Lesson Notes By Weeks and Term v3 - Primary 3
Methods of modelling objects with clay/Plastercine
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Methods of modelling objects with clay/Plastercine
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Cultural and Creative Arts
Class: Primary 3
Term: 1st Term
Week: 4
Theme: Arts And Crafts
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Watch on YouTubeSee Facebook postidentify methods of modelling e.g. pinching and coiling mould objects with clay/Plastercine
Coils: Continue rolling coils and stacking them one on top of the other, following the shape of the layer below.
5. Join the Coils: This is a crucial step for strength. Gently press the coils together from both the inside and outside, using fingers or a modelling tool. For clay, use a slip (liquid clay) to help join if the clay is too dry. Smooth the joints to create a seamless wall.
6. Build and Shape: As coils are added, manipulate their placement to create different forms – build straight up for a cylindrical shape, move coils slightly inwards for a narrower neck, or outwards for a wider belly.
7. Smooth (Optional but Recommended): Once the desired height and shape are achieved, smooth the entire surface, inside and out, to create a uniform finish and hide the coil lines if desired.
Examples: Pots (e.g., traditional water pots like udu or ikoko), vases, taller bowls, coiled snakes, simple animal bodies.
Safety and Handling:** Ensure a clean working surface. Keep clay moist (if using clay) by covering it with a damp cloth when not actively working. Wash hands thoroughly after handling clay. * Avoid consuming modelling materials.
Modelling: Modelling is the process of shaping soft, pliable materials into desired forms or objects. It is a fundamental technique in sculpture and craft-making. The materials used typically allow for easy manipulation, addition, and subtraction of material.
Modelling Materials: Clay: A natural earthy material that is soft when wet and hardens when dried or fired. It is abundant in many parts of Nigeria and has been used for centuries to make pottery, bricks, and sculptures. Clay needs to be wedged (kneaded) to remove air bubbles and achieve an even consistency before use.
Plastercine: A brand of modelling clay, a synthetic, oil-based modelling material that remains soft and pliable, does not dry out, and can be reused repeatedly. It is typically available in various colours and is ideal for classroom use due to its reusability and clean handling.
Methods of Modelling Objects: A. Pinching Method The pinching method is one of the simplest and most direct ways to create a hollow form or an object from a single lump of material. It involves using the thumb and fingers to gradually thin and shape a ball of clay or Plastercine.
Principle: Starting with a solid ball, an indentation is made, and then the walls are stretched and thinned by pinching the material between the thumb and fingers.
Steps for Pinching:
1. Prepare the Material: Take a lump of clay or Plastercine and roll it into a firm, smooth ball. Ensure there are no cracks.
2. Make an Indent: Hold the ball in one hand. Using the thumb of the other hand, press gently into the centre of the ball, creating an indentation. Do not press all the way through to the bottom.
3. Begin Pinching: Begin pinching the material between the thumb (inside the indentation) and the fingers (outside the ball). Rotate the ball slowly as you pinch.
4. Thin and Widen: Gradually work your way around the ball, pinching and thinning the walls evenly. Apply gentle, consistent pressure. The goal is to make the walls thin enough but not so thin that they tear.
5. Shape the Form: As the walls become thinner, guide the shape. Pinch upwards to make the form taller or pinch outwards to widen the opening.
6. Smooth: Once the desired shape and thickness are achieved, gently smooth the surface with fingers or a damp sponge (for clay) to remove pinch marks and even out irregularities.
Examples: Small bowls, cups, round fruits (e.g., oranges, apples), simple animal bodies (e.g., tortoise shell). B. Coiling Method The coiling method involves rolling the modelling material into long, rope-like strands (coils) and then systematically stacking and joining these coils to build up a form. This method is excellent for creating taller or larger objects and allows for a greater variety of shapes.
Principle: Long, cylindrical coils of material are created and then layered on top of each other, fused together to form a solid wall. * Steps for Coiling:
1. Prepare the Material: Take a portion of clay or Plastercine and roll it between the palms of your hands or on a flat surface to create a long, uniform coil (like a snake or rope). The thickness of the coil will depend on the size and desired strength of the object.
2. Create a Base: Flatten a small piece of the material to form a circular or desired shape for the base of the object. This base should be thick enough to support the coils.
3. Start Coiling: Place the first coil around the edge of the base, pressing it firmly to join.
4. Stack Coils: Continue rolling coils and stacking them one on top of the other, following the shape of the layer below.
5. Join the Coils: This is a crucial step for strength. Gently press the coils together from both the inside and outside, using fingers or a modelling tool. For clay, use a slip (liquid clay) to help join if the clay is too dry. Smooth the joints to create a seamless wall.
6. Build and Shape: As coils are added, manipulate their placement to create different forms – build straight up for Phase 1: Introduction and Review (10 minutes)
Teacher Activity: Begins the lesson by recalling the previous topic on types of modelling materials (e.g., clay, Plastercine, dough). Displays samples of simple moulded objects (e.g., a small pot, a fruit, a snake) made from clay or Plastercine.
Asks guiding questions: "What materials do you think these objects are made from?" "How do you think they were shaped?" Introduces the lesson topic: "Methods of modelling objects with clay/Plastercine," specifically focusing on pinching and coiling. States the learning objectives clearly for the students.
Student Activity: Respond to review questions. Observe the displayed moulded objects. Engage in a brief discussion about how the objects might have been made.
Phase 2: Explanation and Demonstration (20 minutes)
Teacher Activity: Explains Modelling: Defines modelling and identifies clay and Plastercine as common materials.
Demonstrates Pinching Method: Takes a ball of Plastercine (or pre-prepared clay). Shows step-by-step how to press the thumb in, then pinch and rotate to create a small bowl or cup. Emphasises even thickness and smoothing. Allows students to ask questions during the demonstration.
Demonstrates Coiling Method: Takes another piece of Plastercine (or clay). Shows how to roll a long, uniform coil. Demonstrates how to form a base. Shows how to stack coils, pressing and blending them to form a simple cylinder or a small pot. Emphasises the importance of joining coils firmly. Answers student questions.
Student Activity: Listen attentively to explanations. Closely observe the teacher's step-by-step demonstrations of both pinching and coiling. Ask clarifying questions about the techniques.
Phase 3: Guided Practice (25 minutes)
Teacher Activity: Distributes a suitable amount of modelling material (Plastercine or clay) to each student. Instructs students to first practice rolling a coil (for the coiling method) and then practice making a simple pinch pot or a rounded fruit shape (for the pinching method). Walks around the classroom, providing individual guidance, correcting techniques, and offering encouragement. Ensures students are applying pressure correctly, thinning walls evenly, and joining coils effectively. Encourages students to experiment with both methods.
Student Activity: Receive modelling material. Practice rolling coils of various thicknesses. Attempt to create a small pinch pot or a simple rounded object (e.g., a ball, a small fruit) using the pinching method. Attempt to build a simple stacked form (e.g., a short cylinder) using the coiling method. Seek assistance from the teacher as needed.
Phase 4: Conclusion and Recap (5 minutes)
Teacher Activity: Asks students to briefly display their practice pieces. Recaps the two main methods of modelling taught: pinching and coiling. Asks students to explain in their own words what each method involves. Assigns independent practice and provides instructions for the next steps.
Student Activity: Showcase their practice moulded objects. Participate in the recap by orally describing the methods.
Question 1: A student wants to make a small round cup from a single ball of clay without adding any other pieces. Which modelling method should the student use, and how would they start?
Solution: The student should use the Pinching method.
How to start: The student would take a smooth ball of clay, hold it in one hand, and then use the thumb of the other hand to gently press into the centre of the ball to create an indentation. They would then begin to pinch the clay between their thumb and fingers, rotating the ball to thin and shape the walls evenly.
Question 2: If a craftsperson wants to build a tall, cylindrical vase using clay, which modelling method would be most suitable for creating its height and shape, and why?
Solution: The Coiling method would be most suitable.
Reasoning: The coiling method allows for building height by stacking long, rolled coils of clay on top of each other. This method provides better control over the vertical structure and can create a stronger, more stable tall object compared to trying to pinch a very tall form from a single ball.
Question 3: Describe the steps a student would take to mould a small, round mango using the pinching method with Plastercine.
Solution: Form a Ball: Take a piece of Plastercine and roll it into a smooth, firm ball, roughly the size of a small mango.
Gentle Pinching: Hold the ball and use the thumb and fingers to gently pinch and squeeze the Plastercine to gradually shape it into the oval/round form of a mango. Focus on creating the natural curves and a slight tip characteristic of a mango.
Smooth Surface: Once the basic mango shape is formed, use fingertips to gently smooth the surface, removing any pinch marks and making it look realistic. (Optionally, a tiny stem can be added by rolling a small, thin coil and attaching it.)
Question 4: A student wants to create a long, winding snake from Plastercine. Explain how they would use the coiling method to achieve this.
Solution: Prepare a Lump: Take a piece of Plastercine.
Roll a Coil: Place the Plastercine on a flat, clean surface or between the palms. Roll it back and forth with even pressure, starting from the centre and moving outwards, to stretch and thin it into a long, cylindrical "snake" or coil. The desired length and thickness of the snake will determine how much Plastercine to use and how long to roll.
Shape the Snake: Once a long coil is formed, gently bend and curve it into a winding snake posture.
Add Details (Optional): Small details like eyes or a flattened head can be added by slightly pinching or adding tiny pieces of Plastercine.
Traditional Nigerian Pottery: Many communities across Nigeria (e.g., in Abuja, Kwara, Plateau states) traditionally use clay to create functional and decorative pottery like cooking pots (ikoko), water storage jars (kuka or odu), and ceremonial vessels. The coiling method is a fundamental technique used in hand-building these pots. Learning modelling introduces students to this rich cultural heritage and a valuable local craft.
Art and Sculpture: Modelling is the basis for creating various forms of art and sculpture. Nigerian artists, both traditional and contemporary, use clay and other materials to create figurines, busts, and large-scale sculptures for aesthetic purposes, storytelling, and cultural representation. Students can appreciate how simple modelling techniques contribute to complex artistic expressions.
Household and Decorative Items: Beyond traditional uses, these modelling skills can be applied to create simple decorative items for the home, such as small candle holders, pen holders, or decorative motifs. It encourages resourcefulness and fosters a 'do-it-yourself' mindset, allowing children to personalize their environment with items they have made.