ceramics curriculum standard - nbccd.ca · digital media fashion design textile design ... diploma...

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ABORIGINAL VISUAL ARTS*

CERAMICS

DIGITAL MEDIA

FASHION DESIGN

TEXTILE DESIGN

PHOTOGRAPHY

JEWELLERY/METAL ARTS

GRAPHIC DESIGN

DIPLOMA | 6 TERMS

DIPLOMA | 6 TERMS

DIPLOMA | 6 TERMS 3 STREAMS

3D/VIRTUAL REALITY | AUDIO/VISUAL | WEB DESIGN

DIPLOMA | 6 TERMS

DIPLOMA | 6 TERMS

DIPLOMA | 4 TERMS

DIPLOMA | 6 TERMS

DIPLOMA | 6 TERMS3 STREAMS

MACHINE KNITTING | SURFACE DESIGN | WEAVING

The BACHELOR OF APPLIED ARTS (BAA) is a four year degree where students complete two years at the UNIVERSITY OF NEW BRUNSWICK and two years at NBCCD. They are able to start at either institution, study continuously at one and then the other, or choose to alternate each year.

DEGREE PATHWAYS

ADVANCED STUDIO PRACTICE

DIPLOMA graduates (or applicants who exhib-it experience and qualifications equivalent to the NBCCD Diploma’s requirements) can focus on the entrepreneurial or career development aspect of their studio practice in ADVANCED STUDIO PRACTICE.

CERTIFICATE | 3 TERMS | 1 YEAR

Graduates of FOUNDATION VISUAL ARTS (or Direct Entry applicants who have demonstrated experience and qualifications in art, craft and design) enter a specific program here.

DIPLOMAS

FOUNDATION VISUAL ARTS

Applicants who are beginners in the field of art, craft and design enter here.

CERTIFICATE | 3 TERMS | 1 YEAR

DIPLOMA | 4 - 6 TERMS | 2 YEARS

KELSEY ROBICHAUD | COLLEGE LIBRARY

NBCCD offers a variety of pathways for students to achieve their educational goals.

NBCCD PROGRAM PATHWAY

PREFACEThe New Brunswick College of Craft and Design (NBCCD) fosters a learner-centered environment that puts the student at the heart of the educational experience.

NBCCD’s officially approved document, the Curriculum Standard, details specific learning out-comes necessary for a student to be certified. It also assures uniformity of the delivery of a program’s content.

The Curriculum Standard is an introduction to the program which includes the program’s critical performance, a program description, program learning outcomes, and the program’s potential career opportunities. This is followed by informa-tion on duration, credits, admission requirements, advanced placement, certification, articulations, and prior learning assessment and recognition. This document also contains a program delivery sequence and the course profiles with specific course learning outcomes and grading basis.

In addition, the Curriculum Standard is used as a tool for revision and evaluation of the program and for the promotion of transfer agreements with other post-secondary institutions.

NBCCD welcomes all comments and inquiries re-garding the implementation of this program and the use of this document. Please forward any requests or suggestions to the attention of:

Ellen Woolaver, Interim Academic Dean New Brunswick College of Craft and Design 457 Queen Street, PO Box 6000Fredericton, New Brunswick, E3B [email protected] | 506 453-5997

General Inquiries: [email protected]

SHINAID MCGILLIVRAY | SKETCHBOOK | PRODUCTION

PROGRAM INFORMATIONPROGRAM DESCRIPTION

Ceramics is a two-year studio-based Diploma program that introduces students to activities that cover a broad range of ceramic practice and can be completed in six semesters of study. Students explore clay, glazes and firing methods through working with low and high-fire materials and using gas and electric kilns. The program focuses primarily on studio production, critical discourse and self-reflection yet also permits ample time for experimentation including 3D computer-assisted design. As students progress, they learn to create clay bodies, calculate glazes using computer soft-ware and make plaster molds. In addition, students experiment with functional and sculptural forms while developing a personal aesthetic.

Through applied research, critical discourse and self-reflection, students engage in experimentation and creative problem solving. They learn about written and visual communications for artists and entrepreneurs, art history, drawing and 2D/3D design. Students create a portfolio that celebrates the power of the imagination and can be used to launch their careers in ceramics.

AREAS OF STUDY

» Ceramic History » Throwing and Handbuilding » Ceramic Science » Designing for Production » Wholesale and Retail Marketing » Firing Methods (Gas, Raku, and Electric Kilns)

PROGRAM CRITICAL PERFORMANCE

By the end of this program, students will have demonstrated the ability to create a personal body of work representing technical skill, aesthetic sensi-tivity and cultural awareness, and have the capacity to work within the creative economy.

ANASTHASIA MORE | BALL-JOINTED DOLL | MOULD MAKING AND SLIP CASTING

CERTIFICATIONStudents receive a Diploma in Fine Craft in Ceramics after successfully completing the approved curriculum.

CREDITS

96

ADMISSION REQUIREMENTS

An official Transcript of Marks indicating a:

» Certificate in Foundation Visual Arts (FVA) from NBCCD;

» OR* One year of post-secondary education or

equivalent experience; AND* A portfolio submissionReview of the above may lead to a personal interview

CAREER POSSIBILITIES With an entrepreneurial focus, this program prepares students to establish their own small business, be employed or continue in the Advanced Studio Practice Program at NBCCD or at other leading institutions in Canada and beyond.

Professional opportunities upon graduation include: » Contemporary Studio Potter » Ceramic Designer » Artisan, Craftsperson or Other Visual Artist » Entrepreneur/Business Owner

PROGRAM LEARNING OUTCOMESFollowing the successful completion of this program, students will be able to:

» Create work that combines a broad understanding of aesthetic principles with a high level of technical expertise.

» Integrate contemporary, traditional and transfor-mative methodologies into studio practice.

» Collaborate on creative projects, events and activ-ities with others that encourage critical discourse and contribute to positive work environments.

» Engage in real-world experiences that inform the development of entrepreneurial and business skills to ensure readiness for self-employment.

» Participate in dialogue and practices that reflect an acknowledgement of the impact historical and contemporary culture has on social responsibility.

» Employ effective strategies in the management and documentation of information and projects.

» Work within an environment that meets health and safety requirements, in order to mitigate hazards and risk to self and others.

SPRING 2 CODE TITLE CREDITS NOMINAL

HOURSSCHEDULED HOURS

REQUISITES

INST 3902* Senior Practicum 6 180 0 NoneINST 3903* Senior Project 6 180 90 None

Total credits: 6

WINTER 2 CODE TITLE CREDITS NOMINAL


REQUISITES

CERA 3912 Designing Large Ceramic Forms 6 180 90 CERA 2911CERA 3913 Off-Wheel Design 6 180 90 CERA 3910CERA 3914 Surface Decoration: Advanced Applications 3 90 45 CERA 2913AVVA 3908* Designing Bodies 3 90 45 NoneDRAW 3000* Painting in Acrylics 3 90 45 NoneDRAW 3001* Imagery, Sources and Development 3 90 45 NoneCADD 3001* Computer Aided Design: Ceramics 2 3 90 45 CADD 2001DSGN 3916* Book Art Design 3 90 45 NoneENTR 3921 Marketing and Online Promotion: Craft 3 90 45 ENTR 3920

*Pick one Elective for 3 Elective Credits Total credits: 21

FALL 1 CODE TITLE CREDITS NOMINAL


REQUISITES

CERA 2908 Throwing and Firing 12 360 180 NoneCERA 2909 Surface Decoration: Ceramic Materials 3 90 45 NoneCADD 2001 Computer-Aided Design: Ceramics 1 1.5 45 45 NoneCERA 2915 Mould Making and Slip Casting 1.5 45 45 NoneDRAW 2900* Directions in Drawing: Traditional and Contemporary 3 90 45 NoneDRAW 2901* Life Drawing: Structure and Form 3 90 45 NoneDRAW 2902* Watercolour: Exploring Water-Based Materials 3 90 45 NoneDRAW 2904* Drawing: Time and Narrative 3 90 45 None

*Pick one Elective for 3 Elective Credits Total credits: 21

WINTER 1 CODE TITLE CREDITS NOMINAL


REQUISITES

CERA 2911 Throwing Complex Forms 6 180 90 CERA 2908

CERA 2913 Ceramic Science 6 180 90 CERA 2909CERA 2912 Surface Decoration: Tiles 3 90 45 NoneHIST 2903 Ceramic History and Materials Exploration: Prehistory to 1900 3 90 45 NoneENTR 2001 The Business of Craft: Practices and Opportunities 3 90 45 None

Total credits: 21

DELIVERY SEQUENCE: YEAR 1

FALL 2 CODE TITLE CREDITS NOMINAL


REQUISITES

CERA 3909 Production: Developing a Line 6 180 90 CERA 2914CERA 3910 Teapots and Altered Vessels 6 180 90 CERA 2914CERA 3911 Raku and Sculpture 3 90 45 CERA 2911HIST 3900 Ceramic History and Materials Exploration: 1900 to the Present 3 90 45 NoneENTR 3920 The Business of Craft: Marketing and Sales 3 90 45 ENTR 2001

Total credits: 21

DELIVERY SEQUENCE: YEAR 2

ARCASSA HONE | THROWING ON THE WHEEL

SPRING 1 CODE TITLE CREDITS NOMINAL


REQUISITES

CERA 2914 Production Studio 6 180 90 CERA 2911

Total credits: 6

COURSE PROFILES: FALL 1

COURSE PROFILES

ASSESSMENT PLAN ASSIGNMENTS VALUESelf-Directed Throwing 0%Small Bowls 15%Cylindrical Forms 20%Modified Cylinders 20%Small Platters 20%Glazing 5%Notebook/Sketchbook 15%Professional Practice 5%Total 100%

COURSE DESCRIPTION

In this course, students learn the characteristics, for-mulation and mixing of clay bodies, as well as basic throwing and kiln firing. They then produce bowls, cylinders and plates and quickly move to developing larger functional forms, including those with multiple components. Through group critiques, evolving person-al analyses and teamwork, students expand their range of ceramic skills involved in studio-production work. COURSE CRITICAL PERFORMANCE

By the end of this course, students will have demon-strated the ability to produce basic ceramic vessels while applying safe studio practices.

COURSE LEARNING OUTCOMESUpon the successful completion of this course, students will have demonstrated the ability to:

1. Produce technically sound utilitarian ceramic forms that are thrown and trimmed on the electric wheel.

2. Utilize a range of equipment and machinery to mix clay bodies and glazes.

3. Exhibit effective studio resource management and personal time management strategies.

4. Select a specific clay type for personal use by analyzing clay body formulations through mixing and experimentation.

5. Modify clay vessels by expanding throwing skills to include altered, additive and non-thrown elements.

6. Actively engage in interactive group critiques ana-lyzing their work and the work of others, in aesthetic, technical and economic terms.

7. Work in a collaborative team environment to fire and control gas kilns, using different approaches.

8. Competently and independently fire electric bisque and glaze kilns.

COURSE CODE/TITLEREQUISITES

NOMINAL/SCHEDULED HOURSCREDITS

CERA 2908 Throwing and Firing

None

360/180

12

BISQUEWARE | STUDIO LIFE

COURSE PROFILES: FALL 1 COURSE PROFILES: FALL 1

ASSESSMENT PLAN ASSIGNMENTS VALUE

Modelling 25%Rendered Image 10%NBCCD Product 20%Sculpted Model 10%Advanced Model 15%Final Project 20%Total 100%

COURSE DESCRIPTION

In this course, students learn the properties of clay, slip, engobe, oxides and glazes by exploring decorative motif development. They engage in basic testing meth-odology and adhere to the stringent safety guidelines used in the field. Through demonstration, practice and personal projects, students develop solid record-keeping procedures and begin developing interesting ceramic surfaces.

COURSE CRITICAL PERFORMANCE

By the end of this course, students will have demon-strated the ability to decorate and fire pots safely using a range of techniques.


1. Critically analyze and compare the characteristics of various ceramic materials.

2. Explore traditional and contemporary methods of ceramic surface decoration.

3. Display a systematic work process through docu-menting and organizing clay/glaze tests and develop-ing an effective method to record results.

4. Develop an expanded understanding of glaze, underglaze and slip decoration with respect to ceramic surfaces.

5. Maintain a safe working environment when working with ceramic materials and processes.

CERA 2909 Surface Decoration: Ceramic Materials

None

90/45

3

COURSE DESCRIPTION

In this course, students visualize, render and produce models using computer-aided design software and 3D printing technologies. Working in a virtual space, they focus on developing basic-technical skills to create proj-ects that are then realized in a physical form. Students gain an appreciation of the advantages and limitations of these technologies for further studio development.


By the end of this course, students will have demon-strated the ability to create digital files that can be printed into 3D models.


1. Use the basic processes of computer-aided soft-ware to create digital files of simple virtual objects that are individually designed and can be prototyped by 3D printing technologies.

2. Import designs/sketches as templates by setting up real-world measurements and work spaces, using modeling tools, points, curves, surfaces and solids in virtual 3D space.

3. Maintain an efficient and organized work flow in the development of their digital files.

4. Communicate effectively in verbal and written forms using appropriate and relevant terminology in discussions and learning activities related to comput-er-aided design.

5. Engage in a self-reflective process to assess the advantages and limitations of various computer technologies in their studio practice.

CADD 2001 Computer-Aided Design: Ceramics

None

45/45

1.5

ASSESSMENT PLAN ASSIGNMENTS VALUEMotif Development 15%Slip Trailing, Marbling, Texture and Hakame 5%Vitreous, Crackle and Flashing Slips 5%Clay Tests: Shrinkage Bars and Absorption Tests 5%Glaze Testing 30%Records and Organization 10%

Written Test 15%

Professional Practice 15%Total 100%






COURSE DESCRIPTION

In this course, students are introduced to basic plaster mould-making skills. Using a master model, they learn how to how to create the proper number of pieces for the mould. Students begin with a one-piece mould and advance to a three-piece mould. They learn how to create pieces using slip casting while working with attachments.


By the end of this course, students will have demon-strated the ability to create plaster moulds from a master for the purpose of slip casting ceramic ware.


1. Design and construct a master suitable for creat-ing a plaster mould.

2. Anticipate forms that are best suited to the pro-duction of plaster moulds.

3. Produce multi-part plaster moulds.

4. Create slip casting clay and actively participate in the pouring process.

5. Imagine the possibilities of mould making and slip casting in a ceramic production studio.

6. Construct, decorate, glaze and fire slip-cast pieces with creativity and imagination.



CERA 2915 Mould Making and Slip Casting

None

45/45

1.5

COURSE DESCRIPTION

In this course, students expand their observational and drawing skills. Initially, they engage with traditional principles of spatial and compositional organization and then explore a variety of material-based ap-proaches to expressive drawing. In addition, through self-directed projects aligned with their personal tastes, students discover new interpretations by examining work of significant contemporary artists.

COURSE CRITICAL PERFORMANCEBy the end of the course, students will have demon-strated the ability to produce drawings that are per-sonally relevant and are informed by traditional and contemporary approaches.


1. Produce drawings that show thoughtful interpre-tations through the selection and use of a variety of formal elements, principles, strategies and material applications to represent subjects and create spatial relationships.

2. Engage with traditional representations of space in drawings through the use of perspective and related systems of visual analysis.

3. Integrate a variety of mark-making qualities and materials, including mixed media, into drawings.

4. Create drawings that effectively showcase exper-imentation with some contemporary approaches to drawing, especially through varied pictorial depictions and abstractions.

5. Communicate effectively in critique discussions and in the presentation of concepts related to their own work and the work of others.

DRAW 2900 Directions in Drawing:

Structure and Form

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUEOverlay Contour Drawing 10%Three Small Landscape or Nature Studies 15%Oriental Brush Nature Study 10%Perspective of Corridor or Interior 15%Local Colour Mixed-Media 5%Dissect a Natural Object 10%Realism to Expressive/Abstract 10%Final Project 25%Total 100%

ASSESSMENT PLAN ASSIGNMENTS VALUETBA TBATotal 100%

DENISE MACLEAN | COLLECTION

COURSE CODE/TITLE

REQUISITESNOMINAL/SCHEDULED HOURS

CREDITS

COURSE PROFILES: FALL 1JOANNA RICHARDSON | CERAMIC SCIENCE

COURSE DESCRIPTION

In this course, students enhance their capacity to see, interpret and draw the complex 3D form of the body. They develop their ability to draw the life model with attention to proportions, shape and general anatomy. Students increase their facility with essential strategies such as gesture, massing, mapping and sighting as applied to figure drawing. In addition, they learn to be expressive and intentional when depicting the human form.

COURSE CRITICAL PERFORMANCEBy the end of the course, students will have demon-strated the ability to convincingly depict the human form.


1. Choose drawing strategies that can express space, form and depth in a drawing, especially of the life model.

2. Produce drawings of the life model that reflect the ability to analyze and represent the structure and form of the human figure.

3. Engage in the process of life drawing attending to perceptual and aesthetic concerns in the drawing process.

4. Experiment with a variety of materials in making a life drawing.

5. Critique figure drawings using the appropriate terminology and reflecting an understanding of concepts such as proportion, structure or form, use of value, general anatomy and aesthetics.

6. Develop a work process that includes effective self-management skills (e.g. communication, workload and timely completion of course work).

DRAW 2901 Life Drawing:

Structure and Form

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUEKey Strategies in Beginning Drawing 25%Employing Key Drawing Strategies 15%Individual Critique Mid-Term 5%Major Forms of the Body 30%Employing Structural Knowledge in Drawing 20%Individual Evaluations 5%Total 100%

COURSE CODE/TITLE


CREDITS


COURSE DESCRIPTION

In this course, students communicate relevant ideas through the production of drawings in traditional and new media. While exploring these various materials, techniques and styles, they examine basic visual prin-ciples and abstract concepts. With an emphasis on conveying narrative information, their assignments focus on the expression and development of personal imagery.


By the end of this course, students will have demon-strated the ability to express concepts through the application of drawing processes and principles.


1. Effectively use a variety of basic drawing and painting materials to produce drawings that demon-strate aesthetic awareness and progressive skill development.

2. Creatively use visual problem-solving skills when generating artwork that reflect personal expression and narrative information.

3. Communicate effectively through the visual concepts and graphic representations in their work.

4. Develop a personal work process that includes effective self-reflection and self-management skills (e.g. communication, workload, meeting deadlines).

5. Contribute to group critiques and class discussions.

DRAW 2904 Drawing: Time and Narrative

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUETime Lapse 10%Expanding the Narrative: Reportage 10%Words as Triggers: The List 10%Drawing from Film 10%Diorama 15%Drawing and Time 20%Critique: Reflection 10%Class Drawings 15%Total 100%

COURSE DESCRIPTION

In this course, students make paintings, largely from observation, using the traditional techniques of wa-tercolour, gouache and inks. They become familiar with the properties of various materials and tools and the methods of handling them. In addition, students engage in painting exercises that address issues of colour and formal relationships in visual art with an emphasis on stylistic concerns. They also experiment with mixed-media collage and various other directions.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to create painted images using water-based materials with confidence and familiarity.


1. Apply a variety of techniques in water-based painting.

2. Utilize formal elements and principles of visual art in colour when painting observed or non-observed subjects.

3. Explore a number of experimental processes, including mixed-media collage.

4. Communicate effectively in critique discussions and in the presentation of visual concepts related to their own work and that of others.

5. Refine a work process that includes effective self-management skills (e.g. communication, workload and the development and completion of independent creative projects).

DRAW 2902 Watercolour:

Exploring Water-Based Materials

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUETwo Colour Tonal Watercolour 10%Warm and Cool Watercolour 10%Complements Watercolour 10%Form in Space Watercolour 10%Atmosphere Still Life 10%Collage: Mixed-Media Explorations 30%Final Project and Critique 20%Total 100%

COURSE CODE/TITLE


CREDITS



COURSE PROFILES: WINTER 1SHINAID MCGILLIVRAY | GLAZING | DESIGNING LARGE CERAMIC FORMS

SHINAID MCGILLIVRAY | CARVING | RAKU AND SCULPTURE

COURSE DESCRIPTION

In this course, students expand their technical abilities by focusing on the relationship between complex technical skills such as design, form, decoration and attachments. In addition, they develop personal im-agery and an individual aesthetic with an awareness of both the limitations and potentials of a number of ceramic processes. Group critiques, personal evalua-tions and written analyses lead toward a higher degree of independence.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to safely use a full range of studio equipment and appropriate techniques with an aware-ness of both the limitations and potentials of each process.


1. Build a wide range of complex ceramic forms including altered, carved and constructed forms with non-thrown elements.

2. Apply research regarding the technical and aesthetic properties of historical and contemporary functional ceramics to their production.

3. Perceive the complex interrelationships between glaze materials and firing processes in relation to form, surfaces and function.

4. Develop a work process that reflects effective resource management for constructing and organizing their work (e.g. time, workload, information and other resources) in a safe studio environment.

5. Explore the effects of different clay bodies and glazes in relation to ceramic form and function.

CERA 2911 Throwing Complex Forms

CERA 2908

180/90

6

ASSESSMENT PLAN ASSIGNMENTS VALUEThree Bowls and Two Large Covered Forms 15%Twelve Altered Forms 15%Large Platters and Three Lamp Bases 15%Tea Pots 20%Twelve Forms 10%Notebook/Sketchbook 20%Professional Practice 5%Total 100%



COURSE PROFILES: WINTER 1 COURSE PROFILES: WINTER 1

COURSE DESCRIPTION

In this course, students are introduced to ceramic decoration techniques such as relief, sgraffito, slipwork, transfer printing, stains and underglazes that transform images and ideas onto ceramic tiles. Through the vari-ous stages of the process, they produce tiles and murals using historical motifs from around the world and their own personal imagery.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to apply decorative techniques to ceramic tiles and to other ceramic surfaces.


1. Produce consistent flat hand-made tiles using appropriate methods.

2. Compare the differences between two clay bodies and the effects these differences make on decorating techniques.

3. Utilize a wide range of decorative techniques and imagery.

4. Maintain a safe working environment specific to ceramic materials and processes.

5. Develop a work process that reflects effective re-source management (e.g. time, workload, information and other resources).

6. Critically analyze a variety of applications and situations in order to solve problems related to the creation of projects.

CERA 2912 Surface Decoration: Tiles

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUERelief: Sgraffito Tiles 30%Transfer Printing: Slipwork Tiles 25%Overglaze Decoration 20%Individual Tile Project 25%Total 100%

COURSE DESCRIPTION

In this course, students gain control of ceramic process-es by exploring the characteristics of glaze materials. Using testing and record-keeping methodologies, they learn to identify technical problems and eliminate them through experimentation. Students formulate original glazes and study the science behind combustion, kiln operation and firing cycles. In addition, they examine studio setup issues and various equipment choices.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to create and apply advanced origi-nal glaze methodologies.


1. Identify the characteristics of common colouring oxides and the effects of different fluxes on glaze colour and texture.

2. Adapt glazes to suit various firing ranges appropri-ate to specific needs or to rectify common glaze flaws.

3. Test specialized glazes and decorating materials to develop complex blends that achieve specific colour and textural results.

4. Develop a practical understanding of electric and gas kilns using different approaches, in order to develop an understanding of how these affect glaze outcomes.

5. Utilize the appropriate studio equipment and materials required to create the intended result.

CERA 2913 Ceramic Science

CERA 2909

180/90

6

ASSESSMENT PLAN ASSIGNMENTS VALUESlips 5%Ten New Glazes 5%Flux Substitutions 10%Val Barry Line Blend 10%Calculation Lab and Tests 5%Glaze Alterations 10%Studio Design and Equipment 5%Glaze Project 15%Records and Organization 10%Test 10%Professional Practice 15%Total 100%





COURSE PROFILES: WINTER 1

COURTNEY JOHNSON | PAINTED TILE | SURFACE DECORATION: TILES

COURSE DESCRIPTION

In this course, students explore the potential for developing personal work by using the rich backdrop of ceramic history as inspiration. Through a series of videos and slide lectures, students examine the place of ceramics in the cultural history of humanity from 1900 to the present. They are encouraged to make connec-tions between the fine arts, other craft disciplines and their own work in clay and to realize these connections in guided practical projects. Students accumulate an image bank drawn from historical and contemporary art and craft images in all media.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have both demonstrated the ability to analyze critical turning points in the history of ceramics and to adapt histori-cal concepts into personal inspiration.


1. Compare the characteristics of ceramic art from prehistory to 1900, in terms of visual, physical and technical aspects.

2. Describe how politics, ritual, ceremony and power have driven creativity, forms, imagery and ceramic art economic structures in a given period.

3. Assess the technical or aesthetic influences dif-ferent periods or cultures have had on one another through ethical, philosophical, religious or economic contact.

4. Construct a sketchbook containing notes, an image bank and an inventory of ideas as well as decorative and other techniques relating to their own quest for a personal style.

5. Participate in critical analysis on an individual and group basis.

HIST 2903 Ceramic History and Materials

Exploration: Prehistory to 1900

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUEProject Development 35%Project Glazing, Decorating, Firing, and Finishing 25%Sketchbook 25%Professional Practice 15%Total 100%

COURSE CODE/TITLE


CREDITS

COURSE PROFILES: SPRING 1COURSE PROFILES: WINTER 1

COURSE DESCRIPTION

In this course, students focus on the repetitive throwing skills, mould-making and 3D digital applications ap-propriate to production pottery by establishing efficient and organized work processes. Through a series of as-signments, they replicate vessels with attention to form, weight and finish with an evolution of a personal style. In addition, students engage in a reflective analytical design process through a real-life client exchange.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to produce a limited production line carried out to marketplace standards in terms of technique, design, finish and function.


1. Apply production standards and practice to the creation of functional ceramics appropriate to the economic restraints of both individual clients and the marketplace in general.

2. Utilize an analytical approach to the development of production ceramics by keeping accurate process records.

3. Exhibit a critical awareness of the relevance of materials, proportions, forms, measurements, surface details and finish in the development of a personal style.

4. Demonstrate a basic understanding of mould-making and the potential for 3D digital applications.

5. Develop a work process that reflects effective studio management covering workload, timelines, the safe use of resources, as well as personal and profes-sional growth.

CERA 2914 Production Studio

CERA 2911

180/90

6

ASSESSMENT PLAN ASSIGNMENTS VALUEFifteen Replica Bowls 15%Twenty Original Bowls 30%Fifteen Mugs: Variations of Prototype 20%Twenty Identical Mugs 20%Notebook/Sketchbook 10%Professional Practice 5%Total 100%

COURSE DESCRIPTION

In this course, students learn essential concepts and principles of business including pricing, profit, over-head costs and simple bookkeeping. They photograph-ically document their work and produce introductory marketing materials and a business plan. Students are introduced to grant and/or scholarship applications. This course provides them with the basic elements of entrepreneurship as they relate to the retail and whole-sale market.


By the end of this course, students will have demon-strated the ability to carry out essential business practic-es as they relate to a retail and wholesale market.


1. Identify the profitability of their production line by keeping track of income and expenses and calcu-lating the cost of goods sold to evaluate the appropri-ateness of their line for retail markets.

2. Utilize simple bookkeeping tasks and understand cash flow and HST.

3. Choose appropriate business tools in determining wholesale, retail and consignment pricing and studio specific overhead costs while maintaining basic book-keeping practices.

4. Formulate a basic business plan that is relevant to a studio practice that includes grant and loan applications.

5. Critique the various aspects of business practices in relationship to a personal business card, artist statement and business plan.

6. Create a personal portfolio utilizing digital technology.

ENTR 2001 The Business of Craft:

Practices and Opportunities

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUEPersonal Cash Flow Actual/Budget Cash Flow Forecast 20%Cost of Doing Business 20%Take Home Quiz 10%Booth Evaluations 5%Holiday Craft Show 20%Business Communication/Marketing tools 10%

Final Documentation of Work and File Storage 15%Total 100%

COURSE CODE/TITLE


CREDITS




COURSE DESCRIPTION

In this course, students produce a coherent body of functional production work compatible with the retail marketplace. They research related ceramic processes and begin to develop a unique personal voice. Through extensive critiques and discussions on production issues and pricing, students engage in a practical, real-life retail experience.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to achieve a standard of design and craftsmanship suitable for the retail market.


1. Identify, design and produce viable production ce-ramic work for the retail market that sustains aesthetic integrity.

2. Analyze pricing, display and marketing opportunities.

3. Alter process and product to meet retail demands while retaining their artistic and aesthetic ideals.

4. Utilize stylistic form and surface characteristics that constitute original personal expression through experimentation in ceramic decoration.

5. Perform construction, decorating, glazing and firing processes.

6. Participate with their peers in a craft sale, contrib-uting their own completed production line.

CERA 3909 Production: Developing a Line

CERA 2914

180/90

6

ASSESSMENT PLAN ASSIGNMENTS VALUEResearch, Experimentation and Growth 25%Glazing, Decorating, Firing and Finishing 25%Design 35%Professional Practice 15%Total 100%

CHASE PLOURDE | DECAL PLATTER | SURFACE DECORATION: ADVANCED APPLICATIONS




COURSE DESCRIPTION

In this course, students design complex vessels with reference to, but not limited by, functionality. They develop a high level of skill while paying close attention to form, surface and aesthetics. Students also learn a structured and organized approach to the joining of multi-part forms involving thrown, extruded and hand-built elements.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to design and execute complex ceramic forms.


1. Develop the organizational skills necessary to making complex forms, while addressing inherent technical issues such as kiln schedules and record keeping.

2. Identify the aesthetic, technical and design issues implicit to the construction of complex ceramic forms.

3. Display originality and artistic growth through experimentation and an increased sensitivity to materials.

4. Exhibit a significant advancement in the pro-duction of complex forms that are complemented by appropriate surface treatments.

5. Perform construction, decorating, glazing and fir-ing processes that result in a consumer-ready product.

CERA 3910 Teapots and Altered Vessels

CERA 2914

180/90

6

ASSESSMENT PLAN ASSIGNMENTS VALUEResearch, Experimentation and Growth 25%Glazing, Decorating, Firing and Finishing 25%Design 35%Professional Practice 15%Total 100%

COURSE DESCRIPTION

In this course, students experiment with both vessels and small sculptural forms by exploring traditional and contemporary processes. They are introduced to the ancient firing technique of raku and gain a holistic un-derstanding of clay, while learning the range of possible outcomes. In the second half of the course, students experiment with a variety of sculptural techniques and gain a modest understanding of the design process in the round.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to create raku and objects by safely using related techniques and materials.


1. Test raku and sculptural clay bodies during a wide range of firing and post-firing activities.

2. Experiment with a variety of finishing techniques appropriate to the work constructed.

3. Develop a rigorous analytical process in defining firing and post-firing outcomes.

4. Build cooperative working environments, in order to ensure controllable outcomes and a safe working environment.

5. Adopt an open-minded approach to the design of both vessel and sculptural objects that is informed by the particular materials, technology and processes explored in the course.

6. Analyze the technical and aesthetic qualities of their work through group and individual critiques.

CERA 3911 Raku and Sculpture

CERA 2911

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUERaku 20%Combined Forms 10%Five Naked Raku Vase/Bottle Forms 10%Figurative Sculpture 20%Work of Own Design 15%Documentation 25%Total 100%






COURSE DESCRIPTION

In this course, students explore the potential for developing personal work by using the rich backdrop of ceramic history as inspiration. Through a series of videos and slide lectures, students examine the place of ceramics in the cultural history of humanity from 1900 to the present. They are encouraged to make connec-tions between the fine arts, other craft disciplines and their own work in clay and to realize these connections in guided practical projects. Students accumulate an image bank drawn from historical and contemporary art and craft images in all media.


By the end of this course, students will have demon-strated the ability to synthesize historical inspiration into their work and analyze critical turning points in the history of ceramics.


1. Contrast ceramic practices from 1900 to the present in light of technical, religious, ethical, philo-sophical and aesthetic aspects.

2. Identify the influences of each period for con-temporary practice, technique and materials in the context of developing their own style.

3. Produce an inventory of ideas, images and tech-niques and through sketches, relate these to a personal quest for an individual style.

4. Construct a body of work exhibiting a variety of decorative techniques and forms evolving from their historical research.

5. Apply excellent organizational skills and critical analysis for developing personalized work in a studio environment.

HIST 3900 Ceramic History and Materials Exploration:

1900 to the Present

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUESketchbook 25%Guided Personal Project 25%Advanced Guided Personal Project 35%Professional Practice 15%Total 100%

SHINAID MCGILLIVRAY | TEAPOT | TEAPOTS AND ALTERED VESSELS

ARCASSA HONE | THROWING ON THE POTTERS WHEEL | THROWING AND FIRING

COURSE CODE/TITLE


CREDITS

COURSE PROFILES: WINTER 2COURSE PROFILES: FALL 2

COURSE DESCRIPTION

In this course, students learn the skills to market and distribute their work to a wholesale and consignment market. They enhance their professional presenta-tion skills in portfolio documentation and marketing materials. Business tools are covered, such as basic bookkeeping, tracking consignments, creating estimates and invoicing. In addition, within an entrepreneurial context, students develop ideas, complete a grant application and write a personal business plan.


By the end of this course, students will have demon-strated the ability to operate within a wholesale/con-signment environment as part of your personal career plan.


1. Combine business practices and entrepreneurial strategies to create a well-designed display of personal work.

2. Formulate a basic business plan that is relevant to a studio practice that includes grant and loan applications.

3. Choose appropriate business tools in determining wholesale, retail and consignment pricing and studio specific overhead costs while maintaining basic book-keeping practices.

4. Create a digital portfolio of current work and manage digital files.

5. Critique the various aspects of business practices in relationship to a personal artist statement and business plan.

ENTR 3920 The Business of Craft: Marketing and Sales

ENTR 2001

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUEPersonal Cash Flow and Actual/Budget Cash Flow Forecast 20%Cost of Doing Business 20%Take Home Quiz 10%Booth Evaluations 15%Business Communication/Marketing Tools 20%Final Documentation of Work and File Storage 15%Total 100%

COURSE DESCRIPTION

In this course, students practice their throwing skills, using a variety of techniques in order to produce large ceramic forms at a professional level. The course em-phasizes an aesthetic awareness, the refinement of form and the development of originality through critique and research.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to make large-scale forms with aesthetic awareness, originality and sensitivity when using specific materials.


1. Throw large-scale forms in sections using a variety of methods.

2. Critique large ceramic forms with an advanced degree of aesthetic awareness.

3. Make ceramic forms at a professional level.

4. Know glazing techniques for large ceramic forms.

5. Define appropriate firing requirements for individ-ual large ceramic pieces.

6. Develop marketing approaches for large ceramic work.

CERA 3912 Designing Large Ceramic Forms

CERA 2911

180/90

6

ASSESSMENT PLAN ASSIGNMENTS VALUEStacking Method 25%Coil and Throw 25%Assembling Thrown Forms 25%Sketchbook 10%Professional Practice 15%Total 100%






JOANNA POTTLE | COLLECTION

COURSE DESCRIPTION

In this course, students utilize the knowledge they have acquired about ceramic processes and apply alterna-tive-ceramic techniques to create unique pieces. Mould-making, 3D digital design, throwing, altered forms and additions are explored, as well as combining these techniques. This course is designed to move students out of their comfort zones and design unique ceramic forms. The concept of form and function is pushed to its limits.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to execute a self-initiated project with a well-defined, individual aesthetic.


1. Produce sketches and acquired visual representa-tions as they thoroughly examine alternative ceramic forms.

2. Experiment with ceramic materials in new and innovative ways.

3. Work effectively and independently through de-veloping and defining realistic goals within particular time constraints.

4. Create original work using a combination of ceramic techniques including slip-cast moulds, thrown and altered forms and attachments.

5. Create original work at a professional level in the field of ceramics.

CERA 3913 Off-Wheel Design

CERA 3910

180/90

6

ASSESSMENT PLAN ASSIGNMENTS VALUEGuided Study Proposal 15%Assessment and Critique 1 20%Assessment and Critique 2 20%Assessment and Critique 3 30%Study Report 15%Total 100%

COURSE DESCRIPTION

In this course, students learn how to take each indi-vidual material and utilize it to create unique ceramic glazes. They explore harvesting local, natural materials and process them into ceramic-grade products. In addi-tion, students explore third firing decoration techniques like enamelling, decals and lusters. These applications enhance the surface decoration of students’ pieces through their utilizing a layered decoration process.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to apply decorative techniques to ceramic tiles and to other ceramic surfaces.


1. Apply processing methods to create glaze materials.

2. Choose certain earth materials to conduct extensive testing and formulate a working glaze.

3. Demonstrate an understanding of earth materials as glaze materials.

4. Formulate glazes and solve problems throughout the glaze-making process.

5. Experiment with third-firing techniques.

6. Utilize layers of techniques in their ceramic processes.

7. Determine a cohesive relationship between glaze surface and ceramic form.



CERA 3914 Surface Decoration: Advanced Applications

CERA 2913

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUETBA TBATotal 100%



COURSE PROFILES: WINTER 2

COURSE DESCRIPTION

In this course, students create artwork using influences from the traditional and contemporary practices of body adornment/modification. Utilizing an aesthetic and anthropological perspective, they research specific Aboriginal practices in body art, such as tattooing, piercing, mehndi (henna), branding and scarification. Students gain a new perspective on this ancient activity, incorporating the ideologies into individual projects, as well as communicating their ideas in a clear, profession-al manner.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to synthesize traditional and ancient methods and practices into original artwork.


1. Synthesize different traditional methods of body adornment from cross-cultural sources (Aboriginal, European, Asian, African, etc.) to respectfully use these as sources in creating and designing original artwork.

2. Conduct research on a specific adornment/cultural practice and integrate that into writing and artwork using appropriate citations.

3. Apply the theories, concepts and shifts in 2D and 3D designs in original artwork.

4. Learn and understand basic anthropological concepts and theories.

5. Articulate ideas, artwork and concepts effectively and confidently through oral and written presentations using proper grammar and syntax.

6. Successfully work with others in a team environ-ment on a collaborative project.

AVVA 3908 Designing Bodies

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUEHenna Project 15%Historical Reproduction Project 20%Presentation 15%Collaborative Designs 20%A Visit to a Tattoo Parlour or Piercing Studio 10%Sketchbook and Journaling 10%Professional Practice 10%Total 100%

PETER THOMAS & MEGAN MACKINLEY | PAINTED VASE | LARGE CERAMIC FORMS

ANASTHASIA MORE | MIXED-MEDIA ANIMAL SCULPTURES | SENIOR PROJECT




COURSE DESCRIPTION

In this course, students learn the fundamental princi-ples of painting by creating images using acrylic paint. Assignments explore both the historical and contempo-rary approaches of the painting process. Students have the opportunity to develop an independent body of work that is informed by experimentation and critique and is related to a personal area of interest.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to confidently create images that employ acrylic painting materials and represent a personal area of interest.

COURSE LEARNING OUTCOMESUpon the successful completion of this course, students will have demonstrated the ability to do the following:

1. Apply a variety of techniques in acrylic and water-based painting.

2. Address formal elements and principles of visual art in colour when painting observed or non-observed subjects.

3. Explore a number of experimental processes, including mixed media collage.

4. Communicate effectively in critique discussions and in the presentation of visual concepts related to one’s own work and the work of others.

5. Refine a work process that includes effective self-management skills including communication, workload and the development and completion of independent creative projects.

DRAW 3000 Painting in Acrylics

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUEGrisaille and Glazing 20%Direct and Indirect Painting 20%Impasto 10%Extra Painting Homework Unit 1 5%Mixed-Media Exploration: Collage and Ground 10%Presentation: Painter/Painters 15%Independent Painting Exploration 15%Reflection 5%Total 100%

COURSE DESCRIPTION

In this course, students use both traditional and non-traditional drawing practices with a focus on mixed media, collage, text, transfer, and layering methods. They learn intuitive, expressive techniques, as well as expectations of working through the stages of devel-opment to a more finished piece. These techniques address the importance of a balance between play and planning in the creative process. Along with engaging in visual research, students journal as a practical means of tracking imagery and developing personally relevant themes.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to create and develop imagery through various methods in drawing, painting and mixed media.


1. Employ traditional drawing methods, as well as non-traditional drawing practices, such as collage, juxta-position, layering, transfer techniques, and mixed-media surface treatments to create art pieces.

2. Use a variety of image sources, imagery and appli-cation methods to discover a personal range of invention while exploring some contemporary drawing and mixed-media practices.

3. Develop both visual variety and coherence through organizing a number of images for a drawing or mixed-media piece.

4. Refine the development of visual ideas through stages of experimentation, use of the sketchbook/journal and various research methods.

5. Communicate effectively during discussions and present confidently concepts related to their own work and that of others.

DRAW 3001 Imagery, Sources and Development

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUEDraw What You Cannot See 5%Personal Map: Collage 15%A Dark Mystery: Chemical Transfer and Mixed Media 15%Pluralist 15%Final Project 30%Logbook/journals 20%Total 100%





COURSE PROFILES: WINTER 2MOLLY SAUNDERS | SCULPTURAL VESSEL | SENIOR PROJECT

COURTNEY JOHNSON | CERAMIC URNS | DESIGNING LARGE CERAMIC FORMS

COURSE DESCRIPTION

In this course, students produce projects that explore both spatial relationships and the broader world of ceramics design through computer-aided design (CAD) and 3D printing applications. With industry-standard software, they learn more advanced tools and concepts of computer-based design. Students develop a personal design aesthetic and create a variety of objects for direct use, as prototypes or for casting. In addition, peer presentations and critical visual analysis are emphasized.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to create and print 3D objects and solve visual problems through the application of com-puter-aided 3D design elements and principles.


1. Produce technically proficient work that demon-strates the effective integration of 3D design elements and principles in 3D applications.

2. Communicate effectively using discipline-related terminology within historical and contemporary contexts while presenting their work.

3. Use relevant mathematical and measurement skills in the completion of 3D design projects.

4. Analyze a variety of applications and situations in order to solve problems related to the creation of projects.

5. Create imagery that communicates intended information and/or expresses specific ideas and/or concepts.

6. Develop a work process that reflects effective resource management for constructing and organizing a workable project (e.g. time, workload, information and other resources).

CADD 3001 Computer-Aided Design: Ceramics 2

CADD 2001

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUETBA TBA%Total 100%




COURSE DESCRIPTION

In this course, students create hand-bound books using various unique tools, materials and processes. Through an exploration of book structures and con-struction methods, they are introduced from simple to complex binding techniques. In addition, students are encouraged to explore the aesthetic qualities of the book through 2D and 3D embellishment techniques, including printed material, transfer techniques and hand-stitched embellishments.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have developed the ability to conceive, design and construct books that successfully marry form and function into an integrated whole.


1. Construct a variety of hand-bound book structures in eastern and western styles.

2. Apply technical skill with design and colour theory through a sequence of increasingly complex exercises.

3. Employ a variety of surface embellishment tech-niques to decorate cover papers and introduce text and image into the book structure.

4. Incorporate photo transfer, stamping, collage, stencil-ing, marbling and/or paste papers into projects.

5. Explore strategies for developing concepts and expressing meaning through material and form.

6. Increase capacity for critical analysis through group discussion and critique.

DSGN 3916 Book Art Design

None

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUESimple Binding Structures 10%Stab Binding and Portfolios 15%Codex: Case Bound 15%Coptic and Box Structures 30%Final Independent Project 30%Total 100%

DEBORAH WYBOU | COLLECTION | PRODUCTION: DEVELOPING A LINE

COURSE DESCRIPTION

In this course, students develop a professional online presence. They create a nexus on several social media platforms that includes digital images of their work, biographical information, an artist statement, a blog, a retail shop and a video profile. In so doing, students establish a self-directed branding of their work. In addition, they learn the steps to apply for a relevant scholarship for a real-word activity in an area pertinent to their field of study.

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to create a professional online pres-ence that contains written and visual components.


1. Organize thoughts into clear, concise and compre-hensive professional documents.

2. Archive information related to professional practice.

3. Incorporate personal artwork with descriptive writing in a context that informs an audience.

4. Refine communication skills at every level through practice and presentation.

5. Communicate clearly to disseminate personal observations about art.

6. Present a professional online presence.



ENTR 3921 Marketing and Online Promotion: Craft

ENTR 3920

90/45

3

ASSESSMENT PLAN ASSIGNMENTS VALUEBranding: Mood Board 10%Professional Online Presence 25%The Artists Promotional Video 20%The Portfolio Pack 20%The Job Pack 10%Presenting the Professional Profile 5%Professional Practice 10%

Total 100%



COURSE PROFILES: SPRING 2 COURSE PROFILES: SPRING 2

COURSE DESCRIPTION

In this course, students are given the opportunity to work within a business or organization. They develop a professional level of conduct as they further their interpersonal workplace skills. In addition, they ac-tively participate in the specialized activities of their practicum

COURSE CRITICAL PERFORMANCEBy the end of this course, students will have demon-strated the ability to successfully work in a professional environment.


1. Display a professional level of conduct by maintain-ing an appropriate attitude in a business/organization related to their field of study.

2. Articulate the pros and cons of working within a business/organization with a practical understanding of their professional field.

3. Exhibit a positive work ethic by being fully engaged in their placement and displaying effective work habits.

4. Successfully manage (identify) the complex and diverse needs related to their specialized field.

5. Compile a portfolio of samples/photographs of work completed during the practicum, subject to the permissions/restrictions of the host company.

INST 3902 Senior Practicum

None

180/0

6

ASSESSMENT PLAN ASSIGNMENTS VALUEStudents undertake a practicum placement in their field of study and receive a grade of Successful (SU) or Unsuccessful (US)

100%

Total 100%

COURSE DESCRIPTION

In this course, students produce a significant piece or series that becomes the focal point of their portfolio. They submit a proposal that determines the form and scope of their final project. This project requires stu-dents to integrate their creative abilities, design knowl-edge and personal aesthetics with technical prowess.

COURSE CRITICAL PERFORMANCEBy the end of the course, students will have demon-strated the ability to independently complete a cre-ative project that represents a significant addition to their portfolio.


1. Exhibit originality and personal creativity by creating a singular or series-based portfolio piece that forms the nucleus of their portfolios.

2. Display an ability to work independently while self-managing a project from concept to completion of professional size and scope.

3. Conduct research of current trends and/or a product’s viability in a proposed studio project.

4. Synthesize personal creative abilities and aesthetic sensibilities with design knowledge and technical skills in the creation of professional-level work.

5. Self-evaluate and assess through critical analysis and comparison to existing work in the professional marketplace.

INST 3903 Senior Project

None

180/95

6

ASSESSMENT PLAN ASSIGNMENTS VALUEProposal 30%Presentation/Report 35%Graduating Portfolio 35%Total 100%





CERAMICSCurriculum Standard

MELISSA LEBLANC | A WILD HARVEST | CERAMIC SCULPTURE

ceramics curriculum standard - nbccd.ca · digital media fashion design textile design ... diploma...

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