How do you transform something that is flat into something 3-D? A clay slab can help you make that magic happen. A little rolling, folding, pinching, smoothing and voila!Such a malleable material, clay offers children the opportunity to create any shape, form or figure that they dreamed about last night.When studying geometric forms in math, students can use a clay slab to create a geometric solid (in this case a geometric hallow, giggle giggle, nudge, nudge). By first cutting flat geometric shapes from a slab and then bringing the edges together to create a sculpture, students will see the transformative process of flat faces and edges joining together to form a three-dimensional form.
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THE PLAN
2 sessions; 40 minutes per session
Students will learn how flat shapes make up a geometric solid or 3-D form.
Students will explore clay as a sculptural form.
Students will tell a story via ceramic sculpture
Earthenware or White Clay.
Colored Glazes.
Clay rollers, clay knives.
Slip
Students will roll a flat slab.
Using a long rectangular stencil, students will cut this shape from their slab.
Students will cut out windows with their clay knife and draw any details to enhance the texture of their clay.
Students will roll the rectangle and attach it at the ends by scoring and slipping creating a cylindrical form.
Students will use their remaining
clay to roll an cone or a cut a flat shape as the top of their vessel.
Students will glaze bisqueware with colors of their choice.
Students will be assessed on their ability to create a standing 3-D form.
Students will be assessed on their ability to add descriptive details making their sculpture a 3-D work of art that tells a story.
As a geometry extension, students can be challenged to create a geometric solid from a selection of 2-D shapes that connect at the edges and vertices, such as a cube, tetrahedron and icosahedron, etc.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students describe how different materials, techniques, and processes cause different responses
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students use visual structures and functions of art to communicate ideas
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
[K-4] Students describe how different expressive features and organizational principles cause different responses
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[K-4] Students explore and understand prospective content for works of art
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[5-8] Students know and compare the characteristics of artworks in various eras and cultures
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
[K-4] Students understand there are different responses to specific artworks
[K-4] Students describe how people's experiences influence the development of specific artworks
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
THE FEATURES
Shape, Form
Ceramics, Sculpture
Math, Science
MrsImpey01/16/2013 at 11:01am
I love these! Looks like I found my clay project for 3rd grade this year!
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