100 19025
120 Ceramics (SCP) 882 
130 glazes and decorating techniques
140 
150 
160 
170 
180 
210 01.4 The Arts - Visual Art
211 1.9.1
212 2.9.2
213 3.9.1
214 1.9.2
215 2.9.1
216 5.9.4
220 01.4 The Arts - Visual Art
221 
222 
223 
224 
225 
226 
230 02.0 Health and Safety
231 2.5.2
232 2.9.1
233 
234 
235 
236 
240 08.1 Social Studies - History
241 3.0.1
242 
243 
244 
245 
246 
250 07.0 Science
251 11.0.5
252 
253 
254 
255 
256 
300 1. What are glazes?
300 2. What are specialized glazing techniques?
300 3. What are alternative decorating techniques?
300 4. What is the relationship between form and surface?
300 5. How should glazes and decorating techniques respond to form and surface? 
400 This unit emphasizes the qualities and handling of glazes, vocabulary and aesthetics,  the qualities and handling of underglazes, the qualities and handling of overglazes, the qualities and handling of stains, the qualities and handling of oxides, the qualities and handling of englobes, the basics of glaze chemistry, aesthetics and surface decoration.
400 
500 Students in ceramics will develop the ability to:
500 
500 -- observe and interpret clay qualities as appropriate to surface decoration,
500 -- observe and interpret surface qualities and surface treatments as appropriate to 
500 function,
500 -- make informed glaze and decoration decisons based on form and function,  
500 -- apply appropriate vocabulary to tools, equipment, and processes.
500 
600 All students will:
600 
600 -- observe and demonstrate basic cone 6 glazing techniques,
600 -- identify specialized glazes, 
600 -- observe and demonstrate the usage of underglazes,
600 -- observe and demonstrate the usage of overglazes,  
600 -- observe and demonstrate the usage of oxides,
600 -- observe and identify the usage of engobes,
600 -- read about, observe, and identify basics quality and components of glaze chemistry,
600 -- identify surface qualities in ceramic form that apply to aesthetic issues for surface decoration.
700 1. Homework is used as a formative and summative evaluation tool.
700 2. Quizzes and tests are used to access concrete information such as vocabulary, equipment use, and procedures.
700 3. Project evaluations may take the form of group critiques, rating scales, checklists, written evaluations, and teacher interviews.
700 4. A portfolio is a demonstration of  skills learned and of personal and aesthetic growth. The body of work stands as a visual record of the creative process experienced throughout the semester.
700 5. Group discussions give insight into the creative process and problem-solving, providing an avenue for learning, how to talk about art, how to view art, and how to improve one's skills.
800 1. Visits to artists' studios
800 2. Museum and/or gallery visits
800 3. Visiting artists
820 Blandino, B., (1984) Coiled Pottery. Radnor, PA. Chilton. 
820 Branfman, S.,  (1991)  Raku. Iola WI. Krause Publications.
820 Burleson, M., (2001) The Ceramic Glaze Handbook. 
820 Casson, M.,  (1977) The Art and Craft of the Potter. Woodbury, NY. Barron's 
820       Educational Series.
820 Chappell, J., (1977) The Potter's Complete Book of Clay and Glazes. New York, NY. 
820        Watson-Guptill.
820 Clark, K., (1983) The Potter's Manual. Edison, NJ. Chartwell Books.
820 Fraser, H., (1979) Glazes for the Craft Potter. Westervile, OH. A&C Black.  
820 Luchessi, B., (1979) Modeling the Head in Clay. New NY. Watson -Guptill.
820 Nelson, G., (2002) Ceramics: A Potter's Handbook (6th Edition) New York,      
820      NY, Wadsworth.
820 Peterson, S., (1992) The Craft and Art of Clay. Englewood Cliffs, NY. Prentice Hall. 
820 Shafer, T., (1976) Pottery Decoration. New York, NY, Watson-Guptill.
820 Tourtillott, S. ed., (1992) 500 Bowls. Asheville, NC. Lark Books. 
820 Warshaw, J., (2003) The Practical Potter. London, England. Hermes House
820 
820 
840 Suggested video:
840 
840 Beginning Raku with Gordon Hutchens, Tara Productions
840 Pottery Decoration: Traditional Techniques by Tom Shafer
840     ISBN no. 1-883825-02-4