1) Wedge clay to achieve uniform consistency and prevent air bubbles
2) Roll a slab of clay
3) Cut out a shape no larger than 8x10 inches. The clay should be no thicker than their thumb. This will be the bottom of the piece.
4) Carve grooves on the bottom to prevent warping. Make sure there is enough room for the students to write their names.
5) Add details by engraving, carving, adding clay. Details can also be added through glaze after the bisque firing. Students must score (carve into both sides) and add slip to attach clay together.
The teacher can facilitate discussion about ideal environments to help participants with ideas. Examples of questions include:
• What is your ideal environment?
• What does it look like?
• What is the temperature?
• Is it an urban, suburban, or rural area?
• Is it in another country?
• Note: The Ideal Place does not have to be realistic; it can also be a fantasy place.
This project can be adapted as a geography lesson on states, countries, and climate. The possibilities are endless!
I did this project in summer camp so there is no official rubric but for the target audience (between ages of 13 to 14), I observed whether or not they established the following skills after it was demonstrated:
• Roll a slab
• Attach clay pieces together using the slip and score method when adding details
• Add details through carving and engraving
• Increased craftsmanship- i.e. using clay tools to smooth out the clay, increased attention to detail
• Taking creative risks in their artwork
• Shows complex and unique ideas
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions