Day 3:clay building
Expedition:
In todays learning experience students will learn how to build a form with clay. Using what they learned about building techniques, students will begin creating their animal.
Essential Understanding:
During this class students were shown how and why fundamental clay building techniques are used in a work of art. The goal of the day was for the students to get started on the creation of their clay animal. Through todays lesson students will gain a better understanding of the clay building process, along with the importance of creatively solving problems as they arise during construction.
Inquiry/Learning Target:
For todays Learning objectives, the students will be able to.....
-Effectively apply their knowledge of the literacy terms to their work of art (Assessment/Evaluation).
-Evaluate their peers work and other artists' work based on their knowledge of the literacy terms (Historical/Multicultural Content).
-Determine what art processes to use when creating their work of art (Conceptual/Ideation/Personal Grounding).
-Work with others and problem solve as a group or individually (Critical Reflection/Aesthetics/Transfer).
Key Concepts:
-Art Processes
-Expression
-Experimentation
-Prior Knowledge
-Artistic intention
-Choice
Skills:
-Collaboration
-Observation
-Experimentation
Art Focus:
The art focus of the day is the investigation of how clay building techniques are used in the creation of a 3-D piece of art.
Literacy Focus:
Vocabulary Terms for todays lesson:
-Slip and score
-Armature
-Coil Building
-Slab Building
The vocabulary terms listed above are essential to the students understanding of building clay objects. We will pre-assess their knowledge of the terms at the beginning of the class. At the end of class we will assess their understanding of these terms by looking at how they were able to incorporate the techniques listed above into the construction of their creature.
In todays learning experience students will learn how to build a form with clay. Using what they learned about building techniques, students will begin creating their animal.
Essential Understanding:
During this class students were shown how and why fundamental clay building techniques are used in a work of art. The goal of the day was for the students to get started on the creation of their clay animal. Through todays lesson students will gain a better understanding of the clay building process, along with the importance of creatively solving problems as they arise during construction.
Inquiry/Learning Target:
For todays Learning objectives, the students will be able to.....
-Effectively apply their knowledge of the literacy terms to their work of art (Assessment/Evaluation).
-Evaluate their peers work and other artists' work based on their knowledge of the literacy terms (Historical/Multicultural Content).
-Determine what art processes to use when creating their work of art (Conceptual/Ideation/Personal Grounding).
-Work with others and problem solve as a group or individually (Critical Reflection/Aesthetics/Transfer).
Key Concepts:
-Art Processes
-Expression
-Experimentation
-Prior Knowledge
-Artistic intention
-Choice
Skills:
-Collaboration
-Observation
-Experimentation
Art Focus:
The art focus of the day is the investigation of how clay building techniques are used in the creation of a 3-D piece of art.
Literacy Focus:
Vocabulary Terms for todays lesson:
-Slip and score
-Armature
-Coil Building
-Slab Building
The vocabulary terms listed above are essential to the students understanding of building clay objects. We will pre-assess their knowledge of the terms at the beginning of the class. At the end of class we will assess their understanding of these terms by looking at how they were able to incorporate the techniques listed above into the construction of their creature.
Visiting with each student on their progress of their creature I found many students come across problems and solutions when building their creatures. For example in the video above, Saughn correctly used the slip and score method to attach the wing to his griffin but noticed it wasn't sturdy because he applied to much water. Noting his mistake he will then attach his two parts with a study bond.
When building their clay creatures students were encouraged to refer back to their sketchbooks on their exploration of textures from a previous lesson Melanie taught. Here in this video Caiden is using crumpled up tape too form a bumpy brainy like texture that he experimented with before. Caiden experimented with different sizes of crumpled rolled up tape in the texture lesson to create the right one.
After Catherine built her creature body using coils she noticed she made it into a solid form that would not work for the kiln firing. Her solution in order to keep the existing structure looking the same was to dig out the inside to prevent the clay from blowing up in the kiln.
The image to the left shows what will soon be a creature called a Griffin. A Griffin is an animal that is half lion, half eagle. You can see that he has gotten started on the lion component of this creature by looking at the body form. This student used a combination of the slab building and armature techniques to create a hollow body form. He demonstrated the scratch and slip techniques in his decision to attach the legs to the body form. Also, this student is demonstrating his intention behind this creature with his inclusion of a fur like texture on the creatures back.
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Depicted above is the begining of a creature called "Brainzilla", a crossbreed between a human brain and Godzillia. By looking at this example, the students understanding of several building techniques can be identified. Instead of leaving the main component of this as a solid block of clay, the student was able to use crumpled up newspaper as an armature and built the clay form around that. This shows his understanding of the armiture building technique as well as the properties of clay. The clay elements on the front of this piece demonstrate the students understanding of the scratch and slip technique.
In order to make sure all students are not falling behind and are understanding key concepts and terms, Dan started the class with a discussion that focused on reviewing the last class's learning targets. Because some students missed the last class Dan volunteered students to describe what armature, slab building, coil building, and slip and score were. In the photo above Meghan is using a fork to scratch the clay during her slip and score demonstration to class. The video is Meghan's demonstration on applying the slip and score method to attach to pieces of clay.