Artist Statement Final Reflection

Written Critique | Worksheet              Name ________________ Period    ________

Mrs. Makely’s pottery I classes

What is a critique?

A critique is an oral or written discussion strategy used to analyze, describe, and interpret works of art. Critiques help students hone their persuasive oral and writing, information-gathering, and justification skills.

This worksheet will help you gather information to write out your description of your project. You will also be including an analysis, interpretation, and judgment of your final sculptural art work in pottery one.

Description

Describe the work without using value words such as "beautiful" or "ugly":

·         What is the written description on the label or in the program about the work?

·         What is the title and who is (are) the artist(s)?

·         When and where was the work created?

·         Describe the elements of the work (i.e., line movement, light, space).

·         Describe the technical qualities of the work (i.e., tools, materials, instruments).

·         Describe the subject matter. What is it all about? Are there recognizable   images?

Include in Paragraph 1  

Description - Give only the facts.  Include; title of your piece, identify the subject, media, size. Describe your sculpture, what do you see – the form, the textures, the color, use of the art elements etc. Do not be critical, just the facts, anyone looking at the work should be able to see the same things.

Title of work______________

Size____________________

Subject _________________ 

Media___________________

Content Description:

What type of form did you create (be specific)? Describe your piece. Only give the facts.

Include in Paragraph 2

What is the purpose/function of the piece? Functional or nonfunctional – What is its use as a sculpture? 

Analysis

Describe how the work is organized as a complete composition:

•         How is the work constructed or planned (i.e., acts, movements, lines)? 
•         Identify some of the similarities throughout the work (i.e., repetition of lines).
•         Identify some of the points of emphasis in the work (i.e., specific scene, figure,                 movement).
•         If the work has subjects or characters, what are the relationships between or                   among them?

Analysis - Still facts. How did you organize this sculpture: the form, the decorative aspects, etc.? Talk about your use of the principles of design,  (BURPME). For example, what is the emphasis or the part that attracts the viewer’s eyes?  If your work is visually balanced, explain what makes it so. Is your work symmetrical or asymmetrical?  What unifies the work or makes everything look like it belongs together? Etc.

What are your (color) ideas – how you finished your sculpture?

Composition & Design (Analysis)

• What does the piece look like using the (Elements of Art: color, size, form, texture, value, space, shape, line)? Explain your composition (Principles of Design: rhythm, variety, unity, contrast, emphasis, harmony, balance)

•  What decorative aspects set your work apart from others?

Interpretation

• Describe how the work makes you think or feel:
• Describe the expressive qualities you find in the work. What expressive language would you use to describe the qualities (i.e., tragic, ugly, funny)?
• Does the work remind you of other things you have experienced (i.e., analogy or metaphor)?
• How does the work relate to other ideas or events in the world and/or in your other studies? 

Include in Paragraph 3

Interpretation – All works of art communicate an idea, feeling, or message. 

You are critiquing your own piece.  What kind of feeling, idea or message do you want this sculpture to communicate to viewers?

Interpretation 

• What is the mood of the work (how does it make you feel)?
•  What is the message expressed through your form, surface design, and color? 

Include in Paragraph 4

Judgment or Evaluation

Present your opinion of the work's success or failure:

•    What qualities of the work make you feel it is a success or failure?
•    Compare it with similar works that you think are good or bad.
•     What criteria can you list to help others judge this work?
•    How original is the work? Why do you feel this work is original or not original?

Judgment – There are many ways by which critics evaluate a work of art. In this paragraph judge your work for its quality of construction and visual impression. Be honest complement yourself by noting the strengths of your piece, and allow you are self to grow by recognizing areas that could be improved.

 Evaluation Judgment
Craftsmanship & technique notes:

How did you choose this aesthetic (style)? What was your inspiration? 

• What would you do differently if you could do the assignment over? Do you allow yourself to grow as an artist?

Tell Your Story/ Fables and Tales Sculpture Final Lesson /Assessment

Tell Your Story/ Fables and Tales Sculpture Final Lesson /Assessment

   

    

Makely's Pottery one Final Project

Lead in: Your life is composed of many stories. How you remember and tell those stories helps to define who you are. This assignment relates to all your journal assignments, or you can depict a scene from a Grimm’s fairy tale or Aesop’s Fable.

Task: You will be creating a sculptural tunnel book with according sides and no spine that “Tells your story” or depicts a scene from a fairy tale. You will be asked to bring some of your own materials to add, such as personal photo(s), fabrics, etc. -Whatever tells your story or adds to your fable! As part of the final critique, you will use the various aspects of the sculpture to tell your story.

Procedure: Think about your life and the many stories of which it is composed. Choose one or more stories to tell about your life. You will be required to incorporate certain aspects in your sculpture. Reflect back on your sketchbook questions that you answered throughout the semester. Your research will be attached to worksheet #1.

Tell your story book sculpture must incorporate the following:

1. Your first and last name or nickname stylized.
2. A repetitive pattern of symbols representing parts of your story or you.
3. A self-portrait – face, partial face, full body( use photos, draw, caricature or realistic)
4. Text/writing – share story from your life
5. Text writing – share a story about your passion(s) ( sports, art, music, poetry, nature, literature, etc.)
6. Share a secret or thought on a clear plastic thought bubble
7. Wire attachments – create  additions that represent some aspect of your life story

Artistic Expectations:

1. A clear and creative visual communication of your story.
2. Well crafted  - your technical use of materials
3. Strong use of art elements- line, shape , color, space, texture
4. Use of  Principles of design to compose your sculpture – Balance, Unity, Repetition, Proportion, Movement and Emphasis
5. Must be able to stand on its own as a 3-D Sculpture in the round
6. Incorporation of writing/text
7. 2 sketches will be turned in for 100 points. Each sketch must incorporate all the requirements to get full credit for this sketchbook grade. You will be presenting your story to your peers.

Tell Your Story Sculpture Rubric         Name ____________________ Pd:_______       

15 points - Reflect on the following: 

1. Do you make your stories or do your stories make you? Explain your answer.

____________________________________________________________________________________________________________________________________________________________

2. Explain the story or stories your sculpture tells about you.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Describe the meaning of your pattern or symbols.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluation: Evaluate your work for the following criteria using the scale provided:

Weak/Poor =12, 13                 Average = 14,15                     Good = 18,19              Strong = 20

____Communication               A clear and creative visual communication of your story

____ Well crafted                   Your technical use of materials

____ Art Elements                  Strong use of art elements- line, shape, color, space, texture

____ Principles of Design       Use of Principles of design to compose your sculpture – Balance, Unity, Repetition, Proportion, Movement and Emphasis

____Freestanding                   Must be able to stand on its own as a 3-D Sculpture in the round

____Writing                            Incorporation of writing/text

____stylized name                  creative style

____Repetitive pattern           pattern of symbols representing parts of your story or you

____Self Portrait                     Use of photos or drawings                 

____Extras                              Use of thought bubble and wire attachment

____ Total points earned/ 200 points possible

+          ____ 15 reflections points

            ____20 presentation points

__________ Total points possible 235

Throwing cereal Bowls

Project:  Cereal Bowl

Objectives:

Students will create cereal bowls on the potter’s wheel  and learn basic centering techniques.

Students will learn how to use the potter’s wheel to create wheel thrown ceramic works of art.

Students will add to their ceramic vocabulary and understanding.

Students will apply the elements and principles of art in creating their own works of art.

Students will learn to trim and sign each of their works of art.

Materials:

Clay                                                     Potter’s Wheel                                     Handouts

Plastic Bat                                           Clay Tools                                           Plastic Bag

Sketchbooks                                       

Art Production Steps:

1. Watch the demo and understand how to center the clay on the wheel and create a cereal bowl.
2. Get required tools and materials before you begin and place them at your assigned wheel.
3. Center your ball of clay on the plastic bat.
4. Create a hole in the center of your clay
5. Check to see if the bottom is the correct thickness, about ¼ inch.
6. Open the hole to create the bottom of your bowl.
7. Slowly pull the clay to the desired height.  Your finished bowl must be greater than or equal to 3 inches.
8. Trim top to be even using a needle tool.
9. Shape your bowl as desired
10. Cut a foot.
11. Place plastic bat on storage shelf to allow your work to dry off the bat.
12. Clean up as instructed making sure all tools are clean and your working area is clean, including the wheel and area around it.
13. Don’t forget to put your name on the bottom of your work after you have trimmed it.

Art Criticism:  We will have a short class critique on the due date for this project.

Evaluation:  See Rubric 16 points

Vocabulary Words:

Centering                                           needle tool                                            loop tool

Bat                                                      Rib                                                      Trimming

Foot                                                    wire tools                                             Throwing

3 Idea Sketches for my Cereal Bowls

Sketchbook Reflection
60 pts. possible
Throwing on the Wheel

Reflect about the difficulties you experienced the first time working on the wheel.

Decorating Techniques on the various states of clay

Decorating Techniques on the various states of clay

Soft

Paddling – stick used to smooth the wall and strengthen the joins, and at the same time the surface is textured.

Inscribing (roulettes, combing, stamping) – scratching designs into the clay

Agate – mixing two different colors of clay

                               

Leather-hard

Fluting – making grooves or furrows on the surfaces of thrown pieces

Faceting – cut facets evenly into thrown pieces

Openwork – the walls of a piece are perforated or fretted

Carving – cutting below the surface of a piece

Cloisonné – fine strips of clay are attached to the surface used only on flat surfaces, after bisque-firing glazes are applied to the spaces

Relief – adding pieces of clay to the surface

Combing – a tube or a quill of a feather is used to mix different-colored engobes either in parallel or at a different angle

Marbling – different color engobes are applied to the surface and the piece is moved around to mix engobes

Burnishing - to polish clay while it is in the greenware stage by rubbing it with a smooth tool

Encrusting – a colored clay is embedded into a different color

Dry

Oxides – painted onto the surface of a piece

Sgraffito – scratching designs through colored slip to allow the body color to show through

Bisque

Underglaze – glaze used to add color to a piece with a matt finish unless covered with clear glaze, can come in the form of pencils or watercolors too

Wax Resist – wax can be used as a resist to draw motifs that you want to keep free of glaze

Resists –anything that is used to keep areas free of glaze, examples: paper, tape, etc.

Superimposing Glazes – different glazes are applied over the top of each other is some manner, results are difficult to predict

Tips and Suggestions

Tips and Suggestions

Let your projects dry out slowly.  Keep all clay projects covered with a plastic bag.  This helps prevent stress cracks, and breakage.

Use a spray bottle to keep projects moist until they are ready to dry.  Instead of leaving project out to dry, try placing them in a bag that is open on one end to let some moisture out but not all and dry more slowly.

Always score with deep groves over the entire surface on both pieces that you want to join and use lots of slip that is very runny.  Use a sponge to clean up excess slip after you have attached your two surfaces.

Never try to score and slip bone dry surfaces.  The clay should be moist and at the same moisture level so that they join and dry at the same rate.  Clay shrinks as it dries so it will pull away from the attached surface if they are different moisture levels or drying at different rates.

Remove any excess water from the bottom of any projects that are made on the wheel.  Leaving a puddle in the bottom prevents the piece to dry out at an even rate, increasing the chance for cracks to form in the bottom.

To reduce thickness if the clay is no longer pulling up, use a rib to scrap off excess clay.  A ribbon tool can also be used to carve away the extra thickness of the clay after the piece has become leather hard.  Waiting until the leather hard state (with the piece still on the bat) allows the shavings to drop off the work rather than stick to the piece and get in the way.

Keep finger nails cut short.  Long nails easily get in the way and ruin projects, especially when working on the wheel.

To seal a crack, wet your finger and rub out the crack until the surface is dry again.  This takes patience.

Clean up is easiest with a wet sponge or wet towel.  It goes much faster and picks up the clay so that it does not end up on the floor.  Be sure to rinse out the sponge or towel for the next person.

Clean tools are nice to use so make sure to clean-up after yourself each day.

Use a damp sponge to apply ink into the cracks of the satin white glaze.  Wipe clean.

Move projects to the greenware shelf to be fired only when they have completely dried out, graded and are ready to go in the kiln.  This opens space on the cart and lowers the possibly for your project to be broken by others.

Check the bisque ware shelf each day for your projects.  If you find yours move it to your self to glaze at a later time.  This will prevent projects from going missing or accidentally being claimed by the wrong person.

Check the glaze shelf each day for your completed projects.  This will help ensure you get your own and it is not claimed by someone else accidentally.

Always double check that your name is on your project.  This will help prevent others from claiming yours on accident.

60 pts sketchbook reflection

Reflect on the tips you just read.  (What tips were useful to you?  Do you have any other tips that were not on this list?)

Teacher Effectiveness - Standards 4 and 5

Teachers reflect on their practice

Reflection Standard IV: Teachers reflect on their practice 

Element a: Teachers demonstrate that they analyze student learning, development, and growth and apply what they learn to improve their practice

• Uses data to support student learning and to inform practice 
• Teacher makes general suggestions about how a lesson could be developed or improved 

Effectiveness

• Develops student learning plans based on multiple examples of student work and information gathered from students, families and significant adults, and colleagues for unique student needs and situations.

• Makes use of and notes all classes on who has a 504's and ILP's. 

• Works with pera professionals to differentiate lessons to meet the needs of development and growth of special ed students. 

Element b: Teachers link professional growth to their professional goals 

•   Uses formal and/or informal performance feedback from supervisor and/or colleagues to improve practice 
•  Completes required professional development 
• Understands which professional development activities will align with student, school and personal goal areas

Effectiveness

• Shares lessons learned with colleagues formally and informally in a variety of settings PLC, conferences, and department meetings.

• Applies new and different ways of teaching new skills, and evaluates the impact of student learning. Reaching out to all learners with many different learning styles. 

School Leadership

 

School Leadership Standard V: Teachers demonstrate leadership 

Element a: Teachers demonstrate leadership in their schools 

• Recognizes opportunities to develop leadership skills 
• Works collaboratively for the benefit of students 
• Supports school goals and initiatives 

Effectiveness

• Finished Masters Degree in Teacher Leadership/Admin, March 2014.

• Activity and consistently contributes to school committees and teams. (Graduation Committee)

• Has never missed a graduation in 10 years. 

• Contributes to school goals by aligning personal and professional goals to MHS.

• Fires Freshman Seminar tiles ever year. 

• Co-leader of Art and Anime Club

• Yearly working with Public Works to paint the Louisville snow plow. Students design and paint the snow plow and it is publicly displayed at the football homecoming game. This plow supports the community and displays MHS pride. 

Element b: Teachers contribute knowledge and skills to educational practices and the teaching profession

• Shares expertise with colleagues 
• Supports collaborative efforts within the building 

Effectiveness

• Shares and collaborates ideas to improve teaching and standards to improve student learning. Team Teaching with Ms. Connie Quigg. 

• Assumes leadership role in building/district as department chair for 2015 - 2016 school year.

• Actively participates in a culture of professional inquiry with Mr. Dave Clark. Painting the tractor trailer. 

Element c: Teachers demonstrate high ethical standards

• Maintains confidentiality of student records as required by law 
• Understands the need to hold high standards for himself/herself and others 
•  Adheres to standards of professional practice 

Effectiveness

• Maintains confidentiality of student and fellow teacher interactions as well as student and personal data 

• Demands ethical behavior on the part of students 

• Encourages colleagues to demonstrate ethical behavior

Slab Mug Unit

Slab Mugs

This project introduces the use of the rolling pin and slab roller to produce broad slabs or thin, evenly thick sheets of clay for construction. Expressions and ideas from Geometry are reinforced when creating cylindrical slab cups [measurement, 90 degree angles, parallel lines and cylinders as shapes, and reviewing the ruler]. Scoring & slipping pieces of clay together remains a critical ingredient to success. Students will also make connections between mass-produced, factory-made cups we all drink from at home, and the value of the handcrafted mugs. This project will also address the industrial age and how it brought the masses cheap/affordable products. During this project students will recognize the potential in learning a craft and marketing it as a potentially valuable skill.

Part 1

Task: Students will use the art elements and principles of design to draw four ideas for a slab clay mug. If you need inspiration look on the internet and print some ideas. You may not copy these mugs, but you can you them as inspiration. Students should consider their mug as a sculpture in the round – it should be interesting from all views and their drawings should show the following:

• ·    Two drawings will be ideas for a Surrealistic or nonfunctional inspired mug. 
• ·    Two drawings will be for a nonobjective (pure design) mug. An integrated handle design should be a part of each drawing.
• ·     Each drawing should be labeled with the decorative technique(s) used to create the mug and handle: piercing, carving, appliqué, imprinting, and or sgraffito.
• ·     Add color to your drawings to get a clear understanding of the finishes mugs. You can use markers or colored pencil.

Part 2

Students will then select two of their drawings to build two mugs 4 to 6 inches tall using the slab technique. Students will have the option to use the darting technique to alter the traditional slab cylinder if desired. Students will also focus on the function of the piece and make it comfortable to hold and make the lip comfortable for drinking.

Students will learn/review the slab technique and basic terms such as: wedging, slab, piercing, carving, appliqué, imprinting, sgraffito, kiln, bisque, glazing surrealism, nonobjective, functional, and nonfunctional. They will apply this knowledge to designing, building and glazing a clay mug. They will also learn a transferring technique: a water based marker was used to transfer the design to the clay if needed.  After building, pieces will be dried, bisque fired, glazed and then glaze fired.

Reading A Ruler

Part 3

The finished mugs will be evaluated for the following criteria: creativity of design idea, use of clay techniques, general construction of the mug and handle, color choices, technical application of the glaze, visual impact of finished glazed mug, functionality/comfort of lip and handle. Students will also be evaluated on their understanding of the ceramic terms.

Evaluation

Personal Reflection - 3 Points

Discuss the strengths and weaknesses of your finished clay mugs.  Evaluate the construction, your idea, your color choices and the overall impact of your finished mug and handle.

Mug 1: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mug 2: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Terms

Ceramic Terms: 1 points each -13 points total

 Kiln- Enclosed containers of various sizes – built of refractor brick and heated by electricity, gas, wood, or oil to temperatures from 1500 -2400F.

Wedging –Method of kneading clay to make homogenous; ridding the clay of air pockets

 Functional - ____________________________________________________________

 Nonfunctional - ________________________________________________________

 Nonobjective- __________________________________________________________

 Surrealism - ___________________________________________________________

 Slab - _________________________________________________________________

 Imprinting - ___________________________________________________________

 Piercing - _____________________________________________________________

 Applique - ____________________________________________________________

 Carving - _____________________________________________________________

 Sgraffito- To scratch through a layer of slip to reveal a different colored body underneath.

Studio Grade:   Use the following point system to evaluate your finished work.

 12 = weak/poor    14,15,16 = average    17 = good          18,19 = strong    20 = very strong

Mug 1: Title or description     __________________________________________________

_____       Creativity/ Visual impact  of  your  idea – the Surrealistic  or  Nonobjective design

_____       Construction and attachment of the handle

_____       Use of clay techniques to construct the mug and make it functional , joining of seams,                                 bottom, and lip

 _____       The technical use of carving, piercing, sgraffito,  and /or appliqué

 _____       Application of the glaze – coverage, etc.

 _____       Color choices for your piece – do they complement each other

 _____       Visual impact as a sculpture in the round

 _____        Total points earned

Mug 2: Title or description      _____________________________________________

_____       Creativity/ Visual impact  of  your  idea – the Surrealistic  or  Nonobjective design

_____       Construction and attachment of the handle

_____       Use of clay techniques to construct the mug and make it functional , joining of seams,                      bottom, and lip

 _____       The technical use of carving, piercing, sgraffito,  and /or appliqué

 _____       Application of the glaze – coverage, etc.

 _____        Color choices for your piece – do they complement each other

 _____        Visual impact as a sculpture in the round

 _____        Total points earned

       

Add the two totals together  ____________ /280 studio total points possible.

Evaluation/Vocabulary points possible ____________ /16 possible points.