Course Syllabus

Studio Arts 3-D 12

Faculty

Markian Kyba

First Peoples Principles of Learning

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, (through looking at: slideshows, videos magazines, books, Art in galleries/ Museums) 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 various kilns (computerized).  Students will learn to operate the pug mill, clay mixer, and how to mix clay bodies, glazes  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 will be exposed to artist’s 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

During regular school hours, email is preferred as I’m usually in the Ceramics studio!

Course Practices

Students are urged to spend some extra time in the studio during connection block, lunch, and after school to practice their skills (optional but recomended).

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

 

Students may use AI for ideation purposes so long as they abide by: “St. George’s Artificial Intelligence (AI) Guidelines can be found in the Student Code of Conduct.” 

Links to Academic Integrity Guidelines.

Assessment and Evaluation

Marks are calculated using a "decaying average" methodology, with older marks averaging to 50% and newer marks being worth 50%

Learning Outcome categories with descriptions and weightings :

Planning and Creativity: 7.5%
Students show evidence of:

Drawing - Observation/Imagination

• Students develop a drawing practice to support their designing of sculptures and pottery
• Students show ability to draw from observation with increasing detail and complexity
• Students show ability to draw from imagination with increasing detail and complexity
• Students are able to draw specific designs for sculptures and pottery that they envision 

Ideation and Creativity

• Students show evidence of creating new ideas (can be based on existing works) and iterate new and adapted versions of their ideas

Planning and Intention

• Students show detailed designs of final objects with notes about construction, colour, design

Adapting to new experiences and technologies

• Students learn new tools and adapt them into their practice
• Students utilise tools such as digital tools, AI, books and library resources, experiential opportunities to support their creative growth

 

Research, Theory & Learning progression 7.5%

Students show evidence of:

Research and Theory

• Students show evidence of researching other artists/makers that inspire their own practice
• Students express their influences and adapt them into personal artworks
• Students start to discuss ideas rather than techniques when describing artworks

Reflection and Questioning

• Regular reflections analysing projects, learning and growth

         Students demonstrate intentional learning and application of learning

• Reflection practice about learning
• Application of skills and knowledge learned

 

Students show development and adaptation of work according to in-class learning

• Refining final pieces through sketchbook design, reflection and application of techniques
•  Implementing feedback from peers and teachers.

 

Handbuilding structure and exploration: 10%
Mastery of Core Handbuilding Skills (Pinch, Slab, Coil techniques)

• Students show ability to create work using the core skills

Intentional Application of Core Handbuilding Skills

• Students identify techniques they wish to use to build their artworks and justify why
• Students regularly use and build skill level in each core skill.
  
  

Expression in 3D (Sculpture): 15%

-Pushing technical and aesthetic boundaries in art works and to convey intentions 

-Personal creative expression, communication, styling, and development of 3-D form

 Pottery Design: 15%

 -Refining individual forms through exploration and practice of that form.
-Intentionality in the pottery surface (ribbing, texturing, etc…)

 -Consideration of future surfacing during the forming process.
-Pottery design process: considering form, function and aesthetics  

- Trimming/ finishing pots

• Shows consideration of aesthetic choices in finishing a pot
• Shows ability to manage drying process
• Shows mastery of trimming techniques (centering, trimming, chattering etc.)

Pottery forming and Shaping: 10%
Mastery of Core Clay Preparation Skills (Wedging, centering, opening)

• Students show ability to create work using the core skills

Intentional Application of appropriate processes

• Students identify techniques they wish to use to build their artworks and justify why
• Students regularly use and build skill level in each core skill.
• Pulling walls

• Shows awareness of pulling walls of a pot: even thickness, appropriate thickness for form

Shaping/ forming walls

• Exploring new forms through manipulation of the clay
• Bellying and collaring
• Altering forms (spouts, wavy rims, mark making, texturing, faceting,….etc)
• Cutting pots off the wheel cleanly

Surface exploration and application (Glazing / Painting): 15%
Demonstrates mastery of application of glazing or painting processes to finish a piece

• Able to mix glaze to appropriate levels of homogeneity
• Shows consideration and thinking for decoration / surfacing choices
• Able to choose best method of application of glaze (Dip, Paint, Spray)
• Experiments with glaze combinations
• Iterates glazing combinations
• Utilises underglaze where suitable 
• Applies underglazes with skill & consideration
• Experiments with other methods of surface development (clay)- applying texture, use of sgraffito,  wax resistance, carving, textured slips, resists, etc.
• Exploration of different techniques(ceramic processes): underglaze, coloured slip glaze mixtures, stenciling, silkscreening, masking, decals, lusters, etc… 

 

Intentionality
-Signs all pieces neatly with legible name / personal stamp (chop)

-Avoids kiln disasters - wipes/ waxes base, avoids big drips or excessive thickness of glaze

 -Creates refined appearance of pieces by waxing or cleaning the base to suit the piece

 - Applies glaze consistently, aware of tong marks, bare spots, liner, etc.

Collaboration & Studio Community: 10%

Working Collaboratively

• Working to create artworks collaboratively
• Share knowledge and skills
• Solving problems in peaceful ways and valuing diversity. 
• Mentoring other students

 

Studio Community
-Managing studios spaces and equipment - Damp box, tool cleanup,tool organizing

-Using tools and materials safely

-Portfolio/Display - Students make work to be displayed at art shows throughout the school year.

-Helping to clean up until all the tasks are completed (all spaces)

-Clay recycling participation and mindfulness 

 

 Community based learning: 10%

Community based firing events:

-Attends and Participates in firings 

-Produces completed work in advance of firings (bisc fired/ slipped/ glazed) in advance and on schedule

-Helps with cleaning up and loading/ unloading work

 

Gallery/ museum visits:

-Attends and participates in field trips

-Engages with material: thinking, asking questions, does assigned exercises (sketchbook, photo’s, reflections, gallery materials, etc…)

-Incorporates learning into personal work

 

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

 

Visual Art Department philosophy:
Engaging Head, Hand Heart:
Teachers share the students’ journeys, helping them to find their own questions and meanings.

 

Resources 

All course resources are provided in the Ceramics studio.  Students may occasionally be asked to use their laptops for research, and their phones for taking photos (we can also provide “loaners” as the need arises).