About the lesson
In this lesson the students continued the exploration of clay, but with intention of creating an artwork that they could keep. Through interacting with clay, students had opportunities to ideate, create, and experiment in three dimensions. The material and lesson engaged students through problem solving, repetition, and practice of the fortitude to utilize studio materials and potentially hazardous equipment safely and appropriately. The clay used was air drying, so the students had to work efficiently, with the end goal in mind. Due to the fast drying nature of the clay, students had to utilize organizational techniques before opening their clay, and then re-evaluate the effectiveness of their methods as they worked with the material. The ultimate goal of the students' was to create a work of art that they felt a personal connection to, and had structural integrity.
Essential Understandings
Outcomes
Students will be able to:
1. After a short Introduction on the medium: clay, students will be able to connect with each other at their table groups and share observations or ideas to manipulate the clay by demonstrating their ability to responsibly explore new material and tools.
2. After experimenting with possible forms, the students will be able to expand on the form and use tools safely and appropriately for marking, designing, and adding texture to the surface, shown by a successful creation of a sculpture with form and texture.
3. Sharing their artwork, students will be able to reflect on their creation with each other; by presenting their piece in a mini gallery walk, discussing their process, and their creative decisions.
Skills
After teachers shared the project guidelines, techniques, and possible outcomes, the students had time to interact with the new medium at their seats. They worked through the ideation processes while directly interacting and experimenting with the medium and tools.
Performance of understanding:
As they worked, students discussed the creative decisions that went into making their artwork. They shared insight into why they created their particular form, sharing pertinent stories, observations, what tools they used the most, and in what ways/techniques they used those tools to create their desired outcome. Through this manner of interaction the students uncovered the details of their creative problem solving as well as their artistic identity. This process culminated in the student's creating a work of art with personal relevance to themselves, that could be taken home, to keep, once dried.
- Artists/designers use critical thinking and techniques to explore new materials and tools.
- Artists/designers express their own creative imagination through art.
Outcomes
Students will be able to:
1. After a short Introduction on the medium: clay, students will be able to connect with each other at their table groups and share observations or ideas to manipulate the clay by demonstrating their ability to responsibly explore new material and tools.
2. After experimenting with possible forms, the students will be able to expand on the form and use tools safely and appropriately for marking, designing, and adding texture to the surface, shown by a successful creation of a sculpture with form and texture.
3. Sharing their artwork, students will be able to reflect on their creation with each other; by presenting their piece in a mini gallery walk, discussing their process, and their creative decisions.
Skills
- Critical thinking and organizational techniques
- Creative problem solving and reflection through the process
- Ability to mold clay into 3 Dimensional Art
- Expansion of ideas through exploration of design
- Sculpting Techniques
- Studio Critique Etiquette
After teachers shared the project guidelines, techniques, and possible outcomes, the students had time to interact with the new medium at their seats. They worked through the ideation processes while directly interacting and experimenting with the medium and tools.
Performance of understanding:
- Student has interacted creatively with the clay and shaped it into a new form with structural integrity.
- Student has experimented with the tools, and explored ways to make marks and texture on the clay’s surface.
- Student can discuss the creative process and decision making that went into their artwork.
- Student engaged with the materials in a safe and appropriate manner, and was responsible for cleaning up his/her work space.
As they worked, students discussed the creative decisions that went into making their artwork. They shared insight into why they created their particular form, sharing pertinent stories, observations, what tools they used the most, and in what ways/techniques they used those tools to create their desired outcome. Through this manner of interaction the students uncovered the details of their creative problem solving as well as their artistic identity. This process culminated in the student's creating a work of art with personal relevance to themselves, that could be taken home, to keep, once dried.
Most students began their process by building and stacking forms on top of each other while getting use to the messiness, temperature, and smell of the clay. For example, this student stated, "I started to rip the pieces up, then use water to attach each piece. Then I drew on it." He began exploring and testing the clay's capabilities so his idea began with multiple pieces of clay. Then, he began building, not having a solid idea of what he was going to make, but more interested in scale and texture.
This student worked very well with clay while in the past, 2-D projects didn't interest her. I got to sit down with her and watch the process of bow; pinching happen.
"I am making this for my mom, but I don't know how to make it into a bowl." Before, she didn't necessarily know where to start, but we started talking about forms, and what shape she could make to start with. She rolled a ball and I told her to stick her thumb halfway through and slowly push out. After that, I left her to check in on other students. When I came back, she made a beautiful little bowl. Her discoveries were shown in her excitement. "Look, look! I am so excited to give this to my mom and make sure when you post this on the blog, say that it is my work!" The student spent the rest of work time polishing the smooth texture with her fingertips and a paper towel. Not only did she discover a technique that is used in pottery, but she stepped into a role of a maker. She described what you can do with it and who it was for. |
Similarly, this student used the same hand techniques as their peers, but was inspired after the discussion on the rug. At the beginning of class, we brainstormed as a whole, to get the process started. Immediately, this student wanted to make a volcano.
"I am making a volcano... o... o..." he said in a lower voice with an echo at the end.
I asked him how he was going to start and what volcanoes looked like. He put up his hands to form a triangular shape.
"I will make the clay into a cone, then stick something in the middle to make the hole."
I watched him start, he took both hands and used strength to start squishing it into a cone shape. He showcase manipulation of clay with his hands and body strength. A lot of pottery requires more than just fingertip strength. Then, he used a toothpick to stick in the middle and twirled it around to make it wider. Eventually, the gap was about a half inch wide. His personal desire and passion to create a volcano caused his persevere through obstacles and problem solving on the way.
"I am making a volcano... o... o..." he said in a lower voice with an echo at the end.
I asked him how he was going to start and what volcanoes looked like. He put up his hands to form a triangular shape.
"I will make the clay into a cone, then stick something in the middle to make the hole."
I watched him start, he took both hands and used strength to start squishing it into a cone shape. He showcase manipulation of clay with his hands and body strength. A lot of pottery requires more than just fingertip strength. Then, he used a toothpick to stick in the middle and twirled it around to make it wider. Eventually, the gap was about a half inch wide. His personal desire and passion to create a volcano caused his persevere through obstacles and problem solving on the way.
Concrete objects were very common to see from this class because many talked during our class ideation, but also were brainstorming with their table. Students created train, animals, utilitarian/functional objects, flags, humans, etc.
These five students above shown different ideas and processes. Multiple techniques and style were highlighted through coiling, smoothing, carving, making spheres, use of water and provide tools. All works of art led back to the student personal connection, whether it is their favorite animal, or they made it for someone else that is important in their life.
Something that us, teachers, all noticed, was the level of engagement and passion that naturally came to the students. Through the process of getting messy, smelling the clay, working with slimy, squishy texture, they developed an idea to work towards and stayed engagement all class.
These five students above shown different ideas and processes. Multiple techniques and style were highlighted through coiling, smoothing, carving, making spheres, use of water and provide tools. All works of art led back to the student personal connection, whether it is their favorite animal, or they made it for someone else that is important in their life.
Something that us, teachers, all noticed, was the level of engagement and passion that naturally came to the students. Through the process of getting messy, smelling the clay, working with slimy, squishy texture, they developed an idea to work towards and stayed engagement all class.