Teaching techniques

Jewelry Discussion
21

I teach technique classes only. I don’t teach the designs I sell for
a living, but more basic beginner and intermediate classes, so
students can get a grasp of how to hold tools, how to manipulate
metal, etc.

I have to come up with designs for the class, naturally, but since
I’m not giving away any of my trade secrets (such as they are
~tongue in cheek~), I don’t worry much about being copied. I know
some students will just make the class design for years, but that
doesn’t really affect the selling of my own work.

HTH

22 
For those of you who teach. I was wondering, do you teach mainly
classes geared towards technique where students learn specific
techniques to design their own pieces or do you teach specific
designs of your own in your classes?

A practical approach to teaching workshops is the illustration of
technique through practical exercises done in the class. The
practical exercise is a means to acquire the skill set of the applied
technique by producing a finished item or a series of sketches which
demonstrate the method, process, and procedure of the subject being
taught.

Depending upon the particular technique and the experience level of
the participants it is usually beneficial to have everyone execute
the same project and create the same object. In most circumstances
the project itself need not be a proprietary design from the
teacher’s own body of work. It can be a generic design which
accommodates the necessities of the applied technique.

Michael David Sturlin

23

I guess I should put in my two cents, being as I have been teaching
metalsmithing for over 25 years.

In my classes, I have always taught people who were not involved in
a university program, in other words, they were not working for a
degree. They just wanted to make a piece of jewelry that they could
wear, or give as a gift.

I have had a varied background in jewelry making, from ASU, to
commerical shops in Scotsdale, AZ, to Maui, to San Diego. Being as
most of my work was done in commercial shops, the finished work
needed to be produced efficiently to get the desired results in the
minimum of time. This orientation translated into my teaching style.

So, in terms of teaching philosophy, I just use the years of
experience I have, all the equipment and tools in the studio, and try
to help each student realize their own idea of what they want to
make. In other word, I fly by the seat of my pants. No lesson plan,
to speak of.

In the first class, I try to show them as many examples of different
techniques as I can, and show them good books and resources for
design ideas. Although I do show them examples of my own work, seldom
is anyone interested in copying my designs. I try to subtly
discourage copying of anyone elses work, and tell my students that
they can usually improve on the designs they like.

For the rest of the first class, I help them produce their own
sterling wire forms from a poured ingot each of them makes, then
using rolling mills and drawplates to refine their wire shapes.

I also do a quick wax carving demo, to introduce casting, and have a
similar piece to what I’ve carved already cast and finished for them
to see how the wax model transforms into the finished piece.

Most struggle initially with their first designs, but once I have
helped them to finalize what they want, and I feel they are capable
of making what they have designed, then I help them create that in
the 8 weeks that follow. I try to make sure that they are not in over
their heads, as I believe everyone should have a successful
experience. Most work in sterling, and a few work in gold. Many want
to include gemstones in their designs, which I help them to do,
although most I send to a professional setter to do the final
setting, which has worked out quite well.

One of the big benefits of having everyone work on their own designs
instead of all working on the same design, is that everyone gets to
see what everyone else is doing, and their creativity feeds on that
experience. With our circus of metalsmithing going on, along with the
ever present music coming out of our stereo, it makes a fine creative
stew, and we get some beautiful original work. An above all, it is
FUN!

Jay Whaley UCSD Craft Center

24 
it is usually beneficial to have everyone execute the same project
and create the same object.

What I have found so remarkable about having several students
execute the same project and create the same object is that the
finished products are rarely identical either to each other or to the
original object.Even if they have exhibited technical proficiency,
students somehow manage to put their own spin on to the design.
Anyone else observe this phenomenon?

Dee

25

I had the very same experience in one of my setting classes. I
showed them all how, using my way to finish off the Princess Setting
claws. I left the rest to them. Three of them came back with three
different ‘ideas’ on how to finish off the claw tips, not including
using the 77B cup bur. From actually splitting the claws to filing a
ridge on the very tip…all different ideas. Unbelievable results=>
Ingenuity, Creativity.

Gerry Lewy!

26

Hi Dee

it is usually beneficial to have everyone execute the same project
and create the same object.

What I have found so remarkable about having several students
execute the same project and create the same object is that the
finished products are rarely identical either to each other or to
the original object.

I wonder if what you are observing is a cultural phenomenon. In the
“west” we value originality, independance, and individuality. My
very brief and limited experience with chinese culture has lead me
to believe that there is a stronger sense of group cohesion and
respect for the “master”. I am speculating, but I would suggest that
were you to teach in Japan or China you would find that your
students’ finished products would have considerably less of that
“personal spin”.

Speaking for myself, as a student, I find it more than a bit
uncomfortable to exactly replicate the master model. It’s an ego
thing.

David

27

Dee

Oh yes! No two students are alike and neither is their work. But, as
previously mentioned, I find a tendency for them to ‘over
complicate’ their work, especially when starting out. Even the
assigned projects somehow become a Bulgari or Winston in their eyes
and they want to do things that are light years ahead of their
talent. Most can be gently brought back to reality but there are
those few who just will not listen. The latter I allow to take the
ball and run the field…99% don’t even get 10 yards!

Cheers from Don at The Charles Belle Studio in SOFL where simple
elegance IS fine jewelry! @coralnut2