Re: Efu Student's Book English For Beginner Levels Free Download
Hercules Montero
Looking to learn how to throw clay on a wheel? Or have you thrown before and are looking for a refresher course to keep up your practice? Beginner/Mixed Level Clay offers students guided instruction and independent practice to explore tools and techniques. Intended for total beginners to mixed level intermediate students this course starts off each session with a demonstration and then offers one on one instructor guidance. Our instructors offer a depth of knowledge and expertise and work closely with students to maintain a supportive classroom culture. Returning students will focus on advancing their abilities, while new students will learn how to center, cone, pull, trim, glaze and prepare finished work for firing. Instruction is not limited to wheel throwing but may include guidance in hand building and surface design upon request. Included in the course are one bag of clay and access to our ample Open Studio Hours to practice techniques and skills on your own. This course is meant to expand introductory skill levels into more intermediate level practice, and may be repeated.
This page gives you an outline of the different levels of classes at the Donn Zver School of Pottery. We encourage you to go over these outlines to best determine where you fit in. If you have questions, please phone the school (519-647-2117) and we would be happy to assist you.
We do this in our classes by developing the skills of the students and encouraging them to enjoy their involvement in the art of Pottery Making. Your educator infuses their own ideas in developing the skills of our students.
The School encourages educators to continue to develop the skills of their students. In Level Two (the second session of 8 weeks) we continue developing the student's skills. We encourage the students to either practice at home or taking advantage of the Open Studio time provided by the School.
The School encourages the expansion of wheel throwing making cylindrical forms and small bowls. Challenging the students to produce multiple items of similar shape and sizes, for example, 6-inch cylinders.
In level three, we continue to develop the skills of the students. At this point, the students should have developed a good vocabulary of Pottery terms and skills. Expanding their skills is important to their development as a potter.
By this time in the student's development, they should be able to throw easily, centring, opening and pulling. If there are students who are not at this level, the School encourages the Educators to have the student repeat level 3 of the Beginners Course.
The critique held at the last level should indicate to the educator the level of all of the students. Some at this point will be further along than others and should be encouraged with more challenging projects. Those who are not at this level should be encouraged to repeat Level on of Intermediate Classes.
This is the end of nearly two years of development for the student. We encourage the educator to continue to develop the student's knowledge and love for the craft of Pottery making. Challenging them and supporting them in the quest being Potters.
Level three continues to develop the skills of the students. Covered Vessels are the focus of this Intermediate level. Lidded vessels and the various types of lids will be discussed and practiced. The student shall produce three different kinds of lids for covered jars.
Our students have been guided through a range of studies and projects with a view to bringing the students along in his or her development. Advanced studies is a time for the student to spread their wings and continue to deepen their commitment to Pottery making.
This advanced study level two is set to encourage the student's development in his or her own style of work. Projects are personally set by the students to encourage them to find their own personal expression and style.
An introduction of the basics of hand-built pottery construction using coil, slab, and pinching techniques, and using those new skills to create functional or whimsical pieces, (sometimes one and the same!) that you will cherish.
You will learn to experiment with texture, creating your own texture-making tools, and have an introduction to slip trailing and carving. Basic glazing skills will be covered. Your educator will include a demo at the beginning of each class of a particular technique, with lots of tips and tricks to try yourself. Bring your sense of humour - this is going to be a fun class!
To build on the skills learned at the beginner level, with an increased focus on form and function. You will be encouraged to explore surface finish including more in-depth experimentation with textural elements, combined with glaze treatments for interesting results.
At the beginning of each class, Your educator will demonstrate a particular technique or the making of an object, that you can try during class. Or if you prefer, you can work on your own projects with the Educators guidance as required.
April 2, 2011 at 10:10 PM In your opinion what qualifies as beginner intermediate and advanced student? Is it the repertoire? Technique? Amount of years you've played? I would like to know so that I can get a better idea as to what level I'm at. Thank you.
April 2, 2011 at 10:43 PM Who knows? I'm not sure such labels are all that useful, to be honest, and I don't know that there's any standard definition of such a thing. Even though the terms get tossed around an awful lot, when I hear someone refer to themselves in any of the variants -- beginner, advanced beginner, advanced intermediate beginner (wow, that one manages to use all 3 terms in one!), advanced intermediate...you get the idea -- I don't really know what they're talking about with any specificity. Rank beginner certainly means something, I guess. And if you're a conservatory student, maybe it's a safe bet that you're not a beginner, maybe advanced (though I wonder if they feel advanced when watching their teachers play). But I think we can dispense with years of study as any useful marker. Some can play ten years and go nowhere. And the flipside is true, too. I mean, Sarah Chang zoomed from beginner to advanced (by most anyone's reckoning) faster than most people can remove their violins from their cases. And repertoire -- as one might list it on a form such as this -- doesn't mean a whole heck of a lot either, or rather it doesn't necessarily mean much. So you've played Intro&Rondo Cap., but can you PLAY it? When you're four years old and slogging through the first Suzuki books, or Wohflahrt or whatever, folks that can play pieces from Suzuki Book 7 sure look advanced. When you're at Juilliard , on the other hand, Suzuki Book 7 level piees don't seem terribly advanced at all. None of this rambling is very helpful to you, I'm afraid, so I'll try. If you go to violinmasterclass.com, you can find graded repertoire (etudes, concertos, and pieces for violin and piano) and, though it's only one person's list, it is interesting and might be helpful in seeing where you might (assuming you can actually play the pieces at a passable level) find yourself on the enormous mountain that is learning the violin. ASTA also has a series of grades (ten I think) and definitions of technical attainments and associated repertoire for each of them. Could be helpful to you. It's somewhere on line if you do a search.
April 2, 2011 at 10:53 PM I agree with Sean. It's all relative. But I'm not sure what difference it makes. Bottom line is, no matter how good you get, there is always more to learn and someone better than you. Know your strengths and weaknesses and strive to improve. That's all that matters.
April 2, 2011 at 11:05 PM Not only that but you can be advanced in finger speed and a rank beginner at interpretation. Indeed, some super-advanced prodigies fit rather well into that characterization.
That said, my crude (and personal) ranking would beI think if you are playing in first position only with perhaps some excursion into 3rd then you are still in the beginner level. The intermediate stretches from above that to playing the concertos (such as Accolay 1st, Mozart G, Beethoven spring sonata, Handel sonatas). Above that you are an advanced amateur - nibbling at real repetoire. However, its naive to call everyone above that 'advanced' because there are clearly multiple levels.
It might be futile to characterize - but its also necessary since once you want to play with others you need to have a means of self-assessment so I do sympathise with the question (having had to do exactly that several times now).
April 3, 2011 at 02:27 AM There are exams and such, levels et al for measuring students' technical progress. Beyond advanced, when you reach a certain level, better becomes a matter of listener preference, and is something you can no longer quantify.
April 3, 2011 at 10:19 PM A lot of good points have already been made, and I wasn't going to respond - except that since as a teacher, I say that I'm looking for high intermediate students and above, I might as well try to define my own terms. As Sean explained it well, it has nothing to do with time spent, so we can dispense with that. It's a combination of what you're working on, and how well you play it.
The 'what' is a little more quantifiable, so I'll start with that. Obviously, you start out as a beginner. I'd say that when you begin the 3rd position, vibrato and early Kaiser, you're at the early intermediate stage. When you're comfortable with 5 positions, have a certain amount of facilty, and are ready to make the famous Vivladi A minor concerto sound recognizable, you're at the high intermediate stage - more or less. (These are all convenient markers, btw; nothing is etched in stone.) When you're ready for Kreutzer and are somewhat solid with 3 octave scales, you're bordering on the advanced level. And when you're ready to take up your first major concerto, say Mendelssohn or Bruch, I suppose you could sign your checks "So and So, advanced violin student"
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