Course Syllabus

Ceramics 9

Faculty: M Kyba, L Dian, M Pavlovic

 

Course Description

The Ceramics 9 course is a half 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 develope 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 participate in the studio community.

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.

 

This should be related to the Academic Handbook, but it can be modified to be more specific to the course.

                                          

Curriculum Overview

Highlight the SGS Core Competencies, the Curricular Competencies and Big Ideas / topics.  High level learning outcomes should be communicated with possible connections to resources (i.e. chapter in a text, novel, etc). Although many or all of the competencies will relate to what you are doing in each term, identifying which will be the focus of the term will be helpful in making them the focus of instruction, assessment, and reporting. The order of Big Ideas, Competencies, and Content may be reordered to what makes most sense for the department. If more detail is desired, rows for each Unit/Topic in a term could be added.

Term	Learning
1	Understand (Big Ideas)	Art making for self-expression Making art for life: and art’s place 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 Creation of 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 variety of techniques. Sketchbook projects: Drawing from observation, planning drawings, 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 to function effectively. The process itself is challenging and it demands resilience and humility. The material and the community, the tools and the   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 programme. 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, artistic expression. Know about First peoples’ principles and their relevance to art and culture
2	Understand	Art making for self-expression Making art for life: and art’s place 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
	Know
3	Understand
	Do
	Know

 

Assessment and Evaluation

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.  Grades will be calculated based on the following categories:

Sketchbook:  10%

• Drawing- Observation/ Imagination
• Documentation
• Reflection

Risk Taking and Creativity in 3-D form: 20%

• 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

Surface treatment (Glazing / Painting): 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

Wheel Throwing Process (potter’s wheel): 20%

• Wedging clay
• Centering clay
• Pulling walls
• Shaping/ forming walls
• Trimming/ finishing pots

Sculpture/ Handbuilding-20%

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

Studio Community: 10%

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

Resources

Ceramics studio library

Canvas resource page

Websites as appropriate

                          

Course Expectations

Completion of all projects and assignments.

 Functional projects

 Sculptural assignments

 Sketchbook work

 Studio community.

 

Contacting Me

Office Hours and Contact information