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.
Essential Understandings
- 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.
To begin, the students began interacting and learning about the characteristics of the clay. Students received one fist sized ball of clay to explore and play with during their time at the station. In the pictured above, a student was learning that it took a good amount of strength to mold the clay piece as a whole, then he switched to two smaller pieces by tearing it in half. Then, he began to shape and mold the clay into a new form. This time allowed students to problem solve and create new solutions to their problems.
One way that students explored was flattening the clay on the board with their hands or provided tools. The clay was soft enough for students to create slabs, or "pancakes" with their own hands. Usually, once the clay was flattened, tools were used to manipulate and design new elements. This student said, "I started with this piece of clay and flattened it with my fingers to make this. I think I want to create a cake." As she kept working, new ideas interrupted her original plan, but she was learning how easy clay can be changed and molded.
Many students were inspired by their own and others' imagination. In multiple cases, students pretended that the clay was a specific food and prepping the food to be eaten was popular. The connection between their experiences before playing with clay and then, were very interesting. Anything that was squishy, easy to touch and play with, was food. Immediately, student began working and discussing with each other what part of the meal they were making.
Continuing with the idea of food, this student decided to create something very specific with the clay. The student started with a coil, then wrapped and connected it. It became a circular shape which looked like a doughnut. She then made smaller pieces to place on top as sprinkles. The imagination during clay time was very present.