The Mud Beneath Your
Feet
Artists in the
Schools
The Mud Beneath
your Feet: What to do when you find it.
Pinch Pot
1. Contents
a.
Introduction to clay
b.
Pinch pots
c.
Wrap up
2. Optional Preliminary Activities
a.
Students explore various
soils at school and home to see if there are clay soils in the area.
i. This can be done as a class activity, or students can
be encouraged to bring soil samples from home.
ii. Using a moist soil sample, try to make the soil into
a ball. If it holds together even when dropped from waist high, you have a clay
soil.
iii. Soak soil sample in water to remove the organic
material that floats. Allow sample to settle in a clear container to observe
the various layers of soil that develop. Make observations on the properties of
the various layers to determin their compositon. Allow samples to dry and
observe changes at various moisture levels.
1. Color, smoothness, stickyness, grittyness, hardness,
plasticity, size and shape of sample.
b.
Students do research on
web, in textbooks, or other sources for information on clay and its properties
and products.
3. Setup
and Tools:
a.
Canvas or work board for each student.
b.
Wash Station: Tubs of water and sponges for
washing.
c.
8 oz. chunks of clay, 2 to 3 per student.
d.
Set up projector for VTS
e.
Samples for discussion.
f.
Tools ready to distribute.
g.
Pots of slip
h.
Brushes for slip
i.
Scorers (comb pieces)
j.
Wooden modeling tools
k.
Damp sponges for moistening clay
l.
Bucket for clay scraps
4. Introduction
of Artist in Residence
5. Students share results of the investigations they have
done.
6. VTS:
Visual Thinking Strategies – Classroom Teacher
a.
Various ceramic objects and photos of ceramics.
b.
Use open-ended questions. Accept all
observations.
i. What’s
going on?
ii. What
do you see that makes you say that?
iii. What
more can we find?
7.
What is Clay? – Artist Description
a. An
introduction to origin and properties of clay
Clay: From Wikipedia, the free encyclopedia
Clay is
a fine-grained natural rock or soil material that combines one or more clay minerals with
traces of metal oxides and organic matter. Clays are plastic due
to their water content and become hard, brittle and non–plastic upon drying
or firing.[1] Geologic
clay deposits are
mostly composed of phyllosilicate
minerals containing variable amounts of water trapped
in the mineral structure.[2][3] Depending
on the content of the soil, clay can appear in various colours, from white to
dull gray or brown to a deep orange-red.
Electron microscope
photograph of smectite clay – magnification 23,500
a. Formation
i. Clay minerals typically form over long periods of time
from the gradual chemical weathering of rocks,
usually silicate-bearing, by low concentrations of carbonic acid and other diluted solvents.
8.
Stages of
pottery making.
a.
Lump of
clay
b.
Green ware
i. Green ware is water-soluble.
ii. Leather hard, firm and slightly flexible.
iii. Dry brittle and fragile.
c.
Bisque
firing
i. Vitrifies clay, no longer soluble in water.
ii. Called bisque ware.
iii. Glazing is done at this stage.
d. Glaze
firing
i. Glaze ware
is finished pottery or ceramics.
9. Starting
with pinch pot, we recapitulate the history of ceramics over the ages.
a.
Origin story of ceramics, optional.
10. Make
pinch pots. - Artist will demonstrate
a.
Demonstrate slip & score for attachments
b.
Hand Yoga- connecting hands to brain, dexterity
and strength
c.
Distribute clay
d.
Artist and classroom teacher circulate,
encourage, assist and suggest
11. Start
cleanup 10 mins. before end of period, give 5 min
a.
Students bring pieces
to teacher when done
b.
Clay scraps in bucket
c.
Return all tools
d.
Wipe canvas with Damp sponge
e.
Roll up canvas
f.
Check room for neatness
12. Summary/review/reflection/conclusion
of lesson (consider reviewing the hook or text that you introduced at the
beginning of the lesson)
13. What would you do next time, what would you not do next
time?
14. Standard for Physical Sciences
i. In
grade five, students learn that elements and their combinations account for all
of the types of matter in the world and that living organisms and most
materials are composed of just a few elements. They learn that all matter is
composed of atoms that may combine to form molecules and that during chemical
reactions the atoms in the reactants rearrange to form products with different
properties. The introduction to chemical reactions and the concept that atoms
combine to form molecules requires students to clearly distinguish between
molecules and atoms and chemical compounds and mixtures.
ii. Students are introduced to the idea that the organization
of atoms on the periodic table of the elements is related to similarities and
trends in the chemical properties of the elements. They learn that scientists
have developed instruments that create images of atoms and molecules revealing
well-ordered arrays of atoms and molecules. They learn that metals have
properties in common; some metals are pure elements, while others are composed
of a combination of elemental metals. Students also learn the common properties
of salts.
15. Visual and Performing Arts Content Standards Grade Five:
Historical and Cultural Context
3.0 to 3.4
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