Form in Motion 

Sculptural Forms can express time and space with movement. 

How can a form express an action? Students explored this question as they looked at the works of Fujikasa Satoko and Richard Serra. Students chose one action word to express with clay. 

Criterion C: Thinking Creatively 

i. Outline a clear and feasible artistic intention 

Process: 

1. Discussion: Without knowing the titles, students observe a few works from ceramist Fujikasa Satoko: Flow, Blossom, Seraphim, and Wind Direction. Students consider what verb they would use to title each sculpture, and why.  

2. After clay basics were reviewed, students consider how they think Flow was constructed. Shortly after, students view a video of ceramist Fujikasa Satoko in action. See resource 1 

3. Class List of Verbs: Students are grouped up to list at least 12 different verbs, which are recorded and compiled into one large class list. 

4. Students watch a short interview with Richard Serra and briefly discuss his use different approach to expressing verbs sculpturally. See resource 2 

5. Students compare the class list of verbs to Richard Serra's Verb List. See resource 3

6. Students are grouped and after agreeing on a verb of their choice, receive a pre-rolled slab. Students work together to practice slipping and scoring to collaboratively construct their verb. 

7. Upon completion, groups try to guess the verb the group used as inspiration. 

8. Students have 3 class periods to select one verb to express using any of the methods previously explored: pinch pots, slabs, and coiling. For this objective, students sketch out their ideas before moving on to clay. 

9. After handbuilding is complete and the pieces have been bisqued, students can move on to glazing. 

Resources: 

1. PAM: Fujikasa Satoko Flow #1

2. Art 21: Tools & Strategies

3. MoMA: Verb List 

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