Clay Whistles
Steps for building a clay whistle.
2. Small Sphere
1. Small Sphere
Big Sphere
Medium Sphere
Make four spheres: two small spheres, one medium sphere and one large sphere
Medium Sphere
1. Small Sphere
Take the medium sphere and press it between your palms and make a flat circle, as thick as a cookie.
Take one of the small spheres and make it into a cube and form it into a flat rectangle.
Big Sphere
1. Small Sphere
Medium Sphere
2. Small Sphere
Take the big sphere, use your thumb and poke a hole and form it into a bowl, big enough to fit
the flat circle.
Take the second small sphere and turn into a cube and make a flat rectangle.
Take the flat circle and one of the flat rectangle. Place the rectangle on top of the
circle at the edge and merge them together. So that you don’t see the seam.
Take a popsicle stick and place it on top of the merged circle and the rectangle.
Place the bowl upside down on top of the circle and blend the edges.
Take the second rectangle and place it on top of the first rectangle, blend and smooth
the edges.
On the back take a needle tool and make a square or a rectangle, starting where
the Circle and the rectangle meets.
Cut off the clay in the U shape, the side towards the rectangle. The edges have
to be straight.
The fourth side cut it at a forty- five degree angel. Take all the clay out.
Gently take the popsicle stick out and blow to check if the whistle works.
Start building up with clay on top of the whistle to make your animal or an object.
Piece after firing
Piece after glazing and firing
Assessment Sheet
Lesson Plan
Clay Whistles
7th Grade
Number of Periods: 4 for introduction and use of wet clay, 2 for glazing
Goals: Students will use the pinch technique and clay additive process to create a clay
whistle and sculpture in the round.
Objectives: Students will be able to:
describe how culture and environment influence an artwork
create a well-crafted clay whistle sculpture.
display two different textures within their work.
evaluate the success of their piece using the various senses.
Sol’s:
7.5 The student will communicate information and ideas through illustration.
7.11 The student will create works of art by representing and interpreting ideas from
other fields of knowledge.
7.14 The student will use problem-solving skills to create a work of art that
communicates ideas or emotions.
7.21 The student will identify and apply criteria for judging works of art.
Materials: paper, handouts, pencils, clay, clay tools, newspaper (for tables), water, slip, Plastic bags,
Styrofoam trays, Popsicle sticks.
Resources and Visuals: Previous student’s work and teacher’s example.
Vocabulary: texture: real, visual, invented and simulated, sculpture in the round, pinch technique,
clay, slip, score additive process, needle tool, bisque, leather hard.
Motivation/Initiation: Discuss works by other students. Teacher’s demonstration of various
techniques for making a whistle.
Process/Procedure:
Day 1: Class discussion with teacher, observing visuals and demonstration. Students create sketches
of their piece.
Day 2: Review building techniques and basic shape of a whistle. Students create basic shape of their
whistle.
Days 3 and 4: Review procedure on how to make a cut on the base of the whistle for sound.
Students will create their sculptures around their whistle and finish decorating.
Days 5 and 6: Review glazing techniques. Students glaze their pieces and complete evaluation sheets
on their whistles: subject, texture and sound.
Closure: Ask students to identify successful works of art based on the sense of sight, touch and
sound. Why is sound important in judging this project?
Student Assessment: Students handout to be completed and turned in with work.
Before During and After Activity
Concept/Definition Mapping for Clay Whistles
Clay Whistles
History
How are they
formed?
What is score?
What is the process of
adding clay?
What is slip?
What is Press and
Smooth ?
Problem and solution Mapping
Problems ?
What problems did
you face?
Solutions
What did you do for
your problems?
Changes
What changes will
you make the next
time you make a
whistle.