Title: Clay Whistle/Ocarinas Grades: 7th Unit: Animals in Art

Number of Periods: 3 for introduction and use of wet clay, 1 for glazing

Goals: Students will use the pinch technique and clay additive process to create a clay whistle/ocarina and sculpture in the round.

Objectives: Students will be able to:

  • describe how culture and environment influence an artwork
  • create a well-crafted clay whistle animal sculpture.
  • display two different textures within their work.
  • evaluate the success of their piece using the various senses.

Connecticut Content Standards for Visual Arts: CCS #1a: Students will select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective. CCS #3c: Students will analyze, describe and demonstrate how factors of time and place influence visual characteristics that give meaning and value to a work of art. CCS# 4c: Students will describe and analyze their own artistic growth over time in relation to specific criteria. CCS #5a: Students will compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context.

Materials:paper, handouts, pencils, clay, clay tools, newspaper (for tables), water, slip, zip lock bags, styrofoam meat trays.

Resources and Visuals: School Arts - October 1985 Children, Clay and Sculpture, Cathy Topal, Davis Publications, Worcester, MA; Clay Whistle, the Voice of Clay, Janet Moniot, The Whistle Press Various pictures of ocarinas both traditional and modern.

Vocabulary:texture: real, visual, invented and simulated, sculpture in the round, pinch technique, clay, slip, score additive process, needle tool, bisque, leatherhard

Motivation/Initiation:   Read and discuss handouts.   Why would an ocarina be important to ancient American cultures? Why do your think they would shape ocarinas in the shape of animals and people? What is texture? What senses are needed to understand texture? How many senses will a person need to fully understand this project? Teacher demonstratuion of various techniques.

Process/Procedure: Day 1: Class discussion with teacher, observing visuals and demonstration. Students create sketches of their piece. Day 2: Review building techniques and basic shape of ocarina. Students create basic shape of their ocarina. Days 3: Review procedure on how to make notes in whistle. Students create, decorate animals and make notes in their ocarina. Days 4: Review glazing techniques. Students glaze their pieces and complete evaluation sheets on cultural influences ,and the focus of their work : subject, texture and sound.

Closure: Ask students to identify successful works of art based on the sense of sight, touch and sound. Why is sound important in judging this project? How might students' work reflect influences from ancient American cultures? Do any pieces reflect modern American culture? How?

Student Assessment: Students handout to be completed and turned in with work. Clay Test

Extension Activities: Create an environment to place animals in. Write a description of how student's work is used within a specific ceremony. Write a piece of music for their ocarina.

Interdisciplinary connection: Social studies, Music

 

 

 

 

 

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                                          This page was last updated on 03/20/01.