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Create a clay landscape Creating an imaginary miniature landscape in clay Overview In this rich activity, children will:

o Explore clay and make pinch pots o Look at objects made from clay and find out about ceramic artists o Create their own miniature artworks o Make a large collaborative piece of installation sculpture from unfired clay o Create and tell a story

Enrichment

o Possible collaborations with artists, storytellers, photographers, filmmakers. Curriculum links LNF Language, Literacy and Communication Skills Creative Development Physical Development Developing Thinking Curriculum Cymraeg

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Resources that need to be made available

o Earthenware school clay (buff) – available from Craft suppliers (eg potterycrafts.co.uk). Order ‘school buff’ (an easy to use all round clay) and, if you want another colour, ‘red terracotta’

o Newspaper and plastic sheet o Rolling pins and cloth o School-based washable toys o Natural materials - leaves, pine cones-sticks etc. o Plastic spoons and forks o School paints o White clay slip (this is liquid clay - raw clay mixed with water and paint for decoration. For more info on how to make this see task 5) o Aprons / old clothes o Plaster to extend the use of the clay o Digital cameras and tripod

Resources included Resource sheet 1: Story – Elidyr in the Other World Preparation

o Cover a tabletop in the classroom (or outside) with newspaper and a plastic sheet o Place objects, card / newspaper under the plastic sheet to create an undulating landscape effect o Roll out sheets of clay and cover the plastic sheet, creating a clay base that covers the table o Allow the landscape to develop over a week if possible.

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Task 1: Find out about Clay and Make a Pinch Pot Collaboration & Resources Possible LNF progression pathways including Routes for Learning

DISCUSS - What is clay? Let the pupils hold a small piece of clay. What does it feel like? Is it cold or hot? Is it smooth or rough? How heavy is it? Compare the weight of the clay with other objects: e.g.’I think the clay is lighter than a book.’

o Weigh the clay o Where does clay come from?

MAKE- Roll a small piece of clay into a ball, push the thumb into the centre and squeeze the finger and thumb together to make a small pot. WATCH - Look at a range of images of objects created from clay - domestic pots, plates, cups (there are lots of ideas in the collaboration column. You can also bring in domestic ceramic objects from home.

DISCUSS - Talk about the process of firing clay. Ask pupils to guess the time and temperature needed to change the clay.

(Teacher info – Clay is fired in a hot oven (called a kiln) to make it durable and it takes 2 days for a kiln to fire clay. Show the class a terracotta flower pot, as an example of a

Contact the organisations below if you would like to source a local potter/ceramic artist who could provide specialist input.

South Wales Potters http://www.southwalespotters.org.uk/

Fireworks http://www.fireworksclaystudios.org/

Images depicting the domestic use of ceramics

Aberystwyth University Ceramic Collection http://www.ceramics-aberystwyth.com/a-z-makers-countries.php

V&A http://www.vam.ac.uk/content/articles/a/a-to-z-of-ceramics/

Amgueddfa Cymru - National Museum Wales Collection http://www.museumwales.ac.uk/cardiff/art/applied/welsh-pottery-porcelain/

British Museum http://www.britishmuseum.org/research/collection_online/search.aspx?searchText=+ceramics&images=true

Metropolitian Museum of Art

Literacy Oracy OS1: expressing an opinion OS2: explaining information and ideas OS3: extending talk OL1: listening to others OL3: asking questions OC1: discussions OC2: purposeful talk to complete a task

Numeracy FP1: transfer skills FP4: use strategies Using measuring skills M1: Compare objects M5: Concept of time M7: Describe temperature

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fired object. Ceramic work is normally fired twice. Stage 1 is a bisque firing which changes the raw clay into something that resembles an earthenware flowerpot. The temperature inside the kiln is very hot – it must reach approximately 1000°c for this change to occur.

Stage 2 involves glaze firing. Glaze is made up mainly of silica (the chemical that makes glass) and other chemicals - including sodium and potassium – which reacts to provide colour. Glaze is not made of paint). Glaze firing is at a higher temperature. This matures both the clay and the glaze at the same time. The average temperature for earthenware is 1180°C whilst stoneware is fired to higher temperatures -1230°C to 1300°. Handle a ceramic mug/bowl/plate. Have you anything at home made from clay? Compare the raw clay you have in the classroom with your object. What has happened to the clay? How has it changed? Do some weighing to see if the clay if heavier before or after it has been fired.

DOCUMENT - Photograph the pinch pots the class have made from clay, and any other objects that have been brought into the classroom. Print the images and start to compile an ‘About Clay Book’. Include any written responses from the children as well as their drawings.

http://www.metmuseum.org/collection/the-collection-online

Ceramics Daily http://ceramicartsdaily.org/

Studio Potters http://www.studiopottery.co.uk/

Short films of Potters

Goldmark Gallery https://www.youtube.com/user/GoldmarkGallery

Investigate individual Artists: Morgan Hall, Wally Keeler, Lowri Davies, Phil Rogers, Clive Bowen, Gwilym Thomas

Further reading and research Gaudy Welsh China: History, Technology, Design and Decoration-Jennifer

Lewis

http://www.interpretingceramics.com/issue013/articles/02.htm Llanelly Pottery; A Welsh Metonym-Kathy Talbot http://www.interpretingceramics.com/issue013/articles/01.htm Aberystwyth University- School of Art-Welsh Folk Craft – Ceramics http://museum.aber.ac.uk/collections-welshfolkcraft-ceramics.php

Nantgarw Museum http://nantgarwchinaworksmuseum.co.uk/

North Wales Potters http://myweb.tiscali.co.uk/rikthepotter/nwp/

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EXTENSION Have the small pinch pots fired if possible

Task 2: Explore the work of ceramic artists. Collaboration & Resources Possible LNF progression

pathways– Including Routes for Learning

WATCH- Discover the range of work made by contemporary ceramic artists, particularly in Wales. (There are lots of online resources opposite) DISCUSS-Which ones do they like the most? What do they make you feel? What are the differences between them? What sorts of things would you like to make? What sorts of things can be made from clay? Choose your favourite artists and photos / images of their work. Then MAKE an art gallery of images in the classroom

Invite a local ceramic artist maker to bring along work and talk about their practice Investigate Wales-based ceramic artists: Ann Gibb, Catrin Howell, Clare Twomey, Keith Harrison, Claire Curneen, David Cushway, Gwen Heeney, Kate Malone CSAD http://cardiff-school-of-art-and-design.org/baceramics/links/ Ruthin Craft Centre http://ruthincraftcentre.org.uk/ Craft in the Bay http://www.makersguildinwales.org.uk/ Aberystwyth Arts Centre https://www.aberystwythartscentre.co.uk/craft-design-shop Images of contemporary installation and sculptural ceramics,

Literacy Oracy OS1:expressing an opinion OS2:explaining information and ideas OS3:extending talk OL1:listening to others OL3:asking questions OC1:taking part in discussions OC2: completing activities

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V&A http://collections.vam.ac.uk/search/ Centre of Ceramic Art http://www.centreofceramicart.org.uk/ National Museum Wales Collection http://www.museumwales.ac.uk/cardiff/art/applied/contemporary-craft/ Metropolitian Museum of Art http://www.metmuseum.org/collection/the-collection-online/search?ft=ceramics&ao=on&noqs=true Access Ceramics http://accessceramics.org/ Tate Gallery http://www.tate.org.uk/search/ceramics

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Task 3: Make a miniature Art Work Collaboration & Resources Possible LNF progression pathways

o WATCH - Look at artists who work with the miniature and macro photography landscapes.

o READ / DISCUSS Talk about and read stories that have miniature themes such as ‘The Borrowers’ COLLECT- Small things from inside and outside the classroom to make a miniature world (for use in task 5).

o EXPERIENCE- take a magnifying glass and look at the miniature world around us

o MAKE - a miniature painting on a postcard or create a miniature world in a matchbox to add to the classroom gallery. Alternatively, make a miniature model from clay or lego / create a miniature garden on an old plate or tray / explore dolls’ houses / look into the history of miniature portraiture and /or stamp collections.

o DOCUMENT- Use ipads to document and record the pupils’ work and

dialogue in this activity. These can be added to your classroom gallery along with photos of any new artists’ work that you have discovered.

Photographers

Ffotogallery http://www.ffotogallery.org/

Images of the use of the miniature in art

V&A http://www.vam.ac.uk/blog/tag/dolls-houses

Vads http://www.vads.ac.uk/

Include Artists Lori Nix,Gregory Euclide, Audrey Heller, Matthew Albanese, Willard Wigan, Wally French AKA Richard Higlett, Little Big Art - Andy Morris,

Minimiam http://www.minimiam.com/

Literacy Oracy OS1:expressing an opinion OS2:explaining information and ideas OS3:extending talk OL1:listening to others OL3:asking questions OC1:taking part in discussions OC2: completing activities

Numeracy FP1: transfer skills FP4: use strategies FP11: use

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mathematical language Using measuring skills M1: Compare objects

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Task 4: Create the first stage of the clay landscape. Collaboration LNF progression pathways

Make sure you have the basic layer of your clay landscape already prepared (as detailed in the opening section on page 3 entitled preparation). Note that clay can be reused for a period in its raw state as long as it remains covered with a plastic sheet.

o DISCUSS as a class- What sort of land shall we make? o WATCH - look at images of different types of landscapes that artists have

made to get inspiration for your class clay landscape (see links opposite) o PLAN your class clay landscape using sketches, images, words. o MAKE - Add handfuls of clay to the clay surface of the landscape and add

textures with different tools. Use old forks and spoons, sticks and other objects to push the clay into place.

o REVIEW your class clay landscape. Did your plan work? o DOCUMENT the changing view of your class landscape from one

perspective or spot for use in a stop motion film.

Online links to images of landscapes

Amgueddfa Cymru - National Museum Wales http://www.museumwales.ac.uk/art/online/?action=search&search_type=all&search_terms=landscape

National Geographic http://photography.nationalgeographic.com/photography/photo-of-the-day/landscapes/

Tate Gallery http://www.tate.org.uk/learn/online-resources/glossary/l/landscape

V&A http://collections.vam.ac.uk/search/

Artists worth exploring:

Vija Celmins, Richard Wilson, David Nash, Graham Sutherland, Iwan Bala, Brendan Stuart Burns, John Brett, Kyffin Williams

Literacy Oracy OS1:expressing an opinion OS2:explaining information and ideas OS3:extending talk OL1:listening to others OL3:asking questions OC1:taking part in discussions OC2: completing activities

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Task 5: Add objects, colour and texture to the miniature landscape.

Collaboration & Resources

Possible LNF progression pathways

DISCUSS together as a class - What objects shall we add to the landscape? What kind of place is it going to be?

MAKE- Working together, make a changing landscape and /or, in pairs, create a cardboard box landscape. (Consider - Is your landscape a prehistoric or volcanic landscape? Does it have roads or a train track? Do you want to make a seascape? a lunar landscape? or a rural / farm landscape?) Make available toys and washable objects – eg cars/trains/dinosaurs/animals/boats for creative play. You can also introduce objects collected for previous tasks. Objects with a textured surface can be pushed into the clay surface to create pattern.

DECORATE Paint your landscape or pour over a coloured slip* *Slip is the term used in ceramics to refer to liquid clay that is used to decorate a clay object before it is fired. To make your own slip, mix together white / grey dry clay (it needs to be powdered or in small pieces), with water until it turns into a creamy consistency. Then add some paint for colour(normal school paint- that is water-based- is fine. You can make up a series of small pots of coloured slip and keep them sealed or covered to prevent drying out.

DISCUSS What size is your landscape? What size will its features be? What different shapes can you use in your landscape?

Investigate the work of artist, Phoebe Cummings

http://www.vam.ac.uk/content/articles/c/phoebe-cummings/

https://www.youtube.com/watch?v=lYdgiyyRVXg

or search for Phoebe Cummings images online

Numeracy

FP1: transfer skills FP4: use strategies FP6: estimate FP11: use mathematical language Using measuring skills M1: Compare objects

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You can add coloured slips to your landscape and press shapes and objects into the clay surface to create pattern and texture. DOCUMENT the changing view of your class landscape from one perspective or spot for use in a stop motion film.

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Task 6: Storymaking using the landscape

o READ ALOUD the children the story of Elidyr in the Other World (Resource 1) o LOOK - at the Landscape or ‘Other World that you have made o IMAGINE - the people or animals who live there. o DISCUSS

What do they look like? How do they live? What problems do they have? How do they solve their problems?

When the children have answered these questions, they will have the building blocks for their own story.

TELL or ACT OUT the story WRITE the story

Collaboration & Resources

You might like to consider collaborating with a storyteller or an author for this task.

http://www.literaturewales.org/writers-of-wales/

Possible LNF progression pathways –including Routes for Learning

Literacy Oracy OS1:expressing an opinion OS2:explaining information and ideas OS3:extending talk OL1:listening to others OL3:asking questions OC1:taking part in discussions OC2: completing activities

Reading RS2: reading strategies Rs6: text features RS6a: key words RC2: retell events RC3: identify information RC6: use experiences RA1: express views about text RA2: make links Writing: WM1: communicate writing, drawing, dictating WM2: communicate with text, pictures,

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symbols. WM3: talk for writing WS1: follow a structure WG4: spelling WG6: practice writing

Teacher’s Notes on Documentation

DISCUSS - How to remember what has been made

Since much of the work made is temporary, documentation is essential to capture evidence of the creative process and the finished work

Take repeated photographs from the same viewpoint as the work is progressing - this can be transformed into a stop motion animation.

Support the children’s use of the camera as reinforcement of the value of the work and use a macro setting if available.

Take images of children at work as well as the finished piece on its own Ariel viewpoint - stand on a chair/table Kneel down and take from child’s view point Use a mini tripod to help keep image clear and still The macro setting on the camera will allow for some clear close-ups, for texture, and

to zoom in on the children’s hands in action Use natural light rather than flash where possible

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Technical Information on how to recycle dried out clay

Dry out all your old clay and keep it in a bag for recycling until you are ready.

Tip all the dried clay into a bucket and fill up to the top with water. (Wear a dust mask whilst doing this).

Let it soak for a few hours (preferably overnight). The clay should have a soft (slushy) consistency. Add more water if necessary. Mix the clay Tip out the soft clay onto a large working surface for it to dry out. When the bottom half has dried a bit, turn it over. Keep turning it over and kneading it in this

way. When the clay has the right overall consistency, cut up into small chunks and wedges. To further homogenise the clay, cut up and intermix different chunks and wedge again.

Note that the soft clay will actually harden on the underside faster than the top, because the plaster is soaking up the moisture.

Assessment against the LNF

Learners may demonstrate many elements and aspects of the LNF as they undertake this activity. The tables below show the main focus areas.

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Literacy

Strand Element Aspect

Oracy across the curriculum Developing and presenting information and ideas Speaking

Listening

Collaboration and discussion

Reading across the curriculum Locating, selecting and using information Reading strategies

Responding to what has been read Comprehension

Response and analysis

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Writing across the curriculum Organising ideas and information Meaning, purposes, readers

Structure and organisation

Writing accurately Language

Grammar; Punctuation; Spelling; Handwriting

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Numeracy Strand Element Developing numerical reasoning Identify processes and connections

Represent and communicate Review

Using number skills Use number facts and relationships Fractions, decimals, percentages and ratio Calculate using mental and written methods Estimate and check Manage money

Using measuring skills Length, weight/mass, capacity Time Temperature Area and volume; Angle and position

Using data skills Collect and record data; Present and analyse data; Interpret results