Students will be introduced to skills used to make wheel thrown ceramic objects . Basic thrown forms will be explored with an emphasis on function. Surface decoration techniques and glaze application for both under glaze and on-glaze being investigated as a way of finishing forms.
Both historical & contemporary ceramics will be examined relevant to a course theme
Occupational health and safety instruction and environmentally responsible process management is an integral part of this course.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- Utilise skills relevant to Ceramics in response to Workshop projects
- Explore Ceramics material/s used in Workshop projects
- Recognise relationships between concept and process in Ceramics
- Identify historical and theoretical Ceramics contexts relevant to 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 Class Summary and include tuition, teaching materials, and student access to the workshop for the stated course hours.
A Workshop Material Fee of $95 is payable to the School of Art & Design to supply WHS-approved materials and consumables, such as clay for course project Assessment Task 2, and glaze, decorating colourants and miscellaneous materials for the whole semester, that become your property.
An Additional Materials Fee is for materials in addition to those supplied as part of the course, at cost and taking advantage of the GST-free status.
After Hours Access Fee of $60 is for students wishing to access the workshop outside of business hours (M-F 18:00 to 22:00, S-S 09:00 to 16:00). Students are requested to refer to the School of Art website for information: http://soa.anu.edu.au/required-resources-and-incidental-fees.
Examination Material or equipment
For mid-semester and final assessments for this course, students will present all project studio work completed, including tests, developmental works and visual journal. Final studio projects and the visual journal are assessed during exam week. All assessments requirements will be discussed during class, and teaching staff are available for any question related to the assessment process.
Required Resources
Reading lists and additional resources will be added to the Wattle page for this course.
Recommended Resources
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Staff Feedback
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
Other Information
See the Wattle course site for a comprehensive list of course support material.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Course Introduction and Assessment discussion. WHS and workshop induction. Lecture and tutorial. Demonstration and studio practice introduction to clay and the wheel. | Homework: Select two artists for Assessment Task 1 to discuss in Week 2. |
| 2 | Lecture.Tutorial. Demonstration and studio practice: centering, throwing cylinders and bowls. | Homework: Set reading for discussion in Week 3 |
| 3 | Lecture.Tutorial: discussion of reading. Demonstration and studio practice: Trimming cylinders and bowls. Making handles and attaching handles. | |
| 4 | Lecture.Tutorial. Demonstration and studio practice: surface treatment demonstration: Glazing slips, underglazes and maiolica. | Assessment Task 1 Comparative Case Study due |
| 5 | Lecture.Tutorial. Introduction to Assessment Task 2 and quiz. Kiln induction and demonstration. Demonstration and studio practice: wheel throwing, making sets of bowls. | Homework: Set reading for discussion in Week 6 |
| 6 | Tutorial: discussion of reading. Studio practice and consultation. | |
| 7 | Lecture. Tutorial. Introduction to Assessment Task 3. Demonstration: advanced wheel throwing techniques - collaring in, closed forms. | |
| 8 | Lecture. Tutorial: Write an exploratory proposal for Assessment Task 3.Set up Assessment Task 2 in the workshop for assessment, include Visual Journal for review. | Assessment Task 2 Set Theory due in class, Ceramic Technology Fundamentals quiz due online. Assessment Task 4, Visual Journal submitted for review (informal and ungraded).Homework: Set reading for discussion in Week 9 |
| 9 | Lecture. Tutorial: discuss set reading. Demonstration: surface treatments and line blends; wheel throwing - altering forms and joining in sections. Studio practice and individual consultations. | |
| 10 | Lecture. Tutorial: Demonstration: wheel throwing - throwing off the hump, lids and galleries. Studio practice and individual consultations. | Homework: Set reading for discussion in Week 11 |
| 11 | Lecture. Tutorial: discuss set reading. Critique session. Studio practice and individual consultations. | |
| 12 | Tutorial: photographing your work. Finishing work. Studio practice and individual consultations. Finalising Assessment Task 3 and 4. |
Tutorial Registration
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to a class so they can better plan their time. Find out more on the Timetable webpage.
Assessment Summary
| Assessment task | Value | Due Date | Learning Outcomes |
|---|---|---|---|
| Comparative Case Study | 10 % | 14/08/2024 | 3,4 |
| Set Theory: Studio Practice | 30 % | 25/09/2024 | 1,2,3,4 |
| Contain: Connect, Studio Practice | 40 % | 06/11/2024 | 1,2,3,4 |
| Visual Journal and Critical Reflection | 20 % | 06/11/2024 | 1,2,3,4 |
* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Extenuating Circumstances Application
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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 an additional six hours per week undertaking independent research and documentation, and studio experimentation and project development in the Ceramics Workshop outside of class 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 Practice Assessment of 80%.
Examination(s)
There are no formal examinations for this course. For scheduled assessments, reviews and critiques, students will present their work, relevant support material and research. All materials will be set up ahead of assessment sessions, and presented as advised. Details of Assessment requirements will be posted on Wattle and discussed during class.
Assessment Task 1
Learning Outcomes: 3,4
Comparative Case Study
Research and write a critical, illustrated case study comparing the work of two artists/designers whose work and practices are relevant to the course theme of wheel formed ceramics.
Rubric
| COURSE MARKING CRITERIA | HD | D | C | P | F |
|---|---|---|---|---|---|
Recognise relationships between concept and process in Ceramics LO3 | Critically discusses with exceptional understanding of how ceramic form, surface, materials and display create meaning. Interprets and makes highly astute observations about similarities and differences in concepts, perspectives and practice of the artists in question. Exceptional relationships are established between conceptual discussion and supplied imagery. | Superior understanding of how ceramic form, surface, materials and display create meaning. Interprets and makes astute observations about similarities and differences in concepts, perspectives and practice of the artists in question. Superior quality of relationships is established between conceptual discussion and supplied imagery. | Good quality of understanding of how ceramic form, surface, materials and display create meaning. Interprets and makes good observations about similarities and differences in concepts, perspectives and practice of the artists in question. Relationships are established to a good quality between conceptual discussion and supplied imagery. | Satisfactory understanding of how ceramic form, surface, materials and display create meaning. Interprets and makes observations about similarities and differences in concepts, perspectives and practice of the artists in question. Satisfactory relationships are established between conceptual discussion and supplied imagery. | Knowledge of relationships is not evidenced in discussion and completed project work |
Identify historical and theoretical Ceramics contexts relevant to Workshop projects LO4 | Demonstrates an exceptional and comprehensive understanding of the theoretical and historical underpinnings of the practices of the artists in question. Highly convincing arguments are consistently supported by evidence from academic sources. | Demonstrates a superior understanding of the theoretical and historical underpinnings of the practices of the artists in question. Convincing arguments are consistently supported by evidence from academic sources.
| Demonstrates a good quality of understanding of the theoretical and historical underpinnings of the practices of the artists in question. Convincing arguments are generally supported by evidence from academic sources.
| Satisfactory understanding of the theoretical and historical underpinnings of the practices of the artists in question. Arguments are sometimes supported by evidence from academic sources.
| Insufficient evidence of contextual, historical, or theoretical knowledge. |
Assessment Task 2
Learning Outcomes: 1,2,3,4
Set Theory: Studio Practice
The studio project ‘Set Theory’ introduces students to the technique of wheel throwing for creating vessel forms, fundamental ceramic technology and engages students in the design of and concepts behind contemporary and historical sets of ceramic objects.
Rubric
| COURSE MARKING CRITERIA | HD | D | C | P | F |
|---|---|---|---|---|---|
Utilise skills relevant to Ceramics in response to Workshop projects LO1 | Foundational ceramic skills and use of ceramic tools and equipment developed to an outstanding level. Wheel throwing, finishing and decorating demonstrated to an exceptionally high standard. | Foundational ceramic skills and use of ceramic tools and equipment developed to a superior level. Wheel throwing, finishing and decorating demonstrated to a high standard.
| Foundational ceramic skills and use of ceramic tools and equipment developed to a level of good quality. Successful wheel throwing, finishing and decorating are consistently demonstrated. | Foundational ceramic skills and use of ceramic tools and equipment developed to a basic level. Wheel throwing, finishing and decorating are demonstrated with satisfactory success. | Foundational ceramic skills and use of ceramic tools and equipment are insufficiently developed. Wheel throwing, finishing and decorating are incomplete or not demonstrated. |
Explore Ceramic materials used in Workshop projects LO2 | Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials to achieve exceptional project results.
| Consistently demonstrates curiosity in exploring and using ceramic materials to achieve superior project results. | Regularly demonstrates curiosity in exploring and using ceramic materials to achieve above average project results of good quality. | Satisfactorily demonstrates curiosity in exploring and using ceramic materials to achieve basic project results. | Insufficient exploration of ceramic materials evidenced in project works. |
Recognise relationships between concept and process in Ceramics LO3 | Studio work clearly and thoughtfully expresses concept through form, surface, material and process to an exceptional level. | Studio work clearly and thoughtfully expresses concept through form, surface, material and process to a superior level. | Studio work expresses concept through form, surface, material and process to a level of good quality.
| Studio work expresses satisfactory conceptual content in relationship to ceramic process. | No evidence of conceptual content in studio work.
|
Identify historical and theoretical Ceramics contexts relevant to Workshop projects LO4 | Project integrates a highly developed contextual, historical, and theoretical understanding of the field to an exceptional level. | Project integrates a strong contextual, historical, and theoretical understanding of the field to a superior level. | Project integrates a good quality of contextual, historical, and theoretical understanding of the field.
| Work evidences satisfactory analysis of contextual, historical, or theoretical knowledge applied to the project. | Insufficient evidence of contextual, historical, or theoretical knowledge in project work. |
Assessment Task 3
Learning Outcomes: 1,2,3,4
Contain: Connect, Studio Practice
In this substantial project students will develop a series of predominantly wheel-formed works that explore form and surfaces that conceptually respond to the theme ‘Contain: Connect’. Students are asked to conceive, research and undertake a practice-led project with a clear direction that explores the theme. A Digital catalogue will be submitted outlining the project.
Rubric
| COURSE MARKING CRITERIA | HD | D | C | P | F |
|---|---|---|---|---|---|
Utilise skills relevant to Ceramics in response to Workshop projects LO1 | Foundational ceramic skills and use of ceramic tools and equipment developed to an outstanding level. Wheel throwing, finishing and decorating demonstrated to an exceptionally high standard. | Foundational ceramic skills and use of ceramic tools and equipment developed to a superior level. Wheel throwing, finishing and decorating demonstrated to a high standard. | Foundational ceramic skills and use of ceramic tools and equipment developed to a level of good quality. Successful wheel throwing, finishing and decorating are consistently | Foundational ceramic skills and use of ceramic tools and equipment developed to a basic level. Wheel throwing, finishing and decorating are demonstrated with satisfactory success. | Foundational ceramic skills and use of ceramic tools and equipment are insufficiently developed. Wheel throwing, finishing and decorating are incomplete or not demonstrated. |
Explore Ceramic materials used in Workshop projects LO2 | Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials and technology to achieve exceptional project results. | Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials and technology to achieve superior project results. | Methodically and experimentally demonstrates curiosity in exploring and testing ceramic materials and technology to achieve good quality project results. | Demonstrates satisfactory exploration and testing of ceramic materials and technology. | Insufficient exploration of ceramic materials and technology evidenced in project works. |
Recognise relationships between concept and process in Ceramics LO3 | Studio work clearly and thoughtfully responds to the theme Contain: Connect through form, surface, material and process to an exceptional level. Digital Catalogue insightfully communicates the relationship between concept and process to an exceptional level. | Studio work clearly and thoughtfully responds to the theme Contain: Connect through form, surface, material and process to a superior level. Digital Catalogue insightfully communicates the relationship between concept and process to a superior level. | Studio work responds to the theme Contain: Connect through form, surface, material and process to a very good level. Digital Catalogue communicates clearly the relationship between concept and process to a level of good quality.
| Studio work responds to the theme Contain: Connect through form, surface, material and process to a satisfactory level. Digital Catalogue communicates a satisfactory relationship between concept and process. | Knowledge of relationships is not evidenced and completed in project work or in the Digital Catalogue. |
Identify historical and theoretical Ceramics contexts relevant to Workshop projects LO4 | Project integrates a highly developed and exceptional contextual, historical, and theoretical understanding of the field. Digital catalogue is effectively supported by highly relevant academic resources. | Project integrates a strong contextual, historical, and theoretical understanding of the field to a superior level. Digital catalogue is effectively supported by relevant academic resources. | Project integrates a good quality of contextual, historical, and theoretical understanding of the field. Digital catalogue is supported by relevant academic resources. | Work evidences some analysis of contextual, historical, or theoretical knowledge applied to the project and documented in the Digital Catalogue to a satisfactory level. | Insufficient evidence of contextual, historical, or theoretical knowledge in project work or Digital Catalogue. |
Assessment Task 4
Learning Outcomes: 1,2,3,4
Visual Journal and Critical Reflection
A Visual Journal developed during the course documenting your research, study progression, development of your ideas, course participation and set readings. It will include a critical reflection of 500w on your final project.
Rubric
| COURSE MARKING CRITERIA | HD | D | CR | P | F |
|---|---|---|---|---|---|
Utilise skills relevant to Ceramics in response to Workshop projects LO1 | Comprehensively documents development of ceramic skills, including technical information and use of ceramic equipment. Exceptional evidence of progression through consistent sketching, documentation and self-evaluation. Critical reflection relates project skills to an exceptional level. | Comprehensively documents development of ceramic skills, including technical information and use of ceramic equipment to a superior level. Strong evidence of progression through consistent sketching, documentation and self-evaluation.
| Documents development of ceramic skills, including technical information and use of ceramic equipment to a level of good quality. Strong evidence of progression through consistent sketching, documentation, and self-evaluation. | Satisfactory documentation of development of ceramic skills, including technical information and use of ceramic equipment. Adequate evidence of progression through consistent sketching, documentation, and self-evaluation.
| Little or no documentation of development of ceramic skills, including technical information and use of ceramic equipment. Limited or no evidence of progression through consistent sketching, documentation, and self-evaluation. |
Explore Ceramic materials used in Workshop projects LO2 | Comprehensively and insightfully documents material exploration and testing including clay, surface materials and glaze to an exceptional level. | Comprehensively documents material exploration and testing including clay, surface materials and glaze to a superior level.
| Documents material exploration and testing including clay, surface materials and glaze to a level of good quality.
| Satisfactorily documents material exploration and testing including clay, surface materials and glaze. | Insufficient documentation of exploration of ceramic materials. |
Recognise relationships between concept and process in Ceramics LO3 | The relationship between concept and process is imaginatively explored through research, writing, and sketching to an exceptional level. Exceptionally strong evidence of iterative ideation through sketching, documentation, and consistent critical reflection. | The relationship between concept and process is explored through research, writing, and sketching to a superior level. Strong evidence of iterative ideation through sketching, documentation, and consistent critical reflection. | The relationship between concept and process is explored to a level of good quality through research, writing, and sketching. Good evidence of iterative ideation through sketching, documentation, and critical reflection. | The relationship between concept and process is explored in a satisfactory way through research, writing, and sketching. Some evidence of iterative ideation through sketching, documentation reflection. | Knowledge of relationships is not evidenced in documentation. Insufficient sketching, research, and reflection. |
Identify historical and theoretical Ceramics contexts relevant to Workshop projects LO4 | Makes exceptionally relevant reference to other artists and other academic research. Strong evidence of contextual, historical, and theoretical research, consistently and astutely linked to student’s own studio practice and critical reflection. | Makes superior reference to other artists and other academic research relevant to the project. Strong evidence of contextual, historical, and theoretical research, consistently linked to student’s own studio practice and critical reflection. | Refers to other artists and other academic research. Evidence of contextual, historical, and theoretical research, with links to student’s own studio practice and critical reflection to a level of good quality. | Satisfactory reference to other artists or other academic research. Satisfactory evidence of contextual, historical, and theoretical research in student’s own studio practice and critical reflection. | No evidence of research on either other artists or other academic research. |
Academic Integrity
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
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) 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
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. 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
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.
Returning Assignments
Work submitted for 'in class' assessment should be collected at the end of the assessment.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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.
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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents all ANU students
Convener
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Dr Rebecca Mayo
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Instructor
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Cathy Franzi
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