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The Quinmester Visual Arts Education Curriculum is described in SO 007 721. Portfolio Presentation is a course of study in the curriculum for the art-oriented student planning to pursue art as a career. The two-fold purpose of the course is to teach the student effective display techniques and preparation of his own work for display and to eanble the student to critically evaluate his own work in terms of acceptability by juries and saleability to consumers. Consideration of problems confronting the professional artist, such as framing, shipping, professional relations, and tax laws as they relate to the artist are explored. To facilitate the student's ability to evaluate his work, criteria for ceramics, batik, rugs, and printing are listed. Other sections include worksheets on matting and canvas stretching, marketing practices, hints for instructors, lists of suggested materials and equipment, a vocabulary list, and other information sources. (JH)

See SO 007 721 for an introduction to the Quinmester Visual Arts Education Curriculum of which this is a course of study in creative making. Course objectives include learning about different types of ceramic cast ware and familiarizing the student with clay preparation, handling, forming, decorating, glazing, and firing. Course content is outlined in detail. Special sections on criteria for evaluation of the student's art experience and on resources -- books for historical and practical reference; films and filmstrips; suppliers; professional schools, universities, and workshops specializing in pottery; and local, Florida resources -- complete the guide. (JH)

For information on the Visual Arts Education Curriculum of which this is one course, see SO 007 721. In this course students study ceramic material, form, and decoration, historically and technically, and demonstrate competencies in preparing clay bodies and ceramic glazes. Course content is outlined in those areas. Special sections of the guide include lists of the following criteria for evaluating the student's art experience; recipes for glazes, resources such as books and periodicals on history and technique; films and slides and their sources; Professional journals for teachers; professional schools, universities, and workshops specializing in pottery; local resources in Florida; and suppliers. (JH)

The Quinmester Visual Arts Education Curriculum, of which this is one course, is described in SO 007 721. Mosaic art is to be mastered through use of this guide in terms of its history, artists, tools, techniques, and applicability to individual expression. Course content is divided into three time periods. Course procedures and learning activities include a vocabulary list, supplies and materials lists, hints for instructors, and handouts for students on studio procedures, history of mosaic technique, selecting commercial materials, creating tile from clay, and construction techniques. A list of resource materials for pupils and instructors completes the course guide. (JH)

The Quinmester Visual Arts Education Curriculum is a long range developmental effort directed toward providing a general education for learners in the art education field. The course of study, developed basically by teachers for teachers, emphasize involvement of the student in the learning process. All courses of study are designed to provide a broad framework of goals and objectives, a description of content, instructional procedures and strategies, and suggested learning activities. Various courses include special sections of vocabulary, work sheets, or other resources for learner and teacher. Documents SO 007 722 through SO 007 729 belong to the Arts Education Curriculum as do ED 059 226, ED 061 231 through ED 061 236, and ED 087 695, 696. This Quinmester course, Potter's Wheel II, III, follows ED 061 236, Potter's Wheel I, and advances the student's ability on the wheel using more complex and larger forms that require more than one section. Shape, form, surface decoration, glaze application, and exploration of materials are stressed. Historical background and evaluation of students' work by the teacher are included. A listing of resource materials and organizations completes the guide. (JH)

The expanding use of ceramic products in today's world can be seen in the areas of communications, construction, aerospace, textiles, metallurgy, atomic energy, and electronics. The demands of science have brought ceramics from an art to an industry using mass production and automated processes which requires the services of great numbers as the field expands more. This document was designed as resource material for the secondary industrial arts teacher to expand his courses with suggestions on: teaching methods, student activities, lesson plans, tests, and related topics. The contents are organized in nine chapters with numerous illustrations, under the headings of: Organization, Shop Management, Clay Technology, Plaster, Cement, Glass, Mass Production, Guidance, and Testing, together with an appendix of sources of teaching materials. (DS)

This secondary art curriculum is divided into 41 sections which may be taught separately or grouped for a full year course. It is intended as a resource for teachers, students, and others interested in curriculum development. The first 22 sections are recommended for junior high grades: sections 1-11 deal with design elements and principles and sections 12-22 with techniques--lettering, sculpture, jewelry, textile and fiber design, paper sculpture, printmaking, ceramics, drawing, and film making. Sections 23-41, recommended for high school grades, offer more advanced interpretations of design elements and basic media beginning with approaches to drawing and concluding with figure sculpture. At least one major objective is stated for each section, followed by specific objectives that indicate the level of learning, content, and means of evaluation. Most specific objectives are followed by several activities which indicate how the student will attain the objective or which may be considered as subobjectives. Art materials are suggested within the objectives and activities. (SH)

This guide to teaching art in the elementary grades aims to develop art experiences that stimulate visual awareness, personal expression, self-evaluation, and ease in using art media. The following art experiences are covered with activities classified in order of difficulty: clay, collage, crayon, drawing, masks, mobiles, mosaics, murals, painting, paper, printmaking, puppets, stitchery, three dimensional art, and weaving. Other practical resources include tools and materials necessary for a complete art program, formulas for art media, ways to display art, a guide to basic needlework stitches, and a list of art elements and principles. The manual also introduces the teacher to the characteristics of a well-conducted art class and to ways for motivating and evaluating children's experiences with art. Other educational guides for the teacher include a categorization of developmental stages for art activities and the mechanics of an art lesson. (JH)

This is the second volume in a series that includes the syllabi for the advanced elective courses in the New York state art program for grades 10, 11, and 12. The first volume is described in ED 100 747. The guide consists of the following three sections: (1) Studio in Ceramics, (2) Studio in Sculpture, and (3) Studio in Jewelry and Silversmithing. Teaching techniques include teacher demonstrations, classroom discussion, hands-on experiences and creative artistry, and a variety of other three-dimensional art forms. A description, student objectives, background reading for teachers and students, and suggestions for teacher demonstrations, classroom discussions, and student activities are provided for each section. Evaluation methods and suggested supplementary readings are also included. (Author/JR)

This secondary school curriculum guide is written in outline form to simplify the planning of a design-oriented art program. For each of 15 design units, a step-by-step set of instructions is given. Each unit is presented in three stages, each of which is a complete lesson in design. Materials and tools necessary for lesson preparation, motivation ideas, and exploration activities are given for each stage. In addition, each unit provides application suggestions for using the completed work, evaluation objectives, and ideas for expanding upon the lesson. Units include lessons on batik; enameling; resist printmaking; relief printmaking with paper, string, and wood strips; relief printmaking with felt pen, India ink, charcoal, crayon, cut paper, and linoleum or wood blocks; stitchery; hooking; weaving; constructing; modeling; slab sculpture; casting; mosaics; drawing; and painting. The document concludes with an extensive historical survey of art, accompanied by a 4-page bibliography on art history. Topics range from art in ancient Egypt to 20th century American art. (LH)

In a collaborative unit on pueblo storytelling figures involving art, music, language arts, and physical education, a teacher describes how she helped second graders understand the Pueblo pottery tradition by reading aloud literature covering the past and present. Lists folklore, fiction, poetry, nonfiction, professional resources, videos, CDs, and audio cassettes (preschool-grade 7) about Native Americans. (PEN)

This packet includes a description of the geography of Iran, known as Ancient Persia and gives information about Persian Art. Both pre-Islamic and Islamic influences are discussed. The "Slide List" introduces 21 slides provided with the packet and describes them in the "Slide Descriptions." The packet includes a "Slide Script"; illustrations of a "Footed Bowl from Tepe Sialk"; "Slag Shaped Vessel"; and "Eight-Pointed Star Tile Pattern.""Suggested Activities" and a "Bibliography" complete the packet. (MM)

This learning module on composites such as polymer matrix, metal matrix, ceramic matrix, particulate, and laminar includes a design brief giving context, objectives, evaluation, student outcomes, and quiz. (SK)

Principles of science and art are found in all phases of daily life. This book helps teachers and students in grades 7 and 8 discover specific scientific information as they experience "making pottery" using Native American pottery techniques. Lessons are built upon discover techniques--observation followed by conclusion--and begin with hands-on experiences emphasizing cooperative learning. Students use critical thinking skills to discover new information, apply what they have learned, analyze and evaluate data, and summarize their findings in oral and written reports. Six lessons incorporate specific learner outcomes: (1) planning and conducting a scientific experiment; (2) differentiating between dirt and clay by performing physical and chemical tests on samples; (3) practicing library research skills and reporting skills by preparing oral and written reports; (4) learning teamwork and cooperative problem-solving; (5) learning about Native American pottery techniques; and (6) appreciating the beauty of Native American pottery. Each lesson plan includes purpose, time required, competencies, vocabulary, materials needed, procedures, information-sharing exercises, evaluation exercises, and teacher information sources. This document also contains 11 student worksheets; lists of resources--books, magazines, museums, and audiovisual material; a glossary; and an article on Papago pottery. (SV)

Discusses the life of Clifton Pearson focusing on his education and addresses the process he uses for creating his artwork. Explores one artwork from his "Celebrated Figures Series." Includes activities in science, language arts, social studies and history, and visual arts. (CMK)