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.

February Extra Credit

Ceramic Spoons

Students interested in making extra credit can create three glazed textural spoons. 

Due: March 6th. 

20 Points possible. 

Examples of low fire spoons on Pinterest

Coil Pot Lesson/ Extra Credit Butter Dishes

COIL VESSEL

ASSIGNMENT - Completed and ready for final firing by: 3/13/2015

Students will be using the coil method to create a functional vessel that conforms to the following criteria:

·         10- 14” high

·         Form changes direction at least 3 times

·         Surface includes textural interest

·         Form reflects the influence of the art of at least one culture, based on research

·         Vessel glazed, both interior and exterior, and is water tight

Procedures:

·         Research the ceramic artwork and decorative motifs of other cultures through the Internet and/or books

·         Print out or photocopy your sources

·         Create 3 sketches of your proposed idea

·         Discuss ideas/sketches with instructor

·         Begin building vessel using coil method based on the above steps

·         Smooth both the interior and exterior surfaces as you work

·         Complete, glazed inside and out, ready for critique

Procedure:

1.)   After viewing the examples in class, develop sketches of unique, asymmetrical, organic forms on the worksheets.

2.)   Add lines to the interior of each sketch to indicate what varieties of coil shapes you may use in your final piece.  Try to be unique and creative in your choices.

3.)   In developing your sketches, try to remember what you learned about clay in creating your prior project in order to avoid problems in building this clay form.

4.)   Once your sketches are complete, please see me in order to discuss your ideas and to choose a final idea with which to work.  I will also collect these sketches in order to record a sketch grade for this project.

5.)   Using your final sketch idea, cut a shape to use for your base from a slab of clay.  (i.e.:  If your vessel is predominantly round cut a circle, if it is square, cut a square, etc.)  Please ensure that the slab is not thicker than ½ inch and is of even thickness.

6.)   Begin rolling EVEN coils and forming shapes for the bottom part of your vessel. (No coil should be thicker than your thumb)  Only roll enough coils that can be used in one class period.

7.)   Attach coil pieces to the slab base by scoring and slipping, then begin building upwards.

8.)   As you attach coils, use your fingers or a wooden tool to CAREFULLY smooth/join the inside of the coils together. 

9.)   Remember in order to bring the vessel inward, you will attach each row of coils to the inside of the prior row.  To bring it outward, you will attach each row to the outside of the prior row.

10.) Also remember that this vessel should be organic and asymmetrical in design; therefore please refer to your original sketch to remind yourself about the overall finished form.

11.)  Finally, remember that the finished vessel should be a minimum 12” and a maximum of 18”.

12.)  We will discuss glazing and glaze choices prior to the completion of this project.

Research videos students can view at home

·         Smoothing inside http://www.youtube.com/watch?v=m8k7rjFHXjU&feature=channel

·         Smoothing outside http://www.youtube.com/watch?v=KLSh04MwY2M&feature=channel

Grading Rubric

You will be assessed on the following criteria: Pottery/ Sculpture                                                             

Name______________________          Period _______

Part 1 – for 16 points answer the following five questions:                                         

1.       In what ways did you take risks with your work?  ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.       Explain how you used care in your craftsmanship. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

 3.       If you could do this assignment over, what would you do differently?  ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.       In what way did the video of Maria inspire you to produce your coil pot? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part 2 Vocabulary:

a.       Slip -

b.       Scoring -

c.       Form -

d.       Texture –

e.       Draw 2 examples of Patterns -

f.        Rhythm-

g.       Coil –

h.       Asymmetrical -

i.         Variety-

j.         Glaze-

Part 3 Grading

Studio – Project Grade

Standard 3 - Craftsmanship / Technical.   __________   / 125 pts possible.

Standard 2 - Use of Rhythm, Texture and Pattern /Creation of form _/ 125 pts possible.

Height requirement 12– 14 inches tall.  ______ / 50 pts possible.

                                                

Student Grade:                 __________ Teacher Grade:     __________   / (300 pts. possible)

Effort Grade  Use of class time, effort on project, clean-up of area and clean up jobs ________50 pts. possible.

March Extra Credit

Slab butter dishes Due March 20th.

Demo given March 6, 2015

Pinch Pot Salt and Pepper Shakers / Extra credit stamp making

Instructor: Makely                                                   Pinch Pot Assignment

Requirements: You are going to create two sets or salt and pepper shakers using Pinch pot construction. You will also be  using techniques such as paddling, burnishing, carving, appliqué, and imprinting.  Each pot is no larger than .50 pounds, (½ the size of your fist) unless you are going to add a base as part of your design. Explore the internet and see all the possible designs that you can come up with.  Bring in images and attach them on the inside of your sketchbook before you began. 3 drawings or 3 images will be part of the sketchbook grade.    ____________ /60 points possible for sketchbook. Sketchbook is Due: _________

Creating your two sets or salt and pepper shakers.

Pay attention to the form, size, foot and lip –design and decoration is your choice.

Part 1 – For 15 points answer the following:                                                        POINTS EARNED: ___         

1.        Identify and describe which set is you’re best or favorite.

Explain why. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.        Identify your weakest finished clay piece.   _________________________________________

Share two ways that it could be improved.

a.        _________________________________________________________________________________

b.        _________________________________________________________________________________

3.        Define or explain the following clay terms:

a.        Wedging

b.        Green ware

c.        Bisque ware

d.        Pinch pot

e.        Draw out a pinch pot and identify the foot and lip.

f.         Slip and scoring

g.        Bone Dry

Part 2: Evaluating your two sets of green ware clay pieces.

Use the scale below.

90-100= weak/poor             115 = average             120 = strong                      125 = very strong

First set of salt and pepper shakers

Appropriate wall thickness for size + Aesthetic quality of form/design + foot and lip= _______/125

Second set of salt and pepper shakers with base or plate

The Idea  + the form + wall thickness + Aesthetic quality of the form/design= _____/125

Total points earned on Pinch Pot Assignments:  _________________________________ /250

Extra Credit Stamps

Make 4 signature stamps for signing your work.