Clay making draws praise
Over this term the pupils have been working through a number of drawing exercises concerned with proportion, perspective and ellipses.
The pupils then all created a box with squares drawn onto the background. By putting their own objects into the box they have been able to use the background squares as a way of getting the objects drawn accurately, almost like plotting a graph. This a technique artists’ use all the time; using the background to help get the objects in proportion and drawn correctly. The Italian artist Morandi was a master painter and etcher of still life objects and we have been following some of his techniques quite closely. Not many people are aware that Morandi became so obsessed with drawing the objects and the space around them that he even started to make his own vases and clay vessels so that he could have more control over what he was drawing. I decided this year not to introduce the pupils to Morandi immediately as his work can seem a bit simplistic or cold on an initial viewing. But I hope that by introducing them to his way of working they will appreciate his skill, technique and concerns more readily when we look at his etchings. The pupils have spent the last few weeks making their own clay vessels (like Morandi) that they can eventually put in their own boxes and continue to draw. Mr Bonser, our technician and I spent time rolling out clay and storing it in preparation for the lessons. They were then given a quick five-minute demonstration in rolling and slab build and joining the clay before being let loose!
They were given no constraints or instructions as to what the object should look like, or how it should be decorated. Only that it should be joined in a certain way and have a base. Everyone did a small version (that they will eventually draw in their box) and some pupils went on to make a larger scale version once that had gained some confidence.
The results have been surprising and very varied. It have been heartening to see individual personality coming out with the modelling- some pupils cutting the clay or folding it- others using their fingers or a wet sponge. Some worked in a very organic manner allowing the clay to behave as it wanted, often curling or leaning. Other pupils were more controlling and wanted a more upright or conventional shape. We hid the first group work from each new group so that the students would approach the task with the same freshness, imagination and individuality.