Course Syllabus

Faculty teaching Art Studio 3D 12

First Peoples Principles and Land Acknowledgement

I acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:

•  Learning about Indigenous artists, their practices and contributions to Canadian and global culture.
•  Learning about and integrating first peoples learning principles into personal and our studio practices
•  Visiting the Museum of Anthropology to learn about and see first hand historical and contemporary local/international indigenous Art and Craft.

Course Description

-Skill development in sculpture and on the potter’s wheel will progress from basic forms to more complex and personalized forms, these will vary depending on student vision, design, and
technical ability, taking into account historical, cultural and contemporary contexts.
-Students will work towards finding their personal “artistic voice”, showing their own vision and ways of creating their art work. This voice should reflect their world views, experiences and cultural context and/or critique thereof.
-Students will be challenged by projects that reinforce and consolidate their technical skills, as well as develop their creative problem solving abilities.
-Each class will begin with varied short sketchbook assignments, which will emphasize the value of creativity, and self expression through drawing, planning, research and documentation .
-Students will be given instruction in advanced glazing techniques, and will be introduced to basic glaze chemistry, mixing, and formulation.
.-Students will be encouraged to keep conscientious records of all glazes used and they will be asked to document and reflect on their results.
-Students will learn to operate electric kilns (computerized)
-Students will learn to operate pug mill, clay mixer, and how to mix clay bodies and slips
-Students will participate in a High temperature “Soda firing” at Shadbolt centre for the arts,
working in conjunction with professional artists and technicians.
-Students will participate in a Low temperature “Raku” firing at Shadbolt centre for the arts,working in conjunction with professional artists and technicians.
-Students will be given historical and cultural context as they are introduced to the history of visual arts, ceramics, and to the narratives of First Nations peoples through a research based
project.
-Students will visit galleries, and be exposed to artists presentations, and will work alongside an artist in residence.
-Students will view slideshows and videos about ceramic art, with international, local and indigenous, historical, and contemporary perspectives
-The vocabulary of thoughtful critique will be expanded upon, and students will participate in class critiques.
-Students will be involved in setting up a group show of their finished work.
-Students will be expected to learn to clean up effectively and participate in all aspects of the studio community.

Contacting Me

Markian Kyba:  Email: mkyba@stgeorges.bc.ca

                           Phone: 604-224-1304. ext. 3791

Learning Outcomes

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:

Explore and create:

• Create three-dimensional (3D) artistic works using sensory inspiration, imagination, and inquiry
• Take creative risks to demonstrate artistic possibilities, and cross-cultural perspectives
• Intentionally select and combine materials, processes, and technologies
  to convey ideas, and justify choices
• Create 3D artistic works for a specific audience
• Express meaning, intent, and emotions through 3D artistic works
• Refine artistic skills and techniques from a variety of styles
• Examine contributions of traditional, innovative, and intercultural visual artists from a variety of movements, periods, and contexts

Reason and Reflect

• Recognize and engage in the reciprocal process of a critique
• Interpret and evaluate, using discipline-specific language, how artists use materials, technologies, processes, and environments in 3D art making
• Reflect on personal answers to aesthetic questions

     -Reflect on the influences of a variety of contexts on artistic works

 Communicate and document

• Document, share, and appreciate 3D artistic works in a variety of contexts
• Demonstrate respect for self, others, and place
• Express ideas and perspectives through 3D artistic works
• Communicate cross-cultural perspectives through 3D artistic works
• Investigate and respond to social and environmental issues through
  3D artistic works

Connect and Expand

• Create artistic works to reflect personal voice, story, and values
• Create artistic works that reflect personal, cultural, and historical contexts
• Explore First Peoples perspectives, knowledge, and protocols; other
  ways of knowing, and local cultural knowledge through 3D artistic works
• Examine the reciprocal relationships between 3D artistic works, culture,
  and society
• Evaluate personal, educational, and professional opportunities
  in visual arts and related fields
• Connect with others on a local, national, or global scale through
  3D artistic works

     -Demonstrate safe and responsible use of materials, tools, and work space

Assessment and Evaluation

A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.

Major assessments for this course include:

•  Sketchbook Assessment
• Major Projects: Process, and final resolution
• Group critiques
• Self assessment
•  One on One interviews with teacher reviewing process and finished products

Skills

Content

 Elements and principles of design in the visual arts.

Know the material properties of clay, ceramics and glaze.

Know the working rhythms of the studio.

Know how to work within a community which is regulated by the particular needs of the ceramics programme.

Know about the importance of health and safety in the ceramics studio.

Know about the context of ceramics at school, in the community, historically and culturally, and in terms of contemporary culture.

Begin to know self through personal exploration, research and artistic expression.

Know about First peoples’ principles and their relevance to art and culture

• Assessment Categories and weighting:
  Students are assigned projects based on themes reflecting historical, cultural and contemporary ceramics and sculpture. A wide variety of techniques are introduced to facilitate exploration for individual student’s self-expression. Collaboration is central to
  all activities in the ceramic studio, and students are expected to work together in all aspect of studio life.  Students will be assessed in one on one meetings and group critiques, and submitted sketchbooks/projects.
• Grades will be calculated based on the following categories:
  
  

  Grade 12 Assessment categories weighting

  •  Planning & Research: 20%
    Drawing- Observation/ Imagination
    Brainstorming and planning
    Research & Reflection
  • Questioning
  • Students choose a “Major” each term in Pottery/Handbuilding/ Ceramic Technology (50% of total mark)
    
    
  • Handbuilding structure and exploration-25%
    -Pinching/ modeling clay
    -Slab Building
    -Coil Building
    -Use of slip casting molds/press mold
  • -Non ceramic sculpture processes
  •  Expression in 3D (Handbuilding) :25%
    -Pushing technical and aesthetic boundaries to progress in a
    variety of aesthetic skills
    -Creative expression, communication, styling and development of 3-D form
      
  • Pottery Design: 25%
    -Intentionality in the pottery surface (ribbing, texturing, etc…)
    -Pottery design: considering form, function and aesthetics
    
      
  •  Pottery Pulling and shaping: 25%
    -Pulling walls
    -Shaping/ forming walls
  • -Trimming/ finishing pots
  • Ceramic Technology testing: 25%
    -Loading/ unloading kilns
  • -Testing Glazes & Clay bodies
  • -Research

            

        Ceramic Technology application: 25%

  • -Creating forms using the knowledge acquired in testing phase
    
    
  • Surface exploration and application (Glazing / Painting): 15%
    -Application of glazing or painting processes to finish a piece
    -Waxing or cleaning bases of pieces for a suitably refined
    appearance
    -Intentionality in how something is glazed/painted and why.
    -Exploring personalized methods/ expression for the ceramic surface.
    
    
  • Studio responsibility & collaboration: 5%

               -Working Collaboratively

               -Contributing to the studio community maintenance & caring for the studio      

               -Solving problems in peaceful ways and valuing diversity.

• Student concerns surrounding assessment
• Students are always welcome to discuss assessment (marks) with me, and may either email me or come to speak to me in person.  I will always let students know if it's a good time to have these discussions, and if not will schedule a chat promptly.
• Department philosophy: 

  Engaging Head, Hand Heart:

  Teachers share the students’ journeys, helping them to find their own questions and meanings.

• Course practices: 

   Students should come to class prepared to work with clay, and engage fully in the hands on activities of the Ceramics studio, including working in their sketchbooks, and participating in studio maintenance tasks!

• Links to Academic Integrity sources/policies]
• Student code of conduct

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

• Faculty support 
• Support Block
• Head of Grade
• Student Success Centre
• Personal Counselling

Learning Resources

This course syllabus, all current unit and major assessments for the current term, and a plethora of helpful learning resources can be found on my Canvas page. 

Resources that will be used as part of this course include:

• Ceramics studio and tools

  Ceramics studio library

  Canvas resource page

  Websites as appropriate for research and videos

Course Expectations

• Workload:
• Students are expected to participate fully during class time, maintaining focus for maximum learning, working on their projects, collaborating collegially with peers, and helping to maintain studio and tools.  There is no significant homework in this class, although students may be asked to think about their projects when not in class!
• Students are expected to make up for time/classes missed by attending Ceramics club
• Online Work:  If students are unable to make up missed time in Ceramics club they may complete additional online assignments.
• Submitting Assignments: Sketchbooks are handed in for grading.  Projects are either reviewed in one on one interviews, in critiques, or on Canvas via online photo/ text submissions

Learning Plan

Literacy/Numeracy

This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:

• Literacy :

  We focus on three types of literacy within the Visual Arts Department.

  Visual literacy, written literacy, and verbal literacy. 

  Visual Literacy: Using visual language to make art.

  Written Literacy: Using written reflection on artistic process, planning art works through written descriptions of the possible

  ideas and/or techniques at play.  Writing artist statements to support our process and our art.

  Verbal Literacy: using language to verbally discuss and critique each other’s work as well as speaking of personal reactions to art works being viewed in a variety of contexts ( in media, student work, galleries, museums, etc…

•  Numeracy:  
• Students will need to make measurements, and do simple calculations at times while working on sculpture projects.  EG. calculating clay shrinkage, measuring height/ width/ depth of a sculpture.

Core Competencies

This course incorporates Core Competencies into the routines, learning, and culture of the class in the following ways:

•  Communication: Students communicate and collaborate with the teacher and each other respectfully. Students develop ideas, acquire, interpret and present information, explain/ reflect on experiences & accomplishments. in their sketchbooks.
•  Creative/critical thinking: Students will learn to use creative thinking for generating and developing novel ideas in both sketchbook work and while working on creating pieces. 

• Personal Awareness & Responsibility: Students are expected inn the studio environment to make personal choices in their work, conform to community norms and standards, and to monitor their personal well being and alerting their teacher if they feel therir well being is being jeopardized.

• Positive personal and cultural identity: Students will be exploring their relationships, cultural contexts, personal values and choices, personal strengths, and abilities through their sketchbook work and clay projects.

• Social responsibilities: Students will contribute to the community by working collaboratively, caring for the studio and environment by cleaning up, recycling, and not wasting materials.  Students will interact with each other respectfully, building relationships and solving problems peacefully through dialogue.