About the lesson
In this lesson students were introduced to a new medium: sculpting clay, in which they took a break from the 2 dimensional work they have done thus far. Our intention was for the students to engage in the principles of art from a new perspective/medium and transfer the knowledge gained from working in 3 dimensions into their future 2 dimensional work (and vice versa). The students created a form using modeling clay, and used a variety of tools and techniques to mark, scar, and shape the clay’s surface. As they worked, they were evaluated on their conduct with modeling clay, their exploration of tools and techniques, and their ability to engage in pertinent discussions of their creative process. We want to push them to think about how to use their imagination, problem pose, and explore new ideas and concepts creatively.
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 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 with their table members, 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.
- Artists/designers formulate new ideas through the process that enhance their artwork.
- Artists/designers use critical thinking and organizational techniques to explore new tools and operate equipment effectively to reach their desired outcomes.
- 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 discussing their process, and their creative decisions.
Skills
- Critical thinking and organizational techniques
- Creative problem solving
- Ability to mold clay into 3 Dimensional Art
- Expansion of ideas through exploration of design
- Sculpting Techniques
- 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.
- 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 address the 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 with their table members, 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.
It was great to see the amount of excitement this project held, the opportunity to model clay, and use a variety of tools captured the attention of the students and held their interest. This student had a clear idea of what she wanted to create, "I'm making pizza! I am very hungry, for pizza, and it's fun!" She used this idea to explore a variety of modeling techniques with the clay: cutting with knife, pressing and molding, rolling, etc. By establishing the goal of her experience she was fully engaged and worked thoughtfully through all the desired techniques in her own way.
She added a variety of toppings to her pizza slices and even made a side of french fries to complete the meal.
Showcased with equal enthusiasm, this student explored cutting techniques with the butter knife, and used the rough edges of the knife's ridges to scar the sides of his clay. This was done to fix two pieces of clay together. I asked him where he had learned that technique, he stated, "I learned it from my brother, he makes teapots sometimes. But.... I think I need water." It was interesting to see what levels of experiences many of the students held coming into the lesson and how they transferred these concepts into practice today.
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Some students took this opportunity to make a 3D model of subject matter they often draw. "I really wanted to make a unicorn today, I think I have a pretty good idea how to do it." This student used a variety of techniques to carefully carve out specific shapes and fix them to the appropriate areas. After working out a foundation for her unicorn, she then used tools to carve out the details of the facial features. Allowing for the students to pick what they wanted to create gave them the motivation to explore different tools and techniques, in a practical sense, with a goal in mind. The students were focused throughout, and felt proud of what they had created.
This student began by experimenting with the clay, without any particular direction. The emphasis was on introducing herself to the process and playing with the materials and tools. As she played she conceived a couple different ideas of what she could make. After seeing her table mates process, through making a unicorn, she ultimately decided, "I'm making a bunny." She built individual components of the rabbit, and started by applying the desired details to each segment. She then combined all the components to make the rabbit as a whole. Allowing for this kind of freedom in the process of art making highlights that each student has a different learning type, and unique ways in which they process the world around them. However in the case of the unicorn and the bunny, although they worked differently, both students had a positive and immersive experience because they were allowed to create something that held personal value and meaning.
rFrom start to finish, we encouraged the students to explore the materials, to make marks, create forms, and see what was possible with the equipment provided to them. It was interesting to see how many students shared similar inclinations and immediate reactions to certain tools, however due to the explorative nature of the lessons the children always found a way to separate their artwork from their table members and make it their own. Like her table member this student was inclined to use the flower press, but then opted to carve out a circle at the center to make a chocolate chip cookie.
Another interesting inclination to observe was how many of the children wanted to find as many object/tools as they could and fix them into a clay ball. They often had to add multiple chunks of clay to increase its size, so that they could fit on all the objects they wanted to include. One student stated, "It looks like a porcupine." while another said, "It has spiky hair." I found this was a reaction many students had when they weren't sure what it was that they wanted to create. Through discussion of their interests, or after seeing what their peers where making, they would quickly come up with an idea, or engage in a new technique that looked exciting to them.