Alisa and Claus Clausen on tue 18 jan 00
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To C.A. Sanger (and group of course,)
I especially liked the idea of immitating throwing on the kitchen mixer =
bowl=21
Very good for connecting the eye to the hand.
Just as you said, a problem has been for the =22instructee=22 I wrote about,
to stagger her fingers. She reverts often to pulling up with separate hands
on each side of the pot.
Do not be worried, as for myself in particular, this =22slow learner=22 is
very much a part of our class. We will also be quite elated when she pulls
a cylinder.
You good insights from one who knows how it must be are very much =
appreciated.
Best regards,
Alisa in Denmark
-----Oprindelig meddelelse-----
Fra: C. A. Sanger =3Ccasanger=40webtv.net=3E
Til: CLAYART=40LSV.UKY.EDU =3CCLAYART=40LSV.UKY.EDU=3E
Dato: 17. januar 2000 03:34
Emne: Re: Teaching and Critiquing
----------------------------Original message----------------------------
I urge instructors not to give up on beginners who struggle. Keep
trying as long as they are willing to. I was one of those ham-handed
dullards=21 I am not exaggerating when I say it took me 6 weeks to pull a
lousy 3 inch cylinder. Another 2 weeks to get to 6 inches. Some days I
actually had as many as 6 people huddled around me at the wheel trying
to help me =22get it up.=22 Gives a new meaning to the term =22mud
wrestling=21=22 My teacher admits now he really thought I was a lost cause,
but figured a student who came in and tried for 5 hours a day 5 days a
week, driving 3 hours round trip, was worth teaching. I wasn't any
better at hand-building at first, either.
I think working clay is unique to most people. Few of our previous
life experiences provide us with the body skills needed. Learning to
throw is like a baby learning to walk. Watching someone else throw is
unintelligible till you know the =22language.=22
In my case, it turned out I wasn't getting my fingers placed
correctly, mainly because I couldn't see the teacher's fingers inside
the pot. I was throwing with my fingers exactly opposite each other,
pinching the wall. Now I know you need to stagger them to move that
little bulge of clay up. I also had trouble pulling straight up,
instead pulling outward and enlarging instead of raising.
I devised my own patterning exercise to teach my brain the moves I
needed. I took an old mix master from the kitchen, the kind with a
rotating bowl. The bowl was clear glass. I coated it inside and out
with cooking oil, then turned it on. I pretended to pull a cylinder
over and over. I did this constantly for a weekend. On the following
Monday in class, I successfully pulled a short cylinder. The entire
class applauded and cheered=21 I will never be capable of production
potting, but I throw well enough to do the things I want. And my
teacher considers me one of his success stories.
Adapting previous body knowledge is the crux. For example, some
types of slab work resembles working with fabric. Beginners who sew
find electric wheels easier to use than kickwheels cause their brain
already knows that motion. Cutting clay slabs into specific shapes is
like laying out patterns on fabric.
So keep trying to teach the difficult learners as long as they keep
trying. Look for real-life examples of the body skills you need them to
use, and design some patterning exercises for those they lack.
Remember, it's easier to teach the quick, but you'll feel more sense of
accomplishment with the challenging students=21
C. A. Sanger
ShardRock Clay Studio
Kansas, USA
www.ikansas.com/=7Echuck/
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