Additive (functional) Subtractive (sculptural) Casting (wearable) Assembling (contemporary) Display (& critique) Alternative Mate! Course Units ‘Main Goals: 1.) work with basic material, paper and discover different methods of construction through layering, bead making create a strung necklace 2) play with clay, roll and form shapes - make collars out of one or few parts/pieces “students will start this unt by studying and creating basic ancient and indigenous but functional jewelry Autists:Tla Kramer, Kiff Slemmons, Tara Locklear, Peter Hoogeboom, Kelle Riggs, Evert Niland, Uncommon Matters, Alyson Fox Vocabulary/Materials/Techniques: additive, functional, paper machete, bead-making, layering, rolling, forming, ‘Connections: as students rsh making bigger clay peces, this helps start the next part of subtractive techniques and carving which is the segway to the next unit. ‘Main Goals: 1.) understanding and applying woodworking through subtractive techniques ina sculptural way by carving. sanding. and polishing -create a brooch with a type of setting 2.) work with plastic/acrylic sheet and rod to cut, bend, and shape material through cutting, sanding. heat- forming. and polishing/finishing - make a cuff or bracelet with inks ~ students will grasp the value in working with less expensive materials & explore their potential Artists: Cristina Zani, Terhi Tolvanen,|tay Ohaly,Paul Derrez, Denise Julia Retyan, Alexandra Blak, Sarah Angold Vocabulary/Material/Techniques subtractive, sculptural, wood, cork, paste/srylic cutting, sanding. forming Connections: as students learn how to workin sculptural ways, this same carving method directly relates to the ‘next unit of carving wax for metal casting and similar poishing/fnishing techniques correlate and willbe applied to other alternative, non-traditional materials for the next unit. ‘Main Goals 1.) develop the knowledge and understanding of lost-wax casting using wax to be casted into metal + students will create rings using carving and subtractive techniques with heat 2) students will integrate and work with other alternative materials like resin, silicone, and cement to practice ‘mold-making - will compose at least three replicas for individual pendants students will analyze and judge the pros & cons of assembly-line type mass-market jewelry & observe their surrounding community and take note of what types of consumers exist around them Autists:Se Hee Um, Karl Fritsch, Melanie Blessmann Vocabulary/Materials/Techniques: casting, wearable, wearable, lost-wax casting, shrinkage, sizing. duplication, replica, mass market/assembly line, mass production, metal, resin. cement, slicone, finishing, polishing, Connections: this unit helps lead to the next and final unit of jewelry-making by allowing the maker to brainstorm using and incorporating more non-traditional & alternative materials along with metal & traditional methods It also helps students recognize the benefits of replication. Main Goals: 1.) transform & elevate found objects like natural wood or plastic/glass bits and parts -create earrings and problem solve or invent new ways of connecting using creative mechanisins for movement, 2) explore and mix other alt. materials such as fabric, leather, etc.- create a conceptual body piece “students will hve more artistic and creative freedom to explore their personal interests and think critically to develop their own aesthetic line of work, whether it be sociaV/political/eligious/culturaly significant Artists: Young Joo Kim, Anne Castellanos, Dorothee Van Biesen, Daniel Marcucio, Jasmine Bowden, John MacMiullen, Irene Palomar, Verena Sieber-Fuchs, Peiling Lee, Katja Korsawe, Miriam Verbeek, Hans Stofer Vocabulary/Materials/Techniques: assembling, contemporary, conceptual, construction, one of akind, art jewelry, craft jewelry fine jewelry, aesthetic/style, found objects, multiples, ready-mades,elass, fabric, leather, rubber, ‘warm/cold connections, manipulation, laser-cutting, mixed media ‘Connections: throughout this unit, students will have studied a wide range of diverse and culturalartists and their tethical/political/artistic methods of jewelry making in the contemporary world of art jewelers, they will omprehend the potential power that jewelry can portray both on and off the body. “these overarching ideas will help guide students to think & select the most appropriate method of display. ‘Main Goals: 1) students will write thoughtful & meaningful artist statements that summarize ‘overarching themes within thelr bodies of viork for each unit that will help euide, monitor, and conduct critique 2) work collaboratively to make visually appealing and appropriate displays/presentations to exhibitin the School art gallery, and then digitally photograph their finished pieces and upload onto an online portfolio Platform (behance:net) - also Consider how to incorporate social media to receive viewer responses. “students will be introduced to arange of display options - hanging, framing, suspending, on mannequins & will, ‘work collaboratively to problem solve and help organize the gallery space Autists:stusdents are responsible for conducting their own research for artists they respond to and that have Unique and creative/inspiring methods of presentations or exhibitions & can also invent their own ways too! Vocabulary/Materials/Techniques: display critique, artist statement, constructive criticism, interaction, hardware, paint, mannequins, display boxes, lighting, suspending, spacing, framing, installation, documentation ‘Connections: by the end ofthis course, students will have produced a solid collection of jewelry using alternative materials using both traditional and non-traditional techniques & they will have begun to investigate, research, and reflect on other purposes of jewelry and presented their work through social media,