Clay Portraits. Education Resource Kit Prepared by Harbourfront Centre School Visits Educators. School Visits Programme Grades 4-8

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1 Clay Portraits Education Resource Kit Prepared by Harbourfront Centre School Visits Educators School Visits Programme Grades 4-8 1

2 Welcome to Harbourfront Centre! Thank you for choosing to visit Harbourfront Centre! We offer programmes that are interactive and fun, and that appeal to a variety of learning styles. Harbourfront Centre is an innovative, nonprofit cultural organization which provides internationally renowned programming in the arts, culture, education and recreation, all within a collection of distinctive venues in the heart of Toronto's downtown waterfront. We trust that you will enjoy your stay with us, and that we will see you again in the future, whether for another school visit, or for one of our many other exciting events. The Structure of Your Visit When you arrive at Harbourfront Centre, you will be greeted by one of our representatives. At this time, payment will be taken care of. You will then be introduced to your instructors for the day, and taken to your classroom. Your class will then receive a brief introduction to Harbourfront Centre and then your program will begin. How to use this Kit This kit has been created to compliment our program and give you an opportunity to extend your classes learning across the curriculum. This kit includes: Pre-Visit Activities: The pre-visit activities are useful for activating your students prior knowledge of the topic of your visit. They will introduce your class to some of the topics that will be covered in order to make some of the discussions even richer. On-Site Assessment Tools: During your visit you will have the opportunity to stand back and observe your students. We have provided some tools here to help you assess their learning. Post-Visit Activities: These activities will give you the opportunity to capitalize on the excitement that your students will feel towards the topics explored during their visit to Harbourfront Centre. The activities will make a number of cross-curricular connections, and will provide further opportunity for assessment. Links to Learning: This section will provide you with a variety of resources that will be helpful to you should you decide to continue exploring the topics covered in your visit. Clay Portraits During this visit, your students will explore the rich history of clay portraits as a starting point for both monumental works and contemporary craft. Using a variety of hand-building techniques, students will create their very own 3-dimensional clay portrait. 2

3 Pre-visit Activities The following lessons are for use before your visit to Harbourfront Centre. The intention of these lessons is to activate the prior knowledge of your students and to briefly introduce some of the ideas that will be covered during your session. These activities, of course, are not mandatory, but will enrich the discussions that your students will engage in with our instructors, and the overall Harbourfront Centre School Visits experience. Activity #1 Objectives To give students the opportunity to study and discuss sculptures by a variety of artists. To discover the difference between 2-dimensional and 3-dimensional art. To give students the opportunity to work in groups; researching and presenting information about sculptors. Curriculum Links Arts Visual Art Creating and Presenting Arts Visual Art Reflecting, Responding and Analysing Resources List of artists which students can study Images of sculptures. Large Bristol board Pencils, markers, pencil crayons. Suggested artists to study: Picasso Louise Nevelson Antony Gormley Henry Moore Alexander Calder Joan Miro Louise Bourgeios Barbara Hepworth Activation 1. Show students examples of a variety of sculptures 2. Pose the question: What is a sculpture? Group work 3. Split the class into groups with each group assigned a different sculptor. 4. On chart paper students should write about the artist. Who they are, what the art work is about, what it looks like, what materials they are using and when it was made. 5. Student should also discuss in their groups what they like/dislike about the work and why. This information should also be written down. 6. Allow students time to create a presentation board about their chosen artist. The board should include writing, drawings and photographs. Closing 7. Each group has the opportunity to present their work back to the class. Assessment Assess participation in class and group discussions. Assess participation in the presentation of the group work. 3

4 Activity #2 Objectives To illustrate to students how to create a pencil study of their own portrait. To illustrate the importance of considering line, tone and proportion when drawing their portrait. Curriculum Links Arts Visual Art Creating and Presenting Arts Visual Art Reflecting, Responding and Analysing Resources Paper Pencils for sketching Mirrors Activation 1. Explain to students that they will be working on a clay portrait project when they visit Harbourfront Centre. They will be creating a clay portrait of themselves. 2. Revisit the different examples of sculpture and clay portraits and review why sculpture is different to painting and drawing. Creative Work 3. Explain to students that sculptors normally begin their creative work by sketching down ideas and as they will be creating a 3D portrait using clay their task will be to sketch out their own portrait before their Harbourfront Centre visit. 4. First get students to draw a contour drawing of their face where they really consider the correct proportions of their face (see links to learning). 5. Students can then shade in their face adding tone to their drawing. Extension 6. Students can think about and sketch ideas for symbols which represent themselves and their own identity. Closing 7. Display the student s work in the classroom. 8. Discuss the portraits and allow the students opportunity to talk about any successes and any improvements which could be made with the art work. Assessment Assess artwork and presentation of the art work. Assess participation in class discussions. 4

5 Onsite Assessment Tools The following rubric will provide you with an opportunity to observe and assess the participation level of your students during your visit to Harbourfront Centre, as well as to assess the work that they have completed. Take a chance to observe how well students are picking up on the concepts and techniques that are being covered. 5

6 Clay Portrait Rubric Criteria Level 1 Level 2 Level 3 Level 4 Interaction in Group discussion Never able to respond to direct questions; never volunteers point of view Rarely able to respond to direct questions; rarely volunteers point of view Responds occasionally to questions; occasionally volunteers point of view Responds frequently to questions; routinely volunteers point of view Listening Skills Student does not listen when others talk, and follows few of the instructor s directions. Student does not listen when others talk, and sometimes follows the instructor s directions Student listens when others talk, and often follows the instructor s directions Student listens when others talk, and always follows instructor s directions Use of Techniques Applies few of the skills, concepts and techniques taught. Applies some of the skills, concepts and techniques taught. Applies most of the skills, concepts and techniques taught. Applies all (or almost all) of the skills, concepts and techniques taught. Use of Materials Uses tools, equipment, and materials correctly only with assistance Uses tools, equipment, and materials correctly with frequent assistance Uses tools, equipment, and materials correctly with only occasional assistance Uses tools, equipment, and materials correctly with little or no assistance 6

7 Post-Visit Activities The purpose of these activities is to extend on the learning that took place during your visit to Harbourfront Centre. They are a great opportunity to capitalize on the excitement and passion that your students are likely feeling about the topics they have experienced. Here you will find some structured activities, as well as extension ideas. Activity #1 Objectives To support the students in creating a visual record of their 3-dimensional self portrait. To give students opportunities to consider the composition, scale and line/contours of their drawings. Curriculum Links Arts Visual Arts Creating and Presenting Materials Needed Clay portraits Black construction paper Pencils and erasers White chalk Activation 1. As a group view all of the clay portraits together. 2. What is important about this artwork? How are these portraits different to the portraits we drew before visiting Harbourfront Centre? (They are all 3-dimensional) 3. Explain to your students that they will now have the opportunity to draw their own clay portrait. Creative work 4. Get your students to set up their portrait in front of them. Explain that they need to consider the direction of their portrait to allow for an interesting composition. Their portrait can be in profile, facing forward or at a slight angle. 5. Students can then draw their portrait using white chalk on black construction paper. If they want to draw in pencil first and then go over in chalk, this can be allowed. 6. Students only need to consider the lines or contours of their portrait. 7. Once they have completed their first drawing, explain that they need to complete at least 2 more sketches of their portrait. They must look at different angles and they can make their drawing bigger or smaller scale than their first one. Closing 8. Review all of the work completed and discuss why they drew a series of portraits from different angles instead of just one. Assessment Assess students artwork. Assess participation in any classroom discussions. 7

8 Activity #2 Objectives To extend students experience with their clay sculpture To use the sculpture as inspiration in creating a patterned paper based on the symbols they used creating clay portraits. To discover patterning. To consider colour when creating patterns. To create a frame for their drawings Curriculum Links Arts Visual arts Creating and Presenting Arts Visual arts Reflecting, Responding and Analysing Materials Needed Construction paper various colours cut into strips (students get 4 strips each) Paper for sketching Pencils Oil pastels Scissors Glue sticks Activation 1. Ask students to think about the symbols they used to decorate their clay portrait at Harbourfront Centre. Why did they use those symbols? What do they mean or represent? Can they think of more symbols? 2. Revise with your students what a pattern is. How can they make a pattern using their symbols? Creative work 3. Allow students time to sketch out ideas for their own symbol patterns. 4. They have to create at least one pattern but they could have up to four different patterns (one pattern for each side of the frame). 5. Students can then use oil pastels and the construction paper strips to create their personal symbol frame. 6. Students should consider a colour theme for their work. Will they use hot colours or will they use cool colours? What colours best represent their personality? Will they only use the primary colours or pair them with their complimentary colours? 7. Finally, allow the students to assemble the paper strips around their clay portrait drawing and glue in place. Closing 8. Create a class display of the framed portraits alongside the clay portraits made at Harbourfront Centre. 9. Discuss the work and allow students time to comment positively on all of their hard work. Assessment Assess the detail, colour and patterning of the students artwork. Assess participation in any classroom discussions. 8

9 Activity #3 Objectives To discuss the impact of painting their clay portraits. To consider the impact of colour and pattern when painting their portrait. Curriculum Links Visual Arts Creating and Presenting Materials Needed Completed clay portraits Acrylic paint Paintbrushes Podge or matt medium Activation 1. Have students think about how they want to paint their clay portrait. Will it be realistic using flesh tones or do they want their portrait to take on a more decorative quality by using different colours? 2. Set up paints and paintbrushes for painting. Creative Work 3. Demonstrate painting the clay portrait without using water. If you get the unfired clay too wet it will start to dissolve. 4. Students can then begin painting their clay portrait. 5. Once the paint work is finished, allow the portraits to dry and then apply a thin coat of podge or matt medium to varnish and seal the paint work. Closing 6. Display all of the completed work. Assessment Assess the quality of the paint work, use of colour and detail. Assess any participation to group discussions. Note: All clay work must be completely dry before painting. Leave the portraits to air dry for 7-10 days. When dried they will be room temperature to touch. If they are cold this means there is still some moisture in them and they will need a little longer drying time. Unfired clay is never as strong as fired clay. Make sure students are very careful when handling their clay work. You can fire your clay portraits at Harbourfront Centre. After your trip you will leave the clay work at the centre to dry, they will then be fired in the craft corridor kiln. Once they have been baked you will be contacted and you will be free to come and collect them. For firing remember to calculate an extra fee of $3.50 per student. You can discuss this with the registrar when booking your trip. 9

10 Links to Learning Internet Wikipedia pages Wikipedia page with a detailed overview of sculpture throughout history. Good selection of pictures. Wiki page on the artist Picasso. Also has a picture of his Portrait of Igor Stravinsky which is a good example of a contour/line drawing Books The Portrait in Clay [Paperback] Author: Peter Rubino Publisher: Watson Guptill (Nov ) SBN - 10: ISBN - 13: Simulating a workshop studio course, this book provides action-photography sequences that enable readers to observe every step a master sculptor takes in building a portrait in clay. Sculptures Author: Isabel Thomas Publisher: Heinemann Educational Books (July ) ISBN - 10: ISBN - 13: This book introduces the reader to making models, examining what models are, what they can be made of, what they can show, differences in size, technique and style, historical and modern examples, and examples from different cultures. Video Available Through TDSB Medianet : Title Physical Produced 2003 Clay from the Earth (L112287C) 5:37 minutes Distributor Learn360 (5621) Producer Reading Rainbow (0111) Audience Primary (K-3), Junior (4-6) (PJ) Synopsis Title Physical Produced 1988 LeVar visits Pueblo, Arizona and introduces viewers to the Naranjo family. This grandmother, mother and daughter explain the process and traditions of creating beautiful pottery, from mixing the clay to decorating the final piece. Working with clay part 1 and part 2 (999501) 36 minutes Distributor North York Board of Education (3586) Audience Junior (4-6), Intermediate (7-8) (JI) Synopsis The first part of the video demonstrates various techniques of working with clay such as shaping clay by pulling, pinching, pressing, tearing, folding, squeezing, rolling, bending and twisting. The second part explores textures, patterning and construction of simple pottery shapes using the slab-building technique. Title Kilns (999520) Physical Produced minutes 10

11 Distributor North York Board of Education (3586) Audience Junior (4-6), Intermediate (7-8) (JI) Synopsis Examines the loading, firing and maintenance of kilns. 11