Aquatic Communities in Clay

Searching online for a new great lesson idea, I stumbled across a tweet from a school in Northumberland, England, that featured a miniature clay sculpture full of underwater coral. That image inspired me to create a unit based on aquatic communities in clay.

Mini Coral Pre-Assessment
Making a miniature coral creation like the one I saw online allowed me to teach various clay techniques and tools as students followed along. I demonstrated making a slab for the base, coils for the tall cylinder coral, and an upside-down pinch pot for the brain coral; the score and slip attachment methods; and using the needle tool to create texture.

This was a fantastic pre-assessment for clay hand-building. I was able to see how students followed directions, used the space on their slab, created innovative three-dimensional designs, focused on details on all sides of their forms, and managed their time. This three-day task resulted in beautiful ceramic coral clusters that were as unique as my students, and it gave them the knowledge and confidence to move forward with their next big ceramic project.

Inspiration and Research
Students first explored the work of contemporary ceramic artist Courtney Mattison (see Resource). Students were inspired by her beautiful ceramic sculptures that call attention to climate change and the environmental impacts on sea life.

Moving on to the project, we chose the theme of community to give context and purpose to our designs. Each student selected a specific location, and after researching the environment, chose an aquatic animal to focus on. They began to understand this animal through its native community—the plants and animals with which it coexists. Students planned out their ideas through thumbnail sketches, received feedback, and then production began.

Starting with Slip-Casting
I decided to combine two different types of sculpture methods. First, I taught students how to slip-cast, creating the perfect base for their sculptures. Manufactured slip was poured into plaster molds to create vases, mugs, pitchers, and canisters. These items provided the perfect surface on which to add hand-built clay. This also eliminated the intimidating aspect of starting a three-dimensional sculpture from scratch. Once the slip-cast pieces were poured, dried, and trimmed, students began to layer their creations on top.

Meeting Individual Needs
Taking the pre-assessment into consideration, I encouraged students who worked more slowly to choose a smaller slip-cast mold so they would have less surface area to cover. I provided more one-on-one attention to students who struggled with technical aspects, and I provided a ceramic wheel for students who had trouble adding interest in the round and using their space appropriately. The pre-assessment allowed me to differentiate my classroom to best meet my studentsʼ needs and ensure their success.
An octopus, a whale, a turtle, a starfish, and a sea slug were just some of the creatures that adorned studentsʼ work. With each passing day, their pieces became increasingly populated with coral, sea grasses, barnacles, and more.

From Teacher to Student
As a teacher and artist, I love working alongside my students. My own work, based on the California Coast and native sea otter, showcased inspiration from many of my students, and as I worked, they asked me questions and I asked them questions. We laughed, shared tips and tricks, and truly became a stronger art community. During these studio sessions, there was no designated teacher, just a group of artists learning and working together.

Finishing Up
We used a gloss glaze on the pre-assessment pieces so they could be placed in fish tanks. On the larger sculptures, students used a mix of matte and gloss glaze to add variety and enhance certain areas.

The art room turned into an aquatic environment during this unit, and community became a focus within our art and among each member of the class as we shared ideas, problem-solved, and made beautiful ceramic sculptures.