Summative Powerpoint

Slide1

  1. SKILL I have significantly developed my throwing skills and now feel much more confident on the wheel.
    IDEA
    I enjoy the process but rather than seeing it as a means to an end, I see it as the start of a process of construction.

Slide2

  1. CONTEXT I feel inspired by the work of Gordon Baldwin I saw at COCA York as well as Carnia Ciscato at Collect ’17 who hand-build with thrown forms. Unlike slabs the clay holds some of the energy and motion of the wheel and has a springiness and tension to the touch.
    IDEA I’m interested in the idea of a piece showing traces of how it was made.

Slide3

  1. IDEA Idea of trace and memory was important in café society project. I wanted to create mugs for a café that would be a piece of home in Cardiff for when I felt homesick and missed the wild, rural landscape of North Wales. I hope to saggar fire them with combustibles from home so the surface holds a physical trace of the landscape. I focused on throwing a particular shape – a mug I remembered from home, but when I found a picture of it afterwards I realised my memory of the object was different to reality. How reliable are our memories?

Slide4

  1. IDEA This idea of the unreliability of our senses was further explored in Constellation – New materialisms. We drew an object from touch then from sight and it made me think about what I think I know as opposed to what I actually know. How does our memory influence how we interpret the present?

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  1. SKILL/CONTEXT I enjoyed the screenprinting field lab where we learnt about colour theory and played with the placing of colour. I’d already been interested in learning how to make coloured slips and thinking of the clay more as a canvas for painting on but the field project inspired me to work more in colour, especially for the pop art oil lamps.

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  1. SKILL Influenced by the paper stencils we used in the field screen printing I learnt how to use the laser cutter to cut my own paper stencils for the pop art project, with crisp sharp lines to suggest advertising graphics and mass production. Also with these oil lamps I began exploring the idea of building with thrown forms, and discovered the difficulty of controlled drying.

Slide7

  1. IDEA Realised with this technique that I was interested in the theme of balance. It’s something I have explored a bit in the past, exploring how the body balances on my foundation course.
    CONTEXT I came across Lisa Krigel’s stacking forms at Made in Roath and became interested in the compositions of balancing dirty dishes in the kitchen.
    CONTEXT My constellation essay examines the philosophy of balance in relation to eastern philosophy and the ceramics of Bernard leach, looking at balance creates harmony in art as well as everyday life

Slide8

  1. CONTEXT After coming back from France and playing games around the dinner table I wanted the centrepiece to be interactive or a kind of game. However, I was much more interested in taking a process driven rather than schematic approach, so worked through playing with the clay.

CONTEXT Wouter dam inspired forms.  Slide9

SKILL Going back to the idea of trace, I like work that shows signs of how it has been fired as well and am drawn to more experimental firing techniques such as raku and the pit firings we did with Mick and over Easter. I like the firing being an experience in itself not just something that has to happen. Reading about mindfulness and Eastern Philosophy has made me not want to think of any part of my making process as a means to an end, but as an experience to be enjoyed of itself.

Summative powepoint

L4 Subject Summative PDP

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Things can be otherwise – I’m a bucket becoming a fire

I feel this year I’ve focused (although not as much as I could have) on improving my throwing skills. It’s a process I enjoy, but rather than viewing it as a means to an end, I see it as more as a starting point for the process of construction, much like artists Wouter Dam, Carina Ciscato and Walter Keeler.

I began the first project ‘Many a Slip’ trying to repeat throw a particular form – that of a distinctively shaped mug I remembered from home. I discovered though, when I found a picture of the actual mug, that my memory of the object was distorted, a caricature of a mug. This made me think of how unreliable memory is and blind drawing exercises in the New Materialisms Constellation study group explored these ideas of how we perceive with our senses further. This idea of memory and trace fed into the ‘Cafe Society’ project. My cafe was to be a piece of home in Cardiff, somewhere I could go to escape the busy city and feel I was back in the wild, mountainous landscape of North Wales. The layout of the place would be similar to my favourite coffee shop in Dolgellau – T.H.Roberts, the old ironmongers, the top floor kitted out with second hand sofas, and they would serve the local speciality – Popty’r Dre’s honey buns.

I made a series of my ‘home’ mugs which I hope to saggar fire tomorrow with combustibles sourced from the Dolgellau area – seaweed and shells from Barmouth beach and sheep wool and lichen from the farmers fields on the foot of Cader Idris. I want the surfaces of the mugs to show a physical trace of my home. The project has made me think of the things I take for granted and how your memory of a place can change when you move away and grow older. It makes me think of Malcolm Pryce’s Aberystwyth Noir novel series – about an alternative underworld Aberystwyth which he only began to write about when he moved away from the place.

With the handbuilding of thrown forms I find myself returning to the theme of balance, which happened to be what I wrote my final Constellation essay about. I find my making process if becoming more and more process driven rather than schematic and pre-planned. I find I like to play with the material and discover ways sections want to fit together harmoniously and naturally rather than trying to bring a drawing or plan into being. This thinking has definitely been influenced by learning about ideas of the agency of materials in Constellation. I feel as a result though that I’ve abandoned research a bit and work in sketchbooks less than I used to.

I noticed this change of thinking most when I came to the final ‘Centrepiece’ project and originally wanted to make an interactive piece or a game, but realised I didn’t want to work to a plan. It’s also becoming more and more important to me that what I make shows a trace of how it’s been made. This is why I like the flow of throwing lines and marks where the fire has licked the clay in kilns that aren’t electric fired. I hope to move away from the standard oxidation electric kiln firings next year. I’d especially to learn how to use the gas kilns for reduction firings and look more in depth at alternative firing methods like raku, saggar and wood firing. I liked the unexpected, uneven results and surface textures you get this way, like the ones on my final centrepiece.

Looking through my blog I feel it would help to post a summary of my developing ideas at the end of each week next year so I can see a more clear progression. Also I’d like to upload films of myself working so I can more dynamically document the skills and techniques I’m learning.

 

 

L4 Constellation PDP

Coming to Constellation with no background of studying philosophy, I found the arguments and concepts difficult to grasp at first. I feel I’ve been introduced not so much to a new field of knowledge but more to a new way of thinking about the world and my place in it. Initially I didn’t feel confident engaging in class discussions, worried I would say something ‘wrong’ or worse, silly, but as the year progressed I’ve realised these debates are more about questioning and thinking independently than knowing information, and I’ve started to grow in confidence and enjoy them. I feel I’ve significantly developed my critical thinking skills as well as my ability to listen to others and engage in debate. I’ve realised that I don’t have to agree with anything or everything, all things can be questioned and picked apart. Previously I’d considered my work in a historical context but not a philosophical one. Constellation has made me think about the theory that underpins my work and I feel it also gives me a deeper understanding and appreciation of the artwork of others.

During the first term my study group was Martin Woodward’s ‘New Materialisms’ – an exploration of the debates surrounding phenomenology. Each week, as a group we took part in a different drawing or making activity and analysed the results. I felt this was a fantastic introduction to constellation because I was able to ground complex theories and ideas in something that felt real and concrete. In contrast, Clive Cazeaux’s ‘Things can be otherwise – an introduction to philosophy’ (my second term study group) was more centred on group discussions. Although I found these more and more valuable as the term progressed, I felt more engaged and remembered what I’d learnt better with interactive activities.
Previously I hadn’t questioned why I wanted to work with clay in much depth but learning about theories such as the agency of materials discussed by writers like Ingold and Jane Bennett have helped me better understand why I’m studying ceramics. For last term’s formative essay I wrote about the hierarchy of senses in society, and the more I researched about society’s oculacentric culture, the more I felt that ceramics and craft have an important role to play in making people aware of a more embodied existence where we pay attention to all our senses.
A book I received for Christmas about practicing mindfulness (which focuses on paying attention to all our senses) was an important catalyst in getting me interested in Eastern philosophy. I felt a breakthrough came for me during a class discussion in ‘Things can be otherwise’ about theories of technology which led to discussions about agency and the difference between eastern and western thought. I felt I’d fallen across something that really excited me. Finally, I could begin to draw connections with the ‘New Materialisms’ study group about how much we shape the world and are shaped by it in return. I found that eastern, specifically Japanese ideology was more in line with my definition of beauty and the values I hold important, so I chose to explore how eastern philosophy relates to material agency in my essay, using the work of Bernard Leach as an example.

Having spent time in the study groups analysing small passages of complex essays in detail, such as Joseph Jastrow’s ‘The Mind’s Eye’ I have learnt that by dedicating time and attention to pieces of writing that at first glance seem inaccessible, I can slowly begin to understand what the author is saying. As a next step I need to spend time practicing reading the style of academic writing I’m becoming more familiar with through Constellation. I feel the time I’ve already spent has been rewarding and enlightening as I begin to find connections between the theories of different writers. Although, having read Tim Ingold’s ‘Making’ I now know that academic writing doesn’t have to be dry and difficult to follow and this has reinforced the importance of knowing the audience you are writing for. What I especially like about Ingold’s writing is that he gives examples of activities he’s done to illustrate his theories, and like the activities we did in our study group, it makes them more memorable.

I felt the keynotes were a bit of a lottery, some being worthwhile but others not so much. One that really stood out for me was Cath Davies’s ‘Purple Haze’ in which she discussed how Art Nouveau had a heavy influence on 1960s Psychedelia culture. I became interested in the theory that nothing is really new, elements of past trends are just re-configured and combined with the present. I recognised this was why I’ve had an obsession with Quentin Tarantino films, because of how well Tarantino knows his film history. When potter Geoff Swindell visited CSAD to demonstrate his making techniques, he spoke openly of his distaste of potters today who work in the tradition of Bernard Leach, making pots that resemble those from ancient Japan. Although I agree it’s important to move with the times, before I dismiss this ceramic tradition as being old fashioned I want to better understand it so I can learn from it, hence why I wrote the essay about Japanese ceramics and philosophy. While constellation addresses theory, I feel what may be missing from my course is the historical context. I attended some of Jon Clarkson’s fine art lectures, but we have no equivalent for ceramics.

Above all constellation has taught me to ask questions even if at the present moment I can’t answer them. While subject deals with what and how I make, constellation deals with the equally important ‘why’. It has given me a more holistic approach to life and making, now that I begin to see the interconnectedness of materials, tools, the body and the environment. As a practitioner, this has made me more interested in exploring art that can be interacted with and is currently feeding into my centrepiece project where I hope to make a table centrepiece that can be played as a game.

Glaze tests – low firing

My first glaze test tiles have come out of the kiln, frankly with quite disappointing results. I used the recipe for a Blue grey speckle glaze from Emmanuel Cooper’s glaze book, firing range 1050-1100C. The top tile shows the glaze on LF (low firing) white earthenware which results in a flat, brash blue colour that reminds me of children’s poster paint. The bottom tile shows the same glaze on terracotta which is slightly more green tinged and has visible speckles. I’d hoped for something more subtle. Maybe I accidentally overdid the cobalt oxide.

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Blue grey speckle glaze

Calcium borate frit               20
High alkaline frit                  15
Whiting                                   4
Standard borax frit              25
Feldspar (soda)                     18
Flint                                         5
Rutile                                       5
Zirconium silicate               8
Cobalt oxide                           1%

Frit – Raw glaze materials that have been melted together and reground before being included in the glaze slop for a variety of reasons e.g. so that soluble minerals become insoluble or hazardous substances (like lead) become less harmful.

Whiting – Calcium carbonate. A source of Calcium oxide for glazes.

Rutile – Titanium oxide with up to 25% iron oxide.

Cobalt oxide – The most powerful colouring oxide, gives a strong blue.

 

There’s many a slip

Our ‘There’s many a slip twixt cup and lip’ brief requires us to produce a series of cups for a cafe of some kind. While I was away at university I suffered bouts of homesickness and especially on weekends, longed for a break from the busy city. I’d never lived in a town with more than 3,000 people before. I also drank a lot of tea while I was away, but early on found out I’d left one of my favourite cups at home. It wasn’t something I expected to miss.

There’s a distinction between a cup and a mug. While cups are usually used for drinking tea, their bigger siblings – mugs, are used for coffee and hot chocolate, although the only place I’ve drank from proper cups with saucers are cafes. It feels dainty and sophisticated to drink from a cup while a mug has a more down to earth feel. I’d call my cup from home a mug.

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My mug from home

The mug has a wider base than lip and a curvy barrel shape which keeps in the heat of the drink and prevents it from spilling as you carry it. This sense of security is further embodied in what the mug represents – the security of being with people I love and a place I feel safe. The lip is thick and smoothly rounded –  it feels almost as if you’re been given a kiss when you sip from it!  It appears to have been made from a mould based on a thrown form. The glaze is a little lumpy where the colours have overlapped and there is a small amount of pin-holing where the glaze has left tiny craters.

I began without a reference. I drew what I imagined the shape to look like and attempted to repetitively throw these forms with the aid of a pattern I had cut from the side of an old debit card. I then asked my family to take a photo of the mug and send it to me. The difference between my memory of what the mug looked like and reality startled me and this opposition is something I’d like to further explore.
If you ask me if I know what my family members look like, of course I know but could I draw them accurately? Very unlikely. What I worked from was a sort of caricature of the mug I knew, the ridge at the base and curves emphasised. This made me realise how completely unreliable my mind is. Similarly to this post my mind fills in the gaps in its knowledge with what it expects to find. How can i capture this essence of how the memory works in cup form?

If a cup had a memory it would remember all the drinks it has contained, the times it’s been knocked over and liquid spilt, maybe the chips would read as the wrinkles of old age. The life of a cup or mug in a house is entwined with the lives of those who live there.

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I’m designing my mugs for an imaginary cafe – a piece of home for me in the city, someplace I can go when I miss the countryside of North Wales. What could be more appropriate than to make the mugs from clay sourced from the area where I live? So far I have been throwing these forms in LF (low firing) white earthenware clay. My plan next is to try throwing with the clay I sourced from my local area in Snowdonia. I’m also interested in coloured slip decoration and it’s potential for illustrative qualities as my mugs would need to be colourful and cheerful to fulfil their purpose. I’m going to photograph textures and patterns from around my home for inspiration.

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Beautiful, minimal slip decoration, Craft in the Bay

 

Dyfal donc a dyr y garreg

Before coming to CSAD I had no knowledge of how glazes, slips and different clays were made. I’d never packed a kiln in my life and I’d have hazarded a guess that feldspar was a type of supermarket. At the end of my first term, I can proudly say that I feel confident mixing my own glazes from recipes and I’ve had experience of packing a kiln correctly and learning how to put on a firing. I’ve made my own throwing tools in the woodwork and metal workshops but as well as new methods of making I’ve learnt new methods of thinking and developing ideas.

I really enjoyed the ‘local clay’ project- sourcing clay from our local area then subjecting it to a series of scientific tests to learn about its porosity, limestone presence and firing temperature. Going right to the source of the material we work with and learning about how its formed was enlightening.

When I started the course I had very little experience of throwing. The few times I managed to get past the tricky stage of centring the lump of clay, I made a handful of ugly  ash trays, each one weighing about as much as a small elephant. On the Foundation course my practice had centred around hand building – coil building mainly, a little slab building and press moulding too. Sculpture excited me but throwing was just…well…pots. It never occurred to me to try joining together thrown forms in a sculptural way. After watching Walter Keeler’s demonstration at Made by Hand and seeing the work of artists like Gordon Baldwin and Lisa Krigel, this is something I want to try. I’ve developed a new appreciation for the humble vessel form now that I realise the happiness that can be found in throwing something as simple as a bowl!

Now that it’s over halfway through the Christmas holidays I’m itching to get back to the wheel. Throwing has won me over. As I see it, it’s a form of practising mindfulness but with the added bonus of having created something beautiful and maybe even functional at the end of it. To look back at what I started with, I feel I’ve definitely improved (maybe not a great deal but as the welsh saying goes ‘Dyfal donc a dyr y garreg’ (tapping persistently breaks the stone). I can now, with varying degrees of success, do things I never imagined trying a few months ago such as throwing off the hump and making series of bottle forms.

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Wobbly throwing attempts at the start of term
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Biscuit fired – trying out new forms

Slipcasting on the other hand, was something I’d never in my life done before. The process is sometimes frustratingly time consuming as opposed to throwing which feels very immediate. I like the way slipcasting has the ability to capture minute details and it’s got me looking closer at everyday objects around my home to find out how they were made. However at the moment I’m not keen on the neat, mass-produced look of the finished outcome. I prefer how the objects look with the jagged seams of spilled slip still attached. This way they remind me of ancient artefacts freshly dug out from the earth. I feel slipcasting is the technique in ceramics which most embodies hylomorphism – there’s a lot of control imposed upon the clay and I feel it loses some of it’s ‘life’ and movement. This is why I like throwing but hate turning. If I over-turn a vessel it ends up looking strained and contrived. I want what I make to be a dialogue between myself and the material but not a one way conversation.

This first term I’ve had a wealth of opportunities to develop skills from volunteering as a pottery showdown assistant at Cardiff City Hall’s ‘Made by Hand’ craft fair to supporting throwing lessons with groups of students from the art Foundation course. Helping others to throw was itself a method of learning because I was challenged to reflect on my own technique and think about the series of movements involved.

Constellation has been valuable in challenging my long-held assumptions about the role of the mind and body in making. I’ve been introduced to new ideas about how we view the world and the role of our senses but more importantly I’ve been encouraged to question everything  – what kind of environment do I prefer to work in? Why did I draw that line the way I did? Why does it matter?

Now that I’ve been introduced to various working techniques, the plan for next term is to see how processes work together – I’d like to try plaster casting sprig moulds to attach decoration to thrown forms, altering and hand building onto thrown forms as well as seeing if I can throw the clay from my local area. If the consistency isn’t right I want to know what I can add to the clay to change its properties. Also next term I’m making an effort to combat my obsessive compulsive disorderliness to minimise clay dust in my work area.