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.
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
- 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.
The above images illustrate the process of exploring thoughtful engagement with the materials. Based on project guidelines the initial response for this student was to flatten and scar the clay with a variety of tools. Upon fulfilling that experience the student then moved on to other methods and and new techniques. Working hands on with the clay was an exciting way for the students to explore creativity while honing their cognitive functions.
Some students chose to create works to illustrate a story or represent a specific person and narrative. This student began by sharing a story about his dog with his table mates. "My dog got in big trouble this morning." he said. "I'm making my dog, he is funny and cool." He then asked me, "How many legs do they have again?" to which I replied, "four and a tail of some sort." From there he was off to the races, and fully immersed himself in exploring ways to accomplish the goal he had established for himself. The end result was a sculpture that was unique to him, and represented his individuality through artistic decision making.
Some of the students already had a sensibility for their personal taste in artistic style and imagery. This student chose to tell her story through imagery and symbolism. "I like flowers, and my pendant, and I like to draw circles usually." This student combined this imagery with aesthetic choices that complimented their design, to create a sculpture that reflected her personal taste in art.
"It kind of looks like a baseball" she joked. She continued to add detail, until the class period was up, which reflected that the process of making, and the intrinsic value of the lesson was of great importance to the students and their experience with the clay.
Some students, opted to spend their time smoothing out rough edges, and to explore what representational figures they could manifest from basic forms. Other students began by grabbing multiple chunks of clay and mashing/mushing them together to construct intricate shapes. Often these shapes began abstract, but slowly took on the characteristics of various representational objects as the children explored what was possible with the tools and materials.
Many students were inspired by each other, and lessons they had learned in previous classes. These two students both opted to create teapots. However by letting them be in charge of their own process, and allowing them to explore techniques and make decisions regarding their aesthetic preferences, both their teapots turned out unique, personal, and more interesting than if they had followed a step-by-step process.
This student developed a method for creating the symbol for a heart, through a process that gave her the most intrinsic value. "I rolled the clay out and put them together." she said, "I have to cut them sometimes so that they fit better." "I like to roll, it, I think that, that's my favorite part!" Many of the students explored multiple techniques and then finished the lesson spending their time performing the technique that gave them the most enjoyment throughout the process. This student continued to make hearts in this manner but worked smaller and smaller, honing her attention to detail and speeding up the output at which she could complete these sculptures.