Summer is over for me as in-service starts on Monday the 7th. And, that means it is time to shake off the sun, which is hard in Texas. Anyway, with the start of the new year comes new lessons, new ideas, and new curriculum to be implemented.
Curriculum: the lessons and academic content taught in a school or in a specific course or program.
Since I am the only ceramics teacher, I am in charge of my own curriculum for those courses. And, the ceramics curriculum is going to be the biggest thing I will implement this year.
For some years now, I have taught my ceramics classes in a way that lends itself to my TAB philosophy that I follow. My purpose is for the students to be able to think like ceramic artists by the end of their time in those classes. That includes knowing about clay, glazes, and different techniques to achieve the ideas the artist wants to create. I have structured my classes as a teacher-led beginning, with the first semester leaning more towards a choice class with “projects” I have designed to teach the basic building techniques ceramicists use. From there, we move into a more TAB atmosphere with themes and the students using the design process while interpreting those themes. My upper classes have even more freedom to either take or leave the themes.
I have found that most students were not really understanding how ceramic artists work nor were they able to think like one…relying too much on me and very low-level ceramic skills. That when I finally made the connection that I needed to dump themes like I had in my art 1 and art 2 classes, and move to a more unit based curriculum…but not units based necessarily on the artistic behaviors that I use in art 1 and art 2. Instead, I needed to come up with common artistic behaviors that ceramicists use. Creating 3-dimensional objects requires a different mindset and understanding that creating 2-dimensional artwork.
I racked my brain for what I had learned and seen over the years in ceramic arts, and invented a list of things I felt that ceramic artists did when creating their work. Many are based on the type of work they create and how they create that work. I will take those behaviors and structure the units like I do my normal units–with 3 parts: digging deeper, challenge, and your turn. In the digging deeper students will define some pertinent words to the behavior, students will watch and analyze a video about an artist that works in that fashion, and then will find examples of ceramic art in that style. For the challenge…well, I don’t know yet how that will work…but, I’m not too worried about it right now. And of course, the your turn section. I think that is self-explanatory.
My plan on using this is to start with my intermediate/advanced class and have them be the guinea pigs. Once the beginning class has finished the first semester and is ready to move onto the units, I will have tried them once and can tweak what is needed so they will be able to use them. Basically, intermediate/advanced will be a semester ahead. And, in the long run, it should work out that those in advanced next year will be able to truly be full TAB having been through the ceramic behavior units. (I hope that makes sense because it does in my head.)
Here is my list of ceramic behaviors:
- Artists Work in a Series
- Artists Explore Color
- Artists Explore Surface Treatments
- Artists Work Conceptually
- Artists Create Realism
- Artists Communicate
- Artists Work Decoratively
- Artists Work Functionally
- Artists Develop a Style
- Artists Create Installations
- Artists Work “Figure”atively
This is all a work in progress, but I feel that it will be very successful. My move away from themes and into AB units in art 1 and art 2 were highly successful in my students becoming artists, so the natural conclusion is this will too.