B組の様子です。
手で回しながら造形していくので土（瀬戸貫入土）が外れてしまわな
いようにしっかりくっつけるのと、造形しやすい形にあらかじめしてお
かなければなりません。
この最初のカタチをどう伝えればいいか毎年悩みます…
今年は『肉まん』などの言い方で伝えたのですが実際は肉まんより
も背が高いのが理想です。
この時期は空気が乾燥しているので水気の加減がたいへんです！
「先生、すごいんですよ、Ｓさんは！」
と声がかかりました。見るとなんと親指の第一関節が反対側に
よく曲がるのです！！
「だから、とても作りやすいんですよ。」
と目の前で作る様子や曲がり具合を披露してくれました！確か
にこれだけやわらかかったら自在にカタチをつくれそうです！
できあがった器が並ぶと自然と鑑賞会が始まっていました。
The japanese page is this page.
Students from Class A.
The 6th graders have lots of great ideas, using imagination and skill.
Some people work carefully using a ruler.
Some people used techniques which they have learned in club time.
Some people have used the texture of the laminate and drawn directly onto it.
Some people have used words.
There are many ways to finish this project.
Some people have come up with ideas I have never thought of before.
Well, this is interesting!
There were some people who looked at work from last year for inspiration.
Here I will show a design which have stayed in my mind.
Two people wearing summer uniform holding hands. When I saw this I started to think it was the student and their past.
Actually it is an image of them with a 1st grade student.
I remembered talking with some 1st grade students yesterdayI think they have captured the character of the younger child well.
I’m glad to see such thoughtful work.
C組の様子です。
瀬戸貫入土という陶土を使っています。
きめが細かく白っぽく焼きあがるのでよく利用しています。
子どもたちは土（瀬戸貫入土）を手にした瞬間、
「うわぁー、」「きゃあ、」
といろんな声をあげました。6年生にもなるとあまり泥遊びなどす
る機会がないのでしょう、手触りを気持ちわるがる人もいましたが
その冷たさやしっとり感を楽しむ人もいました。
手回しろくろですので片手で回し、もう片方の手でかたちを整え
ていかねばなりません。何も説明しなくてもスルスルつくりあげて
いく人もいましたが、悪戦苦闘している人もいました。
最初に深さを決めておきます。これをしないとついつい深くしす
ぎて、底に穴が空いてしまう人がいるのです。
この最初の一刺し（？）で土のかたさや指との感覚を味わいます。
そして回しながら形を整えていきます。
なかなかいい作品ができあがりそうですよ！
The japanese page is this page.
Students from class C.
We were blessed with some excellent weather for sketching.
We were looking for the workers from Japan Post and their car and motor-bike.
“Wow, cool!”, “They really came”
The children were saying as they saw a familiar vehicle in a new situation.I think it is cool even for adults to see the bike and shiny car up close.
“Nice to meet you!”
Pleasant voices echoed from the front of the school.
To make their own drawing it is important to first think which direction to draw from.
People finally decided where to start sketching.
The place Class C sketched from was different to other classes.
There was a question as the children started to work…
“Teacher, When can we ask the postman some questions?”
There were a lot of things people wanted to see and ask.
“What’s inside here?”
They asked to the man from Japan Post.
The post-man explained and showed them inside the van.
“Wow, I want to see this” 「これは何に使うんですか？」 “What do you do with this?”
The car seemed very spacious as even though it is the same as cars we see every day there are no seats. Some people wanted to see the engine.
More questions were being asked during break time. We could show our work, and get advice from the post-men.
When students show their work you can see the excitement. Their enthusiasm is transmitted.
Mr. Y and Mr. Dunlop the English teacher came to look at the work.
Mr. Y prasied the work with a smile.
Some people were so focused they didn’t even notice Mr. Dunlop behind them.
‘Oh! Good!’ he says, and the children are surprised after concentrating on their work.
There is little time left.We need to try to get an image in our heads of the postman with his bike or car so we can finish our work later.
Finally we said our thanks for coming.
The thank-you was genuine and heart-felt.
Some people wanted to shake hands before leaving.
We had a fun time meeting with the people from Japan Post and had been looking forward to it.
Ａ組の様子です。
彫刻刀で彫る活動も終わる人が出始めました。
刷り取る黒い版紙を板に固定したらいよいよ絵の具で刷り始めです。
右側が版木で左側が刷とっている途中のものです。
版画ではありますが、彫りにかかる時間が少なく技術を駆使する
必要もあまりありません。しかも絵を描く要領で刷ることができる
ため、初めての木版画には最適です。
木くずがたくさん出ますので活動後は掃除が必要です。当番制
ですがとてもきれいにしてくれました！
掃除が終わったところで感心したのが、当番ではないのに使った
道具をきちんと整理してくれていたことです！
作品をつくることだけが図画工作ではありません。
準備や片付けも大事です。役割や指示でなく、自分たちで考えて
行動できたことにたいへん感動しました。
