Course Syllabus

Faculty teaching Art Studio 3D 10

Course Description

The Ceramics 10 course is a full year elective.

The course will cover hand building /sculpture and throwing on the Potter's 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 wheel thrown forms.

Each class will begin with varied short sketchbook assignments which will emphasize the value of drawing exploring ideas, research, planning and documentation of their creative process.

Students will be given a thorough introduction to glazes and glazing techniques, as well as alternative sculpture surfacing techniques. They will be encouraged to keep conscientious records of all glazes and finishing processes 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 sculpture and to the narratives and processes 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, take care of tools and materials and to participate in the studio community.

Contacting Me

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

                           Phone: 604-224-1304. ext. 3791

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

• Assessment Categories and weighting:
  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.
  • 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
    
    
  • • Student concerns surrounding assessment
    • Students are always welcome to discuss assessments (marks) with me, and may either email me or come to speak to me in person.  I will always let students know if it's a good time to have these discussions, and if not will schedule a chat promptly.

     

  • 
    
    Grades will be calculated based on the following categories and weightings:

    Assessment categories & weighting

    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

  • 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: 15%
  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 to progress art works to convey intention

  -Creative expression, communication, styling, and development of 3-D form
  -Creative problem solving to come to a personal resolution
  

    

  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

    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 

  
  
  

   

   

   

   

  Department philosophy: 

  Engaging Head, Hand Heart:

  Teachers share the students’ journeys, helping them to find their own questions and meanings.

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 all time/classes missed by attending Open studio time: Lunch times, connection block, after school (Tues., Wed., Thurs. 3:15-4:45)
• Online Work:  If students are unable to make up missed time during open studio times they may complete additional online assignments (connect with me ahead of time please).
• 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