Clay Shapes and Forms

Overview

In this two-part, 100-minute lesson, Year 1 students explore clay through touch, movement and play. They learn to squeeze, roll, flatten, pinch and coil clay, then make and discuss a small set of basic 3D forms.

Learning intentions

• WALT explore clay and basic shaping techniques.
• WALT describe how clay feels using art vocabulary.
• WALT experiment with pressure and movement to make different forms.
• WALT talk about which techniques and shapes were easiest to use.

Success criteria

• I can describe clay as soft, smooth or squashy.
• I can squeeze, roll and flatten clay safely.
• I can make a ball, pinch pot and coil.
• I can talk about one shape I found easy or difficult.

Curriculum links

• Exploring and manipulating materials to discover how they can be changed.
• Developing control of tools, hands and materials when making artwork.
• Creating simple three-dimensional forms from observation and imagination.
• Describing, discussing and reflecting on choices, processes and finished work.

These links reflect Cambridge International Art expectations for experimenting with media, developing practical skills, making personal responses and reviewing artwork. The lesson is adapted appropriately for five-year-olds, with emphasis on sensory exploration, creative choice and oral reflection.

Lesson structure (100 minutes)

1. 0–8 minutes – Welcome and clay hook

Seat students in a circle and show a ball of clay and a sheet of paper. Ask: “What might our hands make this clay do?” Invite children to look without touching first, then predict which material will bend, squash or keep its shape. Open with the clay exploration introduction and establish safety rules: clay stays on the mat, hands are gentle, and no clay goes near mouths.

2. 8–18 minutes – Feel and describe

Give each child a small piece of clay. Allow quiet handling for a minute, then invite words such as soft, smooth, cool, sticky, squashy and firm. Model describing rather than simply saying “good” or “bad”. Use the clay texture vocabulary slides to display picture-supported words and encourage children to share a sentence: “My clay feels…”

3. 18–30 minutes – Teacher modelling

Demonstrate slowly: squeeze the clay, roll it between two hands, and flatten it with the palm. Show how changing pressure changes the clay. Compare clay with paper: paper can fold and tear, while clay can be pushed, joined and reshaped. Refer to the squeeze, roll and flatten demonstration and ask children to copy each action in the air before trying it.

4. 30–47 minutes – Part 1: open exploration

Children explore their clay and create several basic shapes, such as a ball, sausage, pancake or cube-like form. Encourage experimentation rather than identical results: “What happens if you roll more gently?” Circulate, name techniques and help children join or reshape clay. Children may use the clay shapes observation sheet to draw one or two shapes; adults can scribe children’s describing words. Give a two-minute warning, then ask children to place clay on their named mats.

5. 47–50 minutes – Part 1 tidy and share

Invite two or three children to show a shape and describe what they did. Collect clay safely, wipe tables and wash hands. Reinforce that artists learn by trying, changing and trying again.

6. 50–60 minutes – Part 2: technique demonstration

Reconnect with the learning intention. Model three techniques: rolling a smooth ball, pinching the centre of a ball to begin a small pot, and rolling an even coil. Explain that even pressure and slow movements help prevent thin, weak or cracked clay. Show how to smooth a crack with a damp fingertip and how to press pieces together firmly. Use the ball, pinch pot and coil demonstration for the visual sequence.

7. 60–83 minutes – Part 2: practice shapes

Children make a set of practice forms: one ball, one small pinch pot and one coil. They may add a simple creative change, such as making the coil into a spiral or joining shapes together. Encourage them to feel for lumps, use two hands and repair cracks. Support children individually with smoothing and fixing, while allowing confident makers to experiment with size, joining and balance. Refer back to the practice shapes instructions as children work.

8. 83–94 minutes – Gallery walk and reflection

Place work on tables for a quiet gallery walk. Children look without touching and notice different results. Gather them with their the clay shapes observation sheet and ask them to circle, point to or draw the shape that was easiest. Prompt: “What did your hands do?” “What needed gentle pressure?” “What would you try next time?” Adults scribe responses where needed.

9. 94–100 minutes – Plenary and clean-up

Invite several children to complete: “I made a…”, “It felt…”, and “The easiest technique was…”. Revisit the success criteria on the reflection and tidy-up slide. Check that clay is stored correctly, surfaces are cleaned and hands are washed.

Resources

• Air-dry or reusable modelling clay, portioned for 20 children
• Individual work mats or boards
• One teacher demonstration piece of clay
• Small containers of water and damp cloths
• Aprons or protective clothing
• Paper and pencils
• the clay exploration and technique deck
• the clay shapes observation sheet
• Table wipes and handwashing access

Assessment

• Observe whether students safely handle clay and use squeezing, rolling, flattening, pinching and coiling.
• Listen for accurate use of sensory and process vocabulary during partner talk and sharing.
• Review children’s forms and worksheet responses for evidence of experimentation, control and reflection.
• Note children who need further support with pressure, joining or repairing cracks.

Differentiation

• Support: provide smaller, softer clay portions; demonstrate beside the child; use gesture and picture vocabulary; allow children to copy one technique at a time.
• SEN/fine-motor support: offer a non-slip mat, thicker clay pieces and short movement breaks. An adult may stabilise the clay while the child applies pressure.
• EAL support: pair each word with an action and image, repeat sentence starters and accept pointing, gestures or home-language discussion before sharing.
• Extension: invite confident students to join two or more forms into a balanced structure, comparing which joins are strongest without making the task a competition.