Art Experiences.
Beattie Elementary Lesson Plan Five: Air Drying Clay Sculpture
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. |
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Essential Understandings
Outcomes
Students will be able to exhibit:
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 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.
- 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 exhibit:
- 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.
- 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.
- 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.
Documentation
Complete documentation for this class can be found here. |
Lesson Plan
The Lesson Plan for this lesson can be found here. |
Reflection.
What worked well for this art experience? Why? What worked well for this art experience was the motivation. Every student was very excited to work with clay again, and it was energizing for most to know that they could keep what they created. We were also successful at setting up work stations for each student that minimized messes, and provided all the tools that they would need to create a sculpture with personal relevance. We brainstormed effectively as a class before excusing students to their seats to begin working, and this helped the students to create an objective for themselves before they were swept away while manipulating the clay. Through its entirety, the students were actively engaged with their projects, and worked vigorously. They shared thoughtful stories, experiences, and tried their best to expand upon the techniques they had learned in the previous lesson.
What didn’t work well for this art experience? Why? Overall, the lesson was a success. The student involvement was evident, and I felt this was the most excited the students had been while making art. However what didn’t work, particularly in the first class, was the students' abilities to create works that could withstand the drying process. In the first class our initial instruction covered the importance of fixing the clay together so that it could harden correctly, but the students were so excited that the information didn't stick. What we realized that we needed to do for the remaining classes, was to physically demonstrate the process, while emphasizing the importance of making a sculpture with structural integrity. We turned this into an opportunity to showcase different fixing techniques, as well as methods to appropriately (and safely) use the tools.
What would you do differently? Why? In reflection of the areas we could improve upon, Erin, Kaley, and I realized that the students did not have an understanding of what was required for their sculptures to be capable of withstanding the drying process. Some students worked with no intention of creating something that they themselves would like to keep, and many who worked with a intention, also ended up with a product that didn't harden properly. Again, improving our communication techniques for relaying clear instructions is vital for working with children of this age In this instance communicating instructions effectively was integral for the success of the project as well. Adjustments we made between classes, were to show scratch and slip techniques to bind the clay together, and make a bond that would last. We drove this point home, and it improved the students' working process as well as their end results. Another method we implemented was to have the students make their sculptures on top of paper plates. This reduced messes, improved clean up, and gave the students a platform to carry their creation home on.
What didn’t work well for this art experience? Why? Overall, the lesson was a success. The student involvement was evident, and I felt this was the most excited the students had been while making art. However what didn’t work, particularly in the first class, was the students' abilities to create works that could withstand the drying process. In the first class our initial instruction covered the importance of fixing the clay together so that it could harden correctly, but the students were so excited that the information didn't stick. What we realized that we needed to do for the remaining classes, was to physically demonstrate the process, while emphasizing the importance of making a sculpture with structural integrity. We turned this into an opportunity to showcase different fixing techniques, as well as methods to appropriately (and safely) use the tools.
What would you do differently? Why? In reflection of the areas we could improve upon, Erin, Kaley, and I realized that the students did not have an understanding of what was required for their sculptures to be capable of withstanding the drying process. Some students worked with no intention of creating something that they themselves would like to keep, and many who worked with a intention, also ended up with a product that didn't harden properly. Again, improving our communication techniques for relaying clear instructions is vital for working with children of this age In this instance communicating instructions effectively was integral for the success of the project as well. Adjustments we made between classes, were to show scratch and slip techniques to bind the clay together, and make a bond that would last. We drove this point home, and it improved the students' working process as well as their end results. Another method we implemented was to have the students make their sculptures on top of paper plates. This reduced messes, improved clean up, and gave the students a platform to carry their creation home on.
Slideshow.
This slideshow presentation highlights some of the student artwork from the lesson. A complete analysis of the images shown and how they correlate to the students' learning can be found through accessing the documentation link above.