Ceramics
859 CERAMICS
1/2 year • 1/2 credit - Repeatable up to 3 times
Grades 9,10, 11, 12 • Elective • Fee
Course Description:
Ceramics is a course designed to provide students with a comprehensive foundation in the art and science of ceramics. Through a combination of theoretical instruction, hands-on studio practice, and creative exploration, students will develop fundamental skills and knowledge in working with clay as a medium.
The course begins with an overview of the history, cultural significance, and various applications of ceramics in art, craft, and industry. Students will examine different types of clay, glazes, and firing techniques, as well as the tools and equipment used in ceramic production. Emphasis will be placed on understanding the properties of clay, including its plasticity, shrinkage, and firing temperatures.
Practical studio sessions will allow students to learn and practice essential ceramic techniques. These may include:
Handbuilding: Students will explore traditional handbuilding techniques such as pinch, coil, and slab construction to create functional and sculptural forms. They will learn how to manipulate clay to achieve desired shapes and textures, as well as how to join clay pieces securely.
Wheel Throwing: Students will be introduced to the potter's wheel, learning how to center clay, create symmetrical vessels, and apply various throwing techniques. They will develop skills in shaping and trimming pottery on the wheel, aiming for functional and aesthetically pleasing results.
Surface Decoration: Students will explore different surface decoration methods such as carving, impressing, sgraffito, and slip trailing. They will learn how to apply glazes and experiment with various techniques to achieve desired colors, textures, and visual effects.
Kiln Firing: Students will gain an understanding of the kiln firing process, including loading and unloading kilns, as well as the effects of different firing temperatures on clay and glazes. They will learn about kiln safety procedures and the transformation of clay into its final ceramic state.
Throughout the course, students will be encouraged to develop their artistic vision and creative expression within the medium of ceramics. They will engage in critical analysis and discussions of their own work, as well as the work of other ceramic artists, fostering an appreciation for the aesthetic, conceptual, and technical aspects of ceramics as an art form.
A sketchbook is required.
HW SCHEDULE: Assigned every Monday, due every Thursday
Every week, students will turn in a sketchbook page inspirational work. This can be a combination of collected images, text, and their own drawing. The pages should reflect at least one hour of work.
Students will also be asked to critique their work using able to using the following chart. Students will choose 3-4 descriptors to talk about their work and write a 3-4 paragraph reflection of the work.
1.1 3 Pinch Pots
Pinch Pot Project Requirements:
For the pinch pot project, students will focus on creating functional or sculptural forms using the pinch pottery technique. The project aims to develop their understanding of clay manipulation, hand building techniques, and the creative potential of pinch pots. Here are the project requirements:
Theme or Concept: Depending on the instructor's preference, students may be given a specific theme or concept to guide their project, or they may have the freedom to choose their own theme. The theme could be based on nature, personal experiences, abstract concepts, or any other relevant topic.
Design and Planning: Students should spend time brainstorming and sketching their ideas before starting the actual construction of their pinch pots. They should consider the form, shape, size, and overall aesthetics of their pieces. It's encouraged to experiment with different possibilities and variations.
Construction: Using the pinch pottery technique, students will create their pinch pots by shaping and manipulating the clay with their fingers and thumbs. They should start with a small ball of clay and gradually pinch and push the clay to form the desired shape. It's important to maintain even thickness throughout the walls of the pot for structural integrity.
Surface Decoration: Students can choose to decorate their pinch pots by adding texture, patterns, or other embellishments to the surface. They can use various tools, such as wooden or metal ribs, carving tools, or found objects, to create unique designs. Surface treatments like slip trailing, carving, or impressing can also be applied.
Finishing Touches: After the construction and decoration are complete, students should carefully refine the edges and surfaces of their pinch pots to achieve a smooth and finished appearance. They can use damp sponges or tools to smooth out any rough areas and refine the overall form.
Presentation:
Students should consider how they want to present their finished pinch pots. This may include selecting appropriate display methods, such as mounting on a base, arranging them as a set, or incorporating them into a larger installation. Presentation choices should enhance the overall impact and visual appeal of the pieces.
Documentation and Reflection:
It's important for students to document their project throughout its various stages, including sketches, progress photos, and the final outcome. They should also reflect on their creative process, challenges faced, and lessons learned during the project. This documentation and reflection can be included in their portfolio or presented alongside their finished work.
1.2 Jomon Coils
Jomon Pottery Project Requirements:
For the Jomon Coil Pottery project, students will explore the techniques and aesthetics of Jomon pottery, an ancient Japanese ceramic tradition known for its distinct coil construction and decorative patterns. The project aims to introduce students to coil building methods and encourage them to experiment with Jomon-inspired designs. Here are the project requirements:
1. Research and Inspiration: Students should research and familiarize themselves with the Jomon period and its pottery. They should study the characteristic features, shapes, and decorative motifs found in Jomon pottery. This research will serve as a foundation for their own design ideas and inspirations.
2. Design and Planning: Students should sketch and plan their Jomon coil pottery designs before starting the construction process. They should consider the desired shape, size, and overall aesthetic of their pots. The designs should incorporate elements inspired by Jomon pottery, such as organic forms, geometric patterns, or figurative motifs.
3. Coil Construction: Using the coil building technique, students will create their Jomon coil pots by rolling out long, thin coils of clay and gradually stacking and joining them to form the walls of the pot. They should pay attention to coil placement and ensure proper attachment between coils to maintain structural integrity. Pots should be a minimum of 8 inches in height.
4. Surface Decoration: Students should explore Jomon-inspired decorative techniques to embellish the surface of their coil pots. This may include creating incised lines, impressions, or applied clay decorations in Jomon-like patterns such as spirals, triangles, or wavy lines. Students can use tools such as wooden or metal ribs, carving tools, or found objects to achieve the desired textures and patterns.
5. Glazing (Optional): Depending on the desired aesthetic and the type of clay used, students may choose to apply glazes to their Jomon coil pots. If glazing is desired, students should select suitable glazes and follow the proper application techniques. Alternatively, they may choose to leave their pots unglazed and focus solely on the natural color and texture of the clay using patinas and washes.
Documentation and Reflection:
Students should document their project throughout its various stages, including sketches, progress photos, and the final outcome. They should also reflect on their creative process, challenges faced, and lessons learned during the project. This documentation and reflection can be included in their portfolio or presented alongside their finished work.
1.3 Surreal Slab-Built House Project Requirements:
For the slab-built house project, students will focus on creating a three-dimensional model or representation of a house using slab construction techniques. The project aims to develop students' understanding of architectural design, spatial planning, and the technical aspects of slab building.
Design Concept: Students should develop a design concept or theme for their slab-built house project. They may choose to create a realistic representation of a specific architectural style or experiment with more abstract or imaginative designs. The design should consider elements such as the overall form, roof design, windows, doors, and any other architectural details.
Scale and Dimensions: Students should determine the scale and dimensions for their slab-built house model. This will depend on the available materials and the desired level of detail. They should consider the size of the model in relation to the workspace and ensure it is manageable within the project's time frame.
Construction Materials: Students should select an appropriate material for constructing their slab-built house model. Common options include clay, foam board, cardboard, or wood. The choice of material will depend on factors such as the desired level of detail, ease of manipulation, and the overall aesthetic effect.
Slab Construction: Using the selected material, students will create slabs of appropriate thickness to represent the walls, floors, and roof of the house. They should roll out the slabs evenly and ensure they are flat and free from air bubbles or deformities. Slabs can be cut to size and joined together using appropriate techniques such as scoring and slipping, or using adhesive if applicable.
Detailing and Finishing: Students should add architectural details and finishes to their slab-built house model. This may include creating texture and surface treatments on the walls, adding doors, windows, and other exterior features, as well as incorporating interior elements such as partitions, staircases, or furniture (if desired).
Presentation: Students should consider how they want to present their slab-built house model. This may involve creating a base or platform for the model to sit on, as well as providing any additional context or surrounding elements to enhance the presentation such as grass, wood, or ground elements.
Documentation and Reflection: Throughout the project, students should document their design process, including sketches, progress photos, and any design iterations. They should also reflect on their decision-making, challenges faced, and lessons learned during the project. This documentation and reflection can be included in their portfolio or presented alongside their finished model.
2.1 Wheel Thrown Mugs Project Requirements:
For the wheel thrown mugs project, students will focus on creating functional ceramic mugs using the wheel throwing technique. The project aims to develop students' skills in wheel throwing, handle attachment, and glazing techniques specific to mug-making. Here are the project requirements:
1. Design Concept: Students should develop a design concept or theme for their wheel thrown mugs project. They may choose to create mugs with a specific style, shape, or theme in mind. The design should consider elements such as the overall form, handle placement, capacity, and any decorative details.
2. Mug Shape and Size: Students should determine the desired shape and size for their mugs. They should consider factors such as the capacity, ergonomics, and handle attachment points. It's recommended to create templates or measurements to ensure consistency across multiple mugs when making a set of 3.
3. Wheel Throwing: Using the wheel throwing technique, students will create the basic forms of their mugs. They should center the clay on the wheel, pull up the walls evenly, and shape the form to their desired specifications. Attention should be given to achieving consistent thickness throughout the walls.
4. Handle Attachment: Once the mug forms are complete, students will create handles separately and attach them to the mugs. Handles can be pulled or extruded from clay, and students should consider their desired shape, size, and style. Proper attachment techniques, such as scoring and slipping, should be used to ensure secure handle attachment.
5. Surface Decoration: Students can choose to decorate the surface of their mugs using various techniques. This may include adding texture, carving designs, applying slip or underglazes, or experimenting with glaze application methods. They should consider the desired visual effect and the compatibility of decoration techniques with their chosen clay and glazes.
6. Glazing: After the initial bisque firing, students should apply glazes to their mugs. They should consider the desired aesthetic and functionality of the glazes. It's important to follow glaze application guidelines and consider food safety if the mugs will be used for consuming beverages. Students should pay attention to glaze thickness, layering, and any desired effects (e.g., glossy, matte, or textured).
Documentation and Reflection:
Throughout the project, students should document their design process, including sketches, progress photos, and any design iterations. They should also reflect on their decision-making, challenges faced, and lessons learned during the project. This documentation and reflection can be included in their portfolio or presented alongside their finished mugs.
2.2 Tall Sgraffito Form
For the tall form with lid project, students will focus on creating a ceramic vessel using the wheel throwing technique. The project aims to develop students' skills in throwing larger forms with unique shape:
1. Design Concept: Students should develop a design concept or theme for their tall form and the story or pattern to place on it. They may choose to create a vessel with a specific shape, style, or theme in mind. The design should consider elements such as the overall form, design, surface decoration, and any desired functional or aesthetic details.
2. Vessel Shape and Size: Students should determine the desired shape and size for their tall form. They should consider factors such as the height, diameter, and proportions of the vessel. It's recommended to create templates or measurements to ensure consistency if making multiple vessels. Vessel should be between 8 - 10 inches in height.
3. Surface Decoration: Sgraffito is the term is derived from an Italian term meaning "scratched." Sgraffito designs are made by layering contrasting slip or glaze and then scratching through the surface to reveal the lower layer or layers of color. This process starts by applying a layer of color to an unfired, leather-hard piece of your pottery and then carving your design by scratching through the top layer to reveal the layer below.
4. Gloss Glazing: After the initial bisque firing, students should apply gloss glazes to their tall form. They should consider the desired aesthetic and functionality of the glazes. It's important to follow glaze application guidelines and consider food safety if the vessel will be used for consuming food or beverages.
Documentation and Reflection:
Throughout the project, students should document their design process, including sketches, progress photos, and any design iterations. They should also reflect on their decision-making, challenges faced, and lessons learned during the project. This documentation and reflection can be included in their portfolio or presented alongside their finished tall form with lid.
2.3 Hip Hop Tea Pots:
BIG IDEA: FUNCTION
Each student will create a lidded forms. Work must be a 8-10" form, tall or wide. Lidded forms need to be thrown but can include hand-built or sculptural elements. All work must be footed, glazed and glaze fired. Functional pottery is made for people to use and many potters feel that the pot isn’t complete until it is physically used for its job. If it is to do its job totally, it should be efficient, easy to use, comfortable in the hands, and give pleasure to the user at the same time. One should consider how it is to be used and what parts of the human anatomy will be in contact with it for optimum satisfaction on all counts.
Students will:
Learning to add a lid to thrown forms
Review of clay terms/techniques
Review of glazes and firing
Research of styles and artists
2.4 Sculptural Ceramics:
BIG IDEA: FUNCTION
Each student will design and create a unique, non-traditional ceramic form. May or may not be functional. Functional pottery is made for people to use and many potters feel that the pot isn’t complete until it is physically used for its job. If it is to do its job totally, it should be efficient, easy to use, comfortable in the hands, and give pleasure to the user at the same time. One should consider how it is to be used and what parts of the human anatomy will be in contact with it for optimum satisfaction on all counts. All main pieces should be thrown on the wheel.
Students will:
Learning to add a spout to lidded forms
Review of clay terms/techniques
Review of glazes and firing
Research of styles and artists
3.1 RAKU
BIG IDEA: CREATIVITY and REUSE
Each student will create a final body of work. The series will include a minimum of 3 related forms. All work must be complete, glazed and glaze fired.The series must contain some sort of found objects that are a part of each piece. Consider wood, stones, fabric, paper, metal etc.
Students will:
Review of different hand-building techniques
Research of found materials
Raku process
Research of styles and artists