ART 0018B. Ceramics II
Units: 3
Prerequisite: Completion of ART 18A with grade of "C" or better
Advisory: Eligibility for ENGL 1A
Hours: 90 (36 lecture, 54 laboratory)
Students integrate techniques and concepts learned in introductory ceramics to produce works of a more prioritized and personal nature. Introduces advanced techniques and concepts of using clay for creative expression to produce a fundamentally more self-directed portfolio using the potter's wheel and or hand building techniques. Provides increased sensitivity to the materials, to aesthetic design, and to further development of individual and imaginative use of the materials. Glaze technology is introduced. (CSU, UC)
ART 0018B - Ceramics II
http://catalog.sierracollege.edu/course-outlines/art-0018b/
Catalog Description Prerequisite: Completion of ART 18A with grade of "C" or better Advisory: Eligibility for ENGL 1A Hours: 90 (36 lecture, 54 laboratory) Description: Students integrate techniques and concepts learned in introductory ceramics to produce works of a more prioritized and personal nature. Introduces advanced techniques and concepts of using clay for creative expression to produce a fundamentally more self-directed portfolio using the potter's wheel and or hand building techniques. Provides increased sensitivity to the materials, to aesthetic design, and to further development of individual and imaginative use of the materials. Glaze technology is introduced. (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 traditional building techniques. CSLO #3: Create original ceramic work using advanced and non-traditional glazing technique process. CSLO #4: Develop, create, and present a body of original works. CSLO #5: Develop an artist statement about own body of work. CSLO #6: 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. Analyze building methods in terms of sculptural and vessel forms, combining of traditional techniques (coil, slab, pinch, wheel), non-traditional building methods, variation of scale and size, and creation of group and/or serial work. 2. Analyze advanced and non-traditional glazing technique processes including additive and subtractive processes, subjective and expressive use of glazing processes, and traditional and non-traditional post firing techniques. 3. Analyze high and low-fire kiln techniques. 4. Evaluate contemporary developments and non-traditional works in terms of trends, materials, and approaches in ceramics. 5. Evaluate verbally or in written form personal artwork, the work of other students, and professional examples in terms of artistic voice, non-traditional techniques, and experimental success. 6. Utilize art-making vocabulary including the principles of design, glaze calculation terminology and kiln firing terminology. Laboratory Objectives: 1. Formulate, conceptualize, design ceramic forms/projects employing the most appropriate building method, glazes, firing, and post-firing techniques in terms of: a. Employ sculptural and vessel oriented forming processes, b. Apply additive and subtractive surface treatment processes, c. Create subjective and expressive use of glazes d. non traditional post firing processes. 2. Assemble, document, analyze, present, and discuss a cohesive body of work or portfolio in a professional manner. 3. Safely store, handle, use, and dispose of studio materials, and load and unload kiln. 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 CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will analyze course readings on cultural appropriation. Students will discuss the difference between appreciation and appropriation within the field of ceramics. Projects Example: Students will be evaluated on the completion of their own proposed body of work and their use of advanced surface treatment techniques through critique. Skill Demonstrations Example: Students will be required to make a plaster press mold to be incorporated into their body of work. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will help students divide into pairs to create their own high fire glaze by mixing a recipe of their choosing after research. Instructor will provide a tutorial worksheet of batch limit formulas to help structure the project. Instructor will provide supervision to ensure that Students will work properly and safely with raw materials, identifying, mixing and applying mixed recipes to tiles and individual projects. After completion instructor will assess student teams based upon having completed the mixing, application of glaze on tile and the submission on tile. Lecture: Instructor will lecture on a survey of contemporary ceramic artists. Students will engage in a class discussion on the changing role of ceramics from the craft movement to the world of Fine Arts. Distance Learning Students will watch video tutorial and slide presentation on sgraffito surface 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 sgraffito process on the surface of clay. Students will apply their drawings to the surface of the clay using the sgraffito with the use of engobes. 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 instructor assigned reviews of gallery/museum show from a periodical or website. In a one-two page typed paper, analyze and describe the reviewer’s effectiveness in describing visual work with the written word. Differentiate the use of descriptive and vague interpretations in the review. 2. Read about a well documented artist and give an oral presentation about their work in class, describing style, technique, and historical context of their significant work. 3. Read "Highpoints in Ceramic History" by Susan Peterson and Jan Peterson in "The Cradft and Art of Clay and discuss how each time period influenced contemporary ceramics. Writing, Problem Solving or Performance 1. Write a critique on a pre-approved museum or gallery show that you have visited. 2. Prepare and submit for evaluation a portfolio of art work completed during the semester. Include an artist statement of the work. Other (Term projects, research papers, portfolios, etc.) 1. Mid-term critique portfolio review. 2. Final critique portfolio review. 3. Web-based research for class projects. 4. Submit work for an exhibition. Required Materials A Potter's Book Author: Bernard Leach Publisher: Unicorn Press Publication Date: 2015 Text Edition: 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: Ceramic Studio Author: Shay Amber Publisher: Lark Crafts Publication Date: 2012 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: Clay and Glazes for the Potter Author: Daniel Rhodes Publisher: Schiffer Craft Publication Date: 2022 Text Edition: 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.
HIST 0018B - The African American Experience in American History since 1877
http://catalog.sierracollege.edu/course-outlines/hist-0018b/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: History of African Americans in the United States since the Civil War; 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; Reconstruction; Jim Crow era; Booker T. Washington and W.E.B. DuBois; the Civil Rights Movement; and African Americans in the Reagan-Bush and Clinton eras. (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 since 1877. CSLO #2: Analyze the origins of the American Constitution and its impact on American cultural developments relative to African American history since 1877 with emphasis on race, class, gender and ethnicity. CSLO #3: Compose coherent, persuasive academic historical arguments regarding African American history since 1877 using correct academic citation methods. CSLO #4: Investigate major political, economic and social changes in African American history since 1877 with emphasis on culture, race, class, gender and/or ethnicity. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Examine the impact of post-Civil War legislation on African Americans 2. Trace the political and constitutional developments in the U.S. from the time of Reconstruction through the legal disenfranchisement and segregation of blacks in the late nineteenth century. 3. Analyze and appraise the impact of prominent African American men and women on the development of United States 4. Examine the impact of important organizations and movements 5. Analyze and examine the similarities and differences between African Americans and other ethnic groups by exploring the impact of foreign and domestic immigration and the relationships which emerged between African Americans and other ethnic groups 6. Trace and analyze the emergence of the United States as a world power and its relationships with Africa, the Caribbean Islands and Central and South America 7. Examine the constitutional changes that occurred on the state and federal level during the Civil Rights era, beginning with the case of Brown v. Board of Education. 8. Analyze and review the Civil Rights Movement General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language AA/AS - Multicultural Studies AA/AS - Social Sciences 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: Discuss the different strategies used by Booker T. Washington and W. E. B. Du Bois to confront the challenges of segregation in American society in the late 19th and early 20th Centuries. 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. Describe the first phase of the Civil Rights Movement. What events led to the organizing efforts of the various different activist groups? How did activists shape their tactics and strategies to the particular characteristics of the southern culture of segregation during the first phase? What were their organizations, tactics, activities and goals? Lastly, what brought about the end of the first phase of the movement? Objective Examinations Example: Answer each of the following multiple choice questions on your Scantron form 882: The Voting Rights Act of 1965 gave: A. Both houses of Congress the power to investigate allegations that a state or county government had interfered with the right of minority residents to vote. B. The attorney general the power to supervise voter registration in areas where less than half of the minority residents of voting age were registered. C. The federal government the power to withhold grant funds from states that attempted to keep minority residents from voting. D. The Supreme Court the power to declare null and void election returns from states that could be shown to have prevented minority residents from voting. Who provided the leadership for the SCLC during the 1950's and 60's? A. Martin Luther King Jr. B. Malcolm X C. Stokely Carmichael D. None of the above 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: 1. 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. 2. 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 Civil Rights 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 writing assignments.(Course Objectives 1, 2, 3, 5, 6, 10, 11, 12, 13 and 14) The instructor will provide material in lecture format (either oral or written) on "Black Nationalism in the Early 20th Century." Students should take notes and be prepared to discuss the material in class. Distance Learning The instructor will provide a video lecture with close captioning for students focusing on the contrasting strategies of Booker T. Washington and W.E.B. DuBois relative to their advocacy for African American Civil Rights in the late 19th/early 20th Centuries 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 section entitled "Meanings of Freedom" and provide a written response to each of the following questions using material from the chapter: How did the Great Depression affect black culture? What role did the New Deal's Works Progress Administration (WPA) play in democratizing black culture? How did religious culture change during this era? How did black artists, musicians, filmmakers, and writers negotiate the dilemma of dual consciousness as articulated by W.E.B. Du Bois? Which parts of black art did white corporate executives find easiest to appropriate and shape for white consumption? How did swing-era big band music lead to bebop? What problems did the bebop musicians encounter? How did black music effect American culture? 2. Read Anne Moody's "Coming of Age in Mississippi" and provide a written response to the following questions: What were Anne Moody's most important early childhood experiences? What was her family's life like? What hardships did she have to endure? Describe Anne's (Essie Mae's) early contacts with whites. How does she learn that whites and African Americans are different? How does Anne learn that "race" is a social construct – that society dictates who is "white" and who is "black?" How would you describe relations between blacks and whites in Mississippi when Anne was a young girl? How did whites in rural Mississippi exercise power over blacks? Who was Emmett Till and why was he murdered? What effect does his death have on Anne? How does she react to it? What are the differences between Anne and her mother? Why does one gravitate toward the Movement while the other fears it? Does Anne hate white people? Does she act differently toward whites than did most blacks in rural Mississippi? Does her attitude toward whites change throughout the book? Writing, Problem Solving or Performance 1. Write a 7-10 page research paper covering a topic in African American history from the end of Reconstruction to the present. 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 about the history of the Civil Rights Movement. 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. John Dittmer, "Local People: The Struggle for Civil Rights in Mississippi" Doug McAdam, "Freedom Summer" Julian Bond, "The Civil Rights Movement: An Eyewitness History" David Garrow, "Bearing the Cross: Martin Luther King Jr., and the Southern Christian Leadership Conference" Taylor Branch, "Parting the Waters" Other (Term projects, research papers, portfolios, etc.) Required Materials The African-American Odyssey Author: Hine, Darlene; Hine, William; and Harrold, Stanley Publisher: Pearson Publication Date: 2013 Text Edition: 6th Classic Textbook?: OER Link: OER: 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: 2017 Text Edition: 2nd 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?: OER Link: OER: Coming of Age in Mississippi Author: Moody, Anne Publisher: Delta Publication Date: 2004 Text Edition: 1st Classic Textbook?: OER Link: OER: Bearing the Cross: Martin Luther King Jr., and the Southern Christian Leadership Conference Author: Garrow, David Publisher: William Morrow Paperbacks Publication Date: 2004 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Sociology
http://catalog.sierracollege.edu/departments/sociology/
...justice. The Associate in Arts in Social Justice...History to 1877 HIST 0018B The African American...
