Lori Leary on fri 22 jan 99
> However, you do bring up a major concern of mine without realizing it, which
> is......how do you move students from just throwing things to really
> appreciating and looking at what they make? This is a community center where
> the clay classes are considered recreation....
> Sandy D.
Good point to bring up. I also teach in a community setting and I have
often pondered this question. And the pressure to let folks do as they
want can be strong (after all, they are paying YOU for their
fun/therapy/relaxation, whatever). To a certain extent, I allow this to
happen. After all, some students are just not ready to stretch
themselves or take risks with their clay, and it does no one good to get
in power struggles.
BUT....
I do feel very strongly that if someone is to be my student, there are
certain standards of craftsmanship that they must maintain..... plan
what they are going to make, make nice bottoms and well defined rims on
pots, use thoughtful glazing techniques, ect. I don't expect my
student's pots to look like mine; (nor do I want them to), but I do
expect their pots to be well crafted in accordance with their skill
level. Their work reflects my skill (not my self worth, by the way) as
a potter AND as a teacher. For THAT they are paying me.
I am fortunate to have wonderful students, most of whom are eager to
learn and keep moving forward. But there are a few things that I have
done that may have helped them along....
As a teacher, I don't feel it is necessary to go around smashing pots to
make my point. Most students already know if their pot is lacking, and
they will be much harder on themselves that I (or any teacher) ever
will. Humor, ("No guts, no glory!"), encouragement ("I think you can
take that pot a little further"...) and honest critiques of the pots in
question("Now why does this handle seem to work better than that
handle?") can go a long way toward helping a student understand that
it's not such a big deal to take chances in their work.
Another thing that I think has helped is that I am a book junkie, and I
allow my personal collection of pottery/art/history books to be checked
out on a week to week basis. We also have pictures of pots everywhere,
people bring in cuttings from magazines, catalogs, whatever. Students
can't know quality work unless they see the good, the bad, AND the ugly.
Hosting workshops have been great, seeing other viewpoints, methods, and
skills have been extraordinarily valuable in getting those creative and
risk taking juices flowing. If I have a student that is skilled or
knowledgeable in a certain area, I have them share their expertise.
And to get back to pugmills....aqquiring a used Walker pugmill last year
really made a difference not only in my student's work, but in mine,
too. Hey, if you don't think that the pot you just made is up to snuff,
well heck....just throw it in the pugmill and make another!
Not everyone can afford lots of books, host workshops, or own a
pugmill. But by just being aware of what is going on with students,
being honest, and perhaps taking a few risks yourself, I think it's
possible to push students in a non-academic setting.
Lori L.
with laryngitis of the throat, but not of the fingers......
lleary@sccoast.net
Pawleys Island, SC
| |
|
