ART 0017. Ceramic Sculpture/Handbuilding
Units: 3
Hours: 90 (36 lecture, 54 laboratory)
Exploration of various ceramic hand-forming methods with clay as a medium; cultural, traditional, and contemporary ceramics techniques explored through the development of three-dimensional projects. Emphasis on handbuilding and hand forming techniques. (CSU, UC)
ART 0017 - Ceramic Sculpture/Handbuilding
http://catalog.sierracollege.edu/course-outlines/art-0017/
Catalog Description Hours: 90 (36 lecture, 54 laboratory) Description: Exploration of various ceramic hand-forming methods with clay as a medium; cultural, traditional, and contemporary ceramics techniques explored through the development of three-dimensional projects. Emphasis on handbuilding and hand forming techniques. (CSU, UC) Course Student Learning Outcomes CSLO #1: Critique artworks using relevant terminology and elements of principles and design. CSLO #2: Create original ceramic sculpture using appropriate handbuilding techniques. CSLO #3: Create original ceramic sculpture using appropriate surface processes. CSLO #4: Apply proper material handling and kiln safety standards in the classroom. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Describe how clay has been historically used for art, science and technology; 2. Compare and contrast the functional and aesthetic differences between high fire and low fire ceramic processes, their outcomes and intended uses; 3. Formulate and discuss the most appropriate building method suited to execute a desired ceramic form/project; 4. Critique class projects for craftsmanship and aesthetic outcomes individually and in groups; 5. Examine and discuss the historical aspects of both design and techniques in forming ceramics; 6. Outline the process of loading and unloading of kiln; 7. Explain proper usage of glaze and bisque ware carts; and 8. Identify and discuss a variety of ceramic surfaces. Laboratory Objectives: 1. Create individual works of art and craft by a process of conception, design, construction, finish, presentation and critique; 2.Demonstrate the ability to control the ceramic media with coil, slab, pinch and wheel technique; 3. Formulate and employ the most appropriate building method suited to execute a desired ceramic form/project; 4. Demonstrate proper usage of glaze and bisque ware carts; and 5. Identify and manipulate a variety of ceramic surfaces. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will evaluate and discuss peers work utilizing the 7 principles of design. Projects Example: Create and critique of finished projects demonstrating chosen techniques, pinch, coil, slab, slip-cast, and potters wheel, stencil, wash, scraffito, mishima and wax resist. Size requirements, due dates and technical requirements(glazing, slipping and scoring) must be met and will be assessed. Skill Demonstrations Example: Students will be evaluated on their ability to create four pieces of produce apply all of the hand building techniques which include: hollowed out solid, pinching, soft slab and coil. 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: Instructor will demonstrate contemporary artists fabricating clay forms using various handbuilding techniques. Students will discuss works in relation to historical and contemporay ceramic works. Distance Learning Students will watch video tutorial and slide presentation on slab building technique. Students will then develop sketches to be utilized to apply the process on their own work in the ceramic studio. Students will submit their progress drawings to the instructor for feedback. Instructor will lecture and do in-studio demonstration of the slab building process. Students will apply their sketches to create a slab built form. 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. Read "Cultural Reflections: Magdalene Odundo Review in "Ceramic Review Issue 320" MARCH/APRIL 2023. Students will prepare to discuss how historical artifacts influence us today. 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 create ceramic sculpture, using pinch, coil and slab fabrication techniques to reflect research and conceptual ideas. 3. Apply appropriate surface designs; mishima and scraffitto to the selected projects. 4. Apply appropriate finish surface decoration using slips, under-glazes,glazes and various paints. 5. Gallery/Museum/Artist research report. 6. Demonstrate safe studio practices via participation and written exam. Other (Term projects, research papers, portfolios, etc.) 1. Choose a contemporary artist working in clay. Create and present a slide presentation on a contemporary ceramic artist. 2. Record the results of your experiments with glaze materials by making a sample tile documenting the following: its fired result, with one and two dips. 3. Maintain a notebook of lecture material and a sketchbook of ideas and designs for class projects. Required Materials Paperclay: Art and Practice (The New Ceramics) Author: Rosette Gault Publisher: University of Pennsylvania Press Publication Date: 2013 Text Edition: Classic Textbook?: OER Link: OER: Additions to Clay Bodies Author: Kathleen Standen Publisher: American Ceramic Society Publication Date: 2013 Text Edition: Classic Textbook?: OER Link: OER: Author: Orton Cones Publisher: Orton Cones Publication Date: 2015 Text Edition: Classic Textbook?: OER Link: OER: http://www.ortonceramic.com/resources/ 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: Vitamin C: Clay and Ceramic in Contemporary Art Author: Phaidon Editors Publisher: Phaidon Press Publication Date: 2017 Text Edition: Illustrated 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, rubber clean up tools, sculpting tools.
Theatre Arts
http://catalog.sierracollege.edu/departments/thea/
The Theatre Arts Department offers training, both theoretical and practical, in theatrical production, including performance, technical and business management aspects, as well as the serious study of the development of those aspects from the early Greeks up to the bright lights of Broadway. We believe that the creativity, the personal interaction and the excitement of participating in a performance are highly valuable experiences for any individual. The heightened awareness of beauty and truth are carried on into the later life of the student to perhaps enable him or her to appreciate more fully what is available.
HUM 0017 - Introduction to Atheism
http://catalog.sierracollege.edu/course-outlines/hum-0017/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Introduction to the philosophy of atheism, its historical roots, major thinkers, and expressions in art, literature and philosophy. Includes history of free inquiry and thought, secular humanism, humanistic ethics and scientific naturalism. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and describe the diverse values and expressions found in various types of Atheism. CSLO #2: Analyze and evaluate various historical expressions of Atheism and their contribution to culture in philosophy, piterature, poetry, and art. CSLO #3: Compare and contrast the diverse values and expressions found in various types of Atheism with dominant religious perspectives. CSLO #4: Communicate effectively orally or in writing on a topic of atheism related to its study in the Humanities. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will through oral and written work: 1. Compare and contrast definitions of 'Atheism,' 'Agnosticism,' 'Rationalism,' and 'Empiricism;' 2. Define and evaluate both negative and positive atheistic positions; 3. Evaluate criticisms of the arguments for the existence of God as well as arguments against the existence of God; 4. Define and describe prophetic and revealed religious traditions; 5. Evaluate the legitimacy of prophecies, miracles and martyrs as evidence for metaphysical claims; 6. Describe, compare and contrast historical and theological approaches to the study of religion; 7. Examine and discuss historical and critical approaches to the studies of Christianity and Islam; 8. Describe and discuss evil, supernatural, natural and moral, as conceptualized by religionist and secularist perspectives; 9. Describe and evaluate non-religious moralities; 10. Chart and describe the role of atheism, agnosticism, religious skepticism and secular humanism through Western history including Classical Greece, Modern philosophy and the Enlightenment, Nietzsche and Postmodernism, British secularism and U.S. history; 11. Describe Darwin's theory of evolution by natural selection as well as the characteristics of creationism and intelligent design; 12. Evaluate evolution by natural selection, creationism and intelligent design as scientific or pseudoscientific; 13. Describe the relationship between evolution by natural selection and both theism and agnosticism/atheism; 14. Describe and evaluate the role of politics in public acceptance of evolution by natural selection; 15. Examine, describe and assess expressions of Atheism/Agnosticism/Skepticism and Secular Humanism in Art, Literature, Music and Film. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After learning about the non-religious moralities, students will be prompted to evaluate secular moral theories, and based on these discussions, (2) students will write a short paragraph identifying which secular moral philosophy resonates best with them, and explain their choice. Submitted paragraphs will be evaluated by whether they include relevant concepts and coherent reasoning. Essay Examinations Example: In a short essay, explain whether, in your view, there is an essential relation between religion and ethics. Identify one objection to your position and provide a reply to that objection. Use examples and passages from relevant readings to help explain and support your ideas. Objective Examinations Example: A. Students will take a multiple-choice examination on aspects of atheism and agnosticism. For example: Which of the following matches the definition of negative atheism? (A) certainty of belief proportional to the evidence for that belief, (B) belief in a God or some gods, but not another God or gods, (C) asserts that no gods exist, (D) unpersuaded by the evidence that God or gods exist. Projects Example: Create a poster board that charts and describe the role of atheism, agnosticism, and/or religious skepticism from Classical Greece to Modern philosophy and the Enlightenment. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using a slide-presentation for an on-ground lecture, the instructor will present various definitions and perspectivs of thesism, atheism, and agnosticism, and model how to identify various claims as representative of theism, atheism, and/or agnisticism. Through an interactive discussion, students will be prompted to compare and contrast the different aspects of burden of proof related to each belief system. Distance Learning Students will watch a video of the instructor defining and presenting various arguments for God's existence. In a discussion board assignment, students evaluate one of the traditional arguments for God's existence in terms of its strengths and weaknesses. Typical Out of Class Assignments Reading Assignments 1. Read "De Rerum Natura" by Lucretius, and be prepared to discuss why he thinks humans have nothing to fear from supernatural deities. 2. Read Sam Harris' The End of Faith, chapter 1 "Reason in Exile," and be prepared to discuss Harris' evaluation of 'religious moderates.' Writing, Problem Solving or Performance 1. Compare/Contrast Paper 1 Instructions: For this position paper, you will be required to compare and contrast the attached essay by Richard Dawkins, "Is Science a Religion?," with the theme of The City of Truth. In order to do this successfully, you will need to a) Explain the theme of the novel, b) explain the thesis of Dawkins' essay and c) compare and contrast these two positions. With whom, if anyone, do you agree and why? Try the following technique for organizing your thoughts prior to writing your paper. Thinking before writing has been proven effective for writing good papers. After you have created your fiction analysis, you will have a snapshot of the key characters and elements of The City of Truth. Place your fiction analysis on the table in front of you. Next, draw two overlapping circles on your paper as shown below. Label the circle on the left "City of Truth." Label the circle on the right "Dawkins." As you read your fiction analysis and the essay, jot down any ideas in the relevant areas of your circles: In the left most portion of the diagram, you would jot down information from City of Truth. In the right most portion of the diagram, you would jot down information from Dawkins' essay. These would be the ideas that are unique or not-shared between them. In the center portion of the diagram, you would jot down the shared concerns between the two texts. 2. Select one of the following questions and answer it thoroughly in formal essay format. 1. Select three arguments for the existence of God. Do these work? Why or why not? (Be sure to formulate one thesis statement for your entire paper and work each of the arguments for God's existence into it.) 2. Is evil an objection to religion? Why, or why not? 3. What conception of the divine makes the most sense? Why? 4. Is there an essential relation between religion and ethics? Other (Term projects, research papers, portfolios, etc.) Required Materials Freethinkers: A History of American Secularism Author: Susan Jacoby Publisher: Metropolitan Books Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: Imagine There's No Heaven: How Atheism Helped Create the Modern World Author: Mitchell Stephens Publisher: Macmillan Publication Date: 2014 Text Edition: Classic Textbook?: OER Link: OER: The God Delusion Author: Michael Ruse (Author), Stephen Bullivant (Editor) Publisher: Cambridge University Press Publication Date: 2021 Text Edition: Classic Textbook?: OER Link: OER: The Cambridge History of Atheism Author: Gordon Stein Publisher: Prometheus Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: The Encyclopedia of Unbelief Author: Tom Flynn Publisher: Prometheus Books Publication Date: 2007 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
SPAN 0017 - Intermediate Conversational Spanish
http://catalog.sierracollege.edu/course-outlines/span-0017/
Catalog Description Prerequisite: Completion of SPAN 2 or three years of high school Spanish with grade(s) of "C" or better Hours: 54 lecture Description: Develops increasingly complex language abilities through new vocabulary and more advanced grammatical structures. Emphasizes oral communication, grammatical, reading, and writing skills at the intermediate level, and further explores cultural customs. (CSU, UC) Course Student Learning Outcomes CSLO #1: Paraphrase intermediate level Spanish spoken at regular conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in intermediate level conversations. CSLO #3: Explain what is read in any intermediate reading passage. CSLO #4: Compare and contrast cultural perspectives based on readings, discussions, and videos. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successful completion of the course, students will be able to: 1. Recognize and paraphrase intermediate level Spanish that is spoken at regular conversational speed in present and past indicative tenses, present subjunctive mood, and imperative (LISTENING SKILLS). 2. Formulate and create accurate pronunciation with grammatically correct sentences in conversations with native or non-native speakers of Spanish using present and past indicative tenses, present subjunctive mood, and imperative (SPEAKING SKILLS). 3. Recognize and explain what is read in present and past indicative tenses, present subjunctive mood, and imperative from any intermediate reading passage (READING SKILLS). 4. Formulate and write compositions and short reports using appropriate syntax in the construction of sentences in present and past indicative tenses, present subjunctive mood, and imperative (WRITING SKILLS). 5. Compare and contrast the similarities and differences of Spanish-speaking cultures to the student's own cultural traditions. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: After watching two thirds of a film the students are assigned to imagine and write the ending of the film in 300 words. They are graded on Task Completion, Comprehensibility, Language Control (Grammar), Vocabulary, and Mechanics and Spelling. Objective Examinations Example: Students will be assigned a reading with pre-reading and post-reading questions to be handed in the next class for grading. Students will also be evaluated on the level of participation in the class discussion of the reading topic. Projects Example: Each student will be assigned a topic to report on to the class throughout the semester. Themes may include cultural aspects of the U.S. Hispanic-American, Latin-American, and Peninsular cultures with respect to geography, politics, economy, arts and crafts, music, health, cuisine, and social customs. The report consists of a two or three page typed report and a five minute presentation to the class. The written portion is graded on Task Completion, Comprehensibility, Language Control (Grammar), Vocabulary, and Mechanics and Spelling. The oral presentation is graded on Language Function, Comprehensibility, Vocabulary, Cultural Awareness, and Pronunciation. Skill Demonstrations Example: Instructor will observe two students discussing an assigned topic and grade them using the following rubric: Theme: _______________ D C- C B- B A- A A+ Structure:12 14 15 16 17 18 19 20 Content: 12 14 15 16 17 18 19 20 Pronunciation: 6 7 7.5 8 8.5 9 9.5 10 Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Formulate and create accurate pronunciation with grammatically correct sentences in conversations with native or non-native speakers of Spanish using present and past indicative tenses, present subjunctive mood, and imperative (SPEAKING SKILLS). Methodology: Use of Multimedia to Elicit “Reported Speech”- After learning how to narrate using "Reported Speech", the instructor will play two video clips for the class. After viewing the first video clip half of the class will be asked to report what was said to their partner. After working one-on-one in pairs a volunteer will be asked to report to the whole class what was said in the clip. Then the second video clip will be shown and the people who listened the first time will report what was said to his or her partner. Again a volunteer will report to the whole class what was said after working in pairs. Rubrics to Assess Speaking Skills - Students are given the following scenario to act out in pairs: Scenario: A tourist and a travel agent You are a travel agent who specialized in tours for people who enjoy the kind of nightlife typically found in large cities. A client (played by your partner) wants to know about your tours. Recount what you and the tourists in your group did each night during a five-day trip to New York City so that your client will understand what to expect on one of your tours. Your client will also ask you to recommend what he or she should pack for the tour. The instructor will grade the conversation based on the following rubric categories: Pronunciation and Fluidity; Use of the Past Tense; Ample use of Chapter Vocabulary; Proper Use of the Subjunctive; Correct Use of Other Grammar. Distance Learning This activity can be adapted for the online environment by having students watch the video online, and then record their summary of what was said in LMS. An alternative would be to have the students work in pairs and report to each other in an online partner chat, which would be recorded for the instructor to evaluate. This assignment can be adapted for the online environment by one of two options. First, the two students could play each role in a recorded partner chat, or second, the instructor could record himself or herself acting out one of the roles. The students could then act out the second role in an asynchronous chat that the instructor could then evaluate. Typical Out of Class Assignments Reading Assignments Example 1: Students read the following article to introduce the chapter theme (they are given some of the advanced vocabulary in footnotes): En las últimas décadas, debido a la modernización, la tecnología y un estilo de vida más agitado, diversos oficios que se realizaban en la ciudad han desaparecido. Ya casi nadie manda a arreglar un reloj ni mucho menos piensa en que habrá alguien que reparará el punto corrido de una media. Actividades de este tipo eran frecuentes hasta hace algunos años. Entendidos en el tema opinan que este cambio se ha provocado por la constante modernización de los procesos productivos, pero también en los nuevos estilos de vida que se han asimilado como consecuencia de esta estructura de la sociedad. Para Julián Rodríguez, sociólogo de la Universidad de Chile, el modo de vida actual, con una fuerte cultura del desecho, ha hecho que escasee el tiempo para buscar arreglo a los desperfectos. Por otra parte, los accesorios y muchos artículos que se utilizan en los hogares son fabricados en serie a muy bajo costo, por lo que casi siempre es más costoso reparar que reemplazar. Asimismo, cambios más globales provenientes del mundo de la informática han afectado el ámbito laboral. Un ejemplo es lo que ocurre con el sistema de correo que ha tenido que modificar sus labores debido a la irrupción del e-mail. Si bien toda la correspondencia comercial sigue realizándose a través del correo tradicional, gran parte de las cartas privadas se efectúan a través de la computadora. De esta forma, dicen los expertos, el oficio de cartero es otro de los trabajos que terminarán por desaparecer. Students then answer the following questions: 1. ¿Cuáles son las causas de la desaparición de ciertos oficios? 2. ¿Por qué tenemos una cultura del desecho? 3. ¿Qué está causando una reducción en el sistema de correos? Example 2: Students read an article of several pages pertaining to the life of a professor (Costas) after which they answer the following questions: 1. ¿Cómo fue la niñez de Costas? 2. ¿Por qué fue a Nueva York? 3. ¿Qué quería hacer Costas antes de casarse? 4. ¿Qué tipo de papá era? 5. ¿Qué importancia tiene la fotografía de Costas con su hija? 6. ¿Por qué es importante vivir cada día como si fuera el último? Students are then asked to relate an important event from their own lives in writing, which will be the basis for conversation in the next class. Writing, Problem Solving or Performance Example 1: Writing: After reading an article of several pages pertaining to the life of a professor, students will write a one page narration of an event (a wedding, a graduation, an accident, etc.) from their own life to share with the class. Example 2: Skits (Performance): In groups of three act out a scene between two motorists who have had an accident and a police officer. Keep in mind the differences between the formal and informal "you" when addressing each other. Your dialogue should include a narration of what happened (past tense), vocabulary from the chapter and formal commands. Example 3: Oral presentation: Design a ten-minute presentation where you lead your fellow classmates in how to complete an activity. You can give the class instructions (using formal commands) on how to do a dance step, how to create paper flowers, sing different parts of a song, etc. Your presentation should contain: 1) an explanation of the activity, 2) a clear visual of the final product that the class is trying to achieve, 3) clear ORAL instructions for how to complete the activity, 4) a check for comprehension from the audience, and finally 5) a completed activity by the group (or all individuals). If you chose to demonstrate a craft, be sure to have all of the supplies prepared in an organized manner so that the 10 minutes of the presentation are spent on the activity and not wasted in the distribution and preparation of supplies. Other (Term projects, research papers, portfolios, etc.) Required Materials Invitaciones (segunda parte): An Interactive Worktext Author: Alonso, Alonso, Zaslow Publisher: Vista Higher Learning Publication Date: 2010 Text Edition: 2nd Classic Textbook?: OER Link: OER: Así lo veo Author: Leeser, VanPatten, Keating Publisher: McGraw-Hill Publication Date: 2011 Text Edition: 1st Classic Textbook?: OER Link: OER: Más Author: Pérez-Gironés, Adan-Lifante Publisher: McGraw-Hill Publication Date: 2010 Text Edition: 1st Classic Textbook?: OER Link: OER: Revista: Conversación sin barreras Author: Blanco Publisher: Vista Publication Date: 2014 Text Edition: 4th Classic Textbook?: OER Link: OER: Conversaciones creadoras Author: Brown, Martín Gaite Publisher: Cengage Higher Learning Publication Date: 2015 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...0140 ARTS 100 ART 0002 ARTS 101 ART...0003 POLS 160 POLS 0017 PSY 110 PSYC...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...in Art ARHI 0150 History of Asian Art...Introduction to Mythology HUM 0017 Introduction to Atheism...
