Hulk

to see the color of the piece you have, wet part of it and look fast.  it will dry back to what you see now but in that brief time it is wet, you can see what it would be with a clear glaze on it.   not that you plan to use one on that piece, just giving you more info than you have right now.  

Hi Ben and welcome to the forum. 
I'ld make up a couple test tiles from the stained clay then fire it to cone 6 (you can skip the bisque) then try the green underglaze on those rather than your sculptural piece and fire one to cone 04 and see what happens. Frit based underglazes don't shrink a lot so it shouldn't peel / eggshell off the piece. You run more of a risk of the piece cracking or bloating if you refire to cone 6. Some underglaze will flux enough to be glossy when fired to cone 6 and even at bisque temps some gloss up so do test it first. Stained clays (or underglazes) will most likely be darker in colour if glazed than unglazed.

My vote: Katz class is great, and he is a derivative of Alfred University. Sue is a derivative of Katz, really like her as well and she has always provided a good deal of free content that I have followed  for quite a bit. It’s hard not to support her, and she has taken the Katz model and added studio components to it.  I believe Jessica Putnam Phillips still has a Zillion videos on you tube, participates in Clayshare and has developed some very ornate pieces, always pleasant to watch. She may have paid classes these days. John Britt still has a great online presence. Digital fire is still a great free resource. Old knowledge is still valid such  books: Cullen Parmelee, Hasselberth and Roy, John Britt …….. all are valuable learning tools IMO.
The Katz class in clay and glaze chemistry definitely is good to get early, it tends to help in perspective in my view as there are many many theories that run through the clay community. 

Sue McCloud:  https://suemcleodceramics.com/theartofglazechemistry/
Or 
Matt Katz:  https://www.ceramicmaterialsworkshop.com/our-comprehensive-glaze-class.html
Decisions, decisions ...  I doubt anybody's taken both but maybe folks who have taken either course can talk about their experience?
Thanks

Sponges (and Denise's water), several sizes - big, half a big, cut to size and shape pieces for particular jobs (per Bill van Gilder's suggestion - somewhere...), for clean ups, controlled application of water whilst working with clay, also removing water from a work in progress, wiping back glaze and underglaze.

It's a bug!
"...it's a feature."
Nah, it's an actual bug!
Furnace control consoles (at the steel mill where I worked) had two large circuit boards inside (early 70s stuff, still in service, early 2000s).
Operators called us out for after hours support; the console at the entry pulpit wasn't working.
We found a mouse nest on the board, over the "history unit" (an early hard drive) where it was always snug and warm, and piles of sunflower seed shells.
"No food allowed" in the pulpits, heh.
We kept refurbished replacement boards at the ready; that particular board had an $6,000 price tag, that's if the "core" was rebuildable.

I don't know is water counts as a tool but it is the only thing I can think of that I use for different material.   I soften a bag of clay in a 5 gal bucket of water.  revive dry clay with water,  mix glaze, slip, oxides and plaster with water,  throw on the wheel with water,  wash my hands with water.   I could list some more,  I don't know what I would do if I didn't have it.     Denice

Hi folks, no new questions in the pool today so I will take a swing at it.
I have been thinking about tools in the shop that get used often or that if they weren't there I would be inconvenienced. One such tool is the bar stick, or hand held blender. I use it when mixing up slips from dried clay and slip, I use it to remix small amounts of glaze when using the airbrush as it fits the container and quickly does the job. I have even used it in a container of dry clay broken into inch size chunks to get to sandy chunks before adding water.  I mix underglazes and stains with it, along with glazes in small amounts, 
QotW: Do you have a favorite tool that you use with a lot of different materials?
best,
Pres

It has happened to a few electrical boards and between the contacts on the back end of electrical components in my neck of the woods.  Anything that is outside with an electrical board that is not 100% sealed will get the issue at some point.
Thursday my brother told me his HVAC stopped working.  I went to his place after work finding the 3 amp fuse blown and lots of ohm testing we decided it was something in the outdoor unit.  It took me a few minutes of reading the electrical diagram to remember how the outside unit worked again.  After a bunch more testing the only odd stuff we could find was the defrost board and on the back side had a spider that had shorted out 3 different traces leaving some burn marks and a broken trace.  $98 for a new board, $35 for a new cap as his was testing weak, and $22 for a new contactor as his was badly pitted.  Should get the parts in the mail in a few days.

Yes, pretty rare but little critters have a habit of causing havoc, especially gas pilots where they often crawl in and make folks wonder what’s wrong with my gas kiln? Only way to figure out is with real stepwise troubleshooting.  Good thing Bro was there!

I had a problem with wasps building a mud nest in my vent fan.  Cleaned it out and everything was fine!
 

Darvan is the go to for deflocculating a glaze, sodium silicate (plus soda ash) for deflocculating casting slip. There are other culprits for over flocculation of a glaze, bone ash or tricalcium phosphate is a big one, high amounts of red iron oxide and gerstley borate can both gel up a glaze. For glazes high in clay, like over about 15-20% it's a good idea to calcine part of the clay content, this reduces the amount of shrinkage of the glaze therefore reduces the chance of the glaze crawling. Having too low a specific gravity means there is an oversupply of water in the glaze, the more a glaze shrinks as the water evaporates the higher the chance of the glaze flaking off or crawling.

Thanks Min, I haven't tried Darvan yet. Didn't know that RiO can gel a glaze, too--though I've seen it with Ger Borate.
Thanks, Pir

Last time I wanted to fire my large electric kiln 2 sets of elements would not heat when turned to high. I have a paragon kiln with the "setter-timer" wired to the set of switches. Fortunately, my brother is a retired electrician and brought his testing equipment, at my request, when he visited. He has never worked on a kiln.  After some initial testing, and figuring out how all the wiring was configured, he removed the cover on the "setter-timer" box to examine those connections.  Upon close examination, he noticed a dead SPIDER blocking the connection to the 2 sets of elements that would not work.  He blew the dead spider out, reassembled everything and when we turned it on everything worked.  He said it isn't unusual for insects to cause electrical problems.
 

If you look in my gallery, you will see pix of a splash pan I made for my CI Wheel from the bottom of a plastic trash barrel, The blue insert is for using a Giffen Grip...Maybe this idea will work for you because I seriously doubt that you will be able to find a stock pan...

Looks like Laguna is using a talc called Fabi in their claybodies now in place of the Pioneer talc previously used. I emailed them and asked for the analysis but haven't gotten a reply, if I do hear back from them I'll update this page if necessary. I did find this analysis for Fabi, same one from Fabi Sales Office here.
I plunked the formula into Insight and put a side by side comparison of the two in the screenshot below. (It's easy to compare the two by looking at the percentage columns)
Fabi has less calcium, little more magnesium, more silica tiny bit more iron (even though it appears whiter) and a lower LOI than Pioneer.

Focused demo:
If the student is comfortable with your focused attention, set a wheel next to them or facing them (whichever is better for the student - many people are more anxious when faced, but there are exceptions) and demonstrate the one or two* steps/skills that are key for that student, then follow up after some practice.
Watch.
You try.
Good, keep at it, I'll be back.
A lot can be said without words ...Do This. First This. Next, This. I like you. I care about you.

Build common vocabulary:
Choose key terms and systematically add to the common vocabulary. Point, say. Now you say.
Yes, no, clay, bat, fast, slow, pressure, water, uh-oh, Milk Carton Kids.
Rib, needle, stick, small sponge, big sponge, bucket; finger, foot, hand, eye.
Always take your foot off the pedal before standing up. Always take your foot off the pedal before reaching into the pan.
You might pick up some Korean from the student, if they will "play" the game.
The first phrase, and icebreaker between myself (swim coach) and star Brazilian swimmer was "Led Zeppelin" (blaring from the poolside sound system) - from there, we built a strong teacher/student, coach/athlete and friend/friend relationship. I learned to swear in Portuguese. 
The first phrases, icebreaker between a group of children just arrived from *** to the U.S., Hello and Goodbye, and what translates (loosely) to "Go With God" which serves at a greeting and farewell in the kids' language. The group learned all the "pool rules" without any common language, in just a few minutes.
It's been over four years since I completed "Wheel I" at the local Junior College, hence, my memories aren't as clear as they were, and have acquired rosy patina of "good old" days...
Any road, I definitely learned a lot more by observing the instructor and the other students than via any words, written or spoken.
*Over a few decades of teaching physical skills, I came to believe that for each student, there are one or two "things" to work on for each skill.
One or two things now, once mastered, there's next, yes, but most of us aren't able to learn dozens of "things" all at once.
The kids notice when you see where they are and have a plan for them and each of their peers as well.
Acquire or correct This skill or (more often) sub-skill; design activity or drill that "forces" the acquisition/correction.
Stick the clay on the bat. Apply centering force until the clay comes loose. Repeat. Repeat, but slower, come up to forcing the clay loose sloowly.
...now you know how much force is too much. When the clay comes loose from the bat, you are *******, start over. Good.
Hope that helps!

Focused demo:
If the student is comfortable with your focused attention, set a wheel next to them or facing them (whichever is better for the student - many people are more anxious when faced, but there are exceptions) and demonstrate the one or two* steps/skills that are key for that student, then follow up after some practice.
Watch.
You try.
Good, keep at it, I'll be back.
A lot can be said without words ...Do This. First This. Next, This. I like you. I care about you.

Build common vocabulary:
Choose key terms and systematically add to the common vocabulary. Point, say. Now you say.
Yes, no, clay, bat, fast, slow, pressure, water, uh-oh, Milk Carton Kids.
Rib, needle, stick, small sponge, big sponge, bucket; finger, foot, hand, eye.
Always take your foot off the pedal before standing up. Always take your foot off the pedal before reaching into the pan.
You might pick up some Korean from the student, if they will "play" the game.
The first phrase, and icebreaker between myself (swim coach) and star Brazilian swimmer was "Led Zeppelin" (blaring from the poolside sound system) - from there, we built a strong teacher/student, coach/athlete and friend/friend relationship. I learned to swear in Portuguese. 
The first phrases, icebreaker between a group of children just arrived from *** to the U.S., Hello and Goodbye, and what translates (loosely) to "Go With God" which serves at a greeting and farewell in the kids' language. The group learned all the "pool rules" without any common language, in just a few minutes.
It's been over four years since I completed "Wheel I" at the local Junior College, hence, my memories aren't as clear as they were, and have acquired rosy patina of "good old" days...
Any road, I definitely learned a lot more by observing the instructor and the other students than via any words, written or spoken.
*Over a few decades of teaching physical skills, I came to believe that for each student, there are one or two "things" to work on for each skill.
One or two things now, once mastered, there's next, yes, but most of us aren't able to learn dozens of "things" all at once.
The kids notice when you see where they are and have a plan for them and each of their peers as well.
Acquire or correct This skill or (more often) sub-skill; design activity or drill that "forces" the acquisition/correction.
Stick the clay on the bat. Apply centering force until the clay comes loose. Repeat. Repeat, but slower, come up to forcing the clay loose sloowly.
...now you know how much force is too much. When the clay comes loose from the bat, you are *******, start over. Good.
Hope that helps!

Focused demo:
If the student is comfortable with your focused attention, set a wheel next to them or facing them (whichever is better for the student - many people are more anxious when faced, but there are exceptions) and demonstrate the one or two* steps/skills that are key for that student, then follow up after some practice.
Watch.
You try.
Good, keep at it, I'll be back.
A lot can be said without words ...Do This. First This. Next, This. I like you. I care about you.

Build common vocabulary:
Choose key terms and systematically add to the common vocabulary. Point, say. Now you say.
Yes, no, clay, bat, fast, slow, pressure, water, uh-oh, Milk Carton Kids.
Rib, needle, stick, small sponge, big sponge, bucket; finger, foot, hand, eye.
Always take your foot off the pedal before standing up. Always take your foot off the pedal before reaching into the pan.
You might pick up some Korean from the student, if they will "play" the game.
The first phrase, and icebreaker between myself (swim coach) and star Brazilian swimmer was "Led Zeppelin" (blaring from the poolside sound system) - from there, we built a strong teacher/student, coach/athlete and friend/friend relationship. I learned to swear in Portuguese. 
The first phrases, icebreaker between a group of children just arrived from *** to the U.S., Hello and Goodbye, and what translates (loosely) to "Go With God" which serves at a greeting and farewell in the kids' language. The group learned all the "pool rules" without any common language, in just a few minutes.
It's been over four years since I completed "Wheel I" at the local Junior College, hence, my memories aren't as clear as they were, and have acquired rosy patina of "good old" days...
Any road, I definitely learned a lot more by observing the instructor and the other students than via any words, written or spoken.
*Over a few decades of teaching physical skills, I came to believe that for each student, there are one or two "things" to work on for each skill.
One or two things now, once mastered, there's next, yes, but most of us aren't able to learn dozens of "things" all at once.
The kids notice when you see where they are and have a plan for them and each of their peers as well.
Acquire or correct This skill or (more often) sub-skill; design activity or drill that "forces" the acquisition/correction.
Stick the clay on the bat. Apply centering force until the clay comes loose. Repeat. Repeat, but slower, come up to forcing the clay loose sloowly.
...now you know how much force is too much. When the clay comes loose from the bat, you are *******, start over. Good.
Hope that helps!

Since I am an avowed cheapskate when it comes to business expenses, and I was about to hit the limit of MailChimp’s free tier, I’ve been looking for a way to avoid entering the not-free tier. I’m not crazy about Intuit, which recently bought MailChimp, so I’d rather not enrich them if possible. 
I considered several alternative services, and I settled on EmailOctopus (https://emailoctopus.com). It’s a fairly new service, but it works very similarly to MailChimp. Its free tier is more generous (you can have up to 2500 contacts for free, vs. 2000 for MailChimp), and when you enter their not-free tier it is a decent amount cheaper.
I had two mailing lists in MailChimp, and I moved one of them to EmailOctopus. Now I can use MailChimp for free for maybe a few more years. At that point, if I think EmailOctopus has proven to be reliable, I will probably switch to them completely.
Thought this might be helpful to anyone who wants to leave the Chimp, or to those who are getting started with email marketing.

Focused demo:
If the student is comfortable with your focused attention, set a wheel next to them or facing them (whichever is better for the student - many people are more anxious when faced, but there are exceptions) and demonstrate the one or two* steps/skills that are key for that student, then follow up after some practice.
Watch.
You try.
Good, keep at it, I'll be back.
A lot can be said without words ...Do This. First This. Next, This. I like you. I care about you.

Build common vocabulary:
Choose key terms and systematically add to the common vocabulary. Point, say. Now you say.
Yes, no, clay, bat, fast, slow, pressure, water, uh-oh, Milk Carton Kids.
Rib, needle, stick, small sponge, big sponge, bucket; finger, foot, hand, eye.
Always take your foot off the pedal before standing up. Always take your foot off the pedal before reaching into the pan.
You might pick up some Korean from the student, if they will "play" the game.
The first phrase, and icebreaker between myself (swim coach) and star Brazilian swimmer was "Led Zeppelin" (blaring from the poolside sound system) - from there, we built a strong teacher/student, coach/athlete and friend/friend relationship. I learned to swear in Portuguese. 
The first phrases, icebreaker between a group of children just arrived from *** to the U.S., Hello and Goodbye, and what translates (loosely) to "Go With God" which serves at a greeting and farewell in the kids' language. The group learned all the "pool rules" without any common language, in just a few minutes.
It's been over four years since I completed "Wheel I" at the local Junior College, hence, my memories aren't as clear as they were, and have acquired rosy patina of "good old" days...
Any road, I definitely learned a lot more by observing the instructor and the other students than via any words, written or spoken.
*Over a few decades of teaching physical skills, I came to believe that for each student, there are one or two "things" to work on for each skill.
One or two things now, once mastered, there's next, yes, but most of us aren't able to learn dozens of "things" all at once.
The kids notice when you see where they are and have a plan for them and each of their peers as well.
Acquire or correct This skill or (more often) sub-skill; design activity or drill that "forces" the acquisition/correction.
Stick the clay on the bat. Apply centering force until the clay comes loose. Repeat. Repeat, but slower, come up to forcing the clay loose sloowly.
...now you know how much force is too much. When the clay comes loose from the bat, you are *******, start over. Good.
Hope that helps!

Good idea Pres.
May I suggest that @scottiebie considers trying to enlist the help of those Korean speakers on the forum. Perhaps by starting  a new thread (with a title something like "Korean-language beginning-throwing videos and posters needed") explaining the problem. Maybe one of the more mainstream groups such as Studio Operations and Making Work would be more likely to catch their eye.
A very superficial search suggests that English speakers might easily get overwhelmed by the number of Korean-language items on throwing Korean-style pottery (usually by experts).

Sounds like to me she needs some visuals showing the steps to throwing. Poster used to do the trick in the old school days, but in this day and age there are several videos out the that should help you out. This would work especially if you can find some with Korean speakers in them. Posters and diagrams, handouts and process step materials would also be helpful to all as a step by step organization of the throwing process. Easy enough to  do with pictures and Word.
 
best,
Pres

@Retxy,
At first I wasn't comfortable making a comment and I kinda feel quite awkward writing this but here goes...
After you made your comments to me I would now like to bounce them back to you. It's not about having X amount of knowledge or being able to connect dots or having a good memory that is important (well it helps) with this field that has so very many facets to understand. In the attempt to understand even a small fraction of it people asking questions leads to growth for all of us here, regardless of years of experience or having a good memory and then being able to apply things learned.
So my thanks go to you and everyone else for asking questions and wanting to find out about the "whys". It keeps us all thinking, to me this is what is important and matters.

Thanks for the prompt reply
I'll try your suggestions and see how things go!!