art 161 – ceramics i instructional plan for kelsey community college brooke amick

ART 161 – Ceramics I

Instructional Plan for Kelsey Community College

Brooke Amick

Instructional Plan Template | Slide 1

Gap Analysis

• What’s currently available at NVCC…• No fine arts program or courses• Slim selection of humanities courses that incorporate art

history/appreciation

• What should be available…• Arts program classes based on the instruction of artistic

expression and technique• Classes in drawing, painting, ceramics, sculpture, digital

media, etc.

• Recommendation for beginning to fill the gap…

• Ceramics I – Introduction to ceramic materials and techniques


Needs Assessment

• This is a learning problem Other schools are offering similar courses Students are not yet demanding these

courses

• Ceramics I is offered at many community colleges

Mesa Community College• ART 161 – Ceramics I (2010)

Arizona Western College• ART 203 – Ceramics I (2010)


Needs Assessment Continued

According to AARP, the growing number of older students cite pleasure and a desire to learn about new subjects as their number two reason for returning to school (Keenan and Barrett, 2009).

According to CommunityCollegeReview.com, “Besides coursework focusing on academic programs, courses are also often offered at the community college for personal growth or development” (Chen, 2008, para. 1).


Needs Assessment Continued

• Stakeholders• Part-time & Full-time Students• Degree seeking and Non-degree Seeking Students• Older and younger students• NVCC Faculty, Class Instructor• Kelsey Community• City of Kelsey – Art Projects or Programs• Local Artists• Local Galleries or Art Shows• Local Craft Supply Stores


Type of Need

• Comparative Need • Art courses are standard offerings at

most community colleges

• Felt Need• Both seasoned and novice students will

appreciate new course variety• Encourages and reinforces artistic and

cultural appreciation


Title and Description

ART 161 – Ceramics I

This course provides students with an introduction to ceramic materials and methods. This course will introduce students to methods of hand-building, decorating, throwing on a potter’s wheel, and glazing. 3 credits.


Instructional Goal

The learners of ART 161 will gain knowledge and appreciation of

the basic materials and techniques utilized in ceramic art.


Performance-Based Objectives Midterm Assessment:

The learners in ART 161 will create a finished vessel form on the potter’s wheel with 70% proficiency as graded by a rubric.

Final Assessment:The learners in ART 161 will compile a portfolio

that includes 10 ceramic forms created in the classroom studio and achieve a grade of 70% or higher as graded by a rubric.


Summative Assessment & Learning Outcomes

Final Ceramic Art PortfolioThe learners will compile a portfolio that illustrates (with photos, drawings, etc.) 10 ceramic pieces they have created over the course of the class.

The portfolio pieces will be graded by a rubric that judges them on construction, aesthetic quality, functionality, and finish.


Learner Characteristics Gender:

Both female and male learners will be represented A slightly higher percentage of females can reasonably be

expected considering past gender trends in two-year institutions

Age: All age groups are welcome and expected to participate in this

course Though a majority of younger students is expected

Education: Learners will have some high school, have completed high

school, or have their GED It is expected that some life long learners with bachelor or

advanced degrees will participate


Learner Characteristics Cont. Cultural Background:

All ethnicities will be represented

Prerequisite Skills: No prerequisite skills are required for this course,

implying a broad range of skill levels will be present

Learner attitudes: The learners choose this elective class Learners will have high intrinsic motivation and curiosity

about ceramic art

Learning styles: All learning styles will be represented Visual and kinesthetic learning styles may be pervasive


Learner Characteristics & Implications

ImplicationsDemographically diverse group of learnersRange of skill and aptitude levels

Therefore Instruction Must Incorporate …Several learning stylesIndividualized projects that appeal to

different proficiency levelsLearner -centered Environment


Learning Context Instructional Setting:

Studio classroom - classroom with ceramic equipment and a workshop layout

• Resources: Instructor, peers, instructional material,

worktables, kiln, sink, potter’s wheels, wedging table, storage shelves, ceramic tools, glazes, etc.

• Constraints: Classroom setting, little real-world application


Learning Context Continued Application Setting:

Learners may never take this skill outside the classroom

Other venues may include home-based ceramic projects and local community art centers or programs

• Resources: Vary depending on individual’s own ceramic supplies and expanse of the community art center or program

• Constraints: Lack of space and equipment

In order to encourage outside continuation of ceramic art, the course will incorporate some projects that can easily be created at home and list non-classroom resources for ceramics.


Delivery Modality

•Based on the learning context and learning characteristics, a synchronous, in-classroom delivery modality was selected.

•Instructor-led course that will incorporate some outside sources through videos, PowerPoint presentations, and a guest speaker

•This is will be a Knowledge-Centered Environment•Learners will focus on attaining the rudimentary skills and principles involved in Ceramic Art


Scope and Sequence PlanWeek 1

•Introductions & Syllabus•Studio Policies•Tour of Studio• Pinch Pots

Week 9

• Potter’s Wheel Demo – Jar & Lid• Continue previous & current projects

Week 2

• Firing Demonstration •Terminology Slideshow• Slab Construction •Decoration – Clay Hand Project

Week 10

• Visit from Guest Artisan• Ceramic Jewelry PowerPoint• Continue previous & current projects

Week 3

•Whistle Demonstration (Pinching and slab construction)•Glazing

Week 11

• Rainstick Demonstration• Continue previous & current projects

Week 4

• Video on coil construction• Coil Construction• Continue previous & current projects

Week 12

• Clay Figurine (Human & Animal) Demo• Continue previous & current projects

Week 5

• Mask Slideshow• Mask Demonstration• Continue previous & current projects

Week 13

• Final Night for Bisque Firing•Review of Portfolio Requirements•Independent Work Time

Week 6

• PowerPoint of Potter’s Wheel Products• Potter’s Wheel Introduction – Bowl

Week 14

•Final Night for Glaze Firing• Review of Portfolio Requirements• Independent Work Time

Week 7

• Potter’s Wheel Demo – Trimming & Cup• Continue previous & current projects

Week 15

• Grading of Final Portfolios• Clean out storage areas

Week 8

• Potter’s Wheel Demo – Vase• Continue previous & current projects


Instructional Content: Week 1, Hour 1

0-20 Minutes – Introduction

21-40 Minutes – Review Syllabus

41-60 Minutes – Classroom-Studio Policies


Instructional Content: Week 1, Hour 2 61-75 Minutes – Tour of Studio

76-90 Minutes – Pick & Label Personal Storage

90-110 Minutes – Making Pinch Pots

110-120 Minutes – Clean-up and Closing


Instructional Content: Week 2, Hour 1 0-30 Minutes – Firing Demonstration

31-45 Minutes - Terminology Slideshow http://www.slideshare.net/djmunson/intro-cer

amics-powerpoint (Unknown, 2010)

46- 60 Minutes – Decoration


http://www.slideshare.net/djmunson/intro-ceramics-powerpoint

http://www.slideshare.net/djmunson/intro-ceramics-powerpoint

Instructional Content: Week 2, Hour 2 61-70 Minutes – Supply Setup

71-80 Minutes - Slab Construction Demo

81-110 Minutes – Clay Hands Project

110-120 Minutes – Clean-up and Closing


Instructional Content: Week 3, Hour 1 0-20 Minutes – Introduction & Glazing

Demonstration

21-40 Minutes – Whistle Demonstration (Pinching and Slab Construction)

41-60 Minutes - Glazing & Whistle Construction


http://www.flickr.com/photos/ujwala/46042707/

Instructional Content: Week 3, Hour 2 61-70 Minutes – Groups will continue

their current jobs

76-100 Minutes – SWITCH – Glazing & Whistle Construction

100-120 Minutes – Clean up


Instructional Content: Week 4, Hour 1

0-10 Minutes – Introduction

11-30 Minutes - Video & Slideshow on Coil Construction

http://www.pbs.org/frontlineworld/stories/mexico403/ (Frontline World, 2005)

31-45 Minutes - Coil Construction Demonstration

46-60 Minutes – Students will Continue Previous & Current Projects


http://www.pbs.org/frontlineworld/stories/mexico403/

Instructional Content: Week 4, Hour 2 61-105 Minutes – Learners will

Continue Previous & Current Projects



Instructional Content: Week 5, Hour 1 0-10 Minutes – Introduction

11-25 Minutes - Mask Slideshow

26-45 Minutes - Mask Demonstration

45-60 Minutes - Continue Previous & Current Projects


Instructional Content: Week 5, Hour 2 61-105 Minutes - Continue Previous &

Current Projects




21-40 Minutes - Potter’s Wheel Demo – Bowl

41-60 Minutes – Guided Practice on the Wheel


Instructional Content: Week 6, Hour 2 61-100 Minutes – Guided Practice on

the Wheel




11-30 Minutes – Potter’s Wheel Demo – Trimming

31-45 Minutes – Potter’s Wheel Demo – Cup

41-60 Minutes – Guided Practice on the Wheel


Instructional Content: Week 7, Hour 2 61-100 Minutes – Guided Practice on

the Wheel



Instructional Content: Week 8, Hour 1 0-30 Minutes – Introduction & Potter’s

Wheel Demo - Vase

41-60 Minutes – Continue Previous & Current Projects


Instructional Content: Week 8, Hour 2 41-105 Minutes – Continue Previous &

Current Projects



Instructional Content: Week 9, Hour 1 0-20 Minutes – Introduction & Potter’s

Wheel Demo – Jar & Lid

21-60 Minutes – Grading of Mid-Terms and Continue Previous & Current Projects


Instructional Content: Week 9, Hour 2 61-105 Minutes – Grading of Mid-Terms

and Continue Previous & Current Projects



Instructional Content: Week 10, Hour 1 0-5 Minutes – Class Agenda & Introduce

Artisan

6-60 Minutes - Guest Artisan



Current Projects





16-35 Minutes – Rainstick Demonstration




Current Projects



Instructional Content: Week 12, Hour 1 0-30 Minutes – Clay Figurine (Human &

Animal) Demo




Current Projects



Instructional Content: Week 13, Hour 1 0-20 Minutes – Introduction – Pair &

Share

21-60 Minutes – Finalizing Clay Projects, Glazing, and Portfolio Work


Instructional Content: Week 13, Hour 2 61-105 Minutes – Finalizing Clay

Projects, Glazing, and Portfolio Work




21-60 Minutes – Glazing and Portfolio Work


Instructional Content: Week 14, Hour 2 61-100 Minutes – Glazing and Portfolio

Work



Instructional Content: Week 15, Hour 1 0-10 Minutes – Final directions

11-60 Minutes – Grading of Final Portfolios


Instructional Resources Kilns Wedging table – canvas coveredWork tablesChairs Storage shelves Potter’s Wheels Industrial Size Sink Lidded, 50 Gallon Trashcans

(plastic) Instructional computer Projector Whiteboard Whiteboard Markers Canvas Slab roller Trimming Clamps & Tools

Clay (Cone 10)GlazesGlazing brushes & SpongesThrowing boardsCeramic Tool KitsThrowing toolsToothbrushesRolling PinsGarbage Bags (small & large)SpongesBucketsExamples of finished ceramic projects Books or magazines on Ceramic ArtPaper Towels & Ceramic TowelettesPaper & colored pencils


Plan for Implementation The plan will need to be communicated to the following

people… Instructor Learners Guest Speaker (Most likely a local artisan)

Other Implementation Specifics• Location: Classroom at NVCC

• Course Frequency: Twice a year (Fall & Spring semesters)

• Delivery Date: Tuesday, January 18th, 2011

• Communication Plan: NVCC Course Catalog

• Plan to Build Interest: A small display of Ceramic Art will be on view at a commonly visited campus location, along with posters telling about ART 161

• Selection of Participants: Students must be enrolled at NVCC


Formative Evaluations


Who What How

Students Are you finding this classroom a conducive and comfortable place to learn?

Student reflection question

Students Is the instructor communicating the course knowledge to you successfully?

Student reflection question

Budget Are we on budget? How does our budget compare to other courses’ expenses?

Budget Check

College Dean

Is this class utilizing successful learning strategies?

In-class observation and follow up meeting

Subject Matter Expert

Is the content of this course appropriate?

In-class observation and follow up meeting

Instructor Is this instructional plan adequate for the purpose of teaching this course?

Phone call or Meeting

Fish Bowl

Evaluation of Another Student’s Work

Jigsaw Group Project

Cooperative Learning Groups

Daily Journal

Response to a Teacher Demonstration


Formative Assessments

Expected Learning Outcomes

The learners will be able to create ceramic art.

The learners will be able to appreciate ceramic art by evaluating other artists’ ceramic pieces.

Action Research Proposal

Summative Evaluation Continued


Who What How

College Dean

Did this class utilize successful learning strategies?

Meeting

Instructor Was this instructional plan adequate for the purpose of teaching this course?

Phone call or Meeting

Budget Did we keep within budget? How did our budget compare to other courses’ expenses?

Budget Check

Students Did you find the classroom a conducive and comfortable place to learn?

End of Course Survey

Students Was the instructor communicating the course knowledge to you successfully?


Summative Evaluation


Who What How

Students Did you feel the pace of this course was appropriate?


Students Did you gain an appreciation of ceramic art through this course?


Students Did this course prepare you for the next level of ceramic courses?

Phone survey – 2 years after the end of the course

Students Have you participated in other ceramic venues within Kelsey community? (Art shows, art galleries, community art programs, etc.)

Phone survey – 2 years after the end of the course

Subject Matter Expert

Was the content of this course appropriate?

Meeting

References Arizona Western College. (2010). Fall 2010 Class Schedule. Arizona Western College Website.

Retrieved from http://www.azwestern.edu/learning_services/schedule/?dosearch=1&sem_code=2010%2F1&instructor_name=&subject=ART&location=ANY&start_date=mm%2Fdd%2Fyyyy

Brown, A., & Green, T.D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Pearson Education.

Carmel, A., & Gold, S. S. (2007). The effects of course delivery modality on student satisfaction and retention and GPA in on-site vs. hybrid courses (Doctoral Dissertation). Retrieved from http://www.eric.ed.gov/PDFS/ED496527.pdf

Chen, G. (2008, January). What is a community college? Community College Review. Retrieved from http://www.communitycollegereview.com/articles/1

Csapo, N., & Hayen, R. (2006). The role of learning styles in the teaching/learning process. Issues in Information Systems, 7(1), 129-133. Retrieved from http://www.iacis.org/iis/2006_iis/PDFs/Csapo_Hayen.pdf

Ertmer, P. A., & Quinn, J. (2007). The ID casebook: Case studies in instructional design (3rd ed.). Upper Saddle River, NJ: Pearson Education.


References Continued

Frontline World. (Publisher). (2005). The ballad of Juan Quezada [Video clip]. Retrieved from http://www.pbs.org/frontlineworld/stories/mexico403/

Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

Hansman, C. A. (2001). Context-based adult learning. New Directions for Adult and Continuing Education, 89, 43-51. Retrieved from http://www.fsu.edu/~elps/ae/download/ade5385/Hansman.pdf

Holistic Education Network. (n.d.). Multiple intelligences [Website page]. Retrieved from http://www.hent.org/world/rss/files/intelligences.htm

Keenan, T. A., & Barrett, L. L. (2009). Going back to school: A bulletin poll. AARP.org. Retrieved from http://www.aarp.org/personal-growth/life-long-learning/info-09-2009/back_school.html

Kruse, K. (n.d.). "I" is for e-learning implementation. E-Learning Guru. Retrieved from http://www.e-learningguru.com/articles/art2_7.htm


References ContinuedMesa Community College. (2010). Fall 2010 Class Schedule. Mesa Community

College Website. Retrieved from http://everest.mc.maricopa.edu/schedule/findCourses.do

National Center for Education Statistics. (2010). Chapter 3-B. Postsecondary education: Adult and vocational education. Digest of Education Statistics. Retrieved from http://nces.ed.gov/programs/digest/d09/tables_3.asp

Unknown. (2010, May). Intro ceramics powerpoint [PowerPoint slideshow]. Retrieved from http://www.slideshare.net/djmunson/intro-ceramics-powerpoint


art 161 – ceramics i instructional plan for kelsey community college brooke amick

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