Ceramics 10

Faculty

M Pavlovic

 

Course Description

The Ceramics 10 course is a full year elective.

The course will cover hand building /sculpture and throwing on the electric wheel. Students will be challenged by projects that reinforce and consolidate their hand building skills, as well as develop their creative problem-solving abilities.

The throwing portion of the course will revise and reinforce existing skills and expand their vocabulary of thrown forms.

Each class will begin with varied short drawing assignments which will emphasise the value of drawing for research and planning.

Students will be given a thorough introduction to glazes and glazing techniques. They 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 be given context as they are introduced to the history of ceramics and to the narratives of First Nations peoples through a research-based project. The vocabulary of thoughtful critique will be introduced.

Students will be expected to learn to clean up effectively and to participate in the studio community.

Course Expectations

St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.

Workload:

Completion of all projects and assignments.

Functional projects

Sculptural assignments

Sketchbook work

Studio community

Instructional Aims

Art making for self-expression. Making art for life: and the place of art in all aspects of our lives, historically, contemporarily, and as a reflection of our culture.  Ceramics is the memory of humanity and as such the process of making ceramics embodies universal human values.

Curriculum Overview

Learning Outcomes

https://curriculum.gov.bc.ca/curriculum/arts-education/10/studio-arts-3D

                                                  

	Learning
	Understand (Big Ideas)	Art making for self-expression Making art for life: and the place of art in all aspects of our lives, historically, contemporarily, and as a reflection of our culture.  Ceramics is the memory of humanity and as such the process of making ceramics embodies universal human values.
	Do (Competencies)	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.    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.
	Know (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 program. 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
	Understand	Art making for self-expression. Making art for life: and the place of art in all aspects of our lives, historically, contemporarily, and as a reflection of our culture.  Ceramics is the memory of humanity and as such the process of making ceramics embodies universal human values.

 

Assessment and Evaluation

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.  Grades will be calculated based on the following categories:

Assessment Categories and weighting: Extending 10, Applying 9.6, Proficient 9.2, Progressing 8.8, Developing 8.4, Emerging 7, In Progress/Insufficient Evidence >5

 

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 and Research:  15%

• Drawing - Observation/ Imagination
• Documentation
• Reflection

Pulling and Shaping – Pottery Process: 15%

• Pulling walls
• Shaping/ forming walls
• Trimming/ finishing pots

Pottery Design: 15%

Hand-building Structure and Exploration: 15%

• Pinching/modeling clay
• Slab Building
• Coil Building
• Molding (plaster or bisc mold)

Expression in 3D Form: 15%

• Pushing technical and aesthetic boundaries to progress in a variety of skills 
• Creative exploration and development of 3-D form (Eg. Maquettes / practicing forms on the potter’s wheel)  
• Experimenting/ playing with materials 

Surfacing Exploration and Application: 20%

• Application of glazing or painting processes to finish a piece
• Resolution of any final design problems through the skillful manipulation of elements and principles of design.
• Technical mastery of processes
• Waxing or cleaning bases of pieces for a suitably refined appearance

Studio Responsibility & Collaboration: 5%

• Working Collaboratively
• Contributing to community & caring for studio environment.
• Solving problems in peaceful ways and valuing diversity.
• Cleaning up and maintaining tools and equipment.

 

First Peoples Principles

We would like to 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.

Students are given context as they are introduced to the history of ceramics and to the narratives of First Nations peoples through a research-based project. The vocabulary of thoughtful critique is introduced. As part of contribution to reconciliation, this course makes First Peoples Principles visible in class by integrating concepts and ideas into the projects set. The course makes literacy visible by incorporating sketchbook and reflective practice into every unit. Students will learn to clean up effectively and will be encouraged to participate in the studio community

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.).

Resources:

• Canvas resource page
• Websites as appropriate

Course expectations:

• Completion of all projects and assignments
• Sketchbook work is of paramount importance
• Studio community: Be supportive of others need to meet assignment deadlines.

Faculty

Ms. M. Pavlovic

Contacting Me

As the teacher for this course, I can be contacted in the following ways:

The Studio Phone #: 604)-224-1304 x3726

Email: mpavlovic@stgeorges.bc.ca

Studio Hours: 8:30- 3:10, Mon. -Fri.