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
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.
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
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.
In general, the students began their process by creating a foundational shape. These shapes were represented by a cylinder, an orb, coil, or a pancake. From these basic forms the students used a combination of removing and adding clay to create a more complex design. The student below used a combination of flattened pancake forms to create a cup. Through pre-assessment we knew this student had experience making 3 Dimensional art with clay.
During our introduction to the lesson the student raised her hand, "I have made teapots before, so has my brother. I love clay!" By allowing the students to showcase their enthusiasm and knowledge of the medium, other students that were tentative to begin were able to take information from their methods and incorporate that in to their process. This represented the benefit of a classroom environment where students are able to organically learn from one others' experiences and reactions to various challenges.
During our introduction to the lesson the student raised her hand, "I have made teapots before, so has my brother. I love clay!" By allowing the students to showcase their enthusiasm and knowledge of the medium, other students that were tentative to begin were able to take information from their methods and incorporate that in to their process. This represented the benefit of a classroom environment where students are able to organically learn from one others' experiences and reactions to various challenges.
The student below utilized an intuitive method for modeling the clay, in which they built a mound and dug out the center. This method of sculpting takes from nature and harbors instinctual relevance. For many students without an art background this volcano like form is a common starting point, however with time to reflect on the piece the student began making additions. These additions created a new aesthetic, held intrinsic value through the process of modeling, and were ultimately a reflection of the student's individuality.
This experience in problem solving through sculpture resulted in a work of art that captured the attention of his peers. Many students commented on how "cool" they thought his sculpture was. This was very exciting to see as a teacher, because the student originally felt self-conscious about their work, and was hesitant to have its picture taken.
Towards the end of the sculptures completion the student came up to me, from the other side of the room, and asked for me to come over and look at it. To see the student's growth in enthusiasm for the project, and excitement to share their creation was a heartwarming experience. By allowing students to be in charge of their decision making, we promoted their opportunity for discovery, learning, and the development of their confidence through the making of art.
Towards the end of the sculptures completion the student came up to me, from the other side of the room, and asked for me to come over and look at it. To see the student's growth in enthusiasm for the project, and excitement to share their creation was a heartwarming experience. By allowing students to be in charge of their decision making, we promoted their opportunity for discovery, learning, and the development of their confidence through the making of art.
"Is that a clam?"
"No, it's a mouth!" This student did not hesitate in reiterating what they were creating. Instead of making a representational clam the student was making an abstracted mouth. Through these exaggerated features the piece carried more personality, originality, and emotional response from the viewers than if she would have conceded it to be a clam (based on her peers' influences). We applauded this student , and iterated that through standing by their intention, they had created a strong work of art that seemed like it was alive and speaking at us. |
This student emphasized the abstraction of a superhero, through form. Many of his super hero loving peers commented that it looked "strong". I believe this was relayed effectively through the creation of broad forms with rigid and chiseled surfaces. The anatomy was greatly abstracted but that served to exemplify these character traits.
The student commented, "I tried to make it look like Batman but I couldn't so I decided to make my own hero. I like my hero." |
In conclusion, by allowing the children the opportunity to ideate, and decide what they wanted to create, they developed important life skills. They developed organizational skills to manage their time, the ability to devise a piece that was feasible with the clay, tools, and their ability, and grow through the process of exploring what was possible within these constraints. We saw their development unfold through the project, and the personal connection they had to the lesson kept them on task and engaged.