Clay Animals
Term: 2 Year: 2014
Carnegie Primary School's year 2 students created a series of Clay sculptures in the shape of their favourite Animal inspired by a collection of collection of Schleich animal Models.
Unit: Creating Clay Animals
Year Level: 2
AusVELS level: 2
Duration of Unit: 8 (art lessons)
Term: 4
Year: 2013
Learning Focus from AusVels Level 3:
-They create and present visual arts works that show emerging arts knowledge.
-They plan arts works that communicate ideas, observations, feelings and/or experiences.
-They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements.
-They use skills, techniques, processes, materials and equipment in a range of arts forms.
-They identify, describe and discuss characteristics of their own and others’ arts works.
Unit Learning Focus:
They create and present visual art works that show emerging arts knowledge.
-Students create an animal sculpture that resembles the shape of that animal.
They plan arts works that communicate ideas, observations, feelings and/or experiences.
-Students choose animals that they like/love/own as a pet/ see at the Zoo and create an animal that has a special meaning for them.
They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements.
-Students will make decisions and constantly revise their decision making as they make choices about shape, size, position and finally colour.
They use skills, techniques, processes, materials and equipment in a range of arts forms.
-Students will explore a range of tools and also use their hands and fingers and practise moulding, shaping and joining the clay to create their animal.
They identify, describe and discuss characteristics of their own and others’ arts works.
-Students comment on their own and other’s art works providing feedback and praise where it is due. Students show understanding of the process of using clay through their own experience.
Unit Assessment Standards Level 4 AusVels:
Creating and making
At Level 2, students create and present performing and visual arts works that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences. They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements, principles and/or conventions. They use skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms. They identify, describe and discuss characteristics of their own and others’ arts works.
Teaching & Learning Activities
Week 1:
Exploring & Responding
Introduction: Animal models.
Observe and discuss large collection of Schleich animal Models.
Discuss:
What animal is special to you and why?
What animal would you like to create using clay?
What is special and unique about the shape/ size/position/ colours of the animal that you will choose?
Discuss in pairs, groups and finally share with the whole class.
Creating & Making
In your Arts Diary draw your chosen animal.
How will you recreate the animal using clay?
What colours would you use when painting?
-Schleich Animal Models
-Grey Lead and Arts Diary
-Students will use their Arts Diaries to draw sketches.
-Take incidental notes while students are sharing with the class and while observing group work.
Week 2:
Creating & Making
Review the discussion from last week.
Discuss any conclusions or new ideas.
Did you change your mind?
Why?
Did you make improvements?
How?
Choose a Clay Buddy to work with whilst creating your animal.
Discuss your design with your Clay Buddy explaining how you will create all the parts.
Discuss:
How can you make this using clay?
Are there any modifications or changes you need to make?
Continue sketch of animal in Arts Diary whilst sitting with your buddy. Students may choose to colour their animal in pencil in the colours they would like to paint their finished animal.
Whole class discussion: Present animal sketches and interesting ideas with class mates.
-Schleich Animal Models on tables for students to feel and observe as they choose.
-Arts Diary and animal sketches.
Week 3, 4 and 5
Creating & Making
Revise Pinch Pot creating and provide demonstration.
Revise Clay joining techniques: Scratch and slip etc.
Students begin making pinch pots and joining them together to create a hollow body for the animal. Create and make animal body parts applicable to their animal and its position.
Promote students helping their Clay Buddy.
Wrap clay in damp Chux wipe and seal in a container between lessons.
After clay has dried fire in Kiln.
-Schleich Animal Models on tables for students to observe.
-Earthenware and Terracotta Clay
-Clay tools including slip, sponges etc.
Week 6 and 7
Creating & Making
Students have their animals that have been fired in the Kiln.
Make choices about paint colours.
Will you paint the animal as they are in real life or will you choose colours that make you feel a certain way?
If applicable students refer to Arts Diary to select colours to paint.
-Viponds Paints
-Brushes
-Palettes
-Arts Diary
-Final art work and notes in visual diary.
-Photograph work with the student.
Week 7:
Creating & Making
Class presentations
Students present their completed Clay Animal Art Work to their class. Students may choose to reflect and comment on their peer’s creation showing some understanding of clay moulding techniques and an emerging understanding of expressive ways to use art elements.
-Slide show of art work and display of completed art work
Link with other domains
Science – observational skills, animal’s body shapes and colour.
English – literacy and use of art language whilst sharing, decision making, questioning and discussions.
Link with Personal, Social and Physical Domain
Interpersonal Development
-Interaction with peers
-Working as a group member
Personal Learning
-Through reflection they discuss learning strategies they have used during the process and ways they can improve or better manage their personal learning
Link with Interdisciplinary Domain
Communication
-As the artist and the viewer.
-Oral and visual presentations of ideas.
-Discussion in responding.
ICT for Creating
Reflection, evaluation and metacognition
Using visual diaries to document sketches involved in the creation of artwork and why they made specific choices.