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About scottiebie

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  1. Has anyone use any of the 3 types of kilns to do a green ware pit firing in their backyard at home? Anyone care to share their step-by-step loading and firing techniques.
  2. I teach senior adults under a community college which offers zero unit ceramics courses in a Health services program. With the corona virus shutdown, I've discussed with another ceramics instructor the idea of having students work outside of the studio. We discussed a major safety issue and we've decided not to encourage working outside of the studio environment. The students can no longer go to a studio that's well-equipped that has safety rules, offers buying clay, clay tools, equipment like potters wheels and a slab roller, glazes and kilns. The safety issue is wherever each student is working with clay at home, it maybe the kitchen, the patio, garage, etc.., will a student be able to control the making and inhaling of clay dust?
  3. Thank you for your response. The classes are offered through a community college and all of my students rely on attending classes at a well equipped studio that has a safety rules. Because of the corona virus, many students will want to work at home, in the kitchen, garage, or patio. They may not be practicing the same studio safety rules at home, one of which is creating clay dust. I cannot encourage working at home. I could get in trouble if a student gets sick by inhaling dust. So going back to the issue of how to teach a hands-on clay class online, is it possible?
  4. I teach ceramic students at a senior citizen community where the art curriculum is division of a community college's health services program. Our art program shut down two weeks ago because of the coronavirus. The 3 courses I instruct are ceramics related. They are 0 credit courses. Our program director has asked the faculty to teach our courses online. How do you teach a beginning potters wheel class online? A basic hand building class online? All I can think of is having my students view a list of You Tube ceramics videos. Suggestions, recommendations, comments welcomed. For that matter, how do you teach other 3 dimensional courses like jewelry, wood working, stone cutting, stain glass, slip casting, teaching them online?
  5. Years ago, I saw a mini raku kiln made from soft bricks and fired with a Mapp gas torch. A top loader, only space for loading one pot at a time, using a half brick as a damper. The raku pots were small, about 2" x 3" and would only take about 10 minutes to fire, The post reduction container was a tin coffee can. I can't remember how it was built. Anyone have an idea of how to build one? It reminds me of a small rocket stove.
  6. Gabby, thank you for your response. In your response I've highlighted a sentence in bold lettering that you have taught students with disabilities. Even though this student has told me about her disability, she chooses not to declare her disability status to the college's disabilities office, therefore no accommodations have been issued. In my many years of teaching, have not taught anyone with this student's disability, nor do I have the expertise in guiding someone with her disability.
  7. Another encounter with the same problem female student. Towards the end of last Spring semester, the female student was enrolled in my advance ceramics class. In one of my last class meetings, as the students were just finishing their glazing of their projects, some students were just sitting around because they were already finished with completing their glazing, I decided to show a CD of a famous ceramic potter. The CD included some background music that irritated this student, so she told me she would remove herself from the class until I finished showing the CD. When she came back to the ceramics studio, she told me for future CD lectures if I could let her know prior to the next class if I was going to show any other CD or video lectures. Do I need to accommodate her request? I felt now she wants to control what, when and how I run my class.
  8. What's the percentage of potters in the U.S. that their only income is making their living exclusively selling their pots?
  9. I've seen the beautiful results of some of Tom Coleman's pots (see attachment jpeg) that I'm assuming he has applied by trailing the decorating colors. Has anyone use these colors? I read on Aardvark Clay and Supplies website that these colors are applied on glazed bisque ware, so after the glaze(s) are applied on the bisqued pot, then the glazed pot is re-bisqued fired and then the over glaze trailing of these colors. Is this the application sequence of the colors? Can these colors be applied over a glaze? Any suggestions?
  10. Oooopppsss! Your glaze suggestions are for reduction firings. Thank you for those who replied.
  11. There's about 25 different glazes stored in 2 and 5 gallon buckets in a community center studio. They have accumulated because the advance students wanted to try them out. Some more popular than others. Some have dried out. Want to scale back and start fresh. Looking for suggestions or recommendations for 6 to 8 basic cone 10 glazes to start off for beginning students that are stable and take oxide/stain brush decoration well.
  12. The challenge for me is the problem student will immediately take action to confront what is bugging/ annoying the problem student. I'm the last one to find out after the confrontation between a student has happened. The problem student has ignored to let me know what is the issue that is bothersome. In a enrollment ratio of 35 to 1, it's tough to know what's going on in the studio with each student's focus. I'll have to be firm in the conduct consequences if the problem student disruptions persist.
  13. I forgot to mention that there are a handful of students that are friends of the problem student in class. They are not close friends, just friends in class. These students at one time or another witnessed the student disruptions and some of these students have tried to talk to the problem student, but they get nowhere and the student continues the disruptive actions. I've seen some of these students will move away from working next to the problem student, who doesn't realize being the cause of alienation. I'm talking to these students to see if they would consent to being a witness to the problem student's disruptive actions. Those who consent to being a witness, I will include in my future documentation.
  14. Thank you for all of your responses, comments, suggestions and recommendations. Since my initial post I have done some homework and made contact with my college's disabilities office. I spoke to the coordinator who made a recommendation to document every disruption to include date, time and complaint and also notify my department dean about this student's disruption. The coordinator mentioned it is the personal right of the student whether to declare their disability to the college. The coordinator said if the student does not want to use the possible accommodations offered by the disabilities office, then the student's actions are disrupting the class, which falls in line with the college's student code of conduct, in which it recognizes the student disruption as a disruption to the instructor, the course focus and a distraction to students in the class. The coordinator recommends having a one-on-one meeting with the student about the college's student code of conduct. There are steps that a instructor can take if there are re-occurring disruptions.
  15. Anyone have suggestions or recommendations on how to handle a college adult female senior student that has occasionally disrupted some of the other senior citizen students and sometimes the whole class. She has been enrolled in my classes for several semesters now. Over the years her disruptions have occurred and I have talked to the her and the students and emotions would calm down but have not done anything to solve the problem. A few semesters ago, I actually was called out even before class started. She came in early to set up her work space and when she walked in, another student had music playing in the studio. She came to me and told me that she won't be staying for class because of the music. I tried telling her that we can lower the volume, but she said no and walked out. Her problem is that she cannot deal with any music being played during class time and it's not only music, any kind of repetitive slapping, pounding of clay or studio noise. She will take it upon herself to confront students without me knowing and then come to me to complain. She has admitted it to me she has a disability, but will not seek accommodations through the college disabilities office. The most recent encounter was yesterday during my class. She complained about another female student slapping and pounding her clay on the wedging counter which is in close proximity to where she was throwing on the potters wheel. I did not know that she complained to the student before coming to me. This student was really annoyed and came to me to complain about her actions. I have talked to other instructors about this student and one ceramics instructor suggested that she wear ear plugs. I made the suggestion to the student and she ignored it. This student has alienated herself from a couple of friends she does have in class. She behaves normally most of the time in class, but will suddenly go off and take matters (what's bugging her) in her own hands. I am at a point where I am documenting her complaints, just in case I take further action. Why does a large class of 35 students that like listening to music in the studio have to stop the music or any studio activity to accommodate 1 student?
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