CYLINDER MAN – Modeling Clay Figure

Students use modeling clay cylinders to create a 3-dimensional figure suitable for claymation or other storytelling.

Required Time

120 Minutes

Grade Level

Grade 1 to Grade 9

Subject

Art Techniques
Language Arts
Media Literacy
Director's Cut

Vocabulary

colour contrast cylinder form modeling clay texture

Materials

Plastic Placemat Paper Strips 4 cm x 7 cm (4"x 3") Various Clay Tools Modeling Clay

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Steps

CYLINDER MAN – Modeling Clay Figure - Step One

Step One

Use the 10 cm (4 in) measuring strip to make sure your figure will be the correct size. Choose the colour of modeling clay you want to use for the legs. Decide how long you want the legs to be. To make a cylinder, roll out a short, thick coil. Tap the ends onto the placemat to make them flat and smooth. Roll 2 small cylinders for the legs. 

CYLINDER MAN – Modeling Clay Figure - Step Two

Step Two

Make sure the legs are the same size.

CYLINDER MAN – Modeling Clay Figure - Step Three

Step Three

Continue to roll cylinders for the rest of the body. Remember to use the measuring strip so your figure will be the correct size.

CYLINDER MAN – Modeling Clay Figure - Step Four

Step Four

Carefully blend the edges of the clay together to join the pieces. Test to see if your figure can stand on its own. Add details to make your character special.

Learning Goals

Students will be able to:

  1. Join two pieces of modeling clay by blending them together;
  2. Create a standing figure using cylinders;
  3. Use texture and colour to add interest to the figure;
  4. Build on their own and others’ discoveries to generate new ideas;
  5. Explain their process; and
  6. Express opinions about the works.

Extensions

  1. Provide opportunities for students to use their animals in a group storytelling project such as,
    - Claymation
    - Diorama
    Triarama  (Have students make 4 triaramas and join them together to make the beginning, middle, middle and ending of a story.)
    - Slideshow 

 

Prepare

  1. Place students in groups so they can share modeling clay and tools.
  2. Gather plastic placemats one for each student.
  3. Gather various texture making tools such as garlic presses, skewers, toothbrushes, combs.
  4. Pre-cut strips of paper to be used as measuring strips. (10 cm long and about 7 cm wide is a good size –  4"x 3")
  5. Download the Form poster available on this website.
    Form

Introduction

  1. Ask how many students have worked with modeling clay, and what they know about it.
  2. Explain that they are going to learn how to make a standing figure using the modeling clay and only cylinders.
  3. Review the meaning of cylinder.
  4. Introduce the challenge.

Activities

The Challenge

  1. Make a cylinder out of modeling clay.
  2. Use different size cylinders to create a freestanding figure.
  3. Join pieces of modeling clay using the blending technique.
  4. Use texture and contrasting colour to add interest to the figure.

The Process

  1. Demonstrate how to create the cylinder.
  2. Demonstrate how to find the halfway mark on the paper strip.
  3. Have students draw a line at the halfway mark on their paper strip. Explain that the halfway mark on a human is usually at the waist. For their cylinder man it can be wherever they like, but the figure should only be as tall as the paper strip is long.
  4. Encourage students to use the paper strip guide as they create their figure.
  5. Guide students through the steps outlined in this lesson plan.
  6. When most students have created the basic figure, stop the class and demonstrate/share ideas about how to create texture with the various tools.
  7. Observe students as they work. 
  8. Provide individual assistance and encouragement.

Sharing

  1. Place students into small groups. 
  2. Ask them to: 
    - Compare their work and describe to each other what they did to get certain effects.
    - Discuss the personalities of each figure and what they see that makes them think that.
    - Talk about was difficult and what was easy for them.
  3. Share ideas with the whole class. 
  4. Ask them to tell how they felt about doing this activity.

 

Assessment

  1. Observe students as they work  – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
  2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
  3. Use a checklist to track progress. (Download - CYLINDER_tracking.pdf)
  4. Have students use the self-assessment form to evaluate their work. (Download - CYLINDER_self-assessment.pdf or CYLINDER_PRIMARY_self-assessment.pdf