

fingernail marks etc.

5 pts

Score

My form is wobbly or

slightly off shape

2.5 pts

My form is 5

inches

5 pts

Nice design with a few

imperfections 2.5pts

Is not a cylinder Is not 5 inches

tallLacks creativity and


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1 pt 1 pt. many imperfections,

not finished surface.

1 pt

______/_1

5_

End of Unit Performance Assessment

Wheel Pottery Art Exhibition (100 Points):

A presentation of pottery on the wheel as art and critique

Role-play Activity:

Role: ArtistAudience: ObserverFormat: CritiqueTopic: Wheel Pottery

The Artist:You will gather your finished pieces from the kiln rack. Present the

podiums (line up of 12 desks). You will display your exhibit with an artistsstatement, just as at the gallery. You will present your piece as an artist on his

opening day exhibition. Observers and other artists are naturally curious about your

piece and want to ask you about your process. You should answer them directly and

as thoroughly as possible; remember you have a reason for everything you do.

The observer:You will file in and start to gather at the first exhibit. You may be

thinking what interesting work! Let the artist know what their successes in your

opinion are. But remember you want to help this young and upcoming artist, be

sure to be constructive! (as you remember during a critique means you do not

simply says it looks good or bad but tell the artist what about it needs to be worked

on and what is successful) The other artists are encouraged to ask the young artist

about his or her work as well. Once 7 minutes is up you will move on to the next

piece.

*Questions to consider:

What elements of art did she try to incorporate? Why?

How did he/she accomplish________?

Would you consider this a successful piece?*These are not questions I want you to ask the artist but keep these thoughtsin mind when viewing his/her piece. Questions are fine but the artist wants to

hear your impression of the piece and wants you to analyze it. Ask questionsif it will help you analyze the piece further.

Additional Considerations Please be as constructive as possible with your critique and courteous to your

peers.o See attached handout

A group will be the observers first and artists second (November 1st)


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B group will be the artist first and observers second (November 4th)

Each artist will have no more than 7 minutes to present

Review the rubric so you know exactly what is all being assessed.

Please be certain to have your artist statements by the beginning of your

presentation and turn it in to me after your turn to go

o See attached assignment.

Artist Statement Assignment

Artist statements should discuss you views on art. They should also

address your art style and why you gravitate toward those styles. The

statement should present what is it that you are trying to communicate as

an artist and maybe even where you plan on going. These are professional

documents so formatting is important. The statement should be arranged so

it transitions naturally from one paragraph to another.

Assignment format:

If you are unsure of the format look at the example attached for hints, also

feel free to ask.

a page ( a piece of paper is 8 inches long, this means the last line

should be at least 4 inches but not over 6 either) if you are unsure

let me know!

Size 12 font/ Times New Roman/ SINGLE spaced

Title (can be creative! Should reflect your style)

Left aligned no indents

You will be displaying your statement along with your critique for other

students to read. This will be graded along with your critique (see attached

rubric)


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Whimsical Proclamations

My artwork takes a critical view of social, political and cultural issues. In my work, I deconstruct

the American dream, fairy tales, nursery rhymes, and lullabies that are part of our childhood and

adult culture. Having engaged subjects as diverse as the civil rights movement, southern rockmusic and modernist architecture, my work reproduces familiar visual signs, arranging them into

new conceptually layered pieces.

Often times these themes are combined into installations that feature mundane domestic objects

painted blue, juxtaposed with whimsical objects, and often embellished with stenciled text. Thecolor blue establishes a dream-like surreal quality, suggests notions of calmness and safety, and

formally unifies the disparate objects in each installation. The texts provide clues to context.

While I use a variety of materials and processes in each project my methodology is consistent.

Although there may not always be material similarities between the different projects they arelinked by recurring formal concerns and through the subject matter. The subject matter of each

body of work determines the materials and the forms of the work.

Each project often consists of multiple works, often in a range of different media, groupedaround specific themes and meanings. During research and production new areas of interest arise

and lead to the next body of work.

-A. Student

Inspirational Thread

Knitting is my key to the secret garden, my way down the rabbit hole, my looking glass.

Hand knitting started it. From the beginning the process of transforming string into cloth has

struck me as magical. And, over the years, that magical process has had its way with me, leading


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me from hobby to art. Knitting fills me with a sense of accomplishment and integrity, and has

proven a most amenable vehicle for translating inner vision to outer reality.

I knit from the inside out. Though I work quite deliberately, consciously employing bothtraditional and innovative techniques, my unconscious is the undisputed project manager.

The concrete, repetitive nature of this work frees my imagination and provides many

opportunities for happy accident and grace to influence the finished product.

Recently I discovered some childhood drawings: simple, crayoned patchworks that resonate

deeply with my fiber work. Inspired and invigorated by a renewed sense of continuity, and awedby the mystery of how creation occurs, I am now knitting richly varied fabrics exploring many

patterns, textures and colors. Once knit, the fabrics are pieced to form an always new patchwork

from which I make my garments and accessories.

-B. Creative

Constructive Criticism

As the artist:

1. First Reaction is not the best reaction

Dont react initially. Calmly listen and acknowledge the feedback. Do not take itpersonally; the observers are there to make you better. It is difficult as an artist andusually the first reaction to a criticism of an artwork is become defensive because ofthe time you have spent with creating it. If you become upset, take a deep breathand consider the validity of the observers point, also be sure to note that is onepersons opinion.

2. Remember the Benefit of Getting Feedback

Remember that hearing from your peers will help you improve and think of new anddifferent ways to express yourself. They need to comment on it is part of their roleas an observer, and you role as an artist will be to acknowledge ways to improve.Even uneducated public viewer can give meaningful advice, respect all observerscontributions. Getting negative reactions is not necessarily bad, most famous artistincluding Vincent Van Gogh, Michelangelo, and Monet have all endured harshcriticisms in their career.

3. Listen for understanding

If you are unclear about someones comment ask them or you can repeat theircomment in your own words, it is possible you misinterpreted their comment. It ispossible the observer was nervous and didnt articulate his/her comment well.

As the Observer

1. Back up your thoughts


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Be sure to indicate the concerns you have by pointing out improvement that can bemade and where. Avoid making short declaratives such as I think you could havehad better craftsmanship .A better sentence like More attention to the surfacearea may help the viewer understand if you are going for a rough look or a smoothlook. This sentence does not attack the artist yet gives the artist more direction forfuture pieces and offers insight to things they may have overlooked. Using proper

vocabulary is useful to articulate your ideas better.

2. No one likes to be the bearer of bad news.

It may seem though to talk critically about your peers work but you should keep inmind that your advice is helpful to the artist and a valuable part of making art isanalyzing you art as well as others. You provide a fresh perspective for the artistand since art is meant to be seen as an observer you are meant to react to it. Thatbeing said, not all initial reactions will be negative be sure to note successes in thework as well.

3. Dont put others down

When stating a criticism you must make it about the work and the person.Separating artwork from the artist may seem difficult but you must remember theart work should be the only thing we are examining. Also, adding positive feedbackis helpful to the artist as well.


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RubricProject: Wheel Thrown

Points Possible: 100

Criterion 20-25 Points 15-20 Points 0-15 Points

As an

artist

Students presented their art

on time and were able to

concisely and thoroughly

respond to the observers.

Students stayed in role and

responded appropriately to

constructive criticisms.

Student presented

artwork on time and

were able to

eventually answer the

observers. Students

seemed slightly

irritated or

emotionally defensive

about constructive

criticisms. Stayed incharacter most of the

presentation.

Student was not

on time or did not

respond

appropriately to

the observers. The

student was

bother by

constructive

criticisms. Student

did respond toobservers.

As an

observe

r

Student contributed by

responding to 3 or more art

works and used pertinent

vocabulary. Student was

able to do so constructively

and did not personally

attack the artist. Observer

was quietly contemplating

art while she/he was notcontributing.

Student responded to

1 or 2 pieces. The

student paid attention

most of the time.

Responses to art work

may have been

unclear or too general

I like it statements.

Student may have

personally

attacked the artist

or did little to

contribute. The

student was

distracted from

the critique often.

Work

Ethic

Student show up and was on

time for all classes and

participated fully. He/she

contributed to class

discussions and asked

questions if needed. Student

kept his/her assigned area

tidy.

Student showed up or

was tardy a few times.

Student participated

for most activities.

Student rarely forgot

to tidy up.

Student did

minimal tidying.

The student rarely

participated or

showed up.

Finished

piece

His or her piece was

thoroughly thought about,

shows good craftsmanship

(no scratches, dents,

fingernail marks) and

exhibits understanding of

the steps as well as

The piece was

complete and showed

some creativity. The

piece did not exhibit

mastery of all the

steps.

Piece was

unfinished. The

artwork showed

poor

craftsmanship.


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creativity.

Artist

stateme

nt

The statement was correctly

formatted and free from

grammatical and spelling

errors. The paragraphs were

cohesive and the statement

reflected the students

work.

There were 2-3

spelling or

grammatical errors.

The statement lacked

cohesion or the

statement mostly

reflected the work.

The statement

was difficult to

read and

contained many

grammatical

errors. The

statement was

poorly organized.

Documents

LP 1-5and Assessment