Course Syllabus
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 Ext 3708
- Email: mpavlovic@stgeorges.bc.ca
Studio Hours: Monday to Thursday 8:30 - 5:00, Friday 8:30 - 3:15
Course Description
The course will develop students skills on the potter’s wheel, progressing 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 have challenging projects that reinforce and consolidate their technical skills, as well as develop their creative problem solving abilities. Varied short sketchbook assignments will be used to brainstorm and show visible thinking, emphasizing the value of creativity and self-expression through drawing, planning, research and documentation. Students are given instruction in advanced glazing techniques, and will be introduced to basic glaze chemistry and mixing. They will be encouraged to keep conscientious records of all glazes used and they will document and reflect on their results.
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. In Studio Arts 3D11, students are expected to:
Complete all projects and assignments, including
- Functional projects
- Sculptural assignments
- Sketchbook work
- Studio community
Submitting work
Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.
If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system.
Instructional Aims
Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:
- 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
3D VA 10&11- Learning Outcomes 2025-6
Learning Outcomes with breakdown descriptors
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 utilize 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.
Hand-building structure and exploration: 15%
Mastery of Core Hand-building 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 to progress art works to convey intention
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 Pulling and Shaping: 15%
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
- 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
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 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. As part of contribution to reconciliation, this course makes First Peoples Principles visible in class by integrating concepts and ideas into the projects set.
Literacy/Numeracy
This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:
- The course makes literacy visible by incorporating sketchbook and reflective practice into every unit. Students will visit galleries, 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, historical, and contemporary perspectives
- The vocabulary of thoughtful critique is expanded upon, and students will participate in class critiques. Students will set up a group show of their finished work. Students will learn to clean up effectively and participate in all aspects of the studio community.
Learning Resources
Resources that will be used as part of this course include:
- Ceramics studio library
- Canvas resource page
- Websites as appropriate
- School learning Commons
- Ceramics studio
- https://curriculum.gov.bc.ca/curriculum/arts-education/11/studio-arts-3D
We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.
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
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Canvas Information
Canvas is where course content, grades, and communication will reside for this course.
- canvas.stgeorges.bc.ca
- For Canvas, passwords, or any other technical support contact the SGS Service Desk.
- 604 221-3654
- Sr Room 121
- SGSServiceDesk@stgeorges.bc.ca
St. George's School Student Code of Conduct
St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.
The purpose of the Student Code of Conduct is to ensure that
- A safe, caring, and productive teaching and learning environment exists.
- We maintain appropriate balances among individual and collective interests and responsibilities.
- There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
- We encourage and practice environmental stewardship.
The core values which provide the foundation for the Student Code of Conduct are:
- Empathy
- Humility
- Integrity
- Respect
- Responsibility
- Resilience
Conduct Expectations
- I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
- I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
- I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
- I understand, accept, and will respect all of my school-related commitments and responsibilities.
- I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
- I will obtain necessary permission to leave class or school.
- I will take pride in my personal appearance.
- I will be dressed appropriately at all times for all events as outlined by the School.
- I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
- I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
- I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
- I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
- I will care for all property, whether it is public or a peer’s personal possessions.
- I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
- I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
- I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
- I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.
Academic Integrity
Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.
Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.
- Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
- Copying any part of an assessment;
- Allowing others to copy any part of an assessment;
- Improperly giving or receiving assessment information;
- Using unauthorized resources for or during an assessment;
- Submission of the same assessment more than once; and/or
- Skipping classes to avoid an assessment.
- Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include:
- Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
- Alteration or falsification of academic reports or other academic records for any purpose;
- Submission of false credentials;
- Making false representation on an application for admission; and/or
- Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
- Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
- Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
- A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
- Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
- Unauthorized access to, use of, or alteration of computer data and information;
- Gaining academic advantage by using technology that inhibits the use of the resources by others;
- Damage to or destruction of library or laboratory resources; and/or
- Willful or negligent damage to the academic work of a fellow student and/or teacher.
Academic Supports
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
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Bullying
St. George’s School does not tolerate bullying. Students are prohibited from bullying.
Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:
- Physical violence such as hitting, pushing or spitting at another student;
- Interfering with another student’s property, such as by stealing, hiding, or damaging it;
- Using offensive names when addressing another student;
- Teasing or spreading rumours about another student or their family;
- Belittling another student’s abilities and achievements;
- Writing offensive notes or graffiti about another student;
- Unreasonably excluding another student from a group activity;
- Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
- Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.
Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.
Students are required to:
- Refrain from engaging in any kind of bullying;
- Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
- Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.
Course Summary:
| Date | Details | Due |
|---|---|---|