LeeU

I’m having issues with my wrists and elbows. I will choose to retire before I cause any permanent injury. I think I can be happy doing other things that aren’t as physically demanding. Same thing goes with materials like clay. If these supply issues start to look permanent, I think I’d rather pivot to something else. There’s only so much hassle I’m willing to deal with. I want to spend my older years relaxing!

A shortage of hands would do me in. I had both thumbs operated on some years ago and the surgeries gave back full use of my hands. The rest of the arthritis is nowhere near enough to make me give up. Electricity to fire the kiln would be another thing. Although I prefer throwing over handbuilding, I could get by without a wheel, but not very easily. My extruder and a flat surface for working with slabs could get me by...

This. My thumbs and a couple of my fingers have started to be painful in the joints, sometimes to the point that they throb for a couple of days after heavy use. I'm seeing my hand doctor and wearing a brace on one thumb at night, and I've seen some improvement, so that's good. I could always do the cinnamon roll tendon surgery on my thumbs if needed, but I'd like to avoid that if possible. I just want to make sure my hands won't limit my activities in retirement when I'll have time to do some of the other things I enjoy doing like woodworking and fishing.

For me its not a shortage issue -its more a wrist hands issue . I need them to last my whole life without to much pain. Clay work has taken its toll and I need to do less  clay so that I can continue without giving up the ghost.
With three bones missing in right wrist (a prc) and one bone gone in left thumb clay has had some serious effects on my after 50 years. I really do not want a wrist fusion which is what is next-so I need to gauge clay /pain with giving up the ghost
My long term plan which is getting more short term every day less clay work-less outlets less sales -

Lately I’ve really been into hakeme.
 

Getting more varied answers than I had figured, as my question was about coloring oxides, but what the heck, I'm tolerant, and and answer is an answer! I'm way past test grading days!
 
best,
Pres

I like making textured objects-stamped, incised, carved, run over by a cat----whatever produces nooks & crannies, rips, cracks, scraggly edges, holes etc., and then brushing glaze just across topmost surface  so a little--or a lot---of the bare clay shows. I also single fire electric at cone 5 or 6, with a slow cool. The sample pic is a spoon holder. 

I don't have any I can't work without because I don't have any that I use in the first place. I get mainstream commercial glazes such as Amaco's awesome Ancient Copper , or some w/cobalt, that do the job for me, to a modest extent. My days of  dealing at all with chemistry are long over, "halleluiah thank ya Jesus" as they say. There is such an amazing wonderful world to be had via that chemistry (coloration oxides, for example), but I am grateful just to be able to make what I want, when I want, if I want, in my own space, all by the simple click of an online "check out now" function! 

I like making textured objects-stamped, incised, carved, run over by a cat----whatever produces nooks & crannies, rips, cracks, scraggly edges, holes etc., and then brushing glaze just across topmost surface  so a little--or a lot---of the bare clay shows. I also single fire electric at cone 5 or 6, with a slow cool. The sample pic is a spoon holder. 

Honestly, some days my favourite technique would be to get someone else to do it. 

I agree and folks learn all ways and those who research perceived preferences cannot correlate the perception with reality. There is a lot of education theory research out there …….. and then again maybe a good demonstration is just that or a well written piece is just that and of course the broader your vocabulary the more you are able to internalize and think about things for which if not, your brain simply has no way to begin sensibly comprehending  it, therefore little to no productive thought. Anyway, having taught for 20 years adjunct at the junior college level, I am convinced folks learn all ways at different times  and at all times. VARK always seemed too simple to me as well as 4MAT and the challenge as a teacher was to:  try everything to help an individual learn, try different things, make good drawings, good lectures, good demonstrations, repeat, and try something different as well.
Anyway what do I know, my vocabulary / native language has too many prepositions, is too descriptive ……then again it does spark some vivid thought.  Thinking in secondary languages doesn’t seem productive but it does allow me to convey things on occasion. As a teacher the trick for me  is can I relate that to my students in a productive way? in a way that they can learn it best on any given day? More about solving how to be effective at teaching  ………. and of course my feeling since I was born: I try and use all ways to learn. Different and of course the same at different times in my life.

I have formally coached many others, mostly in the context of behavioral health service delivery. I believe coaching must be individualized and conducted as a partnership,  in tandem w/some essential teaching. The person being coached must build an infrastructure from the learning and application of the steps needed to reach their goal. The interim objectives may or may not be defined/disclosed to the one being coached, based on their needs to know/not know.  Someone with ADHD who has no sense of object permanence and never knows where they put anything, is going to need coaching to reorganize their kitchen that will be very different in approach from the approach needed for someone with OCD, who knows where every item is at all times and is highly  discomforted at moving anything to another location.  The goal for a more functional kitchen may be the same, but the process to get there will be different.  Coaching is best when supportive & motivational at its core. It is a tricky balance to demonstrate acceptance of where a person "is at" while also playing drill sergeant to get 'em moving! My own coach was a highly specialized therapist (treated & basically cured my complex post trauma stress injuries) who had subsequently moved from psychology to individual life coaching (works  w/VIP athletes these days). Post-therapy, he life-coached me in my return to ceramics. The practicality of his coaching enabled me to ID and accept certain limitations, while maximizing my strengths. I now sustain a much higher level of functionality in all aspects of day-to-day living. Being able to maintain some creativity (claywork/photography etc.)  in the "survival mix" infuses me w/the will to keep on truckin'.

I have formally coached many others, mostly in the context of behavioral health service delivery. I believe coaching must be individualized and conducted as a partnership,  in tandem w/some essential teaching. The person being coached must build an infrastructure from the learning and application of the steps needed to reach their goal. The interim objectives may or may not be defined/disclosed to the one being coached, based on their needs to know/not know.  Someone with ADHD who has no sense of object permanence and never knows where they put anything, is going to need coaching to reorganize their kitchen that will be very different in approach from the approach needed for someone with OCD, who knows where every item is at all times and is highly  discomforted at moving anything to another location.  The goal for a more functional kitchen may be the same, but the process to get there will be different.  Coaching is best when supportive & motivational at its core. It is a tricky balance to demonstrate acceptance of where a person "is at" while also playing drill sergeant to get 'em moving! My own coach was a highly specialized therapist (treated & basically cured my complex post trauma stress injuries) who had subsequently moved from psychology to individual life coaching (works  w/VIP athletes these days). Post-therapy, he life-coached me in my return to ceramics. The practicality of his coaching enabled me to ID and accept certain limitations, while maximizing my strengths. I now sustain a much higher level of functionality in all aspects of day-to-day living. Being able to maintain some creativity (claywork/photography etc.)  in the "survival mix" infuses me w/the will to keep on truckin'.

I have formally coached many others, mostly in the context of behavioral health service delivery. I believe coaching must be individualized and conducted as a partnership,  in tandem w/some essential teaching. The person being coached must build an infrastructure from the learning and application of the steps needed to reach their goal. The interim objectives may or may not be defined/disclosed to the one being coached, based on their needs to know/not know.  Someone with ADHD who has no sense of object permanence and never knows where they put anything, is going to need coaching to reorganize their kitchen that will be very different in approach from the approach needed for someone with OCD, who knows where every item is at all times and is highly  discomforted at moving anything to another location.  The goal for a more functional kitchen may be the same, but the process to get there will be different.  Coaching is best when supportive & motivational at its core. It is a tricky balance to demonstrate acceptance of where a person "is at" while also playing drill sergeant to get 'em moving! My own coach was a highly specialized therapist (treated & basically cured my complex post trauma stress injuries) who had subsequently moved from psychology to individual life coaching (works  w/VIP athletes these days). Post-therapy, he life-coached me in my return to ceramics. The practicality of his coaching enabled me to ID and accept certain limitations, while maximizing my strengths. I now sustain a much higher level of functionality in all aspects of day-to-day living. Being able to maintain some creativity (claywork/photography etc.)  in the "survival mix" infuses me w/the will to keep on truckin'.

For me coaching was from the start as a kid. My older brothers where track stars-one was 11 years older the other 5 years older. The oldest went on to be Stanfords best high hurdler (on a scholarship) and went on to be an olympic athlete . The other was also on the record books so by the time I was in Junior high the coaches all knew what I was capable of. I grew up with a pole valult and high jump pit in backyard. I was the Junior highs best jumper. Turns out my older brother pulled his achilles tendon the meet befor the plane left for Toyko Olympics in 64 and dashed him from the team. He then quit his doctors training path and became an art professor later for 25 years in the california UC stystem at UCSB Santa Barbara in print making.  He died of melanoma cancer in 92. My other brother also excelled at art but took his life at 23.That  brother made it almost thru High school before his art interests overran the coaches interests . For me in Junior high seeing both brothers records still on the board the coaches (all track and fild and some gymnastics) had big plans and worked me to death. In late 9th grade I had enough as I wanted to just high jump and they wanted me to run track as well. I have medals from those days still in the long runs 400 and 800 meters and and relays but the high jump records are what I really liked (the western roll at that time). At some point in an endless running around the track one day  in May in 9th grade I had had enough . I told the coach I was done running for him and he should do the 20 laps that day. I turned my interests to art like all my brothers before me. The rest is history except I really cut my own path thru school and beyond. 
For me coaches are all in my past. What I learned form coaches is I was not meant to be in the herd with the rest I excelled on my own paths-What they learned is I was a independent thinker and most coaches where NOT

Over the years, I have found, especially when dealing with adults that there is a certain amount of frustration and fear level that short circuits the learning process when working with clay. Comfort zones form a large amount of resistance when dealing with adults fearful of not trying a new thing, or afraid of being inept in front of others. Forgiveness sake folks, face your fears and jump into new experiences to find out what you like or don't like. 
On the other end of this discussion is the formation of bad habit, and how to correct those bad habits. These include simple things that can be corrected temporarily with coaching. Bending your elbows and trying to power center the clay in such a manner, opening up off center because you don't brace the opening hand, getting one of the other hands out of time with the other when pulling, not applying enough pressure in the beginning of the pull to thin the bottom, ripping the clay with too fast a wheel speed, or even milking the top of the pot to gain extra height at the expense of thin walls and a sharp lip. I find that often it takes not one or two times to correct these things, but several times until the student understands innately what works.
It  is especially hard to coach a student that learned poorly in the beginning: A student I had in an adult class was all excited to work on the wheel after watching videos one summer and going to a local center at night to practice. They could throw smaller pieces, and do reasonably with mugs, dishes and other small cylinders. However, they could not get any higher. Seems they watched Eastern potters throwing, thus clockwise motion. Our wheels at the time were not reversible, and I coached them to move to the other side. They would work that way for a while, but always revert to centering pressure on rt side even though I had shown them how much more power they had when the clay turned into the palm of the brace hand. Tough to correct, but after two years they started throwing Western style.
When you talk about modalities of learning, I believe you have to develop a strong foundation of basic fact to build on. Then you can understand things like alternative throwing positions, or use of ribs vs hands, and so many other simple tricks that understanding process makes the trick easier to use.
 
Good discussion here. . . 
All in MHO
best,
Pres

Marcia Selsor

I noticed a few things about both the video and the article. The video isn’t testing for concept understanding, analytical thinking or critical thinking: it’s testing for memorization of information. Also, because of the incredibly short test duration, he’s really only testing working memory and not whether or not the information makes it into long-term storage. He’s really not kidding when he says it’s not scientific!
The paper IS indeed somewhat dated, but it is more focused on understanding as an outcome, rather than memorization of facts. Especially when it comes to clay, you can’t just memorize your way into being able to work with it. We need a more understanding and problem solving based approach, which this article is moving towards and advocating for. The ideas in this paper have since  been either heavily expanded upon (using multiple teaching methods like “new math,” skip counting, AND using physical manipulatives instead of just memorizing an algorithmic method and multiplication tables),  or debunked (left brain vs right brain thinking: we all use both halves equally, but how they talk to each other is significant).
Neither video or paper takes into account things like neurodivergencies such as ADHD or auditory processing disorder, or learning disabilities like dyslexia, dyspraxia, discalculia, etc.etc. It’s interesting to note that a lot of learning modalities that have often been reserved for these groups can be of great value to neurotypical people as well. 
 

Geeze Louise-I gotta read it, hear it (even just myself saying it out loud), see it, & touch it!! Using all the tools in the tool box seems to be the best way for me to have even a miniscule chance at understanding pertinent info, let alone sustaining retention and the ability to convey the same info to someone else! What I have noticed is that while I self-perceive being fairly dependent on having to use all of the various learning styles & brain processing modes, the emphasis on (or reliance upon) one over another seems to clearly shift with the aging of Self. Not that it particularly matters-but it is kind of interesting that these days I am conscious that the need for tactile intake, for example, is superseding the need for the written word, (or images vs. an audio lesson)  when I am approaching whatever it is I am trying to learn & apply.  With clay I have noticed that I'm beginning to do a sort of juggling act of all of these elements in order to end up with a piece that works for me, and I did not use to "have to" go down that rabbit hole-the end result just came more "naturally", I think.
 

Geeze Louise-I gotta read it, hear it (even just myself saying it out loud), see it, & touch it!! Using all the tools in the tool box seems to be the best way for me to have even a miniscule chance at understanding pertinent info, let alone sustaining retention and the ability to convey the same info to someone else! What I have noticed is that while I self-perceive being fairly dependent on having to use all of the various learning styles & brain processing modes, the emphasis on (or reliance upon) one over another seems to clearly shift with the aging of Self. Not that it particularly matters-but it is kind of interesting that these days I am conscious that the need for tactile intake, for example, is superseding the need for the written word, (or images vs. an audio lesson)  when I am approaching whatever it is I am trying to learn & apply.  With clay I have noticed that I'm beginning to do a sort of juggling act of all of these elements in order to end up with a piece that works for me, and I did not use to "have to" go down that rabbit hole-the end result just came more "naturally", I think.
 

since you mentioned it,………..And often might be baseless https://www.youtube.com/watch?v=rhgwIhB58PA
 

Found myself coming back to this thread, as ideas were/are resonating, particularly, comparing/contrasting the times in my life when a) I've learned under the direct and focused tutelage of others vs. b) being in a situation where there's opportunity to observe and practice, but no direct teaching going on with me.
A few points float up from the gurgling goop o' my recollectin':
  There are many many more instances o' the latter than the former, first off.
   Second, of the cases where I was getting focused individualized instruction - whether straight one on one, or one of many where I got slices of "me" time - a subset o' those cases were actually worth a da... uhm, any good (hence, some o' were not good).
  Back to the latter, that's how my two semesters of wheel was, mostly - short demonstration, now you all try it - with one on one for those asking for help and/or obviously struggling, otherwise, left to practice and learn. I'm not complaining (in case the teacher reads this!); no, really - time at the wheel, that's what it takes. Being right there in among'm vs. being alone, though, big huge difference! I could see and hear what was working and what fails, also see and hear variation in effective technique. There's also the opportunity to examine hundreds of other people's work and progression throughout the semester. There's also the social aspect, which I miss so very much. The dust, mess, smells (I can't be around some perfumes, body sprays, hair products, and such), the time required to get back and forth, the vindictive secretly breaking stuff, the grating musical choices (I did change the channel some...), heh, don' miss that.
Well, finding a teacher whose a gonna teach ya, and teach effectively what you want to learn (and/or what you need to learn, mind, especially where want and need aren't same), that doesn't happen often in life, in my experience.
Well II, finding a situation where one may effectively learn, oh, aye, good chance o' finding that, also good chance on making that happen. The big bang explosion o' e media can be part of that. A common/group/social situation can be huge difference maker.
Any road, enjoy the ride an' please post back on what you find.

Mugs are my best sellers-I make 5 sizes and 3 kinds-regular -soup-motion.
Spoon rests -sell them by the hundreds-sponge holders -also sell a zillion
from there its an assortment of glasses -half glasses pie plates chip and dips
candle holders cereal bowls and miso bowls -as well as all size serving bowls (very popular) and huge bowls )no one makes them much anymore
 utensil holders-baking dishes a few sizes platers round and oval in many sizes -vases- canister sets
I make 35 forms and soon will be narrowing it down as shows are going to an end for me in next  few years
Teapots -flatware are near the bottom as slow sellers
These two photos are my 2 shows I did this year-Aug and Oct-I have my 43rd annual xmas show (private in a local shopping center) left to do
shows sell all forms other outlets sell a limited variety of forms like my galleries or supermarkets-much more limited selection than a show
 

Best selling lower price point item for the amount of work involved would be my little tubs (with black walnut spoon). Mugs always sell well. Higher price point best seller are my swirl serving dishes. 
Edit: I don't get the opportunity to soda fire very often but when I do anything that comes out of the kiln fairly decent sells quickly.
  

Gotta love it!! Six----count 'em----SIX---- 25.75 inch shelves, stacked, are not that much higher than a standard computer mouse!!