Paper Clay

Recycled Paper Sculpture
3rd Grade
​
Students will create a class set of paper clay using recycled paper, water, flour and glue. They will discuss the importance of recycling and sustainability in art, as well as how to be resourceful and cost effective when making art. Not everyone has the means to buy art supplies, and this lesson addresses solutions to that.  After creating clay, students will sculpt with it and paint their sculptures in a way that addresses nature and sustainability. ​

I. RECYCLED PAPER
Content Area  

• art and sustainability

Content Statement/Concept Statement

• Students will learn to make art with recycled paper goods​

II. Objectives / Expected Learner Outcomes

• Students will learn about sustainability and the importance of recycling
• Students will learn about the paper industry (where paper comes form, what impact that has, where it goes when we throw it away)
• Students will learn to make paper / paper clay from recycled paper products
• Students will learn to sculpt objects in the round and talk about craftsmanship
• Students will learn about contemporary artist: Gjertrude Hals
• Students will learn to talk about and analyze crafts

III. Standards of Education
Related Virginia Visual Arts Standards of Learning

• 3.3 The student will identify craftsmanship in works of art.
• 3.5 The student will develop ideas inspired by a variety of sources, including print, nonprint, and contemporary media, for incorporation into works of art.
• 3.10 The student will use subtractive and additive processes in various media, including clay, to create sculptures.
• 3.11 The student will identify how works of art and craft reflect times, places, and cultures.
• 3.19 The student will analyze personal works of art, using elements of art and principles of design.

Related Virginia Standards of Learning for Science

• 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include b) the effects of human activity on the quality of air, water, and habitat; and d) conservation and resource renewal.

IV. Student Group Targeted

• 3rd Grade

Prerequisite skills/knowledge

• Students must have some knowledge of recycling and waste.
• Students must have the motor skills necessary for sculpting paper clay

V. Time Required

• 5 30 minutes sessions

SESSION 1
Objective: Discuss the papery industry, recycling and make paper pulp
SOLs

• 3.5 The student will develop ideas inspired by a variety of sources, including print, nonprint, and contemporary media, for incorporation into works of art.
• 3.10 The student will use subtractive and additive processes in various media, including clay, to create sculptures.

• Science 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include b) the effects of human activity on the quality of air, water, and habitat; and d) conservation and resource renewal.

VI. Materials and Resources

• paper (old magazines, newspapers, egg cartons, etc.)
• buckets/bins
• blender / immersion blender
• water
• strainer screen (window screen stapled to a wood frame)

VII. Itinerary and Instructional Strategies
Key terms/vocabulary to be introduced

• recycling
• sustainability
• paper (what it’s made of, where it comes from, etc)
• paper pulp
• paper clay

Questioning strategies/discussion

• Pass around bowl made from paper clay and guess what students thinks it’s made of. Show them a magazine and tell them it is made from paper trash.
• What is paper trash is? (magazines, newspapers, old worksheets, etc)
• Where does it go when we throw it away? (some goes to recycling plants, some goes to landfills)
• Where does paper come from? (trees)
• Do you think there’s a more sustainable way to deal with paper trash? (sustainable: able to be maintained)(we can make sure it’s recycled or reused instead of being sent to a landfill)
• Why do you think it’s important to recycle paper for art materials?
  • 1 - uses less trees
  • 2 - makes free art materials

Demonstration/guided practice

• I will show students what size to tear paper into (roughly the size of the palm of their hands) and drop it into bins. Talk about how the blender will get stuck if the pieces are too big and won’t be able to blend the paper.
• I will talk to students about how the amount of paper we tear now relates to how much paper clay we get to use later, so we should try to make a lot.

Student independent practice/activity

• We will make a competition out of paper tearing: table who has A) the most paper, B) has the best size and C) is the most well behaved, will get to help me blend up my batch at the end. (all will get a chance to help but don’t tell the kids that)


• I will pass out buckets and paper to students. Paper will go to the whole table and they will share. When they run out, I will bring them more.
• Students will work as a group to create paper scraps from discarded paper and egg cartons.

Guided Practice

• The group that won the tearing contest will come up front to help me.
• I will have them help me demo blending and straining some paper scraps.  
  • Put paper into a bin with water to soak (this is not necessary, but makes it easier and faster with the blender)
  • put paper and water in the blender
  • pulse for 5 1-seccond increments
  • hold on high for 5-10 seconds, or until pulp does not show scraps  
  • pour through a strainer
  • squeeze excess water to make into a ball

Checking for understanding

• Class discussion
• size of paper scraps
• ability to categorize paper

Time flow

• 5 - discussion / demo
• 10 - tear paper
• 5 - clean up
• 15 - blending and straining
• 5 - closure and line up

Closure

• talk about what we did today
• predictions for what our paper will look like
• how is this different than throwing paper in the recycle bin

VIII. Evaluation Strategies

• paper scrap size
• ability to categorize scraps by color
• behavior
• participation

SESSION 2
Objective: Students will mix paper clay ingredients to make clay

SOLs

• 3.3 The student will identify craftsmanship in works of art.
• 3.11 The student will identify how works of art and craft reflect times, places, and cultures.

• Science 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include b) the effects of human activity on the quality of air, water, and habitat; and d) conservation and resource renewal.

VI. Materials and Resources

• paper pulp balls (made last class, about 1 cup)
• glue (2 tbsp per student)
• flour (3 tbst per student)
• water (depends)
• spoons
• bowls
• baby wipes for cleaning hands

VII. Itinerary and Instructional Strategies
Key terms/vocabulary to be introduced / reviewed

• recycling
• sustainability
• paper pulp
• paper clay

Questioning strategies/discussion

• What did we do last week? (tear up paper)
• What are we making? (paper clay)
• Do you remember what I said the ingredients are for paper clay? (paper, glue, water, flour)
• Why are we making our own paper clay instead of buying it? (it’s free and environmentally friendly - sustainable)

Demonstration/guided practice

• I will demo mixing all of the ingredients to make paper clay and students will follow along step by step.
• Each student should have a bowl and ball of paper pulp
• Each table should have glue and flour in separate cups and a spoon
• Step 1: crumble paper pulp into the bowl
• Step 2: drizzle glue over pulp and mix with the hands
• Step 3: add flour and mix
• Step 4: add water until it is clay consistency. The teacher will walk around with water to add it to kids’ bowls

Checking for understanding

• Class discussion
• moisture level of the clay
• ability to create the shapes and textures with the clay

Time flow

• 5 - discussion
• 15 - blend and strain
• 10 - experiment and test
• 5 - clean up / closure

Closure

• talk about what we did today
• Show vessels by Gjertrude Hals and talk about how she works with paper clay to make sculptures.  

SESSION 3
Objective: Students will sculpt an object related to nature using their paper clay. They will continue to talk about sustainability and why our sculptures should dress nature and sustainability in some way.

SOLs

• 3.5 The student will develop ideas inspired by a variety of sources, including print, nonprint, and contemporary media, for incorporation into works of art.
• 3.10 The student will use subtractive and additive processes in various media, including clay, to create sculptures.

VI. Materials and Resources

• paper clay
• plastic table covers
• (optional) clay sculpting tools

VII. Itinerary and Instructional Strategies
Key terms/vocabulary to be introduced / reviewed

• paper clay recipe: paper, glue, water, flour
• Artists: Gjertrude Hals, Debbie Wijskamp

Questioning strategies/discussion

• Review process of making paper clay
  • how did we go from magazines to paper pulp? tear it up then use a blender
  • What is our paper clay recipe? paper, glue, flour, water
• Students will view a slideshow with examples of artists who sculpt with paper clay. Their prompt is completely open: making paper clay involves very little choice, so the sculpture will involve a lot of choice. Use their best judgement on whether it is school appropriate, and if they have concerns they can ask me.
• I will ask for questions or concerns about sculpting - what are kids worried about?
• We will discuss cleanliness - paper clay is messy. I don’t want to have to clean a lot of crumblies off the floor or tables. Check the floor around you. It should be as clean as when you came in. Leave all clay nerds on the table and I’ll shake out the table cloths.
• Paper clay is an organic material - it decays pretty fast. So we’ll only have today to work so we can be sure our clay doesn’t get gross and moldy by staying wet.

Demonstration/guided practice

• I will demo hand-sculpting techniques with paper clay - showing how far it can or can’t stretch, how to smooth the chunks down
  • subtractive vs additive clay processes. Subtractive is easier. demonstrate how to stick parts on and use extra glue when necessary.

Student independent practice/activity

• Students will work on creating a small sculpture using paper clay
• Prompt:
  • Use paper clay to make a sculpture about recycling or about nature
  • of something we (humans) take from the environment for our own use

Checking for understanding

• Class discussion
• walking around and working with students individually

Time flow

• 5 - discussion / demo
• 25 - sculpt
• 10 - clean up / closure

Closure

• talk about what we did today

SESSION 4
Objective: Students will paint their sculptures paying special attention to craftsmanship.

SOLs

• 3.3 The student will identify craftsmanship in works of art.
• 3.10 The student will use subtractive and additive processes in various media, including clay, to create sculptures.
• 3.19 The student will analyze personal works of art, using elements of art and principles of design.

VI. Materials and Resources

• tempera paint
• paint brushes
• trays for mixing
• water cups
• paper towels or rags for drying brushes

VII. Itinerary and Instructional Strategies
Key terms/vocabulary to be introduced / reviewed

• sustainability
• recycling

Questioning strategies/discussion

• Students will discuss what techniques they can use for decorating their vessels - paint.
• Have students painted on 3d objects before?
• What are some issues that came up?
• What are you worried about?
• How is the texture different from paper or other surfaces?
• Do you think paper clay is delicate or really strong?
• We have to be careful with parts that stick off.
• Our vessels were made about nature. Make sure your painting is about nature too.

Demonstration/guided practice

• I will demo painting on the vessel - paper clay is not a smooth texture so sometimes paint needs to be watered down in order to flow into all the crevices. It many then require a few coats.

Student independent practice/activity

• Students will work to decorate their vessels.

Checking for understanding

• Class discussion

Time flow

• 5 - discussion
• 5 - demo 15 - decorate
• 5 - clean up / closure

Closure

• talk about what we did today

SESSION 5
Objective: Students will complete their sculptures.

SOLs

• 3.3 The student will identify craftsmanship in works of art.
• 3.19 The student will analyze personal works of art, using elements of art and principles of design.

• Science 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include b) the effects of human activity on the quality of air, water, and habitat; and d) conservation and resource renewal.

VI. Materials and Resources

• tempera paint
• brushes
• trays for mixing
• water cups
• paper towels or rags for drying brushes
• paper
• pencils

VII. Itinerary and Instructional Strategies
Key terms/vocabulary to be introduced / reviewed

• sustainability
• recycling

Questioning strategies/discussion

• Who is not done with their sculpture? (Those students will continue to work thoughout the period)
• Helpers will pass out paper and pencils.
• Students will all get their pieces, look at them and reflect on what they like and don’t like. Using their paper and pencils, they will brainstorm solutions for what they can remedy.
  • Ex: patchy paint - use a small brush to fill in or water paint down so it spreads more easily
• We will discuss as a class what issues people had and see if more than one has had the same issue. If so, we can come up with class solutions.

Demonstration/guided practice

• I will demo painting techniques to help remedy issues kids have

Student independent practice/activity

• Students will work to decorate their vessels.
• Those who are done can
  • sketch their sculptures then fill in the paintings with tempera.
  • experiment with tempera paints to mix as many colors as possible.

Checking for understanding

• Class discussion
• checking in with students individually

Time flow

• 5 - discussion
• 5 - demo
• 15 - decorate
• 5 - clean up / closure

Closure

• talk about what we did today

VII. Evaluation 
4 - Excellent 
3 - Satisfactory 
2 - Needs Improvement 
1 - Unsatisfactory 

Paper clay 
4 Clay is well blended and consistent - there are not chunks of paper pulp separate form glue/flour, paper is ground finely
Requires no teacher intervention to reach a usable state
3 Clay is blended with few chunks of paper pulp separate from the glue/flour. Paper pulp is ground somewhat finely.
Requires little teacher intervention to reach a usable state  
2 Clay is poorly blended, paper pulp and glue/flour are not incorporated. Paper pulp is coarsely ground
Requires some teacher intervention to get to a usable state
1 Paper clay is not mixed. Pulp is coarsely ground and not mixed with the glue/flour. Requires extensive teacher intervention to get to a usable state 

Sculture 
4 Student has created a sculpture that shows attention to detail and craftsmanship.
3 Student has created a sculpture with detail and shaping. The sculpture shows effort and craftsmanship
2 Student has created a sculpture with limited detail or shaping. The sculpture shows some effort and craftsmanship
1 Student did not make a sculpture or has made a sculpture with sparse detail, almost no shaping has been done and shows no effort or craftsmanship

Painting 
4 Sculpture is fully covered and shows attention to detail and craftsmanship.
3 Sculpture is fully covered and shows some attention to detail and craftsmanship
2 Sculpture is mostly covered and shows some attention to detail and craftsmanship
1 Sculpture is somewhat covered and shows no detail or craftsmanship.

Respect for Materials 
4
3
2
1