ART 161 – Ceramics I Instructional Plan for Kelsey Community College Brooke Amick
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Transcript of 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
Instructional Plan Template | Slide 2
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)
Instructional Plan Template | Slide 3
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).
Instructional Plan Template | Slide 4
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
Instructional Plan Template | Slide 5
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
Instructional Plan Template | Slide 6
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 Plan Template | Slide 7
Instructional Goal
The learners of ART 161 will gain knowledge and appreciation of
the basic materials and techniques utilized in ceramic art.
Instructional Plan Template | Slide 8
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.
Instructional Plan Template | Slide 9
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.
Instructional Plan Template | Slide 10
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
Instructional Plan Template | Slide 11
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
Instructional Plan Template | Slide 12
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
Instructional Plan Template | Slide 13
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
Instructional Plan Template | Slide 14
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.
Instructional Plan Template | Slide 15
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
Instructional Plan Template | Slide 16
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 Plan Template | Slide 17
Instructional Content: Week 1, Hour 1
0-20 Minutes – Introduction
21-40 Minutes – Review Syllabus
41-60 Minutes – Classroom-Studio Policies
Instructional Plan Template | Slide 18
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 Plan Template | Slide 19
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
Instructional Plan Template | Slide 20
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 Plan Template | Slide 21
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
Instructional Plan Template | Slide 22
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 Plan Template | Slide 23
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
Instructional Plan Template | Slide 24
Instructional Content: Week 4, Hour 2 61-105 Minutes – Learners will
Continue Previous & Current Projects
106-120 Minutes – Clean up
Instructional Plan Template | Slide 25
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 Plan Template | Slide 26
Instructional Content: Week 5, Hour 2 61-105 Minutes - Continue Previous &
Current Projects
106-120 Minutes – Clean up
Instructional Plan Template | Slide 27
Instructional Content: Week 6, Hour 1 0-20 Minutes – Introduction
21-40 Minutes - Potter’s Wheel Demo – Bowl
41-60 Minutes – Guided Practice on the Wheel
Instructional Plan Template | Slide 28
Instructional Content: Week 6, Hour 2 61-100 Minutes – Guided Practice on
the Wheel
100-120 Minutes – Clean up
Instructional Plan Template | Slide 29
Instructional Content: Week 7, Hour 1 0-10 Minutes – Introduction
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 Plan Template | Slide 30
Instructional Content: Week 7, Hour 2 61-100 Minutes – Guided Practice on
the Wheel
100-120 Minutes – Clean up
Instructional Plan Template | Slide 31
Instructional Content: Week 8, Hour 1 0-30 Minutes – Introduction & Potter’s
Wheel Demo - Vase
41-60 Minutes – Continue Previous & Current Projects
Instructional Plan Template | Slide 32
Instructional Content: Week 8, Hour 2 41-105 Minutes – Continue Previous &
Current Projects
106-120 Minutes – Clean up
Instructional Plan Template | Slide 33
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 Plan Template | Slide 34
Instructional Content: Week 9, Hour 2 61-105 Minutes – Grading of Mid-Terms
and Continue Previous & Current Projects
106-120 Minutes – Clean up
Instructional Plan Template | Slide 35
Instructional Content: Week 10, Hour 1 0-5 Minutes – Class Agenda & Introduce
Artisan
6-60 Minutes - Guest Artisan
Instructional Plan Template | Slide 36
Instructional Content: Week 10, Hour 2 61-74 Minutes – Continue Previous &
Current Projects
75-105 Minutes – Continue Previous & Current Projects
106-120 Minutes – Clean up
Instructional Plan Template | Slide 37
Instructional Content: Week 11, Hour 1 0-15 Minutes – Introduction
16-35 Minutes – Rainstick Demonstration
36-60 Minutes – Continue Previous & Current Projects
Instructional Plan Template | Slide 38
Instructional Content: Week 11, Hour 2 61-105 Minutes – Continue Previous &
Current Projects
106-120 Minutes – Clean up
Instructional Plan Template | Slide 39
Instructional Content: Week 12, Hour 1 0-30 Minutes – Clay Figurine (Human &
Animal) Demo
31-60 Minutes – Continue Previous & Current Projects
Instructional Plan Template | Slide 40
Instructional Content: Week 12, Hour 2 61-105 Minutes – Continue Previous &
Current Projects
106-120 Minutes – Clean up
Instructional Plan Template | Slide 41
Instructional Content: Week 13, Hour 1 0-20 Minutes – Introduction – Pair &
Share
21-60 Minutes – Finalizing Clay Projects, Glazing, and Portfolio Work
Instructional Plan Template | Slide 42
Instructional Content: Week 13, Hour 2 61-105 Minutes – Finalizing Clay
Projects, Glazing, and Portfolio Work
106-120 Minutes – Clean up
Instructional Plan Template | Slide 43
Instructional Content: Week 14, Hour 1 0-20 Minutes – Introduction
21-60 Minutes – Glazing and Portfolio Work
Instructional Plan Template | Slide 44
Instructional Content: Week 14, Hour 2 61-100 Minutes – Glazing and Portfolio
Work
101-120 Minutes – Clean up
Instructional Plan Template | Slide 45
Instructional Content: Week 15, Hour 1 0-10 Minutes – Final directions
11-60 Minutes – Grading of Final Portfolios
Instructional Plan Template | Slide 46
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
Instructional Plan Template | Slide 47
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
Instructional Plan Template | Slide 48
Formative Evaluations
Instructional Plan Template | Slide 49
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
Instructional Plan Template | Slide 50
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
Instructional Plan Template | Slide 52
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?
End of Course Survey
Summative Evaluation
Instructional Plan Template | Slide 53
Who What How
Students Did you feel the pace of this course was appropriate?
End of Course Survey
Students Did you gain an appreciation of ceramic art through this course?
End of Course Survey
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.
Instructional Plan Template | Slide 54
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
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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
Instructional Plan Template | Slide 56