This course introduces students to ceramic materials and various hand building techniques. It has an emphasis on using different clay bodies and how they will be explored through referencing both historical and contemporary ceramics. A range of techniques exploring surface treatments will be used. Work health and safety (WHS) instruction is an integral part of this course.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
Upon successful completion of this course, students will be have the knowledge and skills to:- utilise skills relevant to Ceramics in response to Workshop projects;
- explore Ceramic material/s used in Workshop projects;
- recognise relationships between concept and process in Ceramics; and
- identify historical and theoretical contexts relevant to Ceramic Workshop projects.
Research-Led Teaching
This course is taught with methods and processes that pertain to practice-led research. Students will engage in hands-on research in the studio, as well as contextual research. The course equips students to creatively integrate practice and concepts through the exploration of materials and techniques and to identify historical and theoretical concepts for their work.
Additional Course Costs
Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Course Outline and include tuition, teaching materials, and student access to the workshops for the stated course hours.
The Workshop & Material Fees are for additional access to the workshop and the use of equipment, tooling, and consumable items..
The Additional Materials Fee is payable for Materials you use in addition to those supplied as part of the course. You can purchase additional Clay or plaster from the Workshop and take advantage of the GST-free status. These materials are also WHS and workshop process compliant.
2022 Fees
The Ceramics Workshop Fee is $100.00 (payable by all students enrolled in ceramics courses, one payment per semester only )
The Ceramics Material Fee for ARTV1101 is $50.00. This covers WHS-approved materials for course projects.
The Ceramics Additional Material fee is the actual cost of any additional materials you purchase from the Workshop.
For Optional Workshop Fee & Materials fees to go to:https://soad.cass.anu.edu.au/required-resources-and-incidental-fees
Ceramics Workshop Technical Officer: Tanya McArthur
Email: tanya.mcarthur@anu.edu.au
Examination Material or equipment
Final assessment for this course will be conducted by viva voce exam, in which the student presents all project work completed during the semester, including tests, developmental works and journal. Students are expected to discuss this work in relation to the course rubric. Journals will be submitted on the day of the assessment. The assessment timetable will be published on wattle towards the end of semester. Studio Work and Journal are assessed during exam week.
Recommended Resources
Recommended Texts
Creswell Bell, A. Clay: Contemporary Ceramic Artists, 2017
Stouffer, H. The New Age of Ceramics, 2016
Singleton, K. Ceramics: Contemporary Artists Working in Clay, 2016
Del Vecchio, M. and Clark, G. Postmodern Ceramics, 2001
Pearce, S. (ed.). Experiencing material culture in the western world, Leicester University Press, 1997
Rawson, P. Ceramics. part 3, The symbolism of Form. University Pennsylvania Press, 1984
Norman, D. The Design of Everyday Things, Doubleday /Currency, NY, paperback1990
Hannah, F. Ceramics Twentieth Century Design. Dutton 1986
Rich, C. (ed.) The Ceramic Design Book, 1998
Buck, L. The Personal Political Pots of Grayson Perry, London, 2005
Technical
Dassow, S. Low-firing and Burnishing, A & C Black, 2009
Minogue, C. Impressed and Incised Ceramics, A & C Black, 1996,
Mathieson, J. Techniques using slips, A & C Black, 2010
De Boos, Harrison and Smith. Handbook for Australian Ceramics, Sydney, 1984
Hamer, F. The Potter’s Dictionary of Materials and Techniques, London, 1992
Daly, G. The New Ceramics developing glazes, Bloomsbury, 2013
Daly, G. Glazes and Glazing Techniques: A Glaze Journey, Kangaroo Press, 2003
Ceramic Journals
Journal of Australian Ceramics
Websites
www.ferrincontemporary.com
www.talesofaredclayrambler.com/#podcast
https://www.musingaboutmud.com
glazy.org
ceramicfocus.blogspot.com.au/2006/05/
Staff Feedback
Students will be given feedback in the following forms in this course:
- Whole class critique
- Individual verbal comments from lecturer
- Formative and summative feedback at assessment points
- Written feedback on assessment tasks
Student Feedback
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
Other Information
Referencing requirements
https://academicskills.anu.edu.au/resources/handouts/referencing-basics
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Workshop induction & WHS procedures Introduction to Course, Assessment Tasks, and Theme. Assessment Task 2: Project A: Case Study discussion Lecture: The Ceramic Spectrum Commence Task 1: Project A: Ideation and process explorations in Clay: Demonstration and class explorations | |
| 2 | Lecture: Ceramic Form and Surface Intro to Ceramic Clay Technology Case Study feedback discussion ContinueTask 1 Project A: clay forming and surface activities Demonstration and class explorations | |
| 3 | Lecture: Abstracting the body - topologies & the human vessel Intro to GlazeTechnology Line Blend testing Task introduction Demonstration and class explorations ContinueTask 1 Project A: clay forming and surface activities | Assessment Task 2 Project B: Case Study due on Wattle; Monday 8th & Wednesday 10th August |
| 4 | Lecture: Forming for Function - Utility, haptics and human factors. Group exercise & discussion - Observing function. Demonstration and class explorations Tutorial: Discussion of reading: ContinueTask 1 Project A: clay forming and surface activities | |
| 5 | Lecture: Corporeal Motives Introduce Assessment Task 1 Project B &C- Corporeal Motives. Demonstration and class explorations ContinueTask 1 Project A: clay forming and surface activities Consultations: studio practice & progress Introduction to Glazing & Firing Technology | Task 1 Greenware must be dry & firing ready this week |
| 6 | Task completion studio workshop Complete Task 1: Project A: Ideation and process explorations in Clay: Finish and glaze work Demonstration and class explorations Consultations: Project B proposals, studio practice & progress | |
| 7 | Assessment and Student Presentations | Mid Semester Assessment: Monday, 19th & Wednesday 21st September. Task 1 Project A work due: set up for assessment in class Task 2 Project A: Journal due: set up for assessment in class Task 1 Project B: Research Proposal & class presentation due |
| 8 | Lecture: The Ceramics Surface Introduction to Task 3 elective exercises Ceramic Surface Treatment: extended applications. Commence Task 1: Project C " Corporeal Motives" Consultations: studio practice & progress | |
| 9 | Lecture: Abstracted Gestures An introduction expanded representations of the ceramic medium: video and animation. Tutorial: discussion of reading: Consultations: studio practice & progress | |
| 10 | Lecture: Emerging forming technologies: Demonstration and class explorations Tutorial: discussion of reading: Consultations: studio practice & progress | |
| 11 | Lecture: Persistent Fragility Augmenting ceramic objects & working with fired ceramics - Tutorial: Discussion of reading: Progress consultations and workshop practice. | |
| 12 | Lecture: The ceramic cycle - Refinements in practice. Consultations on finishing and presentation. Progress consultations and workshop practice. Last formal class. | Task 1 Greenware must be dry & firing ready this week |
| 14 | ASSESSMENT | Final Assessment: Monday 7th November Task 1 Project C work due: Corporeal Motives work: set up in nominated location (TBA) Submit Digital Catalogue & Critical Reflection prior to Wattle, prior to assessment. Task 2 Project A: Journal due: set up in nominated location (TBA) |
Tutorial Registration
Wattle advises that Tutorial groupings will be automatically created from MyTimetable without any need for manual assignment..
Assessment Summary
| Assessment task | Value | Learning Outcomes |
|---|---|---|
| Portfolio of studio work | 80 % | 1, 2, 3, 4 |
| Journal & Documentation | 20 % | 3 & 4 |
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
Policies
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
Assessment Requirements
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation
Studio teaching time is 4 hours per week. Students should expect to spend at least an additional six hours per week undertaking independent research, experimentation, project development and documentation in addition to working in allocated teaching time.
Students are expected to attend all classes and to contribute to class discussions and critique sessions. This will be considered as part of the Studio Assessment of 80%.
Examination(s)
Final assessment for this course will be conducted by viva voce exam, in which the student presents all work completed during the semester, including technical folders, tests, developmental works, sketches, journal, notebooks. Students are expected to discuss this work in relation to the course rubric. Journals will be submitted on the day of the assessment. The assessment timetable will be published on wattle towards the end of semester.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 4
Portfolio of studio work
Assessment Task 1: Portfolio of Studio Projects
Details of task: A series of exercises designed to build a portfolio of studio investigations in response to set projects. Detailed assessment descriptions and project details will be provided on Wattle.
Project A: Ideation and process explorations in Clay
Complete and present 3 mandatory weekly activities plus one elective activity , listed on Wattle. Mandatory activities include two practical clay forming exercises, an explorative glaze test and a technical quizz. In undertaking the set activities you will acquire skills and knowledge about different aspects of studio research and ceramics practice through activities that develop your proficiency and creativity, specifically in material manipulation, tools and equipment use , technical processes and ideation for ceramic art and design. These activities will support your completion of other assessment tasks.
Due: Due on Monday, 19th & Wednesday 21st September.. Submit completed work for assessment in your respective 7 class. Weighting: 30%
Project B: Poster Proposal & Presentation
Prepare a 2 page A4 Research Proposal as a poster describing each of two concepts you are interested in developing for a Major project, “Corporeal Motives”, using the 'container', the 'figure' or the 'frame' as a form metaphor. Include sketches of the ideas you are exploring. Cite documents, images and other research references.
Give a non assessable 5 minute presentation to the class.
Due on Monday, 19th & Wednesday 21st September. Submit in Landscape format as a .pdf to Wattle by 12 noon on your class day. Value: : 10%
Project C: “ Corporeal Motives” : Execution and presentation of expressive ceramic works, a 750 word Digital Catalogue including a critical reflection and support material.
Conceive and create at least 2 Ceramic works that respond to your ‘Corporeal Motives’ Proposal.
Guided by a template provided on Wattle, photograph and document your work in a digital catalogue including a critical reflection.
Due Monday 7th November 2022. Exhibit your work in the nominated assessment space, and submit your digital catalogue to Wattle prior to the assessment. Value 40%
Rubric
| CRITERIA | HD | D | CR | P | F |
|---|---|---|---|---|---|
Utilise skills relevant to Ceramics in response to Workshop projects; | Consistently demonstrates technical competency to an outstanding level across all processes associated with the testing, development and application of ceramics skills & technologies across an extended range of project tasks. | Demonstrates technical competency to a superior level across all processes associated with the testing, development and application of ceramics skills & technologies across a wide range of project tasks. | Demonstrates technical competency to a good level across all processes associated with the testing, development and application of ceramics skills & technologies across a range of project tasks. | Demonstrates technical competency to a satisfactory level across processes associated with the testing, development and application of ceramics skills & technologies across a basic range project tasks. | Does not demonstrate satisfactory technical competency or application of ceramics skills & technologies across project tasks. |
Explore the potential of material/s used in Ceramic Glaze and Colour projects | Systematically demonstrates curiosity in testing ceramic materials & combinations to explore technical and expressive potential and achieve outstanding results in project solutions | Consistently demonstrates curiosity in testing ceramic materials & combinations to explore technical and expressive potential and achieve advanced results in project solutions | Regularly demonstrates curiosity in testing ceramic materials & combinations to explore technical and expressive potential and achieve above average results in project solutions | Occasionally demonstrates curiosity in testing ceramic materials & combinations to explore technical and expressive potential and achieve satisfactory results in project solutions | Does not demonstrate sufficient curiosity in formulating and testing ceramic materials or achieve satisfactory results in project solutions that express their potential. |
Recognise relationships between concept and process in Ceramics | Outstanding, iterative development of concepts and ceramic processes, with lucid integration supported by documentation evidencing a comprehensive understanding of theoretical and practical interrelationships leading to outstanding project outcomes. | A superior, iterative development of concepts and ceramic processes, with some clarity of integration supported by documentation evidencing an advanced understanding of theoretical and practical interrelationships leading to high quality project outcomes. | Consistent iterative development of concepts and ceramic processes, with integration supported by documentation evidencing an above average understanding of theoretical and practical interrelationships leading to good project outcomes. | Some iiterative development of concepts and ceramic processes, with some integration supported by documentation evidencing a sound understanding of theoretical and practical interrelationships leading to basic project outcomes. | Investigation and iterative development is limited and not adequately supported by documentation or satisfactory project outcomes. |
Identify historical and theoretical contexts relevant to Ceramic Workshop projects | An outstanding level of understanding of historical and theoretical contexts is evident in work , succinctly and critically articulated in verbal and written discussion to an outstanding degree | A superior level of understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a superior critical perspective | A good understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a well developed critical perspective | A basic understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with some critical perspective | Insufficient understanding of historical and theoretical contexts evident in work or poorly articulated in verbal and written discussion. |
Assessment Task 2
Learning Outcomes: 3 & 4
Journal & Documentation
Project A: Written Case Study
500-word written / Illustrated comparative case study based on selected artists, linked to the Course Theme, 'Corporeal Motives'.
Detailed assessment descriptions and project details will be provided on Wattle.
Due on Monday 8th & Wednesday 10th August 2022. Submit via Wattle. Value 10%
Project B: Visual Journal
For this task you will actively keep a visual journal documenting your study and ideas development, including your ongoing visual research and explorations, ideas, information, and thoughts about exhibitions visited, lectures, art/design works, books, journals, etc. These journals should reflect the development of your ideas over the semester, experimentation, and reflections on your own work and that of other artists.
Due for presentation in class on Monday 19th & Wednesday 21st September 2022, and on Monday 7th November 2022. Value 10%.
Rubric
| CRITERIA | HD | D | CR | P | F |
|---|---|---|---|---|---|
Recognise relationships between concept and process in Ceramics | Outstanding, iterative development of concepts and ceramic processes, with lucid integration supported by documentation evidencing a comprehensive understanding of theoretical and practical interrelationships leading to outstanding project outcomes. | A superior, iterative development of concepts and ceramic processes, with some clarity of integration supported by documentation evidencing an advanced understanding of theoretical and practical interrelationships leading to high quality project outcomes. | Consistent iterative development of concepts and ceramic processes, with integration supported by documentation evidencing an above average understanding of theoretical and practical interrelationships leading to good project outcomes. | Some iiterative development of concepts and ceramic processes, with some integration supported by documentation evidencing a sound understanding of theoretical and practical interrelationships leading to basic project outcomes. | Investigation and iterative development is limited and not adequately supported by documentation or satisfactory project outcomes. |
Identify historical and theoretical contexts relevant to Ceramic Workshop projects | An outstanding level of understanding of historical and theoretical contexts is evident in work , succinctly and critically articulated in verbal and written discussion to an outstanding degree | A superior level of understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a superior critical perspective | A good understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with a well developed critical perspective | A basic understanding of historical and theoretical contexts is evident in work and articulated in verbal and written discussion with some critical perspective | Insufficient understanding of historical and theoretical contexts evident in work or poorly articulated in verbal and written discussion. |
Academic Integrity
Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online Submission
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.
Hardcopy Submission
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late Submission
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing Requirements
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Returning Assignments
All submitted folio work should be collected following assessment
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
An assignment may be resubmitted on medical grounds
Privacy Notice
The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Convener
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Research Interestshttps://researchers.anu.edu.au/researchers/bamford-r |
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Roderick Bamford
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Instructor
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Research Interests |
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Cathy Franzi
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