Sculpting with Clay

There are many approaches to be observed and documented
when introducing a new material in the classroom.

Wilder's many facial expressions during his first experience working with clay. He explores the physical properties of the red clay block and what methods he can use to best manipulate this new material. 

Some children approach an unfamiliar material with slightly more hesitation ... 

So hot. - Michael 

Michael had a preconceived idea that perhaps this new material would be hot! He seemed hesitant to touch the block at first, but after some time of observing peers working with the clay he was then ready to explore the material himself. 

Now what do we do with it?

Once children have explored how to subtract pieces of clay from the block, what do they choose to do with it?

As Wilder used his fingers to pinch and roll the clay into small pieces, he would then stack and add the pieces he created together. Something was beginning to take shape and the placement of the pieces gradually became more intentional. 

I'm making a fox. This is a big fox. I put so many clay on it. - Wilder

When asked about his sculpture, Wilder told the class that he was making a fox. He then went on to list some parts of the fox that he was working on - Ears, a body, and a tail. 

Do you know what, Ines? I already did the tail. - Wilder

Frances had been observing Wilder and listening to his description of his sculpture. 

You make it so beautiful! - Frances

​Exploring the use of tools with clay.
How can the tools be used?
What do these add to the work being done?
What changes can be made to the material?

After working with the clay for an extensive amount of time using just his hands, Wilder decided to incorporate tools into his sculpting process. Wilder used both modeling and rib tools to "cut", "carve", and "smush" his fox sculpture. 

​It's already smushed. 
I cut it into baby foxes!
I'm making shapes on my fox.
​- Wilder

Observing peers, having dialogue, learning from each other. 

Frances and Wilder worked side by side throughout this exploration period. The observations they made while watching each other work with both their bodies and tools, as well as the dialogue that was had about their work, influenced their individual processes.

I'm making a pumpkin. - Frances

I'm making a pumpkin too. I'm making a pumpkin and a fox. A pumpkin fox!  - Wilder
*laughs to himself*

I'm carve it. - Frances

I'm carving my fox too. - Wilder 

---

Sunny days lead to interesting discoveries!

What a gorgeous day! We were fortunate enough to spend some extra time outside today.
​During our outdoor time, Cate made some really great observations about her shadows. 

Ines: Can our shadows disappear?

Yes. When we go in the shade. 
(jumps back into sun)
My shadow is back! 
I'm making Didi's shadow now. 
It looks like a blanket. Because Didi is a blanket. - Cate