Beginning Ceramics

Search For Identity

Lucy Myrtue TEAC452

Table of Contents
COURSE SUMMARY OVERVIEW OF UNITS 18 WEEK SCOPE AND SEQUENCE EXIT PERFORMANCE TASK SCENARIO RUBRIC UNIT FOUNDATIONS UNIT ONE SUMMARY OF LESSONS UNIT TWO SUMMARY OF LESSONS LESSON ONE LESSON TWO LESSON THREE POWERPOINT UNIT THREE SUMMARY OF LESSONS 3 5 6 7 8 9 9 10 11 12 13 16 19 22 25 26

COURSE SUMMARY Course Title: Beginning Ceramics

Big Idea: Search for Identity Theme: What makes your work unique? Course Rationale: Ceramics is the art and technique of forming, firing, and glazing ceramics. Clay, which is the medium used in beginning ceramics, is a material you can find all over the world. Ceramics traditions create function as well as rely on form and function of works. Ceramics has a wide range of objects you can make with it: plates, bowls, sculpture, drinking vessels, etc. But we want to invite the fact that ceramics is also an art form. Because of the range of objects you can make, this provides each individual student with a personal significance and meaning of their artwork. Ceramics offers students a challenging work opportunity and a chance to improve knowledge, skill and understanding of the material. Through this class, students will expand their knowledge of the material and history of ceramics. Students who take beginning ceramics bring other life experiences and background to their study, so ceramics can provide a way to channel their own individual creative energies into a personal art piece that truly expresses who they are. Goals/Standards: - Recognize and value the connection between the arts and their own lives and environments. - Recognize the intrinsic and aesthetic value of the arts in their own learning and creative processes. - Recognize and investigate the many roles of arts and artists in the past, present and future. - Exhibit visual, kinesthetic, auditory, oral, and written communication skills in responding to their own artistic expression and that of others. - Recognize the importance of diversity and equity in the creation, performance, interpretation and evaluation of the arts. - Solve problems through the visual arts. - Understand and apply media, techniques, and processes. Key Concepts: Students will understand that: - Identity is a search. - Identity is about evolution. - Identity is about status. - Identity is about the inside and outside. - Identity is about stereotypes.

4 Identity is a tension between self and others. Identity is about occupation. Identity can be shown through the technique used to make ceramics, the designs put upon forms, and the surface finish used on the piece. Technical, historical, and contemporary ceramic works are rooted in traditional methods of construction, decoration, and surface textures. Work can be affected by cultural or artistic influences. Work should reflect the independent decisions made by you. Individual artist influences and experiences you have impact your work.

Essential Questions: - Does the artwork include elements that provoke meaning beyond its apparent and obvious aspects? - Can you describe the process of coil building, slab building, throwing on the wheel, making pinch pots, and making sculptures? - Why did you select the particular method of construction you use? - Why do you choose to glaze your surfaces in the manner that you do? - What artist motivates and interests you? - Are you particularly interested in a specific culture? - What attributes do you want in your work to show what influences you? - What is your identity? Vision of Exiting Student: After taking Beginning Ceramics, exiting students should be able to leave with a new appreciation for ceramics. They should gain new skills in critical thinking, come up with solutions for visual and technical problems, have a new perception and understanding of various cultures within ceramics and find inspiration in what they would like in their own artwork. In turn, that they will appreciate their own artwork as well as find their own identity within their artwork.

5 Overview of Units - Unit 1: Facilitating Skills o Big Idea: Familiarity of Material and Techniques o Theme: Ways to Make Ceramics o Narrative of Learning This unit focuses on all of the techniques and different ways you can work with ceramics. Students will be able to do all of the various building processes such as making slabs, coil building, and throwing on the wheel. They will know all of the different processes that can add to a product, such as sgraffito or mishima. This unit as well focuses on the finish of the product in the area of glazing. Ceramics can be very challenging, but this unit helps the students see the array of possibilities within ceramics. Students will be able to see what areas they are more interested in for projects down the line. Students will have to go beyond their comfort zone to learn all of the different areas of ceramics in turn understanding and appreciating the vast world of ceramics. - Unit 2: Skill Specificity o Big Idea: Getting Specific o Theme: Individualizing Specific Methods o Narrative of Learning Students will have already learned about all of the various techniques of making ceramics, so this unit tones in on getting more specific within those techniques. They will be making sculptures, which can either be made with slabs, by coil building, or through alterations of pieces made on the wheel. In this unit students will study a point in history that interests them most and make a piece of their own motivated from that. They will learn from the past to help bring in inspiration for their work in the future. They will also choose a particular artist they are interested in and model a piece of their own that is inspired from that artist. Providing multiple reference points of work can help to motivate a student to see the sort of style they are interested in. - Unit 3: Synthesizing Information o Big Idea: Finding Yourself o Theme: What kind of Artist are you? o Narrative of Learning To end this course students will show how they have learned in this course to create a style of their own. They will make an independent project. By allowing students to do a project of their own they can truly express themselves. In this ending project you should be able to see the sole identity in each and every students project.

18 Week Scope and Sequence: Week Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18 Unit Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 Unit 3 Unit 3 Unit 3 Unit 3 Lesson Connecting with Clay Coil Building Coil Building Slab Building Slab Building/Discovering Rotation (Wheel) Discovering Rotation (Wheel) Bowls on Wheel Plates on Wheel Building on Knowledge (Sculpture) Building on Knowledge (Sculpture Inspiring Artists Inspiring Artists Making History Count Making History Count Independent Project Independent Project Independent Project Independent Project

7 Exit Performance Task Scenario: Goal: To make an artist motivated project. Role: You are the artist now. You have been asked to use the style you normally do, but change it up a bit. Challenge your work in ways you never have before. For example, exaggerate something in a new way! It could be within the form, surface, or object you are making. Your job is to make something that says something about you! Audience: Your audience is a gallery owner who wants to have your work in their gallery. The gallery owner is a fan of the work you do, but they want something new and exciting so they will be known for being the person who held the turning point of your work in their gallery. Since you will be showing your work in a gallery, your audience is also the viewers that will come into the gallery. What type of people do you want to bring in with your work? Situation: You need to show the gallery owner, who will pay you, that you are worth their money. You need to show them part of your style, but with such new and exaggerated improvements, that it is something they have never seen before. How would you describe your work? What is your process? What is the content that you put behind it? What do you want your viewers to see when they look at your work? What do you want people to say when they walk away? You are challenging yourself to provide your viewers with work that they can continue to look at and find new things that excite them. Product or Performance: You will create a piece of work that is inspired by another artist and your precious work. You need to develop an artists statement describing your work, and your ideas behind it. Standards for Success: Your design needs to emulate the artist of your choice, but it needs to show the ways in which you added your own unique touch. Your work will be judged by the content behind it, if you truly challenged yourself, the process and journey you had, and also on what you think about your own work. Your product must meet the above guidelines and show that you truly examined this project from all areas. A successful result will show content behind the work, through techniques learned in class, process, artist studied, and ideas of your own.

8 Rubric:

Analysis of A Work of Art: Artist Motivated Project

Teacher Name: Ms. Myrtue

Student Name:

________________________________________

4Advanced:Above CATEGORY and Beyond Impact

Desired result was achieved with flying colors! Artist motivation and connection to their own work was highly apparent.

32Proficienct: Training:Can do Good at It with Guidance

Result was achieved proficiently. Artist motivation is conveyed. Limited experimentation to convey the artists influence or their own.

1Novice:Beginning to Learn
No Experimentation to bring out artist motivation.

Process

Quality and procedures used in making and setting up artwork were very well mastered.

Quality is accurate and gallery set up was pleasing to the eye.

Construction was done Construction was done properly but with with little consideration. limited attention.

Form

The Form is engaging and leads the viewers across it. Very well thought out and captured.

Good understanding of the form and the viewers perception of it.

Form had thought put into it but limited the viewer from fully grasping its understanding.

Audience perception of the form was not at all apparent. Form conveys little thought.

Content

Ideas, skills, and materials were all used exceptionally. Influences were backed up by facts and arguments that were valid. Individual influences are highly apparent.

Ideas, skills, Limited Artist Influence No artist influence seen. and materials seen. were all apparent. Influences and techniques of the artist are there.

UNIT FOUNDATIONS
UNIT 1: Facilitating Skills Big Idea: Familiarity of Material and Techniques Theme: Ways to Make Ceramics Rationale: Within ceramics students will need to become familiar with the material and learn all of the techniques that go along with this subject. Learning how to work with the clay offers a student a challenge. They will learn to problem solve and expand their knowledge about what they can do within this medium both in functional work and sculptural work. Narrative of Learning: This unit focuses on all of the techniques and different ways you can work with ceramics. Students will be able to do all of the various building processes such as making slabs, coil building, and throwing on the wheel. They will know all of the different procedures that can add to a product, such as sgraffito or mishima. This unit as well focuses on the finish of the product in the area of glazing. Ceramics can be very challenging, but this unit helps the students see the array of possibilities within ceramics. Students will be able to see what areas they are more interested in for projects down the line. Students will have to go beyond their comfort zone to learn all of the different areas of ceramics in turn understanding and appreciating the vast world of ceramics. Goals: - Recognize the intrinsic and aesthetic value of the arts in their own learning and creative processes. - Exhibit visual, kinesthetic, auditory, oral, and written communication skills in responding to their own artistic expression and that of others. - Solve problems through the visual arts. - Understand and apply media, techniques, and processes. Key Concepts: - Identity is a search. - Identity is about the inside and outside. - Identity is about evolution. - Identity is a tension between self and others. - Identity can be shown through the technique used to make ceramics, the designs put upon forms, and the surface finish used on the piece. - Work should reflect the independent decisions made by you. Essential Questions: - Does the artwork include elements that provoke meaning beyond its apparent and obvious aspects?

10 Can you describe the process of coil building, slab building, throwing on the wheel, making pinch pots, and making sculptures? What attributes do you want in your work to show what influences you?

Summary of Lessons: - Lesson 1: Connecting with Clay- Lesson 1 lesson allows students to become familiar with the materials. We would begin with making pinch pots so that students can start to feel the clay. This provides them with knowledge of how you can maneuver and work with clay with just your hands as a tool. Because your hand is not the only tool you can use students would learn what other tools may be useful. Students would create tiles to explore how they can use their tools and begin to become familiar with clay. Lesson 2: Coil Building- Lesson 2 dives into the world of hand building. Within this lesson students will be making a Jomon pot. This allows them with the opportunity to learn about past ceramicist, and is also a great opportunity to see what they can do with the clay at different stages. They will learn about each stage that clay goes through from soft to dry, they will learn to slip and score, as well as many other things. The biggest part of this lesson is to provide students with the opportunity to problem solve, as this is the first large object they will be making. Lesson 3: Slab Building- Slab building is another form of hand building that many artists use. Within this lesson students will be making slab build forms. This allows them the opportunity to see how slipping and scoring work in another way besides just in coil building. It is a challenge that they create a smooth connection that stays together with some good slipping and scoring. Lesson 4: Discovering Rotation- In this lesson students start exploring on the wheel. It takes a lot of practice, focus, and determination to master the wheel. First they would begin with centering the clay, from there you learn to open it up and bring up the walls. The goal of this lesson is for the student to learn how to make cylinders on the wheel, since a cylinder is the most basic form created on the wheel. Lesson 5: Bowls on Wheel- Since the students will have had the opportunity to be on the wheel before, this lesson gets more in depth on objects that can be created when throwing. Students will have learned how to throw cylinders, so this lesson is challenging them to create bowls. The task of pulling the walls away from the form can be difficult, but students must work to create a bowl. They learn the limits that the clay can go through when throwing. Lesson 6: Plates on Wheel- To finalize our process on the wheel, Lesson 6 focuses on plates. The students will have thrown cylinders, and bowls, and now they can complete their sets with a plate. Students will discover that

11 although they have thrown on the wheel, making a plate takes a whole different set of steps than their previous cylinders and bowls. This lesson really focuses on compressing and learning the final skills of making things on a wheel.

12 UNIT 2: Skill Specificity Big Idea: Getting Specific Theme: Individualizing Specific Methods Rationale: The goal of any art class is for a student to find individual influences and style they would like to portray within their artwork. They are invited to bring in their own life experiences to their work and share it with others. They will learn about the diverse world of ceramics from past and present artists. Community artists will be brought in to offer their knowledge, and students will in turn share with the community what they have learned. Narrative of Learning: Students will have already learned about all of the various techniques of making ceramics, so this unit tones in on getting more specific within those techniques. They will be making sculptures, which can either be made with slabs, by coil building, or through alterations of pieces made on the wheel. In this unit students will study a point in history that interests them most and make a piece of their own motivated from that. They will learn from the past to help bring in inspiration for their work in the future. They will also choose a particular artist they are interested in and model a piece of their own that is inspired from that artist. Providing multiple reference points of work can help to motivate a student to see the sort of style they are interested in. Goals: - Recognize and value the connection between the arts and their own lives and environments. - Recognize and investigate the many roles of arts and artists in the past, present and future. - Solve problems through the visual arts. Key Concepts: - Identity is about evolution. - Identity is about status. - Identity is about occupation. - Identity is about stereotypes. - Technical, historical, and contemporary ceramic works are rooted in traditional methods of construction, decoration, and surface textures. - Work can be affected by cultural or artistic influences. - Individual artist influences and experiences you have impact your work. Essential Questions: - Why did you select the particular method of construction you use? - Why do you choose to glaze your surfaces in the manner that you do? - What artist motivates and interests you? - Are you particularly interested in a specific culture?

13 What attributes do you want in your work to show what influences you?

Summary of Lessons: - Lesson 1: Building on Knowledge- Because students will already have all the technical skills of hand building, this lesson provides the students with the choice of the hand building process they enjoy the most. Or the opportunity to use their skills on the wheel to alter and form things into sculptural pieces. They will be asked to create a sculpture, thus providing them the chance to problem solve on how they want to build it and in turn throughout the whole process of constructing their sculpture. Lesson 2: Inspiring Artists- Students will have had the opportunity to explore various building and construction process in pottery prior to this lesson. Lesson 2 gives the students a choice to dive into the process they enjoy the most. When they have chosen that process students will then find an artist that particularly motivates them in that area. They will be modeling their work upon that artist, but are also asked to find their own individual style within that. Because many artists of the past are motivated from different artists of their past, I find this Lesson particularly important so students recognize what motivates and helps them find what type of work they want to make. Lesson 3: Making History Count- Because art is always evolving from experience and knowledge, I find historical examples to be very important. Within Lesson 3 students will choose one or more historical references to model their work from. Points of history can provide students with various examples and techniques that they may find useful in their own work.

14 Course Title: Beginning Ceramics Grade Level: 9-12 Unit #: 2 Skill Specificity Lesson #: 1 Building on Knowledge

Theme: Getting Specific Big Idea: Individualizing Specific Methods Narrative: Students will be exploring the world of sculpture. They can choose to do any sort of sculptural aspect they want. That can be through slab building, coil building, or even through making things on the wheel and forming them into a sculptural piece. Rationale: It is vital that students are encouraged to work individually in order to problem solve, develop independent thinking, creative processes, and develop art discussions. In order to make their own critical judgments on works it is important that students have an understanding of the history of sculptures and the ideas and techniques involved. Through this lesson students are challenged to create their own sculpture through a process of their choice, in turn sharing their individual interests expressed through their work. Goals: - Solve problems through the visual arts. Key Concepts: - Identity is about evolution. - Work can be affected by cultural or artistic influences. - Individual artist influences and experiences you have impact your work. Essential Questions: - Why did you select the particular method of construction you use? - Why do you choose to glaze your surfaces in the manner that you do? Objectives: - Students gain an understanding and insight into the history of sculpture. - Students learn to about various works in historical context in relation to other artworks. - Students learn to about constructing a sculptural piece through different methods.

15

Materials: - Earthenware or Stoneware - Rib Tool - Serrated Rib - Loop Tool - Pin Tool - Wooden Carving Tool - The Wheel - Cutting Wire - Sponge - Other Tools as needed for individual works Instructional Procedures: INCREASE! ACTIVITY ONE IS THIS 1. Students will be shown a variety of sculptural artists and their ways of making sculptural pieces. 2. Have students discuss what they think about each photo. a. What is going on? b. What do you see that makes you say that? c. What else can we find? d. What photos were most interesting to them? e. Why? Assessment: As a homework assignment they should choose a specific technique they want to use in creating their sculpture. They should begin to understand the vast possibilities sculpture can offer. - Why did you choose to build with this technique? - Was there an artist that inspired you? - How? - What do you find unique in your work? - What are the strengths? - What can you improve? Learning Extension: 1. An artist from the community that does sculpture will come in and talk to them about their work. Questions: a. Why do you make the sculptures you do? b. What informs you? c. What advice can you give the students? d. If you couldve done one thing different to improve your earlier works what would it be? Vocabulary: - Positive and Negative Space - Form

16 Figures Lines Shape Space Other vocab the students will bring in

Time Frame: 10 Class Periods

17 Course Title: Beginning Ceramics Grade Level: 9-12 Unit #: 2 Skill Specificity Lesson #: 2 Inspiring Artists

Theme: Getting Specific Big Idea: Individualizing Specific Methods Narrative: Artist motivation is huge in the art world. Lesson 2 shares that example with students. They are allowed to choose an artist of their choice to help mentor them in their artwork. They are to model that artist while also adding in their individual thoughts on their art piece. You should see both the influence of the artists ideas and the students ideas. Rationale: This lesson provides students a chance to explore an area within ceramics that interests them most. This lesson gives students the possibility of finding what type of artwork they would like to begin to make. They are challenged to use the artist of their choice for motivation, but they must problem solve on how they can add in their own voice as well. Goals: - Recognize and value the connection between the arts and their own lives and environments. - Recognize and investigate the many roles of arts and artists in the past, present and future. - Solve problems through the visual arts. Key Concepts: - Identity is about evolution. - Work can be affected by cultural or artistic influences. - Individual artist influences and experiences you have impact your work. Essential Questions: - Why do you choose to glaze your surfaces in the manner that you do? - What artist motivates and interests you? - What attributes do you want in your work to show what influences you? Objectives: - Students will examine the decisions made by of an artist of their choice. - Students will develop a piece of work inspired by this artist. - Students will problem solve on how to add in their own influences to this artwork. - Students will learn about artists of their time.

18

Materials: - Earthenware or Stoneware - Rib Tool - Serrated Rib - Loop Tool - Pin Tool - Wooden Carving Tool - The Wheel - Cutting Wire - Sponge - Other Tools as needed for individual works Instructional Procedures: 1. Have a PowerPoint full of Photos of Different Artists using different techniques. 2. Have students discuss what they think about each photo. a. What is going on? b. What do you see that makes you say that? c. What else can we find? d. What photos were most interesting to them? e. Why? Assessment: As a homework assignment they should choose a specific artist they would like to embody their work upon. The artist they choose will be their motivating resource to use in their artwork. They should begin to understand the artist to help inform them in their artwork that they will begin to make. a. Why did you choose the artist you did? b. What interests you most about this artist? c. Is there something you learned you didnt know before? d. How will you choose to incorporate their techniques with yours in your work? Lesson Extensions: Throughout the lesson you will be checking up with them on how they are connecting with their own ideas and the ideas of the artist. You can continue to show them inspiring artists that you may have as well, and how you have used them as inspiration. Interdisciplinary connections: They will begin to see that artists are everywhere. Encourage them to go out into the community and find the artists that we have here.

19

Critique: At the end of the lesson you will bring each students work together and display them as if they are in a gallery. You will critique as a group. - What do you see? - Why? - What is a main strength in this? - What is something they may work at? - What does the artist like? - What does the artist think they can improve on? Vocabulary: - Pattern - Line - Space - Form - Function - Contrast - Other vocabulary that students may bring in Time Frame: 10 Class Periods

20 Course Title: Beginning Ceramics Grade Level: 9-12 Unit #: 2 Skill Specificity Lesson #: 3 Making History Count

Theme: Individualizing Specific Methods Big Idea: Getting Specific Narrative: In this Lesson students will pick out one or two points of history that interests them most and make a piece of their own motivated from that. They will be learning about the past to help bring in inspiration for their work in the future. Providing students with different examples from various cultures opens up a students mind to the vast world of art that we have before us. Rationale: This lesson gives students an opportunity to examine the complex concept of culture in art. While all people have a culture, for some it may mean the country or region of their ancestors, and for others it may encompass areas including family, religion and community. Students learn that no matter how it is defined, culture gives people a sense of who they are. Students are encouraged to think about their own cultural backgrounds and develop an understanding of diverse cultures around the world and how they can bring that into their artwork. Goals: - Recognize and value the connection between the arts and their own lives and environments. - Recognize and investigate the many roles of arts and artists in the past, present and future. - Solve problems through the visual arts. Key Concepts: - Identity is about evolution. - Identity is about status. - Identity is about occupation. - Identity is about stereotypes. - Technical, historical, and contemporary ceramic works are rooted in traditional methods of construction, decoration, and surface textures. - Work can be affected by cultural or artistic influences. Essential Questions: - Why did you select the particular method of construction you use? - Why do you choose to glaze your surfaces in the manner that you do? - Are you particularly interested in a specific culture? - What attributes do you want in your work to show what influences you?

21 Objectives: - Students will examine the complexity of culture - Students will develop a working definition of culture - Students will use diverse cultural examples to inform work of their own. - Students will learn what cultural examples they can bring in to their own work. - Students will learn about the history of ceramics. - Students will solve how to incorporate their inspiration of the past into the work of the present, with their own influences added in as well. Materials: - Earthenware or Stoneware - Rib Tool - Serrated Rib - Loop Tool - Pin Tool - Wooden Carving Tool - The Wheel - Cutting Wire - Sponge - Other Tools as needed for individual works Instructional Procedures: 1. Have a PowerPoint full of Photos of Ceramic Works from various cultures. 2. Have students discuss what they think about each photo. a. Where is this from? b. How do you know it is from this culture? c. How and when was it made? d. By whom? e. How was it used? f. What photos were most interesting to them? g. Why? h. What do you see that makes you say that? i. What else can we find? Assessment: As a homework assignment they should choose one or more specific cultures they would like to delve into. The culture they choose will be their motivating resource to use in their artwork. They should begin to understand the culture to help inform them in what they are going to do in their artwork. They will bring it back and explain their decisions. e. Why did you choose the culture you did? f. What interests you most about this culture? g. Is there something you learned you didnt know before?

22 h. How will you choose to incorporate their culture with yours in your work? Lesson Extensions: Throughout the lesson you may bring in videos of specific cultures they have chosen. There are recent videos of people in that country working on ceramics now. This may help students see what type of processes others go through when working on ceramics. Interdisciplinary connections: The things they learn may coincide with cultures they may have learned about in history classes. This provides them the opportunity to better understand that culture. Vocabulary: - Anasazi - Jomon Vessel - Kylix - Various other object names and cultures they the students may bring in. Time Frame: 10 Classes Periods

23 Powerpoint Pictures:

24

25

26 UNIT 3: Synthesizing Information Big Idea: Finding Yourself Theme: What kind of Artist are you? Rationale: Throughout this course the student has discovered all of the basics of ceramics, specific techniques that work well for them, the history of ceramics, as well as other things. With all of this knowledge, the student should be able to know what kind of artwork they would like to make in their future. The main goal in this class for students to achieve is the ability to find out who they want to be within their art. As you look at artists in our world, each and every one of them has something specific and unique to their own art. They may paint in a specific way, they may make forms inspired by odd things, whatever the case they are their own individual in the art world. By taking this course students will have the opportunity to find out what work they would like to make and what identity their artwork has. Narrative of Learning: To end this course students will show how they have learned in this course to create a style of their own. They will make an independent project. By allowing students to do a project of their own they can truly express themselves. In this ending project you should be able to see the sole identity in each and every students project. Goals: - Recognize and value the connection between the arts and their own lives and environments. - Recognize the intrinsic and aesthetic value of the arts in their own learning and creative processes. - Exhibit visual, kinesthetic, auditory, oral, and written communication skills in responding to their own artistic expression and that of others.. - Solve problems through the visual arts. Key Concepts: - Identity is a search. - Identity is about evolution. - Identity can be shown through the technique used to make ceramics, the designs put upon forms, and the surface finish used on the piece. - Work should reflect the independent decisions made by you. - Individual artist influences and experiences you have impact your work. Essential Questions: - Does the artwork include elements that provoke meaning beyond its apparent and obvious aspects? - Why did you select the particular method of construction you use? - Why do you choose to glaze your surfaces in the manner that you do?

27 - What is your identity? Summary of Lessons: - Lesson 1: Independent Project- To finish out the semester students will make a project totally dependent on them. They will share with the class what skills they have and what they like within the world of ceramics. They could throw on the wheel, coil build, slab build, whatever the case, they will be making something totally individual to them. This project is created to share with the class what they have learned and discovered about themselves in ceramics.