Donna M Frustere, Art Educator/Support Arts
TRACK: Divisions; Special Needs in Art Education Interest Group
SESSION FORMAT: Studio Workshop
2.) Presentation Description
Creating sea life in 3D with clay by exploring colors and textures. Experimenting with CLAY HOUSE light air-dry clay sharing visual, tactile and verbal ideas. Overcoming dexterity challenges and fears of tactile encounters molding with clay.
3.) Statement Of Purpose
Participants will use a variety of brilliantly colored unbelievably light clay to explore and use to communicate their reactions to sea life. They will speak using the clay as their voice. These innovative Makers and Thinkers will make the connection with the elements of each sea creature that they choose in the most fluid creative natural ways using their hands and tools provided. This workshop can be modified for all learning levels including foundations, special needs, and advanced classes. This is a brilliant program for those suffering from limited mobility due to an injury, disability, or aging. Fishing line will be threaded through dried creatures and hung with colored dowels to create a balanced Kinetic Sculpture.
4.) ORGANIZATION OF CONTENT
Primary Topic of Study:
The making of sea life using AIR DRY LIGHT Clay
The selecting of a sea creature arousing feelings and emotions
The impact of interpretation, reflection, and analysis
The necessity of the ARTS to express oneself
The power of our minds
Unit Performance Goal:
To complete the construction of a hands-on Clay Painting from one’s senses
Acknowledging the Significance of the ARTS to interpret, analyze, reflect and teach that,
One can create one’s feelings, thus communicate by using materials such as Clay. One can create a tactile experience of each sea creature using Clay in a painterly yet 3D fashion with limited mobility.
Participants will be able to break down the STEAM Disciplines Below:
How does Art + Design = STEAM?
SCIENCE: is the research done to find whom we are, to explore mixing the Clay colors
TECHNOLOGY: access to computers, cameras, or cellular devices can enhance one’s personal growth and add to one’s canvas through imagery, literacy, and technical manipulations. WHAT ARE THE SAESONS?
ENGINEERING: What is clay? How is it made?
ART: the base for it all!!! The creativity, the soul and driving forces of WHY we are energized! The materials and Tools to create! The HeART of it all!
MATH: We calculate, measure, and use geometric shapes to create objects found in Seasons.
Participants will learn how to interpret how they view the seasons using their sense:
What does Summer look like, smell like, feel like, taste like, sound like utilizing their five senses:
sound, sight, touch, smell and taste
A Critique will conclude the workshop
5) RELEVANCE of TOPIC
MISSION
Enduring Understanding: Building Confidence in Oneself using ART
Finding ways to work through challenges
Interpretations, Communication, ideas, & dreams becoming reality and tangible
Discovering one’s senses with tactile methods
Understanding that whatever you do is yours, whatever materials you choose are the right ones and that your statement is yours.
***Supporting the Mission to Provide a variety of ways to FULFILL human potential and promote global understanding. We must all see from all angles to find the right solutions.
6.) IMPACT ON PRACTICE
Lesson Objective
Materials:
CLAY HOUSE LIGHT CLAY of Various colors
Various Sharpie Markers
Saran wrap
Clay tools/popsicle sticks
Fishing line
Scissors
Paper clips
Pipe cleaners of various colors
]]>Course Taught by Art Prof
]]>Snail in the Garden: Integrating Color Theory into an Air Dry Clay Lesson
By: Angie Chi
For ages: 3-5
Key Terms: Primary Colors, Secondary Colors, Tertiary Colors, Proportion, Additive Color Mixing
Materials: Foam Board, Red, Blue, and Yellow Air Dry Light Clay.
A lesson that I have been teaching recently is how to integrate color theory into an air-dry clay class. The lesson includes making a background scene with a snail while only using primary colors.
Step 1: Making the background
The first step in the lesson is creating a background scene. Since the focus animal that I teach is a snail, the scene I like to introduce is a garden. To create grass and dirt I ask students how to make green and brown using the 3 primary colors.
By introducing green and brown I am able to discuss how primary colors like blue and yellow mix to create secondary colors like green. To create brown, a tertiary color, students mix two secondary colors (green and orange) for their dirt.
Step 2: Making the snail shell
Once students are finished making their background I move onto making the snail shell. Students pick 3 colors that they want the shell to be and roll them into even pieces. The key is to make all 3 colors even so that they the color distribution will look good after rolling them together. Once the 3 pieces are even, roll them against the table to that they stick together so that you have one piece of 3 colors. With the 3 colored piece, roll and twist so that you get a spiral shape. If students want to use a color that is not one of the primary colors, the need to create the colors themselves.
Step 3: The snail’s body
With the shell completed, students move onto the body of the snail. The body is usually thicker than the shell so that it can support the weight of the shell. Leave a bit more clay towards the front of the body to create the eyes.
Step 4: The snail’s eyes
The snail’s eyes can be shaped directly from the body that students created in step 3. Simply split the front of the body into two parts and shape them upwards so that it looks like two antennae sticking out of the body. I distribute some white and black at this point of the lesson for them to create the irises and whites of the eyes and let the students know that white and black are special colors that cannot be mixed and are not primary colors.
Step 5: Putting it all together
Once the snail’s body and shell are complete, put the two together with the shell going on towards the middle back of the body so that the eyes do not get crushed. Then put the completed snail in the background.
Here's an example of a teacher's:
Step 6: Optional decorating
With the snail in the background complete, have students decorate their boards in whatever way they want. Let that creativity shine through!
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