Previous learning to build on - some students may have experience with clay.
Activity – students will explore and manipulate clay in several ways. They will combine the shapes they make into a sculpture
Objectives – students will understand what clay is and where we find it, how and why people use this material. They will become familiar with clay, learn about slipping and scoring and work with balance when making their sculptures.
Materials & Resources : air drying clay, wire cutter, water, tools for slipping and scoring
Resources: Pictures of clay, clay digs, historic ceramic vessels.
Procedure – Introduction/Discussion & Demonstration (10 minutes)
What is clay? Where do you find it? What have people used it for? How long have people used clay? How is it made into an object? Using photographs to demonstrate these features, students will become acquainted with what the material is.
Demo how to make ten different objects by rolling, flattening, pinching and pulling the clay. The objects will then be combined using the scoring and slipping technique to build a tower. Scoring and slipping will be done with toothbrushes.
Art Making - (45 minutes)
Students will be given a slab of clay and begin making 10 different shapes…
Reflection – (15 minutes)
Ask students to respond to the activity. What did they learn about clay? What were they able to do with it? What did they make with it? What happens when the clay is left out of the bag for a while? Can you work/manipulate dry clay?
Lesson 2 – clay pots
Previous learning to build on - students have all now worked with clay.
Activity – students will follow a series of steps to create pots.
Objectives – Students will learn that; Clay is three-dimensional, has manipulability, is tactile, it has volume weight and density. It will take on any shape and stay that way. Every action has a direct result on its form. Math can be used in clay construction
Materials & Resources : Clay, wire cutter, water, tools to slip and score, rolling pins
Resources: Look at ceramic vessels both hand made and molded, historical and modern.
Procedure – Introduction/Discussion & Demonstration (10 minutes)
Review with students what they learned/worked on last class.
Demonstrate making the elements of the mug on the table before joining them together to form a vessel. (Special attention will be given to joining the wet pieces of clay by scoring and slipping them together with a toothbrush)
Students will learn to make a cylinder from a rectangle, put a base on it and form a handle. This will give an opportunity to discuss the relationship math plays in making the mug. A kneaded lump of clay is place on the table. The clay is flattened with a rolling pin until it is an +/-1/4-inch thick. The slab and cut into a rectangle with a clay tool. Both hands are cupped and used to gently bend the rectangle into a cylinder. The ends are scored and slipped then pinched together. The balance of the clay is rolled out. The base of the cylinder is scored and slipped, then connected to the cylinder, with the excess cut off. This excess can be used to form a handle by rolling a thick coil of the clay to apply to the side of the cup as a handle.
Art Making - (45 minutes)
Students will make their pots
Reflection – (15 minutes)
In reflection students will discuss the difficulties they experienced, where they thought the made ”mistakes” and how did they solve those problems. Others will describe their cups/mugs. How did the ‘mistakes’ lead to discoveries about the clay and how did the students resolve these.
Lesson 3 - animal sculptures
Lesson 4 - painting clay with tempera paint
Lesson 5,6,7 - clay castles
invented building drawings... (with oil pastels)
invented building collages at P.S.124^
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