Course Syllabus

First Peoples Principles and Land Acknowledgement

[Suggested text]

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

The Ceramics 8 course introduces students to clay as a medium for the creation of sculpture and
functional pottery. The course will cover hand building techniques, decoration and glazing, and
basic throwing on the electric wheel. Students will be presented with a wide range of projects,
which will introduce and build new skills. Students will be encouraged to explore and
experiment with the material. There will be a research based project, which will introduce
students to historical ceramics.
Each class will begin with an in class drawing assignment and students will be taught to keep
detailed, thoughtful glaze logs.
Students will be expected to learn to clean up effectively and participate in the studio
community.

Contacting Me

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

                           Phone: 604-224-1304. ext. 3791 during school hours (or leave voicemail)

Learning Outcomes

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

 -Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
-Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
-Explore relationships between identity, place, culture, society, and belonging through arts activities and experiences
-Demonstrate active engagement and discipline in creating works of art and resolving creative challenges

Reason & Reflect

-Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas
-Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
-Reflect on works of art and creative processes to understand artists motivations and meanings
-Interpret works of art using knowledge and skills from various areas of learning
-Respond to works of art using one’s knowledge of the world

Communicate & Document

-Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences
-Interpret and communicate ideas using symbols and elements to express meaning through the arts
-Take creative risks to express feelings, ideas, and experiences
-Describe, interpret and respond to works of art
-Experience, document, choreograph, perform, and share creative works in a variety of ways
-Use the arts to communicate, respond to and understand environmental and global issues

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

Skills

 Creative process

Create structurally sound sculptures with clay using modelling, slab building and coiling techniques.

Throw forms on the potter’s wheel and refine pots using a variety of processes.

Paint and glaze ceramics using a range of techniques.

 Sketchbook projects:

Drawing from observation, planning drawings and drawing from memory and imagination.

Researching artists and sourcing inspirational materials, reflecting on experiences, documenting concepts and techniques. Exploring aesthetics and developing personal ideas, documenting art works and producing a portfolio.

 Problem solving.

Testing and exploring concepts and ideas related to art making and the world around them

 Core competencies.

Working within a ceramics studio demands that students demonstrate the full range of core competencies. All students are expected to contribute to the running of the studio and in doing this they learn to be responsible, humble and empathetic. No jobs are too menial and all need to be done in order for the studio to function effectively.

The process itself is challenging and it demands resilience and humility.

 Studio maintenance

Using and caring for tools, keeping the studio clean.

Participating in clay recycling/processing.

Being aware of health and safety in a clay studio.

Grade calculation

• Assessment Categories and weighting: Gr. 8
  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:

•  Planning & Research: 10%
  Drawing- Observation/ Imagination
  Brainstorming and planning
  Research & Reflection
  
  
• Handbuilding structure and exploration-15%
  -Pinching/ modeling clay
  -Slab Building
  -Coil Building
  
  
•  Expression in 3D (Sculpture) :15%
  -Pushing technical and aesthetic boundaries to progress in a
  variety of aesthetic skills
  -Creative expression, communication, styling and development of 3-D form
   
• Pottery clay preparation: 15%
  -Wedging clay
  -Centering clay
  -Opening clay
  
  
•  Pottery Pulling and shaping: 15%
  -Pulling walls
  -Shaping/ forming walls
  -Trimming/ finishing pots
  
  
  
• Surface exploration and application (Glazing / Painting): 20%
  -Application of glazing or painting processes to finish a piece
  -Waxing or cleaning bases of pieces for a suitably refined
  appearance
  
  
  

Studio responsibility & collaboration: 10%
-Working Collaboratively
-Contributing to the studio community maintenance & caring for the studio environment.
-Solving problems in peaceful ways and valuing diversity.

• Art 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
• School Learning commons

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

[Add/remove units as needed]

Literacy/Numeracy

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

• 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/

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 their 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.