Course Syllabus

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2021 - 2021 Studio Arts 3D 11 Syllabus

Faculty

Ms. L. Dian

Contacting Me

As the teacher for this course, I can be contacted in the following ways:

Studio Hours: Monday to Thursday 8:30 - 5:00, Friday 8:30 - 4:00

Course Description

The course will introduce the use of molding techniques including press molds, slip casting and making molds using press molding with clay and plaster, including multi piece molds.  The use of molds is integrated with other previously covered sculpture processes. Skill development 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 have challenging 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 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

Workload

The workload of this course is expected to be:

  • Sketchbook:  20%

  • Risk Taking and Creativity in 3-D form: 15%

  • Surface treatment (Glazing / Painting): 15%

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

  • Sculpture/ Handbuilding: 20%

  • Studio Community: 10%

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

Learning Outcomes

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills: 

Creative process

  • Creative process, will be developed by individual students according to their own visions, using introduced and invented methodologies
  • Creation of structurally sound sculptures with clay using modelling, slab building coiling, press molding, slip casting, and creating plaster and bisc molds
  • Throw functional forms on the potter’s wheel and refine pots using a variety of processes. 
  • Use the potter’s wheel for self-expression, creating forms that have personal meaning
  • 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, ideas, and ceramic processes

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. 

Core competencies.

  • Working within a ceramics studio demands that students demonstrate the full range of core competencies. All students will 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 equipment.

  • Elements and principles of design in the visual arts
  • Image development strategies
  • Know the material properties of clay, ceramics and glaze and a variety of mixed media sculpture materials.
  • Use of ceramic technology and tools in the ceramics studio.
  • Knowledge of processes and techniques in pottery and sculpture and use of them in the creative process.
  • Know and participate in the working rhythms of the studio
  • Know how to work within a community which is regulated by the particular needs of the ceramics program.
  • 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.
  • Ethics of cultural appropriation, plagiarism and how they relate to the artist
  • Social justice and responsibilities within the arts
  • The role  and influence of visual culture in society , both physical and online and the role of the artist in navigating these
  • Knowledge of self through personal exploration, research, artistic expression
  •  

Assessment and Evaluation

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:  20%

  • Drawing - Observation/ Imagination
  • Brainstorming and Planning
  • Documentation
  • Reflection and Analysis

Risk Taking and Creativity in 3-D form: 15%

  • Pushing technical and aesthetic boundaries to progress in a variety of skills 
  • Creative exploration and development of 3-D form (E.g. Maquettes / practicing forms on the potter’s wheel)  
  • Experimenting / playing with materials 

Surface treatment (Glazing / Painting): 15%

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

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

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.

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

  1. A safe, caring, and productive teaching and learning environment exists.
  2. We maintain appropriate balances among individual and collective interests and responsibilities.
  3. There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
  4. 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

  1. 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.
  2. I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
  3. I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
  4. 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.
  5. 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.
  6. 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.
  7. 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