Discovering Early Clay Homes

Overview

In this first lesson of Clay Homes Through Time, students investigate early box-shaped clay-brick homes with grass roofs through images, discussion and drawing. They identify features of the home, its interior and surrounding landscape, then work in groups of four to develop a shared design concept for the unit.

Learning intentions

• We are learning to notice and describe visual features in images of early clay homes.
• We are learning to connect materials, structures and landscapes with how people live.
• We are learning to use drawing and discussion to develop an art idea.
• We are learning to collaborate and make shared design decisions.

Success criteria

• I can identify and describe features of an early clay home.
• I can explain how clay bricks, grass roofs and the landscape may support people’s needs.
• I can contribute labelled drawings or ideas to my group’s design.
• I can listen, build on others’ ideas and help agree on a shared concept.

Curriculum links

• Visual Arts — developing practical knowledge of materials, processes and techniques through drawing and preparation for clay construction.
• Visual Arts — developing ideas in response to images, environments and the ways people live.
• Visual Arts — communicating and interpreting meaning through visual features, including shape, line, texture, pattern and colour.
• The New Zealand Curriculum Refresh — collaboration, communication, creative thinking and making connections through an authentic visual arts context.

Lesson structure (45 minutes)

1. 0–5 min · Visual hook. Teacher opens with the image hook and opening question showing a striking reconstruction or illustration of an early clay-brick home and asks, “What might this place tell us about the people who lived here?” Students silently observe for 30 seconds, then share one notice and one wonder with a partner.

2. 5–13 min · Look closely and discuss. Teacher uses the observation slides to reveal exterior, interior and landscape images one at a time, modelling precise visual language such as box-shaped, thick, smooth, rough, flat, layered, woven, enclosed and open. Students contribute observations without guessing too quickly, supporting comments with “I can see…” or “This makes me think…”.

3. 13–20 min · Build understanding. Teacher displays the feature and materials slides and explains that early homes could be made from sun-dried clay bricks, with grass or plant materials used for roofs. Discuss how thick walls might provide shelter, how a grass roof could help with shade or rain, and how nearby land, water, plants and animals might influence the home. Students complete the “notice, meaning, question” boxes on the early clay homes observation sheet.

4. 20–25 min · Demonstrate shared design thinking. Teacher models a quick concept sketch on the board, including a front view, a simple floor-plan idea and three landscape features. Demonstrate that a concept sketch is not a finished artwork: it communicates an idea using labels, arrows, texture marks and simple shapes. Students suggest one feature that could make the home practical and one feature that could show where it belongs.

5. 25–38 min · Group design concepts. Teacher forms seven groups of four, gives each group a large section of the group design concept sheet, and revisits the group task and design prompts. Students assign or negotiate roles such as facilitator, sketcher, materials investigator and reporter, then create one shared concept showing the home’s exterior, an interior detail and the surrounding landscape. Each student must contribute at least one drawing, label or idea; groups use the prompts: “What is it made from?”, “Who might use it?”, “How will it provide shelter?”, and “What is around it?”

6. 38–45 min · Gallery share and reflection. Teacher displays the sharing and reflection slides and invites groups to place their concept sheets where others can see them. Students conduct a quiet gallery walk, then each group shares one design decision and the reason for it. Individually, students complete the final reflection on the early clay homes observation sheet: “One feature I noticed was…”, “Our group chose… because…”, and “Next time we need to…”.

Resources

• the early clay homes image and teaching deck
• the early clay homes observation and group design sheet
• Projector or interactive whiteboard
• Large paper or shared design sheets
• Pencils, coloured pencils and black felt-tip pens
• Image references of early clay-brick homes, interiors and landscapes
• Blu Tack or display space
• Timer
• Group role cards, prepared by the teacher

Assessment

• During image discussion, listen for students using observable evidence and appropriate visual vocabulary rather than unsupported guesses.
• Check observation sheets and group concepts for an exterior feature, an interior detail, surrounding landscape and links between materials and purpose.
• Use the final reflection to identify students who can explain a design decision and those needing further support with observation, vocabulary or collaborative planning.

Differentiation

• Provide a visual word bank and sentence starters: “I notice…”, “The texture looks…”, “This material might help because…”, and “Our group could…”.
• Pair students strategically and allow drawing, labelling or oral contribution as valid ways to participate. Read worksheet instructions aloud and provide a partially completed example where needed.
• For students needing sensory or motor support, offer larger paper, thicker drawing tools, a quiet working position and the option to dictate ideas to a peer or adult.
• Extend confident students by asking them to show more than one viewpoint, include evidence of how people use the space, or justify how the surrounding landscape influenced their design.
• Remind groups that historical images may be reconstructions or artistic interpretations. Encourage respectful curiosity and avoid presenting one type of early home as representative of all cultures or communities.