Art 271

ART 271 IS the introductory glass course and introduces students to hot glass, shop safety and to basic glassworking skills. the course culminates in a sculptural project that EMPHASIZES the programs commitment to using glass as a material for artistic expression.

In addition, as of 2016 i successfully petitioned to have glass 1 included as a course that fulfills salisbury university's general education art requirement.

 
 
Angry birds

Angry birds

miss america, with an appearance by their previous snowmen assignment

miss america, with an appearance by their previous snowmen assignment

this group covered their birds with pink, white, and yellow flocking to get that authentic peep look.

this group covered their birds with pink, white, and yellow flocking to get that authentic peep look.

Birds

The second assignment, after basic gathering, marvering and snowmen, is the birds project. designed to teach students how to work with a mass of glass, learn to control the heat, and how to use the tweezers. However, i give this assignment a twist.

birds is given as a group project where the team RECEIVES the same grade. Each student contributes 5 birds to the total, but the grades are based on the quality of all the birds together. This is designed to teach teamwork and to demonstrate that they cannot be successful in this class without the full contribution of their partners. 

to help alleviate any concerns students have about their grades i give them the option to hand in their birds in a 'creative' way for extra credit. while it is optional, i've yet to have a team not work together to INCORPORATE elaborate displays for their birds. 

 
erin mcnally  one of the prompts students are given for the sculpture assignment is to respond to other famous works of art they like. here erin responds to YAYOI KUSAMA's work she saw on a trip to the hirshhorn MUSEUM

erin mcnally

one of the prompts students are given for the sculpture assignment is to respond to other famous works of art they like. here erin responds to YAYOI KUSAMA's work she saw on a trip to the hirshhorn MUSEUM

chase douglas  chase was a biology major who'd never taken another art course. here, chase responds to his favorite painting, a print of which hung in his GRANDMOTHER'S house. the hat and apple are blown glass, the maniquine head was taken from his grandmother's house when she passed.

chase douglas

chase was a biology major who'd never taken another art course. here, chase responds to his favorite painting, a print of which hung in his GRANDMOTHER'S house. the hat and apple are blown glass, the maniquine head was taken from his grandmother's house when she passed.

kaitlin phippin  students are encouraged to make work that is honest and real to themselves and who they are. here kaitlin made a found object sculpture about the way ALCOHOLISM has affected her and her family.

kaitlin phippin

students are encouraged to make work that is honest and real to themselves and who they are. here kaitlin made a found object sculpture about the way ALCOHOLISM has affected her and her family.

kyle lacey  kyle wanted to make a work about how his sexual orientation has affected his life and so  we talked a lot about a variety of ways to reflect and communicate his experiences. this was one of the examples of his work where the glass ended up being ELIMINATED for the sake of the concept.

kyle lacey

kyle wanted to make a work about how his sexual orientation has affected his life and so  we talked a lot about a variety of ways to reflect and communicate his experiences. this was one of the examples of his work where the glass ended up being ELIMINATED for the sake of the concept.

kyle lacey  in another work, kyle wanted to make a sculpture about the community he finds himself in. after many conversations he came to the idea of these bottle forms, but rather than the cliche'd  'rainbow' of colors he chose to use a MIXTURE of colors in each of the figures to show that gay men are more than just that one thing.   note: we do not teach color glass application in glass i. students are shown a variety of alternative color applications (paint, ink, marker etc) to use. in this way STUDENTS learn to find creative ways to express their ideas without being limited by their skill level.

kyle lacey

in another work, kyle wanted to make a sculpture about the community he finds himself in. after many conversations he came to the idea of these bottle forms, but rather than the cliche'd  'rainbow' of colors he chose to use a MIXTURE of colors in each of the figures to show that gay men are more than just that one thing. 

note: we do not teach color glass application in glass i. students are shown a variety of alternative color applications (paint, ink, marker etc) to use. in this way STUDENTS learn to find creative ways to express their ideas without being limited by their skill level.

erin freeman

erin freeman

elizabeth portner  elizabeth was an english major who really struggled on what to do for her final project. I asked her what was the thing she hated most in the world and she immediately said, "spiders". she has since declared a double major in glass.

elizabeth portner

elizabeth was an english major who really struggled on what to do for her final project. I asked her what was the thing she hated most in the world and she immediately said, "spiders". she has since declared a double major in glass.

abigail rogers  i encourage students to bring things they are passionate about into this project. abigail loved cooking and dragons. for her final project she made a series of 'dragon eggs' out of blown glass with cast glass stands and hard CHOCOLATE shells. for her PRESENTATION she took a MALLET and smashed the CHOCOLATE SHELLS to reveal the glass inside.

abigail rogers

i encourage students to bring things they are passionate about into this project. abigail loved cooking and dragons. for her final project she made a series of 'dragon eggs' out of blown glass with cast glass stands and hard CHOCOLATE shells. for her PRESENTATION she took a MALLET and smashed the CHOCOLATE SHELLS to reveal the glass inside.

johnathan lake  johnathan was one of those students who had an immediate facility with glass. because of that, when it came to this assignment, i encouraged him to make at least one project that didnt allow him to use his inate skill with hot glass. 

johnathan lake

johnathan was one of those students who had an immediate facility with glass. because of that, when it came to this assignment, i encouraged him to make at least one project that didnt allow him to use his inate skill with hot glass. 

Sculpture Assignment

 

the final project in glass 1 is the sculpture assignment where each student creates 4 finished sculptures.  

keep in mind that because of the popularity of the material and that glass I fulfills the GENERAL education requirement, more than 80% of my glass i students are not art majors.

note: there are a wide range of materials and processes in this work and in some instances glass is not even present. this is intentional and encouraged. i want students to consider the properties of glass (TRANSPARENCY, mass, LUMINESCENCE, color, fragility, SHARPNESS, fluidity, etc) and find ways to INCORPORATE that into their work. sometimes glass itself does not need to be involved to get those concepts across, and many times the best way to represent the idea the student wants to talk about is not with glass. i strongly encourage students to make the best artwork they can regardless of where that path takes them.