FUNKY CLAY ANIMAL – Form, Texture, Exaggeration

Students use air dry clay and a light bulb as an armature to create a sculpture of an animal that communicates an idea important to them.

Required Time

180 Minutes

Grade Level

Grade 7 to Grade 10

Subject

Art Techniques
Science
Visual Arts

Vocabulary

acrylic paint air dry clay armature detail form papier mâché proportion recycle reuse sculpture surface texture

Materials

Crayola Acrylic Paint Tissue Paper Wire Light Bulb Crayola Air Dry Clay Paint Brushes Masking Tape White Glue Water Container

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Steps

FUNKY CLAY ANIMAL – Form, Texture, Exaggeration - Step One

Step One

Create a number of sketches appropriate for the lightbulb shape. Choose the best design.

FUNKY CLAY ANIMAL – Form, Texture, Exaggeration - Step Two

Step Two

Use wire to create parts of the animal, for example legs and wings. Twist the wire into shape and tape it to the light bulb with masking tape. Make sure it is good and secure.

FUNKY CLAY ANIMAL – Form, Texture, Exaggeration - Step Three

Step Three

Gently press the clay onto the lightbulb. Use clay to add other details. Smooth out the clay on the armature as you go along.

FUNKY CLAY ANIMAL – Form, Texture, Exaggeration - Step Four

Step Four

Leave the sculpture to dry overnight, some cracking may occur (the tissue paper will cover any cracks).  

FUNKY CLAY ANIMAL – Form, Texture, Exaggeration - Step Five

Step Five

When the clay is dry, cover the clay and wire with tissue paper. Apply the tissue paper with Project Glue mixed with water. Make sure you apply the glue mixture to the clay first and then on top of the tissue paper. 

FUNKY CLAY ANIMAL – Form, Texture, Exaggeration - Step Six

Step Six

Be sure to cover all the clay with glue and tissue paper. 

FUNKY CLAY ANIMAL – Form, Texture, Exaggeration - Step Seven

Step Seven

Let the sculpture dry over night. Paint the surface with acrylic paint.

 

FUNKY CLAY ANIMAL – Form, Texture, Exaggeration - Step Eight

Step Eight

When everything is dry, add embellishments and mount the sculpture on a solid base such as a piece of wood or large rock.

Learning Goals

      Students will be able to:

  1. Create a clay form using a light bulb as an armature;
  2. Design an animal that communicates an idea using the elements and principles of design;
  3. Demonstate technical accomplishment and creative thinking;
  4. Demonstate understanding of the creative process and the need for planning; and
  5. Understand why artists recycle and reuse materials to make art.

Extensions

  1. Have students decide which animals would work well together in a display and explain their rationale.
  2. Have students create larger scupltures using papier mâché.
  3. Have students collaborate to create a comic strip based on their animal or a classmate's animal.
  4. Have students research sculptures created for an outdoor space, and discuss what types of materials they would need to use to protect the scuplture from the elements.

Prepare

  1. Create an exemplar.
  2. Gather containers for glue and water mixture.
  3. Have a class set of paint brushes.
  4. Designate a drying area for sculptures.
  5. Tear white tissue paper into small pieces.
  6. Collect images of a variety of animals.
  7. Download images of sculptures made from recycled materials. 
    Rooster Sculpture
    Dragon

Introduction

  1. Have students look at a variety of animal sculptures made from recycled materials.
  2. Discuss why artists might choose to work with recycled materials.
  3. Show students the exemplar and discuss how it may have been made.
  4. Explain that they will be using a light bulb as an armature.
  5. Create a list of animals that would work well with the shape of a light bulb
  6. Discuss which animal speaks to them and why.
  7. Introduce the challenge

Activities

The Challenge

  1. Create a clay sculpture of an animal using a light bulb as an armature that communicates an idea important to you. 
  2. Add details and embellishments to exaggerate some aspect of the animal.
  3. Identify the elements and principles of design you are using in your sculpture.
  4. ​Demonstate technical accomplishment and creative thinking.
  5. Demonstate understanding of the creative process and the need for planning.

The Process

  1. Brainstorm types of animals appropriate for the light bulb shape.
  2. Have students create a number of thumbnail sketches.
  3. Ask students to choose the best design – one that communicates an idea important to them.
  4. Guide students through the steps outlined in this lesson plan.
  5. Observe students as they work. 
  6. Provide individual assistance and encouragement.
  7. Part way through the process have students share suggestions with a partner.

Sharing

  1. Once all the sculptures are complete display them for a group discussion. Remind students of the challenge.
    Look closely at the sculptures.
    - Choose one that interests you for some reason.
    - Share thoughts about the work.
  2. During the discussion include references to:
    elements and principles of design – How have they been used to create exaggeration?
    - details and embellishments – How do they contribute to the ideas being communicated?
    - technique – How do the techniques used contribute to the effectiveness of the work?
  3. Ask students to reflect on their creative process.
    - What was the most satisfying part of the project? Why?
    What was the most difficult part of the project? How did you work through the difficulties?

 

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 - SCULPTURE_tracking.pdf)
    -  Exploration of ideas and drawings in sketchbooks.
    -  Planning and following steps and proceedures.
    -  Completion of sculpture based on drawings and ideas.
    -  Understanding of the elements and principles used in sculpture.
  4. Have students use the self-assessment form to evaluate their work. (Download- SCULPTURE_self-assessment.pdf)