Clay in the curriculum
 

Third and fourth class

Strand Unit: Developing form in clay: The child should be enabled to:

  • Explore and discover the possibilities of clay as a medium for imaginative expression / squeezing, pinching, pulling, squashing, prodding, rolling and re-forming a small ball of clay / tearing pieces from the clay and putting them together again without a noticeable joining / experimenting with non-representational forms / experimenting in balancing some of the forms
  • Make simple clay pots / designing and making a pinch-pot or a coil built pot finishing it with incised decoration, with coil and pellet design or painting it when dry / making imaginative pinch-pot creatures
  • Make sturdy figures in clay using the medium expressively and with imaginative detail / from stories and poems, songs, music, drama
  • Work inventively and expressively with cubes or oblong blocks of clay / designing and making a theme-based structure (e.g. a house for a particular purpose) / designing and making non-representational structures (e.g. balancing and interlocking forms)
  • Develop line, shape, texture and pattern in clay, decorating clay slabs with coil and pellet designs in line, shape and pattern and/or with textural effects / making simple low-relief sculptures, considering shape and negative shape (e.g. illustrating a moment from stories, poems, songs) / making small pieces of incised jewellery (e.g. medals, pendants)
  • Work inventively and expressively with papier mache / designing and making papier mache masks to illustrate stories, poems, songs or festivals / designing and making exotic papier mache heads.

Strand Unit: Looking and responding: The child should be enabled to:

  • Look at, handle and talk about natural and manufactured objects for experience of three-dimensional form / pottery, household items with interesting forms
  • Look at and talk about his/her work, the work of other children and figurative and non-representational pieces of sculpture (slides or prints) / describing the form / the malleable nature of the clay / how he/she or the sculptor used materials / what he/she or the sculptor was trying to express / balance, symmetry and overall effect / problems experienced and solved / what he/she likes about the work
  • Look at and talk about ritual masks, street theatre masks and figures, and functional and decorative pottery (or slides or prints) / bowls with decorative surfaces, pottery based on animal forms