Though YVC is mostly online this fall, a few classes are being offered on campus, including lab sciences, art making and performing art classes, as well as Workforce Education classes that have accreditation requirements for in-person classes. I wasn't able to offer classes on campus last year, so I am very happy to be going back, even in a somewhat limited capacity, this Fall!
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| don't wear your mask like this |
We will, of course, be wearing masks during class. This isn't such a big change, as we wore masks in the clay studio pre-pandemic for glazing and clay mixing. But we didn't generally wear them on the wheel. All faculty and staff must also be fully vaccinated by October 18 (I'm already done) and students are encouraged to get vaccinated as well.
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| me, in March 2020, trying to figure out how I would tell a student something about the wheel from 6 feet away |
A year ago, the 6 foot distancing requirement would have made it difficult to have class in person, even though our studio is pretty big, but the new requirement is 3 feet. In most cases we already had 3' or nearly 3' between wheels in the studio.
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| the YVC studio wheels as they are currently set up |
I'll need to rearrange some of the wedging tables and we'll need to glaze and load kilns in shifts, but much of that we already did to some extent. It's a lot easier to imagine teaching someone to throw from 3 feet away than from 6. On the other hand, spending the last year + teaching via video puts any kind of physical distance in perspective a bit.
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| Palmer Martin Hall, where the YVC clay studio and my office are located |
Functional Pottery
Functional Pottery was added to the course listing just yesterday. This class will be set up nearly the same way it was when I taught it pre-pandemic, in Winter 2020. The class will meet on campus twice a week (Tuesday and Thursday afternoons) and will also have an online component as well.
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| student throwing on the potter's wheel (in the old studio in Palmer Hall) |
YVC is trying to ease back into on-campus offerings and still wants to limit the amount of time that students and employees are on campus together. For this reason, the class meeting time is a little shorter than it had been. Instead of offering students
the option to "flip" their class by watching demos online, they will be required to watch demos online.
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screenshots of some of the many interactive online tools I created around clay, firing, and glazing this past year
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I've spent a lot of time and energy over the past year putting together online activities and interactive lessons for hand-building, including interactive lessons to introduce glazing and loading and firing kilns. I plan to use some of those lessons for throwing students this fall as well.
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| students in functional pottery made bowls, mugs, teapots, pitchers, vases and more |
Students in Functional Pottery class will throw bowls and cups, probably mugs and maybe teapots, lidded containers, and/or pitchers (students have some options in their third throwing project). Students will also glaze and fire their work and will get some hands-on experience loading kilns, in addition to what they learn about kilns and firing in the online part of the class.
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| raku firing during class, playing with fire! |
I have lots of examples of student work from previous quarters in this class. You can check out many of these examples in previous posts on my blog (links in blue).
Clay 1: Hand-Building
The Clay 1: Hand-building class is also moving from online to hybrid. It will meet on Monday and Wednesday monrings and will also have an online component. This class is one I did offer all year, but I believe I will be able to offer students a higher quality experience my meeting them on campus for some of the time.
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This very full kiln represents some complicated glazing techniques, not to mention large and complex building methods that just weren't achievable in an online class. Sarcophagus by Isabella Johnson.
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Offering hand-building online was pretty different from offering it on campus. The class "worked" and I had a number of students both successfully complete the class and make quality work, but I also had an unusually high number of students run into troubles that caused them to be unable to complete the class. I think that most, if not all of these students would have been successful if we met on campus at least once a week.
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| The online class forced us to work small. Small work can be quite good, but it was a forced limit, rather than a choice. |
There were lots of challenges that resulted in more frustration from students. One challenge was finding a decent space (and enough time) to work with the clay at home. Lots of students made the best of their situation and made good work, but I could sense that students were more frustrated, more often than in a "typical" quarter. Some students experienced this frustration more than others and I was frustrated to not be able to help in the way I knew would be most useful (in person).
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| My home studio is a dedicated space with work tables, storage shelves, floors I can mop, drawers for tools, and a potters wheel and wedging table. Most people don't have this space at home. |
As I move this Clay 1: Hand-building class to hybrid (some online and some on campus) it will be going back to nearly what I was teaching before the pandemic. Like Functional Pottery, we'll be spending a bit less time on campus and a bit more time online than in the time before the pandemic. For safety, travel, and flexibility reasons, this is good, and I do have lots more stuff online for students now compared to a year ago.
I suspect we may find, when everything is "back to normal" that this class would benefit from a bit more time on campus, but I may be surprised. It may be that after a year and a half online, student and faculty both are better at balancing their time between online and on-campus aspects of a class. I know I have more resources to share with students (not to mention better technology at home with which to connect). I suspect the level of comfort and familiarity with online learning tools has jumped significantly for many students over the last year and a half.
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| Jayleigh Butler's fingers climbing out of a planter was created for an installation project created for the online class to take advantage of the fact that not all students could bring their work to campus for firing. |
The particular projects and parameters changed a bit when I moved hand-building online, and I plan to change those expectations and projects again as we move into the studio. In the hybrid class this fall, we will build sculptural forms using coil,
pinch, solid-building and and
slab methods. We may also use the extruder, molds, and/or the 3D printer as we did when we were last on campus, or we might keep some of our stop motion animation and
carving techniques from the online class.
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| The kiln load from the above picture before firing. This is what the glazes and ceramics looks like before the glazes have reached their maturation temperature. |
Unlike the online class, everyone will be able to
glaze and fire their projects and load kilns. We will also learn about clay and glaze materials, processes, and firings. I plan for us to work at a larger scale than students were able to do in the online version of the class. I am also very interested in developing a project that, conceptually, references some of the upheaval of the past year, though I want to be thoughtful about how I do this in a classroom in which students may have had a really rough year.
I have lots of examples of student work from previous quarters in this class, too. You can check out many of these examples in previous posts on my blog (links in blue).
The Advantages of Hybrid
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This large turtle blew up in the kiln because it was too thick. This was made before I flipped my classes and I think the flip would likely have prevented this explosion.
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Making work in the clay studio, as opposed to at home means that students can take advantage of four main features. One is obviously the space. The work tables and storage areas at YVC are spacious and sturdy and students can (with few exceptions) trust that their work will not be interfered with between classes. Compare this to working at home where children, roomates, family members, and pets might all poke at, bump into, or otherwise damage or destroy their works in progress.
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| students who wanted to fire their work during the online quarter had to very carefully wrap their fragile unfired greenware and bring it to campus in a box for firing, both a logistical and physical challenge |
The second advantage is the tools and equipment. At YVC, students building scupture can use the slab roller, rolling pins, canvas, extruders, texture mats, textured fabrics, stamps, sprigs, carving tools, a 3D clay printer, a damp room, internal and external armatures, large paddles, texture paddles, drape molds, press molds, banding wheels, and more. And that's not even mentioning the real value, sometimes, of having a classmate hold a thing for a minute, while a student makes an adjustment.
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| Malea Esqueda used lots of tools and supports not available at home, including an internal armature, extermal supports, a helping hand from classmates, and special carving tools from the studio. See her finished build here. |
The third major, significant, difficult to quantify advantage of an on-campus (or partly on campus) class is
one I didn't even fully value or recognize before I started teaching this class online. It's me and the other students in classroom. Of course I knew I was valuable (they pay me, don't they?), but I didn't really comprehend how much I do that isn't written down or listed in a lesson plan. Sure, I do the demonstrations and those were relatively easy to move online. And I create assignment parameters and provide the students with the materials and struture for the project. But the really amazing thing to learn was how valuable it is for me to just be in the room while students are working.
While students are working in the studio (and this applies to handbuilding and wheel throwing, both), I am constantly monitoring what students are working on. Because I have much more experience with clay, I can anticipate problems before they happen. If a wall is getting to heavy or too wet, I can stop the student and help them adjust their build, timing, or plans to prevent collapse. I can look over students shoulders to check if their pieces are too thick or too thin. By catching errors early, the student can fix them (and improve their technique) before the piece starts to crack or collapse and before damage happens in the kiln.
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| Ashley Lawson was able to create a large, complex, and well-crafted box with a lid and drawer in her online class this Spring. She did all this without the advantages discussed here. |
Obviously I don't alway prevent every problem, but me being there is both a prevention and a boost to students' confidence. I learned this before and after I flipped my hand-building class. Before the flip, students would watch me build and cut apart a large sculpture on an armature during class. After class their homework would be to do the same. It was a big, intimidating assignment to do on their own.
After the flip, students watched videos of me building and cutting apart a large scupture on an armature. (The added advantage being that the videos covered a longer time span and I could show them more of the steps all at once.). Their own building and cutting happened mostly in the classroom. On cutting day, I would simply walk around the classroom from student to student asking where they planned to cut, then, in most cases, telling them it was correct and to proceed. Having me there boosted the confidence of the students who were just a little worried. Of course I was also able to redirect those students who either weren't quite ready or didn't understand some part of the process.
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| Cutting into the sculpture is always the most intimidating part because students have just spent a week on this sculpture and don't want it to break. Sean Wilkinson finished this sculpture just before classes were cancelled in March 2020. See his finished build here. |
Notice, too, that I said that the third major advantage is in having me AND the other students in the room together. Those other students aren't insignificant. Studnets often sit 2 or 4 to a table (we'll have to check spacing for Fall) and while I can't be looking at or helping 16 students at once, the suggestions and support I do give end up overheard and reproduced by classmates. If I come over to student A to help them with the wall thickness, Student B and C at the same table might also see and hear that information and understand what needs to change in their own work. But then Student C might walk over to the next table and explain to Student D what I just said. And the next day, when Student D sits next to Student E who missed the last class, Student D passes the information on to Student E.
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| Margarita Cruz missed some class because of a family emergency. She was able to come into the studio between classes and catch up on the project very quickly. Flipped class videos helped, as did her determiniation, but she was also working in a studio next to other students who she could talk to and ask questions about what she missed. |
This sharing could theoretically happen in an online class, but I haven't figured out how to make it work yet. So the student sharing coupled with the space and equipment make it worth quite a lot, in my opinion, to be able to have this class meet sometimes on campus. The fourth advantage of being in the same space has to do with the sense of touch and how we observe and process information in real space. In the online class, students watched videos, did interactive lessons, answered questions, wrote about and shared pictures of their progress, and met with me on Zoom. All of this was great, but the third dimension and the feel of the material continued to be challenging to communicate in all these formats.
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| gauging wall thickness is just a seriously tough skill to develop without help |
In a video or Zoom, it is just simply difficult to communicate those things that are usually communicated through the sense of touch. How thick is the wall of the piece (especially at the bottom)? How wet is the clay right now (and how wet should it be for this process)? How soft or flexible is the material? How much pressure should I exert with my fingers or this tool when the clay is this wet or flexible, vs if I wait an hour or two?
Other Challenges for Online Studio Classes in Clay
I have been teaching my hand-building class online for the past year, but I haven't been able to offer my functional pottery class since Winter 2020, before the pandemic began. The functional pottery class is all about throwing clay forms on the pottery wheel, but most students don't have space for a wheel at home, let along the ability to purchase one for class.
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| My wheel at home, with clay wedged up and ready to throw. It's ok if I get clay all over the floor (and walls) in my home studio. |
Even if YVC could have checked out wheels to folks, throwing on the wheel is a tough thing to learn on one's own. Having a teacher in person to correct and support you is really important. Of course the additional problems have to do with transporting a heavy wheel, keeping it in good shape, recycling the clay, finding a space to put the wheel (where you can make a mess), and keeping the workspace from becoming covered in clay or clogging everyone's drains with slip, slurry, and bits of clay in the sink or washing machine.
I did teach Clay 1: Hand-building online all three quarters of last year. We put together
studio kits and sent students home with clay, tools, and sometimes glaze, but working from home is tough, particularly when working with three dimensions and in a material that can be too wet or too dry, too thick or too thin. All this doesn't even address the complications of family obligations, noisy, crowded, or cramped home spaces, pets, kids, illness, and all the other things that can get in the way.
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| the studio kits we sent home with handbuilders. |
I'm very much looking forward to teaching these classes online. I'm excited because I love to teach these classes and I miss being in the same space with students. I'm also looking forward to learning from this experience. After being online for a year, what will have changed? What will feel different? Will I teach the same way? Will students interact the same way?
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| This is where I've felt that I've been all year, set up behind a camera, and alone in a studio |
I also anticipate that doing this with 3' social distancing and masks will be a little strange. On the other hand, our conceptions of strange have changed quite a bit in the past year and a half.
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| Before kids could get vaccinated, I gave my daughter and her friends a throwing lesson, but we all wore our masks inside my home studio, so I've got a bit of experience. |
