Course Syllabus

Course Sections (blocks)

Section	Teacher
D	Adam Stenhouse
E	Markian Kyba

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

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 averages using the following categories:

Planning and Creativity: 10%
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 designs of sculptures and objects 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 10%

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

Learning Progression: Students demonstrate intentional learning and application of learning

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

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): 10%
Pushing technical and aesthetic boundaries to progress art works to convey intention

Creative expression, communication, styling, and development of 3-D form
  

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

• Students show ability to create work using the core skills

Intentional Application of Core Clay Preparation 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.

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 Pulling and Shaping: 15%
Pulling walls

• Shows mastery of pulling walls of a pot

Shaping/ forming walls

• Exploring new forms through manipulation of the clay
  Pottery Design: 

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, hand trimming, etc.)

Surface exploration and application (Glazing / Painting): 25%
Demonstrates mastery of application of glazing or painting processes to finish a piece

• Able to mix glaze to appropriate levels
• Shows consideration and thinking for decoration choices
• Able to choose best method of application of glaze (Dip, Paint, Spray)
• Applies glaze consistently
• Experiments with glaze combinations
• Iterates glazing combinations
• Utilizes underglaze where suitable 
• Applies underglazes with skill & consideration
• Finishes pieces well - clean base, avoids big drips or excessive thickness
• Experiments with other methods of surface development - applying texture, use of sgraffito, carving wax resistance etc.
• Creates refined appearance of pieces by waxing or cleaning the bases of pieces for a suitably
• Exploration of different techniques (underglaze, slip, glaze, carving, texture)

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

 

Collaboration & Studio Community: 10%

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

• Refining final pieces through sketchbook design, reflection and application of techniques

-Solving problems in peaceful ways and valuing diversity. 

-Taking care of studios spaces and equipment - Damp box, tool cleanup, 

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

 Working Collaboratively

• Working to create artworks collaboratively
• Share knowledge and skills
• Mentor other students

Grades will be reported out based on a proficiency scale: 

It is important to remember that the proficiency scale should not be "translated" into the traditional "A, B,C,D" scale or percentages.  This system is designed to give students critical feedback while not creating a culture of marks hierarchies or causing performance anxiety in our students.  This system in mandated by the BC ministry of education.

Emerging | Developing | Proficient | Extending

Extending: The student is going "above and beyond" the requirements of the assignments, and producing outstanding work with a high level of mastery. They show a strong and creative understanding and application of the concepts and processes. Extensive evidence of going above and beyond expectations is found in student sketchbooks and the work produced. All work has been submitted to Canvas. 

Proficient: The student has shown that they understand all the concepts and processes by applying them in their project work. All work is completed to a high standard and sometimes beyond stated expectations as evidenced by work in student sketchbooks and the artwork produced. All work has been submitted to Canvas.

Developing: The student has shown that they understand significant parts of the concepts and processes by applying them in their project work, but still has room for growth. All projects are complete but not all are submitted to Canvas. Work is done to a respectable standard but leaves room for improvement. Evidence of the standard of work and engagement will be found in student sketchbooks and the work produced.

Emerging: The student has shown that they understand some of the concepts and processes by applying them in their project work. There is evidence of ideation, creativity, and/or development but there is lots of room for growth and learning as shown in the student’s sketchbook and work produced. Few to no projects have been submitted to Canvas.

Insufficient Evidence: The student has not completed and/or submitted their work.

• 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]

Unit	Learning
1 Sculpture and Hand building (Sept- Nov.)	Understand -visual arts are each unique languages for creating and communicating. -Artists often challenge the status quo and open us to new perspectives and experiences. -Individual and collective expression can be achieved through the arts. Do:  Sculptural ceramics- 9 Weeks Units: “Introduction to Ceramic Sculpture” -Students will work in their sketchbooks for conceptual development, research, planning, and record keeping. Activities: -Students will create sculptures using a variety of sculpture techniques including slab building, coiling, modeling and press molding. Students will be introduced to historical and contemporary sculpture to help them understand the broader context. They will explore the following three themes through project: 1)The human face/ masks,  2) Architecturally based sculpture. 3) Coil building pots using hand processes and the extruder. Know elements of design: line, shape, space, texture, colour, form (visual arts), value; principles of design: pattern, repetition, balance, contrast, emphasis, rhythm (visual arts), movement, variety, proportion, unity, harmony -image development strategies -symbolism and metaphor to explore ideas and perspective -traditional and contemporary Indigenous and First people's arts-making processes -ethical considerations and cultural appropriation related to the arts -How to make slabs of clay and build with them -How to join clay (Slip, score, smooth, pressure) -
2 Pottery (Nov- Jan)	Understand Creative growth requires patience, readiness to take risks, and willingness to try new approaches. Dance, drama, music, and visual arts are each unique languages for creating and communicating. Do Functional Ceramics on the potter's wheel– 9 Weeks Unit: “Introduction to functional Ceramics- pottery” -Students will work in their sketchbooks exploring drawing, idea generation, research, planning, and record keeping of their process. Activities: Students will be introduced to the potter’s wheel, and will work on the core skills of centring, opening, pulling up walls, shaping simple forms, trimming pots, and glazing them using a variety of methods. Know -How to prepare clay for the wheel by wedging -How to centre the clay on the wheel and open it to form a pot. -How to refine a pot by hand processes or trimming on the wheel. -How to follow through with the process from start to finish (forming, bisc-ing, glazing, glaze firing) -How to clean up and maintain studio and tools. -a variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places -ethical considerations and cultural appropriation related to the arts -personal and collective responsibility associated with creating, experiencing, or presenting in a safe learning environment -processes, materials, movements, technologies, tools, strategies, and techniques to support creative works

 

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.