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Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 90 (36 lecture, 54 laboratory) Description: Introduction to the ideas, techniques, history and tradition of the art and craft of ceramics. Designed for students interested in working with clay, the course provides experiences in making functional as well as sculptural pieces using a variety of techniques. Emphasizes well-thought-out forms, designs and functional uses along with good craftsmanship. Ceramics explored through handbuilding projects, wheel throwing, decorating and glazing of ceramic works. A rigorous exploration of clay as a craft and art form. (CSU, UC) Course Student Learning Outcomes CSLO #1: Critique artworks using relevant terminology and elements of principles and design. CSLO #2: Create original ceramic work using appropriate traditional building techniques. CSLO #3: Create original ceramic work using appropriate traditional surface processes. CSLO #4: Apply proper material handling and kiln safety standards in the classroom. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives   1.     Outline the differences between stoneware and earthenware clay bodies. 2.     Analyze both historical and contemporary ceramics and discuss the         similarities and differences in both building techniques and surface treatments. 3.     Examine and discuss contemporary developments, trends, materials, and approaches in ceramics;   4 .   Assess and critique ceramics in group, individual, and written contexts using the language and vocabulary within the discipline of ceramics. 4.     Outline the proper loading and unloading of Kilns. 5.     Explain the difference between bisque firing and high firing of clay bodies. 6.     Explain the differences between glazes, underglazes, stains, and engobes. Lab Objectives   1. Complete visual problem solving exercises that develop ceramic work and require exploration and manipulation of the basic materials used to create ceramic works. 2. Create studio projects that explore the elements and organizing principles of ceramics including but not limited to pinch, coil, soft slab, hard slab, sgraffito, mishima , modeling, carving, and wheel work. 3. Develop skills and processes using a variety of surface and firing techniques appropriate to an introductory study in ceramics, which may include but are not limited to slips, engobe, terra sigillata, glaze, burnishing, in various firing atmospheres and temperatures. 4. Safely use tools and specialized lab equipment. 5. Critique and evaluate of class projects.   General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Methods of Evaluation Projects Example: Students will be evaluated on their ability to execute a project. They will be assessed in their research, sketches of ideas, and craftsmanship of the final objects and forms. Skill Demonstrations Example: Students will be evaluated on their ability to build a form using the coil building technique. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: The instructor will demonstrate and distribute a tutorial exercise covering how to use the hand building techniques to successfully build a vessel form. Once the tutorials are completed, the students will then apply the knowledge to a vessel from their research. Lecture: Students will engage in questions and discussion about the historical works being presented. Students will then research the historical vessels of a non-western culture of their choosing and present a slide presentation on their research. Distance Learning Students will watch video and in-person tutorial and slide presentation on the coil building technique. Students will then develop sketches to be applied using the coil building method. Students will submit their progress drawings to the instructor for feedback. Instructor will lecture and do in-studio demonstration of the coil building method. Students will apply their drawings to produce forms using the coil building method. Students will submit their completed projects to the discussion board and critique through a written format. Students will be required to participate by responding to their peers' comments in the discussion board. Typical Out of Class Assignments Reading Assignments 1.Students will read "This Artist is Making Ceramics to Honor People of Color from Obama to Biggie" by Rob Goyanes. Digital Articel on "Artsy.net" and discuss how artists pull from their personal histories and cultures in the creation of art. 2. Students will read excerpt by Susan and Jan Peterson titled " Historical Overview of Ceramics" in "The Craft and Art of Clay" by Susan and Jan Peterson and summarize main ideas. Writing, Problem Solving or Performance 1.Maintain a notebook of lecture material and a sketchbook of ideas and designs for class projects. 2. Design and execute ceramic forms, using pinch, coil and slab fabrication techniques. 3. Apply appropriate surface designs; mishima and scraffitto to the selected projects. 4. Gallery/Museum/Artist research report. 5. Slide presentation or research paper on Non-Western Historical Vessels 6. Demonstrate safe studio practices via participation and written exam. Other (Term projects, research papers, portfolios, etc.) 1. Mid-term critique portfolio review. 2. Final critique portfolio review. 3. Vocabulary/proper techniques test. Required Materials The Craft and Art of Clay: A Complete Potter's Handbook Author: Jan and Susan Peterson Publisher: Laurence King Publishing Publication Date: 2012 Text Edition: 5th Classic Textbook?: OER Link: OER: Ceramic Studio: Wheel Throwing Author: Emily Reason Publisher: Lark Books Publication Date: 2012 Text Edition: 1st Classic Textbook?: OER Link: OER: Pottery Making: Pottery for Beginners and Essential Tips to Get Started Author: Jessica Lindsey Publisher: Amazon Publication Date: 2015 Text Edition: Classic Textbook?: OER Link: OER: New Ceramic Surface Design: Learn to Inlay, Stamp, Stencil, Draw, and Paint on Clay Author: Molly Hatch Publisher: Quarry Books Publication Date: 2015 Text Edition: Classic Textbook?: OER Link: OER: The Craft and Art of Clay Author: Susan Peterson and Jan Peterson Publisher: Prentice Hall Inc. Publication Date: 2004 Text Edition: Classic Textbook?: OER Link: OER: Contemporary Black American Ceramic Artists Author: Chotsani Elaine Dean Publisher: Schiffer Craft Publication Date: 2022 Text Edition: Classic Textbook?: OER Link: OER: Mastering Sculpture: The Figure in Clay Author: Cristina Cordova Publisher: Quarry Books Publication Date: 2022 Text Edition: Classic Textbook?: OER Link: OER: The Ceramics Bible Author: Louisa Taylor Publisher: Chronic Books Publication Date: 2022 Text Edition: Revised Classic Textbook?: OER Link: OER: Mastering Handbuilding: Techniques, Tips, and Tricks for slab, coils, and more. Author: Sunshine Cobb Publisher: Voyageur Press Publication Date: 2018 Text Edition: Illistrated Classic Textbook?: OER Link: OER: Clay and Glazes for the Potter Author: Daniel Rhodes Publisher: schiffer Craft Publication Date: 2022 Text Edition: Classic Textbook?: OER Link: OER: Mastering Raku Author: Steven Branfman Publisher: Lark Books Publication Date: 2009 Text Edition: revised Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Ceramic tool kit, Serrated rib, rubber rib, carving tool set.

Catalog Description Advisory: Eligibility for ENGL C1000 Hours: 54 lecture Description: History of African Americans from the pre-European West African city state kingdoms to the end of Reconstruction; major events in America's development emphasizing the role of people of African descent in the political, social and economic life of the United States; the institution of slavery; free blacks in the North and the abolitionist movement. (CSU, UC) Course Student Learning Outcomes CSLO #1: Differentiate primary and secondary sources and how each are used to make claims relative to African American history through 1877. CSLO #2: Analyze the origins of the American Constitution and its impact on American cultural developments relative to African American history through 1877 with emphasis on race, class, gender and ethnicity. CSLO #3: Compose coherent, persuasive academic historical arguments regarding African American history through 1877 using correct academic citation methods. CSLO #4: Investigate major political, economic and social changes in African American history through 1877 with emphasis on culture, race, class, gender and/or ethnicity. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Through combined essay/objective exams, and/or formal papers, and/or in-class discussions, and/or in-class group presentations, students will be able to: 1. Analyze the major events and issues concerning African Americans 2. Assess and appraise the role of African Americans in the development of the United States 3. Analyze various philosophies concerning the effort to obtain equal rights for African Americans 4. Compare and contrast the similarities and differences between African Americans and other ethnic groups in the United States 5. Analyze and interpret the effects of the institution of slavery in Europe, Africa, the Caribbean Islands, and North America 6. Assess and appraise the contributions of prominent African Americans to the formation and development of American society 7. Identify the key points in developing the rights and responsibilities of American citizenship during the Constitutional era and the impact of these ideals on African Americans and the institution of slavery. 8. Summarize the basic principles of the Constitution and Bill of Rights; identify fundamental American political values that flow from the Constitution. 9. Identify and discuss Constitutional provisions that legitimized slavery and racial oppression; analyze the contradictions inherent in a society founded on the principles of freedom and equality, and the persistence of slavery and racial oppression. General Education Information Approved College Associate Degree GE Applicability AA/AS - Arts and Humanities AA/AS - Literature & Language AA/AS - Social Sciences AA/AS - Social and Behavioral Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSU - US1 Hist/Const/Amer Idea CSUGE - C2 Humanities CSUGE - D3 Ethnic Studies CSUGE - D6 History Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 4C Ethnic Studies IGETC - 4F History Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Variable credit (5-10 points) depending on participation. 1. Discuss the different variations of slavery in the Western Hemisphere and Africa and how they differed from the institution of slavery as it developed in North America. Essay Examinations Example: Answer the following question in your Bluebook. Organize your answers and use specific historical examples from lecture and the textbook to support your thesis. Rubric Grading. Understanding slavery is essential to comprehending the colonial experience. Explain the development of slavery in the various colonies. What led to the importation of slaves? What were the experiences of slaves and how did they create their own culture in the New World? Objective Examinations Example: Answer each of the following multiple choice questions on your Scantron form 882: The Supreme Court ruled that no African American, whether slave or free, could ever enjoy the rights of a U.S. citizen in the...? A. Fugitive Slave Act B. Compromise of 1850 C. Freeport Doctrine D. Dred Scott case Nat Turner launched a large slave rebellion in which of the following states? A. South Carolina B. Georgia C. Virginia D. Alabama Projects Example: During African American History and Culture week students (in pairs) will create a visual presentation to place in the Quad during the week for public view that relates to African American history on 3-Panel Poster Board. Students will be graded on the accuracy and presentation quality of the project. Reports Example: Students choose a category (medicine, science, sports, politics, law, business, etc..) and for 10 points submit a 1 page, single-spaced biography with sources about a significant African American within that category. Students attend an African American history play, reading, talk, or watch an African American history film and, for 10 points, write a 1-2 page report describing the event and its significance. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will assign primary source materials on the abolitionist movement prior to class. In lecture/discussion format, the instructor will use these materials as a starting point to compare and contrast historical points of view in either classroom/web-based discussions or in writings assignments. The instructor will provide material in lecture format (either oral or written) on "Slave Culture in the British Colonies." Students should be prepared to discuss in class. Distance Learning The instructor will provide a video lecture with close captioning for students focusing on the impact of the Civil War on the lives of African Americans in both the North and South for which students should take notes for a later assessment. Typical Out of Class Assignments Reading Assignments 1. In Hine's, "The African American Odyssey" read chapter 8 entitled "Opposition to Slavery" and provide a written response to each of the following questions using material from the chapter: Evaluate the interaction of black and white abolitionists during the early nineteenth century. How did their motives for becoming abolitionists differ? How did Gabriel, Denmark Vesey, and Nat Turner influence the northern abolitionist movement? What risks did Maria W. Stewart take when she called publicly for antislavery action? 2. Read the Frederick Douglass slave narrative and provide a written response to the following questions: How did Frederick Douglass understand his "life"? What were its lessons? What lessons did he learn? What lessons did he hope his fellows still in slavery would learn? What lessons did he hope white people--North and South--would learn? What was Douglass' assessment of Sophia Auld's character? How did becoming a slave owner change her? In Douglass' opinion, how did slavery change society? What were the implications of Douglass' understanding of Sophia Auld for his view of the proper role of women in American society? Douglass entered a Northern society increasingly divided by class: working class and owning class. Who did Douglass identify with? How do you know that? Most Northerners had no direct knowledge of slavery. Douglass’ Narrative informed them of what it was like. How accurate was Douglass’ portrayal? What was the nature of slavery in Frederick Douglass' Maryland? How representative was Douglass’ experience? What were the differences between life on an Eastern Shore plantation and life in Baltimore? What were the benefits and disadvantages of urban and rural slave life? Writing, Problem Solving or Performance 1. Write a 7-10 page research paper covering a topic in African American history from the colonial period to the end of Reconstruction. The paper project will be comprised of four steps which are explained below: a. Write a prospectus where you explain your topic area of interest, the question you will address, and why you find it compelling. Your prospectus must be approved before you can move on to the research paper outline. b. Write a research paper outline where you structure the paper after completing a significant amount of your research. The outline will include an introductory paragraph with a clear thesis statement. c. Write the research paper, using Chicago Manual of Style guidelines, making sure you include footnotes, a title page and bibliography. 2. Write a critical review of one of the following monographs in colonial African American History. Your review must include both a summary of the contents and a critical analysis of the text. The review must be double-spaced and at least 500 words in length. Deborah Gray White, "Ar'n't I a Woman?" Alan Kulikoff, "Tobacco and Slaves" Peter Wood, "Black Majority" Edmund S. Morgan, "American Slavery, American Freedom" Mechal Sobel, "The World They Made Together" Other (Term projects, research papers, portfolios, etc.) Required Materials Freedom On My Mind: A History of African Americans with Documents Author: White, Deborah Gray; Bay, Mia; Martin Jr., Waldo E. Publisher: Bedford/St. Martin’s Publication Date: 2024 Text Edition: 4th Classic Textbook?: OER Link: OER: Stamped from The Beginning: The Definitive History of Racist Ideas in America Author: Kendi, Ibram Publisher: Nation Books Publication Date: 2017 Text Edition: 1st Classic Textbook?: Yes OER Link: OER: Ar'n't I a Woman?: Female Slaves in the Plantation South Author: White, Deborah Gray Publisher: W. W. Norton & Company Publication Date: 1999 Text Edition: 2nd Classic Textbook?: Yes OER Link: OER: Narrative of the Life of Frederick Douglass: An American Slave, Written by Himself Author: Douglass, Frederick Publisher: Bedford/St. Martin's Publication Date: 2017 Text Edition: 3rd Classic Textbook?: Yes OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.