Atmospheric Biomorphism

Similar documents
ceramic artsdaily.org 15+ tried & true cone 10 glaze recipes recipe cards for our favorite high fire pottery glazes

of internal and external space. I have been thinking about the material things we periodically

R.I.C.H., Inc. P.O. Box 132, Bernville, PA

JK, SK, GRADE 2 LESSON PLAN INSECTS CLAY SCULPTING

Chetek-Weyerhaeuser High School/Middle School

CW High School. Ceramics I

GRADE 1, 3 LESSON PLAN FLOWER VASE / PLANT POTTER CLAY SCULPTING

David Cuzick Glaze Recipes The following are glaze recipes that I use on my work, they are fired to cone 10 in a reduction atmosphere.

Product Features Application Recommendations Usage Variations & FAQs

Mass Production Pre-Mixed Clays

LESLIE II, JAMES W., M.F.A., December, This thesis explores my clay sculptures that celebrate the diversity of life that is revealed

A Colorful World Illustrated Art Lessons

Illustrated Art Lessons

Pottery 1: Final Exam Study Guide

Basic Vocabulary Clay Mold Ceramics Pottery Earthenware

STRUCTURE AND DISRUPTION: A DETAILED STUDY OF COMBINING THE MECHANICS OF WEAVING WITH THE FLUIDITY OF ORGANIC FORMS

Joe Finch Clay Kiln. Method: Make catenary arch former (65cm wide, 65cm high and 85cm long)

Worthington Schools. High School Visual Art Graded Course of Study Trent Bowers, Ph.D., Superintendent Jennifer E. Wene, Chief Academic Officer

A Passion For Pots. Lesson #6. A Lesson in Glaze Decoration for Students of All Ages

LOW FIRE Red or Dark Earthenware Clays White or Buff Earthenware Clays

Understanding firing processes. Applying knowledge of throwing techniques to

Williamsville C.U.S.D. #15

Marking Period 3. Marking Period 1. Marking Period 2. Marking Period 4. 1 Forming/Sculpting 21 Forming/Sculpting

Ash glazes, local slip glazes and once fire process

5 Pottery Books That Have Taught Me the Most. Clay and Glazes for the Potter - Daniel Rhodes

Slab Vases Art Curriculum Matrix: K - 6

ART DEPARTMENT HIGH SCHOOL VISUAL ART PATHWAYS 3-D STUDIO (CERAMICS/SCULPTURE) 1 Studio 1 Ceramics/Sculpture 1 Digital 1 Photography 1

PORCELAIN AND TRANSLUCENT PORCELAIN CATALOG

Individual project Applying knowledge of in the arts at work and Joining clay

Elements of Art. Line. Shape. List the types of shapes seen in the teapot organic How were the shapes made? painting and carving

Ceramics + Sculpture. 1 The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced.

CERAMICS VOCABULARY. FIRE - To bake in a kiln. Firing is a term used for cooking the clay.

Top Row: Zinc Oxide/Nepheline Syenite Left to right: poured, sprayed, sprayed, brushed Centre Row, Left to Right: Titanium Dioxide/Stoneware Glaze. Ti

be the glazed surface. Using a range of glazes, my experience in painting, airbrushing and commercial printing, along with a few new twists to

Plaster Toll Free l Local l Fax

PHYSICAL CHARACTERISTICS OF CLAY AND GLAZES Paul Nash, Professor of Art/Ceramic Artist paulnashceramics.com. Part 1

WASSCE / WAEC CERAMICS SYLLABUS

SCULPTURE & CLAYWORK. Grades: 9-12 Duration: 1 Trimester - 1 Credit Prerequisites: Successful Completion of Design

SLIP-CASTING. Learning the basics

8 Pages 10 Illustrations

This document instructs and illustrates what a proposal should look like.

TEACHING METHODS: EVALUATION PROCEDURES: Grades will be based on the following:

UNIT 6 HAND CONSTRUCTION WITH STONEWARE

Stained Glass In Clay

Stages of Clay. Leather hard

NMPCA Gallimaufry Clay Extruding Workshop

Ceramic Glossary. Laboratory of Archaeology. University of British Columbia

Summer Assignments: AP 3D Design Portfolio Summer 2014 Meyer

QUESTIONABLE FORMS. Nathan J. Nardi August, 2009

underglaze users guide how to use underglazes to add color and graphic interest to your pottery projects ceramic artsdaily.org

Thesis/Dissertation Collections

Art 2D Mid-Term Review 2018

A series of ceramic and bronze sculptures exploring the subject of social anxiety through a personal perspective

Pottery Merit Badge Workbook

ART DEPARTMENT POSSIBLE ART SEQUENCES. Ceramics/Sculpture. Photography. Digital. Commercial Art* Digital 2* Studio

COLLEGE ARCHIVES MC 46 RICHARD BEHRENS. Acquisition: 2003?, Viola Frey, Moon. Processed: 2008, Elizabeth Gulacsy

CLAY, GLAZE, RAW MATERIALS AND SUPPLIES FOR THE CERAMIC ARTS

MY EXPERIENCE ABOUT PAPER KILNS SINCE 2007 Mutlu Baskaya(Turkey)

DEFINING THE FOCAL POINT

Greeley-Evans School District 6 High School Ceramics I Curriculum Guide Unit: Hand building (Pinch, Coil, Slab, Extruder) Timeline: 9 weeks

FACES n VACES Student Examples

CERAMICS VOCABULARY LIST Pea Ridge High School Pea Ridge, AR Teacher- Anya Bruhin

ART SCOPE AND SEQUENCE Louisburg USD #416. Use watercolors to create works of art using the two-color bleed and salt wash techniques.

SLIP-CASTING. a ceramic forming technique

Art-Drawing-Painting. 3-D or 3 dimensional when all 3 dimensions: length, height, and width can be touched and felt.

Sketchbook Assignments Due Monday, November 15, 2010

2017 WINTER EDUCATION CATALOG

outline: a line that surrounds and defines the edge of a shape; does not apply line variation and shows little depth.

Developing glazes. Greg Daly

ABSTRACT. Professor WC Richardson, Department of Art. I believe in Painting, the moment the historic and the autobiographic collapse

Greeley-Evans School District 6 High School Ceramics II Curriculum Guides

Assessment focus: MAKING. (PROCESS AND SKILLS DEVELOPMENT.)

1. Development of skills in hand building techniques.

Art of Ancient Times, Studio 1 5

Mimbres-inspired coil bowls Art Curriculum Matrix: K - 6

CERAMIC TERMS & INFORMATION Ceramics 1 & 2 Waverly-Shell Rock Sr. High School Mr. Adelmund

3-D Experience in Art

Kawartha Potters Guild Technical Standards

ART INTRO TO CERAMICS

Time Required: Three 45-minute class periods DAY ONE

National Unit Specification: General Information

Engages in the creative process to generate and visualize ideas.

Illustrated Art Lessons

FINE ARTS (FA) Explanation of Course Numbers

VISUAL ARTS SCOPE & SEQUENCE Kindergarten Grade 2

Summer Assignments: AP 3D Design Portfolio Summer 2017 Meyer

EASTERN ARIZONA COLLEGE Beginning Ceramics I

Course: Grade One Year: 2019 Teacher: D. Remetta

2011 Austin Independent School District Page 1 of 4 updated 5/15/11

Course: Kindergarten Year: Teacher: D. Remetta. Lesson: Clay Pinch Pot Approximate Time Frame: 2 Weeks Essential Questions Enduring

Susan E. Springer. Artist Statement. City of Ashland; Downtown Plaza Project

exposure for complete calendar listings see

Create with Clay: THE BASICS

Visual Arts Overview Term St. Luke s Catholic Primary School Ms Dee Jaeger

ART 212 THREE DIMENSIONAL DESIGN COURSE ASSIGNMENTS

Design a Clay Rattle

Pennsylvania Redware

CERAMICS 1 Midterm Study Guide

RATTLEY III, JUIE, M.F.A. Visual Documents. (2007) Directed by Professor Mariam Stephan. 6 pp.

Stoneware. sculptures and Pottery

Transcription:

Atmospheric Biomorphism A thesis submitted to the College of the Arts of Kent State University in partial fulfillment of the requirements for the degree of Master of Fine Arts by Amanda Lehtola May, 2008

Thesis written by Amanda Lehtola B.F.A., University of Iowa, 2002 M.F.A, Kent State University, 2008 Approved by, Advisor, Director, School of Art, Dean, College of the Arts ii

LEHTOLA, AMANDA, M.F.A., MAY, 2008 ART ATMOSPHERIC BIOMORPHISM (24pp.) DIRECTOR OF THESIS: KIRK MANGUS Ceramics has a long tradition of artists whom have created vessels which were fired in a dug pit or wood kiln. These containers served as necessary objects for everyday life and were designed to withstand use and time. Salt firing was discovered in Germany around 1400 A.D as a way to glaze functional ware without applying glaze. Since its discovery, German salt ware rose in popularity and influenced the discovery of soda firing as a materials alternative. Salt firing and wood firing ceramics was a process used for functional ware and each method has its own aesthetic. In contemporary ceramics, these firing processes are used in all aspects of the medium as artists no longer have to make pottery for the civilizations to survive. My thesis work combined a contemporary vision of the vessel along with atmospheric firing. The sculptures combine organic forms with controlled firing environments to create objects with multiple meanings and interpretations. The work is a nod to and extension of ceramic tradition.

Table of Contents Page List of Figures...... iv Acknowledgments... v Atmospheric Biomorphism... 1 Technical Guide..5 iii

List of Figures Figure Page 1 Installation view 1...6 2 Installation view 2...7 3 Installation view 3...8 4 Orb m01..9 5 Orb m02.10 6 Orb m03.11 7 Orb m04.12 8 Snail, back view.13 9 Snail, front view.14 10 Snail, detail 15 11 Fish Tail.16 12 Fish Tail, detail.17 13 Bird 18 14 Bird, detail.19 15 Orb wall group..20 16 Orb wall group, left detail.21 17 Orb wall group, right detail...22 18 Orb pedestal group 1.23 19 Orb pedestal group 2...24 iv

Acknowledgments I would like to thanks Kent State University and its faculty for the help and support to obtain my Masters of Fine Arts degree. I would like to give extra thanks to my thesis committee for its support and guidance: Kirk Mangus, Janice Lessman-Moss, and Sean Mercer. My greatest amount of thanks is owed to my family for encouraging my decision to pursue graduate school, and to continually assist my pursuits as an artist. I owe special thanks to my fiancé, Jon Scudamore, for helping me in the studio, being an outstanding support system, and aiding my artistic ideas. v

1 Atmospheric Biomorphism The work created for my thesis, Atomospheric Biomorphism, was made out of different stoneware clay bodies and fired in either a salt kiln or wood kiln. I chose four different clay bodies formulated from testing and adjusting over the past year and a half of atmospheric firing. From my research, I chose clay bodies which would achieve surface variation in both the wood kiln and salt/soda vapor glazing. The work varies in scale and presents interpretations of natural objects. The shapes are organic and take a biomorphic presence because of the ambiguity, abstraction, and suggestiveness of each sculpture. Pieces were created intuitively and from sketches. I also respond to the clay as I work. I draw inspiration from plants, animals, sea life, and anything soft, flowing, and naturally occurring. I abstracted my forms to leave the viewer with a familiar, yet undefined quality, so they may interpret for themselves what the work represents. The first group of work, which is in large scale, was inspired by plant and animal drawings from the 17 th to 19 th centuries. For this work, I drew my sketches from biological drawings of exotic plants and creatures. My intention was to leave the form detached enough that it would leave the viewer with their own interpretation of what the form was to represent. I chose this inspiration because of its whimsical nature and interpretation of natural life. Fish tail, Snail, and Bird are large forms frozen in slight gesture or movement. The oval bodies of each sculpture sits on the pedestals with a heavy pose. Appendages move off the bodies in a graceful motion suggesting antennae, arms, or

2 a tail. The focal point of each form is the surface color, texture, and variation. Through atmospheric firing, I was able to achieve a variety in complexion, gloss and scale-like texture. The second group of work is minor in scale and could be easily handled by the view. In contrast to the large scale, working small makes the pieces more inviting to the viewer. Because the sculpture could easily fit in the hand, they command examination, interpretation, and ask to he held and considered. These pieces were influenced by further abstraction of plants, gourds, and organs. These orbs are curvy, hollow vessels with cut stem openings. Holes added to the surface create movement and tension comparable to skin being pulled away from a shell. The third group of work portrays large, kidney shaped vessels. The gentle curves of this shape are voluptuous. Concave and convex curves, in combination with the stem openings, create an ambiguous form. Orange and peach coloration, along with thick scaled patterning, fill the recesses of the sculptures suggesting decay and death. I work with clay because of its malleability and ability to create a hollow shell. The forms combine a hard shell, flowing curves, and soft flash and gradation of color. To help strengthen the clay for scale, tooth, to stand up to burnishing, and to lighten the pieces post-firing, I added 4-6% paper pulp. Atmospheric firing is used to enhance the surface of each piece. Along with placement in the kiln, the type of clay body used, and any slip, glaze or resist applied can also vary the surface. This type of firing created color and texture variation, creating visual flow for each composition.

3 The forms fired in the wood kiln were controlled by clay body and placement of each piece in the kiln. These sculptures combine clay body with ash deposits from the wood kiln to produce pattern and movement on the surfaces. Flame marks, flashing, shells and wadding shadows, and natural ash glaze enhance each sculpture, leaving a surface record of what happened in the kiln and how it was loaded. After wood firing, surface color and variation can be further amplified by re-firing in an oxidation environment in an electric kiln. Scale contributed to how the forms could be loaded and fired in a wood kiln. The smaller orbs typically were tumble stacked with shells and wadding for surface variation. Packing and spacing was also alternated to allow different amounts of clay surface exposure to flame. For the larger sculptures, I load and fire them right-side up to avoid excess rotating and movement. In contrast to the wood kiln, I used a combination of slips, stains, and resist washes to create a visual flow on the soda/salt fired pieces. Materials were applied in thin and thick layers, blended to create a surface which flows visually with the movement of the forms. Shells and wadding were used to prop pieces up off the shelf when fired. Placement and angle created further surface variation, beyond the sprayed elements. The larger pieces were fired right-side-up, but the smaller orbs were fired in various directions and rotated when displayed. I chose to fire soda instead of salt because of its possible use to create blushing, flashing, and a surface with textural variation. While my firing was not purely soda

4 because I fired in a well-coated salt kiln, I was able to achieve similar results. The subtle, less intrusive surface of a soda fired form, instead of a heavily orange-peeled, high-gloss surface most commonly associated with salt-firing ceramics, has a more organic quality about it. My thesis work combined organic form with atmospheric firing to create work with a natural quality. Each piece stands on its own, and yet, as a group create an environment which the audience can become involved. The work nods to both the vessel and traditional firing. The sculptures represent process, tradition and the elemental qualities of ceramics.

5 Technical Guide Clay bodies White Stoneware, Talc (A) White Stoneware, Helmar (C) 35 EPK 40 Helmar 20 XX Saggar 20 XX Saggar 20 Nepheline Syenite 20 Nepheline Syenite 10 Talc 10 Silica 10 Roseville 10 Roseville 5 Fredricksburg Fire Clay White Stoneware, G-200 (B) White Stoneware (D) 35 EPK 25 Helmar 20 OM4 Ball Clay 20 XX Saggar 10 Nepheline Syenite 20 Nepheline Syenite 20 G-200 5 Silica 10 Roseville 30 Roseville 5 Fredricksburg Fire Clay Englobes, Resists White Englobe for Bisque, cone 6-11 Resist#1 6 EPK 1 Part Alumina 14 Ball Clay 8 Parts Water 20 Kaolin, calcinated 4 Frit #3134 21 Nepheline Syenite Resist #2 5 Talc I Part EPK 19.5 Silica 6 Parts Water 3 Tin Oxide 2.5 Zircopax 5 Borax

6 Figure 1 Installation view 1

7 Figure 2 Installation view 2

8 Figure 3 Installation view 3

9 Figure 4 Orb m01

10 Figure 5 Orb m02

11 Figure 6 Orb m03

12 Figure 7 Orb m04

13 Figure 8 Snail, back view

14 Figure 9 Snail, front view

15 Figure 10 Snail, detail

16 Figure 11 Fish Tail

17 Figure 12 Fish Tail, detail

18 Figure 13 Bird

19 Figure 14 Bird, detail

20 Figure 15 Orb wall group

21 Figure 16 Orb wall group, left detail

22 Figure 17 Orb wall group, right detail

23 Figure 18 Orb pedestal group 1

24 Figure 19 Orb pedestal group 2