2nd Grade Art, Urban and Rural Animal Sculptures, Lesson 3 TITLE: Urban and Rural Animal Sculptures OBJECTIVE: Through the malleable quality of clay (rolling, flattening, cutting, bending, squishing, scoring, slipping, sealing) students will learn different ways to model the clay to make a strong form in the representation of animals. ACTIVITY: Students will make urban or rural animals out of the clay. MATERIALS: wet air-dry clay, canvas boards, popsicle sticks, wooden dowel tools, IMAGES of clay animals made by variety of artists. MOTIVATIONAL DIALOGUE: * Artists, whose job is to make art, sometimes make sculptures of animals. Who has an idea what a sculpture is? Why do you think artists might make sculptures of animals? * What details did the artist include to help us recognize the animal? (show a few examples) * Who can remind us what we talked about and drew last week? (Urban and rural animals) * Who can remind us what an urban animals is? How about a rural animal? * Well, today your challenge is going to be to create a clay sculpture of an urban or rural animal. * I am going to show you one way to make a strong animal out of one piece of clay. * If I smush 2 pieces of clay together like this, it will far apart and that would be sad. * (DEMO – draw each step before do it) But if I Make a thick piece of clay the shape of an egg or a potato and use a popsicle stick to cut out the animal and my fingers to smush details it will be strong. * 1st step – make a potato or egg shape. Not flat but a form like this. * 2nd step - squeeze the top end of the potato shape to make a head for my animal. * 3rd step – cut a plus sign on the body of the animal like this. * 4th step – put my thumb in the middle and pinch put each leg. * Keep the legs as thick as your pinkies so they wont fall off when they dry. That would be sad. * I have a general animal shape. To make it into a specific animal I need to add details. Just like details are important in reading details are also important in art. * Who has an idea what I mean by details? * Let’s say we were going to make a cat. What details do I need to add to make it look like a cat versus a horse or a turtle? (DEMO ADDING DETAILS) * How does a cat feel when you touch it? What is the animal covered in? How can we show that texture in the clay? How might we show whiskers? (draw on with a wooden dowel tool) * Remember the rules with working with clay are: * No throwing the clay in the air * Keep your clay on the white board – not on the table. * Do not put clay purposely on yourself or anyone else. * And remember to make the legs and tails no thinner then your pinky or they wont fall off. And that would be sad. * We will keep your sculptures today, and if you’re really good today and do a fabulous clean up, you will get to paint your animals next time. LOGISTICS: Captains will help with set up and clean up. The students will have 30-35 minutes to work. When they are done, they will write their name on a piece of tape and put it on a tray by their sculpture CLOSURE: * Which animal did you choose to make? * What details did you add so we would recognize it? * What techniques did you use to make your clay animal? Pinching, coiling, pulling, attaching? back |