Hatch - Sculpture Making

1. Introduction to Sculpture-Making
A Lesson Highlighting Hatch Workshop
Hatch Workshop:
40 South Union Street
Stockton, CA 95205
Website:hatchworkshop.org Email: info@hatchworkshop.org Phone: (209) 475-8178
K-12 Standards:
● 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that
includes specified criteria for success and constraints on materials, time, or cost.
● 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based
on how well each is likely to meet the criteria and constraints of the problem.
● Speaking and Listening 4.1, 5.1, 6.1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Learning Objectives:
● Students will learn about Hatch Workshop, a Stockton based organization that offers
education and training in fine arts and design.
● Students will learn about the process of designing and installing a public sculpture and
use artistic and written media to design a sculpture of their own for the community.
Materials:
● Air-dry clay
● Water
● Modeling tools
● Students will need writing/drawing utensils.
Vocabulary Covered in Lesson:
● Sculpture: The action or art of making statues by carving or chiseling (as in wood or
stone), by modeling (as in clay), or by casting (as in melted metal)
● RFP (request for proposal): A document announcing a project, describing it, and
requesting artists to complete it.
Considerations for Learner Variability:
- A written handout of the assignment
- An exemplar of a sculpture that fits the assignment
Total Time: 60 minutes
Beginning of the Lesson
Time Teacher Actions and Pre-planned
Questions
Student Actions/Learning Activities

2. 5 min Intro:
● (1 min) Teacher introduces the
“Learning Objectives” and agenda.
● (2 min) Teacher plays a video from
Hatch Workshop.
● (3 min) Teacher directs students to
explore Hatch workshop using the
“Virtual Tour” feature.
● Students are expected to
follow along the virtual tour,
noting down any questions
they might have or new
observations of the space.
8 min Hook:
Lesson vocabulary has been pre-written
on a slide that can be shown at the
beginning of the lesson, or potentially pre-
assigned.
Briefly discuss the different types of
sculptures, what materials they can be
made out of, and where they are usually
installed.
Present these questions with images of
famous sculptures, sculptures in the
Stockton community
● What is a sculpture?
● What are sculptures made out of?
● What purposes do sculptures
serve?
● Students are expected to write
down key academic
vocabulary, and respond to
questions either in written or
oral formats.
● Students will view the images,
and answer formative
assessment questions orally or
as prompted by the teacher.
For the questions, students are
expected to engage either in a
whole-group discussion, think-
pair-share activity, or by writing
down their responses in their
notes.
During the Lesson
7 min (2min) Content Delivery:
RFP Scenario: The city has sent out an
RFP for a public sculpture. The sculpture
is going to be installed in a public park,
where kids can go to enjoy a day out with
their families. The sculpture has to be
family friendly, and fit the theme of
Friendship/Friend-Making.
(5 min) Brainstorm
Students will have 5 minutes to roughly
sketch out, or write a description of what
their sculpture will look like.
● Students are expected to write
down and/or sketch out their
ideas for a sculpture during the
5 minute brainstorm period.
20 min Engagement:
Direct students to use clay, water, and
● Students will use art supplies
to design a sculpture that they

3. sculpting tools to design a public sculpture
that fits the requirements/context of the
RFP.
*Notes about using air dry clay
- Students will need small cups of
water to wet the clay to make it
easier to mold.
- Warn students not to use too much
water, or the clay will be too wet to
mold (if this is the case, just set it
aside for a little bit to dry out
again)
- Students can use tools to help
them mold the clay into the shape
they want
- (Clean Up) If sculptures are stuck
to the surface, you can use a wire
tool to remove the clay.
would submit in response to an
RFP.
Closing the Lesson:
15 min Sharing and Discussion:
In a Socratic discussion, the teacher will
direct students to show their sculptures
and describe them to the class.
Depending on class size, this can vary
from an “all student” activity, to selecting
students randomly, or by asking for
volunteers. Signpost this section with a
call for positive reinforcement comments
from the class. The teacher should
evaluate students based on their active
participation in the process of self-
expression, and not on any scale
concerning artistic or literary quality.
● Students will be asked to
share their clay models, as
proposals for public sculpture
installations, to the class.
Students should be asked to
share and explain the intention
behind their design and how it
connects to the overall theme
described in the RPF.
5 min Reflection:
Direct students to write in their notes (or
discuss in their groups) a response to this
question:
“What do I hope people feel or think when
they go to the park and see my
sculpture?”
● Students write a response to
the question in the prompt.
(Also appropriate for small
group discussion or a think-
pair-share activity with a
partner student.)

4. Hatch Workshop One-Pager
About:
● The Hatch Workshop is a Stockton-based non-profit organization that offers education
and training in fine crafts and design.
Contact:
● Hatch Workshop:
40 South Union Street
Stockton, CA 95205
● Website: hatchworkshop.org
● Email: info@hatchworkshop.org
● Phone: (209) 475-8178
Description of activities:
● Contact the Hatch Workshop directly for a list of activities and workshops available or to
plan a visit to Hatch.