The most interesting part of working with young students with clay is observing the way in which they interact with the material itself. Not only do they engage with the clay in apparently tactile ways, but they bring a nurturing tendency to the material. For instance, Kate created a model of a cat (above). Look at how gently she displays it to the camera.
Clay is a nurturing material. The way in which students work with the clay adds to this. It is extremely tactile: we pinch, we pull, we cup, we twist, we push, we squeeze. Due to the nature of the assignment (creating hybrid animals which show textural qualities), students were encouraged to exhibit several of these actions with the clay.
Students also bring prior knowledge to their artwork. This is where meaningful connections are made. For example, several of the boys in our class are interested in dinosaurs. In creating models, drawings, or other artworks of these dinosaurs, not only are they learning about the art materials, but they are integrating subjects, such as science and art, and perhaps even history.
We must remember to facilitate lessons which can include these interests. This way, students will stay interested and motivated to participate. Furthermore, they can create a broader knowledge base of integrated material. This also leads to a relational approach to teaching; we can build better relationships with our students if we learn more about them through their interests, which they are free to explore and depict through art.
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