​clay project - dinosaur 

The following is a 1st grade clay project.  This lesson can be used also for kindergarten, 2nd, or 3rd also.  Working with clay is good for small motor skills.  Clay comes from the earth so it is very satisfying + soothing to work with.  Students also have the hands-on experience of creating 3D art pieces.  
Scroll down to find:
  1. reference photos of dinosaurs 
  2. step-by-step instructions with pictures of the project
  3. a lesson plan (including California State Visual Art Standards + National Arts Standards)

reference images

step-by-step instructions

- cut a cube of clay for each student
- form into an egg shape or oval
- squeeze clay + pull clay to form a SHORT neck + head -NOTE: do NOT make the neck too thin
gently squeeze the other end to form tail - NOTE: not too thin nor too long
- make a fat hole in bottom/tummy area with thumb - NOTE: do NOT go thru the dinosaur 
- use clay tool to cut an X as shown - NOTE: do not cut too deep
- use clay tool, as shown, to widen cuts
- carefully form one of the quarters into short, fat legs
- carefully hold piece in hand + form another leg - form all 4 legs
- stand dinosaur on legs - short, fat legs - gently tap the figure on tabletop to compact legs.
- option for older class - gently pick top edge for details - see next photo
- detail option for older class
- details - use clay tool to put a hole for eyes
- student example
- student example 
- student work after bisque fire
-  glaze fired student work
- glaze fired student work

objective

Students will gain knowledge of working with their hands to form small sculptures.  Students will know what a dinosaur looks like,  as well as have working knowledge on how to make one.  All students will have a completed painted dinosaur  upon lesson completion.

materials

- air dry clay
- clay tools (plastic silverware would work)
​- water + cup or slip (clay + water to make a pose-like texture)

activity

- divide clay up for equal amounts for each student
- explain all needed info prior to giving out clay
- if students need to play/manipulate clay during teacher instructions, have them break/tar off a small piece of clay - they will see how it dries out with manipulation + cracks
- If plastic silverware is used - remind students even though it is plastic, it is still a knife - use with caution
​- follow step-by-step instructions to begin 
- it takes time to form clay - don't rush 
​- if clay is handled a lot, it will start to dry out - if starts to crack, use VERY LITTLE water, rub into cracks + smooth
- turn sculptures often to form all sides + views (top, bottom, front, back + 2 sides)
- this project takes time + patience 

vocabulary words

  • Balance - Visual equilibrium in a composition; achieved by organizing the weight and attention of all elements in an artwork.  Types of balance are symmetrical, asymmetrical, radial, and crystallographic. 
  • ​Contour drawings - The drawing of an object as though the drawing tool is moving along the edges and ridges of the form.
  • Form - A three-dimensional volume or the illusion of three dimensions (related to shape, which is twi-dimensional); the particular characteristics of the visual elements of a work of art (as distinguished from its subject matter or content).
  • Harmony - The principle of design that combines elements in a work of art to emphasize similarities of separate but related parts. 
  • Proportion - The size relationships of one part to the whole and of one part to another.
  • Scale - The size of an object or image that is measured by its relationship to the other objects and images that are recognized for their normal or actual size.
  • Sculpture - A three-dimensional work of art either in the round( to be viewed from all sides) or in bas relief (low relief in which figures protrude slightly from the background).
  • Space - An area in which objects or images can exist.
  • Shape - A two-dimensional are or plane that may be open or closed, free-form or geometric.  It can be found in nature or is made by humans. 
  • Unity - Total visual effect in a composition achieved by the careful blending of the elements of art + the principles of design.

clean-up

  • leave sufficient time for clean-up - approx. 15-20 minutes
  • give students jobs (e.g. clay tools, collect + clean, clean table coverings, collect slip/water containers. etc.)
  • put projects in a safe place to dry
  • choose how to have students wash off hands

variation

  • use air dry, low fire, or high fire clay
  • paint or glaze
  • make larger figures
  • have students study, report, + choose their type of dinosaur to create
  • have students create an imaginary dinosaur using a variety of parts of known dinosaurs 

ca state visual arts standards 

- 2.0 CREATIVE EXPRESSION
- Creating, Performing, and Participating in the Visual Arts
- Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
- Skills, Processes, Materials, and Tools
- 2.3 Demonstrate beginning skills in the manipulation and use of sculptural materials (clay, paper, and paper mâché) to create form and texture in works of art.

national arts standards

- CREATING 
- VA:Cr1.2.1s
- Enduring Understanding : Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals.

- ANCHOR STANDARD 2: Organize and develop artistic ideas and work.
​- VA:Cr 2.1.1a
- Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art making approaches.