Clay Dice


Minnesota 4-5 Visual Art Standards used in this Lesson:

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Describe the characteristics of the elements of visual art including color, line, shape, value, form, texture and space.

  • 1b. Describe how the principles of visual art such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation or response to visual artworks.

  • 1c. Identify characteristics of Western and non- Western styles, movements and genres in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Describe the tools, materials and techniques used in a variety of two- and three-dimensional media such as drawing, printmaking, ceramics or sculpture.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Describe the personal, social, cultural, or historical contexts that influence the creation of visual artworks including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Describe how visual art communicates meaning.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create original two- and-three-dimensional artworks to express specific artistic ideas.
  • 4b. Revise artworks based on the feedback of others and self-reflection.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Select and assemble artworks for a personal portfolio.
  • 5b. Revise a presentation based on the feedback of others and self-reflection.
  • 6. Respond to or critique a variety of creations and performances using the artistic foundations.
  • 6a. Justify personal interpretations and reactions to works of visual art.

    • Additional Tie-ins

  • Math
  • Random Number generation
  • Clay skills

    • Students are shown how to make a set of two dice:
  • Divide the clay in half
  • Tap the clay on the table to flatten one side slightly
  • Turn it over and tap the opposite side to slightly flatten that side
  • Keep tapping opposite sides until a cube is formed
  • Press in holes for numbers, using the diagram below to place number holes consistently
  • Instead of the Number One, we put our initials there because "'you' are number one."

    • After the dice are fired students may paint the dots black. An enrichment worksheet is also available for students to draw on after the dice are painted.

    When the dice are dry students are given a Bug Part worksheet where they draw parts of their bug according to how the dice are rolled. (Quarter sheets of paper are used for this and students can draw as many bugs as they have time for.