Course Syllabus
Faculty
| Ms. L. Dian |
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: ldian@stgeorges.bc.ca
Studio Hours: Monday to Thursday 8:30 - 5:00, Friday 8:30 - 4:00
Course Description
The Studio Arts 3D 10 course is a full year elective. The course will cover hand building /sculpture and throwing on the electric wheel. Students are 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 thrown forms.
Each class will begin with varied short drawing assignments that emphasize the value of drawing for research and planning. Students are given a thorough introduction to glazes and glazing techniques. They will be encouraged to keep conscientious records of all glazes used and to 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.
Workload
Completion of all projects and assignments.
Functional projects
Sculptural assignments
Sketchbook work
Studio community
Instructional Aims
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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
Competencies
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Creative process
Sketchbook projects:
Problem solving.
Studio maintenance
Core competencies.
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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 that 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
- Know about First peoples’ principles and their relevance to art and culture
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
- Contributing to community and 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 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 is introduced. 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. Students will learn to clean up effectively and will be encouraged to participate in the studio community
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.).
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.
- 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 |
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