Wax

Teacher Education in Art for Primary Schools - draft

What I hear, I forget What I see, I remember What I do, I understand

Sculpture A thematically based arts process modelled in clay

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TTNTC - Kirsten Fugl

Teacher Education in Art for Primary Schools - draft

Modelling in CLAY From simple letters to images Aims/ objectives The teacher will: Stimulate the curiosity, imagination and creativity of the students Generate enthusiasm and an aesthetic feeling of art before practicing Stimulate the students’ memory of visual, tactile and kinaesthetic perceptions.

Outcomes At the end of this element the students will be able to: Create imagination related to abstract concepts Relate concrete experiences to abstract words Use well-known experiences in a new context

The words OBULU and PEPITI are written on the blackboard and you will have to answer the following questions: What shape does an OBULU have?

What shape does a PEPITI have? Try to make or draw them.

What sound do they have? Try to make the sound of an OBOLU and then of a PEPITI. Try to get up and move like an OBOLU and then like a PEPITI. What colour do they each have?

What temperament do an OBULU and a PEPITI have?

What temperature do an OBOLU and a PEPITI have?

If an OBOLU was an instrument what instrument would it be? What would a PEPITI be?

Make up more questions as you go along.

Let the OBOLU meet the PEPITI and see what happens‌

Tip! It is important that the teacher activate and stimulate the children/students very much in this process.

What is the connection between words and images?

Why do we get more or less the same images when hearing these words?

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TTNTC - Kirsten Fugl

Teacher Education in Art for Primary Schools - draft

From fantasy to modelling in clay Aims/ objectives The teacher will: Foster the ability of the students to observe body positions and expressions of the body.

Develop the capacity of sensing masses.

Understand the beauty of the modelled figures.

Generate enthusiasm and high spirits among the students.

Outcomes At the end of this element the student/child will be able to: Understand the ways of modelling postures and body shapes related to different movements.

Express their knowledge in the language of masses.

Model and shape simple figures.

Exercise This three-dimensional exercise will train the students’ perception through working with clay.

You need a piece of cardboard, a piece of paper to put on the cardboard and two lumps of clay, each by the size of an orange.

One of you will model for the rest of the class and pretend to be an OBULU. All of you will sit in a circle and look at your “model”. Please note that it is very hard to stand still for more than five minutes, so work very fast.

You have 5 minutes to model a piece of clay in the shape of the OBULU you are looking at.

Then another child/student “is” a PEPITI and the rest of the class models their second piece.

Each student - except the two “models” - has 2 figures.

The “models” have a new chance as another student goes into the middle of the circle and moves into the position of an OBOLU. In this way everyone can keep working on and improving their little OBOLU sculpture.

After 5 minutes another student assumes the position of a PEPITI. Everyone works on their PEPIPI sculpture until both figures are as good and nuanced as you want them.

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TTNTC - Kirsten Fugl

Teacher Education in Art for Primary Schools - draft

From modelled figures to a tableau Aims/ objectives The teacher will: Stimulate the students to add personification to their figures.

Stimulate the students to arrange the figures into a chosen content/story.

Promote the creativity of the students.

Outcomes At the end of this element the student will be able to: Create a story within the frame work of a tableau.

Use and combine found items with available figures into an communicative and creative story.

After finishing your two figures you bring them into interaction while they are drying.

Key Questions might help the child/student to develop a story with the figures and support the story with items.

Who are they?

Are they adults or children?

What are they doing?

What is your story?

You go outside and spend 5-10 minutes finding at least five objects/items they can use to tell your story about your figures. You may use anything you find in the nearby surroundings.

Now you pair up and arrange your 4 figures along with the objects you have found on a table in a tableau, - a scenic storytelling – that illustrates what happens between the figures.

What are their roles?

What is their relationship?

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TTNTC - Kirsten Fugl

Teacher Education in Art for Primary Schools - draft

From a tableau to a presentation Aims/ objectives The teacher will:

Outcomes At the end of this element the student/child will be able to: Stimulate the students to turn from Combine the items and the figures into a verbal language to the language of clear communicative expression by masses and visa versa. means of various items, materials and text.

Challenge the students to understand and perceive the variety in constructions and Reflect and interpret the content of the compositions. story of the tableau.

Stimulate the students to understand and Use a verbal interpretation of the to interpret the content of the stories. language of sculpture to describe their tableau Challenge the students to communicate and share their experiences.

Understand the language of sculpture Arrange for an optimal environment for the students to present their work at an exhibition.

The students have 15 minutes to come up with a story and arrange it. In the end each pair of students has 3 minutes to present their tableau and story to the others.

This part is very important because it will train the child/student in talking in front of larger crowds and teach him/her to communicate verbally about the products he/she has made.

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TTNTC - Kirsten Fugl

Teacher Education in Art for Primary Schools - draft

Tip! You might use this four side model for reflection on the outcome.

Media Material/Technique What material is relevant?

Function How do others understand your message?

Content Idea/Topic What is the story about?

Formal Aspects How is the expression composed?

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TTNTC - Kirsten Fugl