Clay Slab Building:
Lanterns
slab building is a type of clay construction that uses
leather hard slabs to create structures
a clay glue known as slip is used to
help stick the clay slabs together
clay slab building is like cardboard construction
can you think of important skills or tools
you might need for slab building?
slabs are great for cutting out shapes or for drawing on
what do these shapes look like?
how might you create them?
there are lots of interesting things to do with slabs
Daryl Baird
Kurt Wiesner
Chris Theiss
what do these pieces make you think about?
we are going to learn five important things to
help us construct our lanterns:
• how to roll a slab
• how to make a slab
cylinder
• how to cut out shapes
and decorate
• how to use the score
and slip joining method
• how to make a base and
lid
but first.......let’s think about Light !!
can you list the different places you find light?
Let’s try make some drawings of each light source
which ones are artificial and which ones are natural?
artificial
natural
bulb
moon
television
stars
torch
sun
traffic Lights
candle
LED
fire
lighthouse
firefly
headlights
rainbow
create simple patterns from the shapes in your drawings
use these to decorate our lanterns
what is the best natural source of light
that you know of?
can you think of another great energy
that comes from the sun?
Heat
this means that Light Energy also gives us Heat Energy
our lanterns will help us observe and analyse
the properties of light and heat energy
can you remember the building technique
we are going to use ?
SLAB BUILDING
what raw materials are we using?
CLAY & SLIP
did you know
that plates,
cups, saucers
& teapots are
all made from
clay?
how do you
think they got
so strong?
HEAT ENERGY
Activity 1. Clay Preparation: Slab Rolling
You will need:
MDF boards
Rolling Pin
Sheet of
tough cloth
Newspaper
Two timber laths (9mm)
roll clay into a ball,
roughly 9cm diameter
shape ball into a cuboid
set up the timber laths like train tracks,
so that the rolling pin stays on the tracks
tape down the laths at both ends
lay half of the sheet
over the laths and
place down the clay
fold the rest of the sheet
over the clay and start
rolling back and forth
the clay is ready
when the rolling pin
runs smoothly
catch both ends
of the sheet to
pick up the clay
flip the slab onto
an MDF board
stack the slabs putting 6
sheets of newspaper in
between each layer
Activity 2. Slip Preparation
You will need:
• A bucket/jars
• Small lumps of clay
(dry clay works the best)
• Water
• Mixing sticks
slip is just clay that has
been watered down
1/3 Water
2/3 Clay
the best slip has a
texture like thick cream
slip should be left to sit for at least
one day, then it needs to be mixed
can you remember the
tools you suggested we
use for slab building?
•
•
•
•
pencil
knife
ruler
paints
we also need:
aerosol cans, candles, wine
bottles, fork, nails, work
boards, LED light
Activity 3. Experiment
cut a small slab
carefully cut out designs
draw some designs
poke holes all the way through
put your piece up
to the light
this is what your
designs will look
like through the
lantern light
Activity 4. Clay Lantern
measure and mark a
clay slab rectangle
cut it out.
a rectangle’s
opposite sides
are parallel and
equal in length
use the can / bottle to roll
the slab until it overlaps
waste
roll back the slab &
cut away the waste
scoring
scratch score
marks into the clay
flip the slab upside
down & repeat on the
opposite side
decorating
create patterns on the slab
and carefully cut them out
keep it simple otherwise
your lantern will collapse
final roll & slipping
roll up the slab & spread
slip on the scored areas
complete the roll so
the clay overlaps
slide out the
can / bottle
base & lid
using a pencil mark around the
inside & outside of the cylinder
cut around the outside
circle for two pieces & the
inside circle for one piece
score outside edge
score inside
score all one side
which circle do you think the
cylinder should be joined to?
clue - only scored surfaces
should be joined together
score only bottom end
spread slip on
the scored
areas only
press cylinder base &
circle base together
press the remaining
circles together –
this will be the lid
what do you think the
function of the small circle is?
clue – it’s not a handle
the small circle sits
into the cylinder &
holds the lid in place
notice there is a handle
on this lid. why not try
make your own?
remember the process
let’s light the lantern
always get an adult to help when using the candle
when the clay is nearly dry you can paint it
now let’s investigate & discuss
how can we use the lanterns to investigate the
properties of natural & artificial light ?
Candle
LED Light
turn off the classroom lights!
record and discuss the differences
between the two types
put different materials up to the light
which ones are: transparent, translucent or opaque?
why do you think they are so?
place a prism in front of the light. can you count
the colours?
now use a mirror, what happens?
hot air experiment
only to be attempted with an adult
about twelve
candles are needed
for this to work
large bags work best
look what is happening to the bag.
what is going on here?
Robot
Lighthouse Vase
Chimney
Where to next ?
Can you think of other things
you
Submarine
Lampshade
could make out of clay cylinders?
Rocket
Helmet
Cup
Slide 1
Overview This craft lesson plan is designed to help teachers build a confidence in delivering clay based lessons while employing slab building
techniques used by professional craftspeople. The objective of the lesson is to construct a candle lantern. Students will use problem
solving skills to plan, measure and create their piece. Throughout the lesson questions are asked that encourage discussion and the
recording of information. On completion of the lesson participants will have developed a number of new construction skills and a
greater knowledge of the clay discipline.
Health and Safety –
Before undergoing any of the clay exercises cutting demonstrations must be given and students must always be supervised while
using cutting instruments.
If using a candle or naked flame caution should be taken at all times. It is preferable if students only visually observe the lanterns
when candle is in use. Ignition of the candle should be carried out by teachers.
Suitable for class groups –
Fourth, Fifth and Sixth
Students will learn –
How to prepare a clay slab
How to make slip
How to make a clay cylinder
How to decorate and cut out shapes
How to make a base and a lid
About light and heat energy
How to investigate and analyse using evidence
Integrated Learning The lesson will integrate the science programme and will develop conceptual understanding and procedural understanding of light
and heat (radiation) energy. Student will then work scientifically to observe, analyse and evaluate the characteristics of their topics.
Numeracy and literacy are also integrated through the various activities. Students need to organise tools and plan a working
procedure in order to follow the necessary steps. Pieces need to be measured and estimated correctly to achieve a successful
outcome. The questions that are asked throughout and the suggestions of keeping a written record will help develop a
comprehension of what is being done and insures the knowledge will sustain long after the project is over.
Timeline –
Minimum 1 hour preparation and 2 hours delivery
Slide 2
Slab building is a type of clay construction that uses leather hard clay slabs to create structures. A clay glue known as slip is used to
help stick the clay slabs together. The best type of slabs to work with are ones which have been left dry to a leather hard state.
There are many other ways to create artefacts from clay such as wheel throwing, slip casting (which uses liquid clay and plaster
moulds) and hand sculpting.
Slide 3
Important skills needed for slab building are – accuracy in cutting and measuring, being careful with tools, good at planning so
everything fits together, listen to and follow instructions, etc..
Tools needed for slab building – ruler, knife, pencil, cutting board
For the construction of the lantern other tools are also needed –
Aerosol Cans, Wine Bottles, Fork, Workboards, Nails, Candle, LED (small battery powered light)
Slide 4
Slabs are also really great for cutting out shapes or for drawing on.
When left to dry the leather hard state slabs are still soft enough to be sliced easily with a knife but hard enough not to warp or go
out of shape.
These shapes were firstly drawn onto the slab and then carefully cut out using a knife. Tools such as rulers and compasses work
really well when making shapes out of slabs.
Slide 5
The blue and white vase was made by Kurt Wiesner who is from America. The vase is one of a pair entitled, “Cubist Vases”. It was
decorated with coloured underglaze and a transparent glaze.
The black and white piece was made by Chriss Theiss who is also from America. Her piece is called “Kitchen”. It was decorated with
coloured slip.
The golden brown piece was made by Daryl Baird. It was decorated with a coloured glaze.
All of these pieces were created using slabs.
Student’s attention should be brought to the colours and forms of each piece.
Slide 6
Roll a slab – this involves rolling a ball of clay into a flat slab of clay.
Slab Cylinder – this uses the flat slab to create a three dimensional cylinder.
Cut out shapes and decorate – explains how to cut shapes from slabs and how these can decorate the lanterns.
Score and Slip – this is process of how the slabs can be joined together.
Base and lid – this will explain how a base and lid can be added to the cylinder to create the functioning lantern.
All the highlighted words are keywords that will be used throughout the lesson.
Slide 8
Students should be encouraged to suggest other places or things where light can be found or that are associated with light.
Students should spend time drawing some of their ideas. These drawings should come from student’s imaginations or from direct
observations so their own interpretations shine through.
As they draw they should be asked to describe their ideas further –
What shapes are in the places and objects they are describing?
What colours are these types of lights?
Facts about the physical features of students ideas that will aid their abilities to visually communicate.
Slide 9
Which ones are Natural and which ones are Artificial?
Students should be asked to categorise the examples into a list for each.
Other categorisations should also be asked for –
Where would each example be found?
What is the function of each ?
Which ones are large and which ones are small?
These written and oral exercises will benefit the student’s overall comprehension of places and objects that have been suggested.
Slide 10
Students should be influenced by the shapes and colours in their light sources and create simple patterns and visual rhythms.
This task is asking students to think in an abstract way. Abstraction is a very important concept in art.
Abstraction means not to describe an object exactly for what it is or what it does, but instead to focus on its forms and structures.
Perhaps a list of the keywords that were suggested earlier could be shown:
Shapes Round, Circular,
Square, Rectangle,
Pointy, Triangle
Straight, Long
These drawings will be used to cut shapes into the clay and decorate the lanterns. Simplicity of design is key to insure a successful
and easy transfer onto clay.
This is the first stage of the design process – idea development.
This is a similar stage to any other product design project. Ideas are being taken from primary/secondary sources and are being
developed for a particular design need; simple decoration that can be easily transferred onto the chosen material.
Slide 11
What is the best natural source of light that you know of?
It should be asked of students here to not only name the source but describe it –
What shapes is it?, What colour?, What is their idea of how big it is?
How does it help us? Does it move around the earth or does the earth move around it?
Slide 12
Can you think of another great energy that comes from the sun?
Again students should not only name the energy but describe it – function, advantages and disadvantages
Slide 13
“Our lanterns will help us observe and analyse the properties of light and heat energy.”
This statement should be clearly related back to the students so that they are aware of the outcomes of this project and the
relativity of the research they are taking part in.
Ask students can they remember any other points that were mentioned about slab building –
Clay needs to be rolled into slabs.
Slabs should be leather hard.
Slab building is like cardboard construction.
Slabs are great for drawing on and cutting out shapes.
Students should be made aware of the term – raw materials.
Slide 14
Most kitchenware is made from wheel throwing or slip casting.
Wheel throwing is where a lump of clay is shaped by hand while it is spun around on a flat wheel.
Slip casting is when liquid clay is poured into a plaster mould and forms the shape of the mould.
When the clay is dry it is put into a large kiln which is kind of like an oven.
The clay normally goes through two firings. The first firing is a bisque firing and goes up to 1040°C. After the bisque firing the pieces
are dipped into a glaze and are put back into the kiln for the glaze firing. Depending on the glaze and the type of clay this firing can
go from 1100°C to 1300°C.
Slide 15
Activity 1 – Clay Preparation: Slab Rolling
Materials – Sheet of tough cloth, Timber laths (9mm), Newspaper, MDF Boards (large and small workboards – do not use plastic
boards or the clay will stick to them), Newspaper.
It would be preferable if the grouping of materials in the slide could be shared between 4 students. This will encourage co-operation
and peer learning. Most of these materials the students could bring from home.
Slide 16
Activity 1 – Slab Rolling
Step 1 – Each student should be given a lump of clay and a work board. They should be instructed to roll the lump into a sphere/ball
shape. The 9cm is a rough measurement but if the ball is much bigger rolling might be a problem and if much smaller the slab may
not be big enough to wrap around the cylinder later on.
Step 2 – Students should then shape the clay into a cuboid. The lump should be no bigger than 10cm in width and 4cm thickness.
Step 3 – The timber laths act like train tracks for the rolling pin. It should run up and down along them without falling off so the
position of the laths should be parallel to each other. They should be set up on top of a large board to protect the desk.
Step 4 – Each end of the laths should be taped down so they do not move during rolling.
Slide 17
Step 5 – Lay half of the sheet down on top of the laths and board. Make sure the sheet is flat as folds and wrinkles can damage the
slab. Place the clay down on top of the sheet between the two laths.
Step 6 – Fold the rest of the sheet over the clay. Again make sure there are no wrinkles. Start rolling back and forth over the clay.
Make sure the rolling pin “stays on the tracks”. If the rolling pin goes off the laths the slab may become too thin.
Slide 18
Step 7 – To check the slab fold back the sheet. If rolling gets difficult try flipping the slab over and rolling the other side. When rolling
becomes smooth and easy the slab is ready
Step 8 – Before the slab is moved the drying area and board should be made ready for the clay. When moving the slab do not catch
the clay itself as this will warp the piece. Pick up the slab by taking each end of the sheet. Two students could take an end each if
this makes it easier.
Slide 19
Step 9 – The slab should be flipped onto the board as shown in the image. Try to do this in one quick movement.
Step 10 – Ideally a sheet of MDF is put in between each layer of slabs to let dry. However newspaper is just as good, so put 6 sheets
between each layer.
This activity should be done the afternoon before the main lantern lesson begins as they need to dry over night. When ready the
slabs should be at a leather hard state.
Slide 20
Activity 2 – Slip Preparation
Materials/Tools –
Large bucket or collection of jars, Small lumps of clay ( dry clay is broken down easier by water but wet clay can be used aswell),
Water, Mixing stick (if available a blender works really well here)
Slip is just clay that has been watered down. To think in fractions there would be one third water to two thirds clay.
Slide 21
The lumps of clay should be put into the bucket or jars and water should then be added.
This should then be left for at least a day and then mixed. If using jars shake the mixture to help break the clay down. Add more
water if needed. The best slip has a texture of thick cream.
Slide 22
Make a list of tools that were suggested at the start of the lesson –
Pencil, Knife, Ruler, Paints etc.
For the construction of the lantern other tools are also needed –
Aerosol Cans, Wine Bottles, Fork, Workboards, Nails, Candle, LED (small battery powered light).
Slide 23
Activity 3 – Decorating Experiment
Health and Safety – This activity involves the use of a knife. A demonstration of safety should be given before activity begins.
Step 1 – Cut out a small slab, about the size of your palm.
Step 2 – Use the simple patterns and rhythms drawn earlier to decorate the slab. Use a pencil to draw onto the slab.
Step 3 – Use the knife to carefully cut out the shapes.
Step 4 – Using the nail poke holes all the way through the slab.
Slide 24
Advise students to put the pieces up to the light and observe the light shining through the holes. This is what the designs will look
like through the lantern light.
Bring the students attention to the use of the holes as an alternative solution to cutting out shapes and drawing lines.
In the world of product design this activity would be referred to as creating a prototype. A protoype is used to test out a particular
design to see if it functions correctly.
Once this process is completed ask the students to discuss the process –
What did they find easy or difficult?
If doing it again what would they do differently?
Slide 25
Activity 4 – Clay Lantern
Each student should be given a leather hard clay slab and a work board
Step 1 – Measure and mark a rectangle into the slab. The rectangle must wrap around the can/bottle so it should be at least 35cm in
length (this depends on the cylinder you are using; a thinner can/bottle will allow for a smaller length). The width will decide how
tall the lantern will be this should be at least 10cm.
Step 2 – Use a ruler with the knife when cutting the rectangle out. Make sure the shape looks right before cutting. A rectangle’s
opposite sides are parallel and equal in length.
Slide 26
Roll up the cylinder.
Teacher preparation – the cylinder should be covered by a sheet of paper to avoid the clay sticking to it. Roll up the bottle/can in an
A4 sheet and stick it using masking tape. The bottle/can should be able to slip out from the surrounding paper.
Step 3 - Use the can/bottle to roll up the slab until it overlaps about 1cm. Draw a line to mark the overlap. Working in pairs may be
an option here to make the process easier.
Step 4 – Roll back the slab and cut away the waste using the ruler and knife together.
The more the clay is handled the more it dries out and becomes brittle. Try to handle the clay as little as possible. Roll the clay up
once or twice at the most.
Slide 27
Scoring
Scoring helps when sticking the clay together later on.
Step 5 – Using the knife or nail scratch a criss-cross pattern about 1cm along the edge. It is important not to do this too lightly but
also not to cut through the clay either. We are only scratching the surface.
Step 6 – Flip the clay over, left side flipping over right so that the scored edge is facing down. Repeat the scoring process at the
opposite end.
Slide 28
Decorating
Step 7 – Use the earlier drawings and clay prototype to help create the patterns and designs for the main piece.
Advise students to use the lessons they learned while creating the prototype to help create the final drawings.
It is important to keep the drawings simple and to leave at least 2cm from the edges of the rectangle. Also if too much clay is taken
from the centre the lantern will collapse.
The top image is a good example for most students to stick by. The bottom type of designing could be suggested for students who
are excelling.
Slide 29
Final Roll and Slipping
Step 8 – Roll up the slab again and slip both of the scored surfaces. Quickly score over the wet clay again. This process could again
be made easier if students work in pairs.
Step 9 – Complete the roll so the clay over laps. Roll the clay back and forth over the overlap pressing down a bit so it sticks
together. Slide out the can/bottle and carefully peel off the paper from inside the clay cylinder.
Once this process is completed ask the students to discuss the process –
What did they find easy or difficult?
If doing it again what would they do differently?
Slide 30
Base and Lid
Step 10 – Place the cylinder on top of a flat slab. Be careful with the cylinder as it can be easily put out of shape.
Use a pencil to mark around the outside and inside of the cylinder. This needs to be done three times.
Step 11 - Cut around the outside circle for two pieces, and the inside circle for one piece.
Slide 31
Step 12 – Score –
The outside edge of the first big circle
The inside of the second big circle
All one side of the small circle
Bottm end of the cylinder
Which pieces do you think should be joined together?
Clue - only scored surfaces will be joined
Ask the students to use the pieces to investigate and answer the question.
Ask student to identify which pieces will be part of the base and which ones part of the lid.
Slide 32
The cylinder and circle with outside edge scored go together to form the base.
The big circle with the inside scored and small circle go together to form the lid.
Step 13 – Spread slip over all the scored areas then score again over wet slip.
Slide 33
Step 14 – Press the base cylinder and base circle together. Clean off the excess slip with the knife.
Step 15 – Press the lid pieces together. Clean off the excess slip with knife.
Ask the students what do they think the function of the small circle is?
Clue – it’s not a handle.
Allow them to use the pieces to investigate the answer to the question.
Slide 34
The small circle sits into the cylinder and holds the lid in place.
Step 17 – Draw students attention to the handle on the lantern featured on the slide.
Advise students to create their own handle. They must follow the score and slip technique no matter what the design is.
Students should use their previous pattern drawings to design the handle.
Note – the handle should not be used until the piece is fully dry and painted as it may fall off
Slide 35
The lantern can be painted when the clay is almost dry. It is advisable to paint only the outside of the lantern as the heat from the
candle may produce an odour from paint inside.
The colour scheme should be discussed before application. Students should use the information that they gathered through the
previous research to decide on colour. Colours related to the theme may produce a better visual effect for the overall design.
Lighting the lantern.
Health and Safety – Safety should be discussed and demonstrated before the lighting of the candle.
The candle should only be lit by an adult. Fire is extremely dangerous.
If long matches are available it may be easier to place the candle into the lantern and light it through one of the design holes.
If not, light the candle and carefully drop it into the lantern.
Slide 36
Investigation and Discussion Time.
This should be carried out in groups of 4 or 5 so students can converse and learn from one another.
Slide 37
How can we use the lanterns to investigate the properties of natural and artificial light ?
Referring to the categorisation list created at the start of the lesson students should decide on how this is to be carried out,
selecting what light sources would work best with the lanterns.
Note – if the LED light does not fit into the lantern turn it upside down and sit it on top of the lantern in place of the lid.
Students should contrast the differences between the two –
Topics to highlight –
Brightness, Colour, Heat,
Resistance to wind,
Nicest to look at and why
A list could be created of the advantages and disadvantages of each –
Environmentally friendly etc.......
Slide 38
Collect a range of different materials – paper, toilet paper, plastic, wood, netting, cardboard, tracing paper, coloured paper and
plastic
Investigate, Discuss and Record which ones are –
Transparent - allowing light to pass through with little or no interruption
Translucent – allowing light to pass through but objects on the other side cannot be clearly distinguished
Opaque – Resistant to light, Solid. Light cannot pass through.
Slide 39
Place a prism in front of the light.
A prism separates white light into a spectrum of colours.
A spectrum means a range.
White light is made up of different colours. Sunlight is white light. When we see a rainbow in the sky this is sunlight shining through
raindrops. The raindrops act like a prism and break up the light into a spectrum.
Place a mirror in front of the light.
When lights hits a shiny surface it bounces back in the same direction it came from. This is called a reflection; mirrors reflect light.
Slide 40
Hot Air Experiment –
This should only attempted in the company of an adult
Health and Safety – A safety talk and demonstration should be given before carrying out this experiment.
For best results this should be carried out in a sheltered area with no wind. Large rooms are also good places to conduct this
experiment. Remember safety first.
Material – Birthday candles, a lump of clay, large plastic bag (refuse bag or a bag a laundrette used to cover clothes).
Small bags do not work as well – Older students could be asked to use the internet and find out why this is so.
Stick about 12 or more candles into a piece of clay. Place this into the lantern. Light the candles.
Open the bag and hold it over the lantern. The bag should inflate with hot air
Question student on what is going on here. Advise them to discuss answers and record them in their notebooks.
Advise them to remember the information learned from the start of the lesson to help answer the question.
Hot air balloons are based on this very basic scientific principle: warmer air rises in cooler air. Hot air is lighter than cool air, because
it has less mass per unit of volume.
Slide 41
Brainstorm other lesson ideas.
If the idea or object involves a cylindrical shape then the same process used in this lesson plan can be used to make it
List of Illustrations –
www.cumbriansky.wordpress.com20100916looking-at-the-sun
www.hqwide.com/light/patterns/color/spectrum/wallpaper/38595
www.Hqscreen.com/abstract/backgrounds/light/patterns/rays/wallpaper/61955
www.sweetclipart.com/lineburst/sunpattern/redwhite
www.psdgraphics.com
www.bradfordinsulation.comau/Benefits/Comfort/Insulationaspx