Cultural Artifacts & Clay Techniques

Who doesn’t love creating with clay in the art room? Clay is always a fan favorite for any grade level. I particularly enjoyed this unit as it combines basic clay skills with a study of cultural arts from around the globe.

Grade 1 students inquired into the transdisciplinary theme of How the World Works while investigating the central idea; how cultures manipulate the natural world. The students explored three basic clay skills while learning about three different cultural art forms.

The first cultural art form the students learned about was a type of folk art from Oaxaca, Mexico called Oaxacan Animals. The students observed and discussed a variety of Oaxacan Animals and their bright patterns to design a turtle in their sketchbooks. The clay skill they began exploring to create their Oaxacan inspired turtles was the pinch pot.  

 
The next culture we began exploring was from our host country of China. Grade 1 students looked at a variety of Ming Dynasty ceramic vessels. We compared shapes, styles, decorative patterns, and discussed the blue and white colors used in these types of designs. The clay skill the students used to create their own ceramic vessel inspired by Chinese pottery was coiling. Using a variety of coiling techniques, they created some very beautiful coil pots!

 
The last cultural art form the students investigated was African Masks. They looked at a variety of masks from different tribes in Africa, comparing shapes, patterns, and color. The students chose shapes and patterns that they liked to design their own African inspired mask in their sketchbooks. The clay skill Grade 1 students practiced when creating their mask was rolling and cutting slabs of clay. Some students even poked holes in their wet clay to ensure that they could add hair or jewelry to their final piece once it was out of the kiln!  

Diwali

Oh Diwali, the festival of lights! What an amazing and colorful celebration to study about in art class! Starting mid October right up through December, my PYP 2 students have been inquiring into celebrations around the world, their central idea being, "People recognize important events through celebrations and traditions." We investigated this by comparing and contrasting a variety of cultural celebrations around the globe.

In the middle of November we began discussing Diwali and the beautiful Rangoli that is created during this holiday. We watched videos of how Rangoli is made with colorful sand to make amazing symmetrical patterns and designs.

 After videos and class discussion, each student was given a paper plate to create a a symmetrical pattern of their choice. When their drawing was completed and outlined with a permanent marker, the best part began! The students sprinkled "colorful sand" (glitter!) inside their designs with glue. They were careful to make sure their colors were the same on all sides, following their patterns.

We made a wonderful mess and their final Rangoli turned out fantastic!

After our glittery creations were complete, we began discussing clay vocabulary and how to make a pinch pot. Along with new vocabulary the students were also introduced to Diya, the candles or small oil lamps that are part of the festival of lights. After viewing and discussing a variety of photos, the students set off making their own Diya. Once their clay was fired, they painted them with fluorescent colors! 

 

 

Australian Art

PYP 3 students just finished up inquiring into Australian art and culture based on their current theme of "How We Express Ourselves." Their central idea was based on signs and symbols and how they can influence specific audiences.

The students learned about dream-time paintings and how they are used to tell a story. Their final project was to create an animal painting using the symbols observed in Australian dream time examples to tell their own story with a bright color palette.

I absolutely love the results! Lizards, turtles, and snakes were definitely a favorite with this class, can't you tell? Enjoy :)

 

Cultural Identity

Wow, it has been a very long time since I have been involved in the blogging world! About a year to be exact, and it has been an exciting year to say the least.

I have moved from the International Programs School of Al Khobar, Saudi Arabia to the EtonHouse International School of Wuxi, China. Besides moving to a new country, I have also been busy learning how to use the International Baccalaureate program for MYP, PYP, and Early Years students. It has been an interesting transition and I feel as though I have grown immensely in my approach to teaching visual arts through out the year. I am excited to start sharing my lessons again and I am so proud of my students' creative works of art!

My MYP 2-3 students just wrapped up their final unit of the year. While investigating a variety of cultures around the world, the students were also discussing cultural identity and how that is represented through different forms of art. They researched a variety of of cultural costumes, masks, and body art and infused their findings into a final piece. The final work was a mask made out of chosen materials (plaster, cardboard or clay) that combined elements of cultural identity from different parts of the globe.

This is an example from a student's process journal with their unit title page and cultural research. 

After the research was complete, students used inspiration from their investigation to start a series of designs for their final product. When the final design was decided, the initial drawing was developed into further detail and materials were chosen as shown below. 

Once the final design was complete, students began creating their mask with the medium of their choice. This student decided to work with clay and acrylic paints. The results were fantastic!

Here are a few more examples of students' final work made with clay, cardboard, or plaster.

The students and myself really enjoyed this unit. I personally love cultural art and collect masks among other things during my travels. I was able to bring in those items and share with the class, which sparked even more creativity as well as student discussion. The MYP 2-3 class worked very hard and each them have a unique piece as a final product! 

Recycled Maasai Dolls

As mentioned before I love Africa, especially Kenya. Every year during our culture unit, I do a project about African art with the elementary grades. A favorite in the fifth grade classes are the Maasai tribe dolls.

The students learn about the Maasai culture and way of life. We view and discuss the traditional clothing and adornments that are typical of the tribe. The kids really love the bright colored fabrics and intricate bead work that the Maasai are famous for.

After discussion, the fun begins! We start making our own class "tribe" of recycled dolls. I have found that they best way to start the doll is simply with a plastic water bottle. The students fill the bottom of the doll with sand, which is so easily accessible since we are in the desert! Filling the bottle with a bit of sand keeps the doll from falling over when adding decoration.

Once the lid is put back on the bottle, the head of the doll is then attached. The students receive a pre-cut square of black fabric that they stuff with polyester cotton, and add a rubber band around the cap to keep the fabric from popping off.

The students are then free to add their own decorations including fabric, beaded necklaces, hair, and shields if they wish. I have done this project with fifth grade boys as well and it is always a hit!

In order to further the discussion on recycling, I usually show this video to my students while they are working: Recycled Art in Kenya. The students find it incredible that such amazing art work can be made from something as simple as a discarded flip flop!