Is it Clay?

Meet The Teacher: Teresa Gilchrist
My name is Teresa Gilchrist and I teach high school ceramics at Hamilton High School in Chandler, Arizona. I teach ceramics 1, ceramics 2, and ceramics 3.
Project Description
Plan and design a hyper- realistic clay sculpture that convincingly mimics an object from everyday life. Use hand-building techniques (e.g., coil building, slab construction, carving, applied texture) to achieve realistic forms and textures. Apply appropriate surface treatments to create convincing details.
Materials
- Clay
- Clay tools
- Reference photos
- Underglazes, glazes, stains, acrylic paint
- Brushes and water
- Kiln
Grade Level
High School
Difficulty
Intermediate
Student Hands-On Time
2 - 3 weeks
Teacher Prep Time
Teacher prep time varies depending on time needed to gather visual examples, compile lesson resources and materials.
National Core Arts Standards - Visual Arts
- Creating - Generate and conceptualize artistic ideas.
- Creating - Organize and develop artistic work.
- Creating - Conceiving and developing new artistic ideas and work.
- Presenting - Select, analyze, and interpret works for presentation.
- Presenting - Develop skills for artistic presentation and exhibition.
- Responding - Perceive and analyze artistic work.
- Responding - Interpret intent and meaning in artwork.
- Responding - Evaluate and critique based on aesthetic and technical qualities.
- Connecting - Relate artistic ideas to historical, cultural, and social contexts.
- Connecting - Connect personal experiences with artmaking and meaning.
21st Century Skills
- Critical Thinking & Problem-Solving
- Creativity & Innovation
- Communication
- Flexibility & Adaptability
- Initiative & Self-Direction
- Social & Cross-Cultural Skills
- Productivity & Accountability
- Leadership & Responsibility
STEAM Education
- Arts
Differentiations and Accommodations
Differentiation
IEP
Accommodation
Frequent check ins with students who may be struggling Re-demo, re-teach techniques as needed Students can select easier objects to sculpt
Differentiation
Advanced Learners
Accommodation
Students can create multiples, or select more advanced objects
Learning Objectives: Knowledge
Plan and design a hyper realistic clay sculpture that convincingly mimics an object from everyday life.Use hand-building techniques (e.g., coil building, slab construction, carving, applied texture) to achieve realistic forms and textures.Apply appropriate surface decoration (underglazes, glazes, stains, acrylic) to create convincing visual details.Understand the concept of trompe-l'oeil in three-dimensional art.
Learning Objectives: Skills
Students will acquire advanced hand-building and surface treatment techniques.Critique their own work and the work of others based on the level of realism achieved and the technical execution.
Learning Objectives: Attitudes/Values
Students will develop problem-solving skills in overcoming challenges related to form, texture, and color accuracy.
Formative Assessment
Assess students as they work. Help struggling students, give positive feedback, or suggestions.
Summative Assessment
I use a rubric to assess student work. Students grade themselves, then I grade them.Rubric categories: Project requirements Craftsmanship Daily practices/professionalism Glaze/surface treatment
Reflection and Discussion
Facilitate a class critique where students discuss each other's work.Encourage them to focus on: The level of realism achieved. The effectiveness of the chosen techniques. The attention to detail. Any challenges encountered and how they were addressed.
Lesson Activities
Introduction and Inspiration - “Is it Clay?” Powerpoint
I show my students the trailer from the Netflix show "Is it Cake?" to get them excited about the project. We talk about hyper-realism and how we are taking the same idea and applying it to clay. "Your challenge is to create a hyper-realistic clay sculpture of a non-clay object so convincing that someone might ask, 'Is it Clay?'" Explain Trompe-l'œil: Briefly introduce the art term "trompe-l'œil" (French for "deceives the eye"), explaining that this is the artistic illusion of creating a three-dimensional object on a two-dimensional surface, or in our case, making clay look like something else entirely. I show my students examples of successful work from previous students to give them inspiration.
Brainstorming/Planning/Sketching
Brainstorming: Have students make a list of things they are interested in creating. Have them share lists with tablemates for feedback. Sketching and Planning: Students begin sketching their chosen object from different perspectives. They should consider: Scale: Will it be life-size, larger, or smaller? Construction Method: Which hand-building techniques will be most effective for creating the form? Texture: How will they replicate the surface texture in clay? (e.g., carving, impressing, adding slip) Color and Decoration: What underglazes, glazes, or other surface treatments will they use to achieve realistic colors and details? Reference Gathering: I encourage students to bring in real examples of their chosen object. If bringing in the actual object isn't possible, they should find high-quality photographs from multiple angles. I count the reference as a grade
Create the Form
Clay Introduction and Techniques: Students begin working with clay to build the basic form of their chosen object. Technique Focus: Encourage students to utilize hand-building techniques appropriate for their chosen object. Provide individual guidance and demonstrations as needed. Coil/pinch building: For rounded or hollow forms. Slab Construction: For more angular or flat objects. Combining Techniques: Many objects will require a combination of methods. Emphasis on Accuracy: Stress the importance of paying close attention to the proportions and overall shape of their reference object.
Refining Form and Adding Texture and Details
Refining the Form: Students continue to refine the shape of their sculptures, paying attention to subtle curves, edges, and details. They should use their tools to smooth, shape, and adjust the clay. Adding Texture: This is a crucial stage for achieving hyperrealism. Students should experiment with various techniques to replicate the texture of their chosen object: Carving: For wood grain, wrinkles, or etched details. Impressing: Using tools, stamps, or even real objects to create patterns. Adding Slip: To create raised textures or for blending seams. Applied Texture: Attaching small, separately formed clay elements
After Firing: Surface Treatment
Discuss the importance of color and surface decoration in achieving hyperrealism. Show examples of how underglazes, glazes, and stains can be used to create different effects.Underglaze/Glaze/Stain/Paint Application: Students begin applying chosen surface treatment to their bisque-fired pieces. Encourage them to layer colors, blend edges, and use fine brushes for detailed work. Color Matching: Emphasize the importance of carefully observing the colors of their reference object and mixing underglazes to achieve accurate hues. Creating Depth: Discuss how layering and shading with underglazes can create a sense of depth and dimension. Consider Glaze Effects: Students should start thinking about how their chosen glaze(s) will enhance or alter their underglaze decoration. Will they use a clear glaze to seal the underglazes, or will they incorporate colored glazes for specific effects?