Amie Rogers: Enabling Objectives Matrix

Module 6, Activity 2

Title of the Unit​​:

​ Unit 2: The Factors at work

Brief description of target audience​​:

​ High School Students, Ceramics Levels 1 and 2

Terminal Objective​​: ​Performance, Conditions and Criterion

Given the ​Elements and Principles of Design​ students will be able to build and
arrange ceramics elements into 3 or more compositions, responding to one or
more of the design principles, while practicing the proper ventilation of hollow
forms, attachment techniques, and surface care.

List Pre-Instructional Strategy​​:

(A) For homework students will read the ​elements section​ of the ​Elements and
Principles of Design ​packet located on MyESA.
(B) For homework students will read the ​principles section​ of the ​Elements and
Principles of Design ​packet located on MyESA.

1

Enabling Objective
During the ​Elements and the
Principles of Design​ review(s)
the instructor will ask the
students to describe,
differentiate and identify the
studied elements and
principles in physical and or
image based ceramic works.
Instructor hands out blank
laminated EPD Grid and an
envelope filled with ceramic
work tiles.
Instructor gives a pinch pot
demo then guides students
through the process pointing
out proficiency goals before
choosing 2 half spheres to
demo the scoring and slipping
process.
Enabling Objectives Matrix
Unit 2: The Factors at work
Level on Learner Activity Delivery Method
Bloom’s (What would learners do to (Group presentation/lecture,
Taxonomy: master this objective?) self-paced, or small group)
Psychomotor
Domain
Perception Describe​ what you see - Group discussions,
in the ceramic form. - Everyone participates
Differentiate ​between
the Elements and the
principles. ​Identify​ the
principles at work in
each ceramic
compositions.
Set In groups students will - EPD Grid Game: with
arrange​ the images on envelope of laminated
the EPD grid to ​display ceramic work tiles.
their understanding of - Group work
the elements and - Group presentations
principles of design.
Groups then ​explain
why they choose their
answers.
Guided Students ​replicate ​the - ​HW Reading​: Elements
Response / pinch pot steps until of Design on MyESA
Imitation they have 4 half Portal
spheres. Utilize the - Demo
score and slip - Guided practice
technique to ​combine​ at - Self paced
least 2 of your half
spheres.
2
(A) Instructor reviews the
Elements of Design​ using
physical examples, before
demonstrating the coiling,
pinch forming, and slab making
techniques.
(B) Instructor review the
Principles of Design using
physical or image based
examples followed by a demo
of the arrangement and
assembling process.
Instructor demos techniques as
needed and offers one on one
consultations while students
work individually on their 3
compositions.
Instructor presents color
scheme presentation, and
gives physical examples of
Color Design Plans.​ that
students will do in their
sketchbooks before applying
paint and glaze to their
compositions.
Mechanism / Students will ​construct - ​HW Reading​: Elements
Manipulation 14 or more simple of Design on MyESA
elements no more than Portal
7 inches in length, - Physical examples
storing​ them properly - Demo
between classes. - One on one assistance
- Self paced
Complex Choose​ 3 principles and - Physical examples
Overt practice arranging​ your - Demo
Response / ceramic elements into 3 - Self paced
Precision compositions that best - Partner share
express the chosen
principle.
Adaptation / Students will​ construct - self paced
Articulation 3 compositions using
the score, slip,
compress, and reinforce
process, ​refining​ as
they go.
Origination / Students will ​develop​ a - Color Presentation
Naturalization color scheme and - Color Design Plan
design​ for the surface of - self paced
their compositions in
their sketchbooks that
supports their chosen
principles.