ART 371 IS the second course in the CURRICULUM and its focus is on strengthening foundational skills. the heart of 371 is learning to make the 6 basic glass shapes: CYLINDER, cone, VOLCANO, Rondell (or plate), amphora and hemisphere. There are also two other assignments: a group project designed to expand collaborative skills, and the other has students DESIGN a functional glass object, create a one-to-one scale drawing and then execute the work from their drawing.
14 cups in 14 days
one of the most challenging aspects of glassworking in an educational setting are the breaks between semesters. for students there is massive skill drop from not having worked hot glass for as long as three months.
To help students overcome their apprehension and to regain lost muscle memory the first intermediate ASSIGNMENT is 14 cups (CYLINDERS) in 14 days.
The assignment is STRAIGHTFORWARD, but a huge challenge. Keeping in mind students work hard for over 4 weeks the previous semester just to make 10 cups, averaging one a day feels completely overwhelming to them. However, the primary reasons I give this assignment at the start of their second semester it teaches that skill-building requires REPETITION, and Secondly, they learn pretty quickly the dedication it takes to do well in this program and with this material.
6 Basic Shapes
The following several weeks cover the remaining basic shapes used to make almost every blown glass object: the cone, volcano, amphora, rondell, and hemisphere.
The assignments are handed out on monday, and students turn in 5 of the REQUESTED shape the following monday. these intense skill-building assignments are broken up by color DEMONSTRATIONS and 'play' assignments where students make and turn in 5 objects of their choosing for the week.
For bonus points, students can turn in their basic shapes in creative ways, as ian harrison did below.
Teamwork and cooperation are an essential aspect of glassworking. However, students often settle into comfortable partner relationships with one or two of their classmates which inherently limits what they are able to ACCOMPLISH. Their creativity suffers because they self-limit their designs to what they can ACCOMPLISH with limited help.
this assignment seeks to combat that TENDENCY by having students work as a team to create a larger scaled or more complex work than they could ACCOMPLISH during their normal blow slots.
the PARAMETERS of the ASSIGNMENT are that students must create an object in the hot shop that involves at least 5 other classmates.
they must then plan each step in detail on how to EXECUTE their design and then assign each student on the team a job or task. Any student not working on the team acts as an observer and given a critique sheet on which to write feedback on the project and its EXECUTION. This encourages active observation rather than just spectating.
the assignment is also designed as a team building EXERCISE for the class and encourages a stronger group dynamic throughout the program.
In this project students design a FUNCTIONAL glass object. They are required to research and present to the class the history of the object or form they want to make.
Using MULTIPLE drawings students refine THEIR design and draw a final One-to-one scale drawing of the object they want to make, paying special attention to design principles and how they can add their own creativity to a form in light of its history and function.
Students then create their design and are graded on how closely THEIR final object matches their design drawing.
Some students, Like matt Murphy, kylee gabler, and Cole bridges, take the 'functional' part of the assignment and see how far they can push it.