藝術(shù)與自然結(jié)合的理念，源自國(guó)外60-70年代的一種藝術(shù)運(yùn)動(dòng)。藝術(shù)家們以自然景觀及天然素材進(jìn)行創(chuàng)作，是一種藝術(shù)與大自然的結(jié)合。為了更好的激發(fā)孩子們的探究熱情，豐富探究課的形式和內(nèi)涵，無(wú)錫外國(guó)語(yǔ)學(xué)校小學(xué)國(guó)際課程中心二年級(jí)、五年級(jí)的師生踏著春天歡快的音符，一路乘車抵達(dá)無(wú)錫惠山泥人廠，尋找無(wú)錫本土化的天然的藝術(shù)形式，深入體驗(yàn)本土藝術(shù)家們是如何利用得天獨(dú)厚的自然材料創(chuàng)造泥人藝術(shù)，了解泥人文化在文化傳承和社會(huì)發(fā)展之功用。
The perfect combination of art and nature originated from a foreign art movement in the 1960s and 1970s. Artists create with natural landscape and natural materials, which is a combination of art and nature. In order to better stimulate children's enthusiasm for inquiry and enrich the form and connotation of PYP classes, teachers and students of grade 2 and grade 5 from Wuxi Foreign Language School International Curriculum Cente arrived at Wuxi Hui Shan Clay Figurine Factory by bus, in an effort to research the natural art form of Wuxi, experience how local artists create clay figure art with unique natural materials, and understand the function of clay figure culture in social development and cultural inheritance, their anticipation.
一、前期準(zhǔn)備
本學(xué)期探究課程繼續(xù)圍繞學(xué)年六大超學(xué)科主題，采用教師合作上課模式，并堅(jiān)持多元化的學(xué)習(xí)與實(shí)踐活動(dòng)相結(jié)合的探索方式。
Inquiry courses mainly focus on the six transdisciplinary themes this semester, which adopts the teaching mode of teacher cooperation, and insists on the exploration method of combining diversified learning and practical activities.
二年級(jí)超學(xué)科主題是“ 我們?nèi)绾伪磉_(dá)自己”。中心思想是：人們運(yùn)用不同的表達(dá)方式通過(guò)藝術(shù)傳達(dá)他們作為人的獨(dú)特性。圍繞人們進(jìn)行自我表達(dá)的不同方式，人們?nèi)绾瓮ㄟ^(guò)藝術(shù)表達(dá)自己的獨(dú)特性，藝術(shù)在文化和社會(huì)中的作用等線索，學(xué)生們紛紛提出了問(wèn)題：藝術(shù)是一個(gè)大而抽象化的概念，什么是藝術(shù)？藝術(shù)的本土化形式又是怎樣的呢？人們是如何通過(guò)藝術(shù)來(lái)表達(dá)自己的獨(dú)特性？同學(xué)們?cè)谕獬鎏骄咳罩旧显敿?xì)記錄自己的思考與疑惑，并期待通過(guò)這次探究實(shí)踐活動(dòng)來(lái)解答這些疑問(wèn)。
The theme is that how we express ourselves from Grade Two. The central idea is that through the arts people use different forms of expression to convey their uniqueness as human beings. The lines of inquiry: 1. the diverse ways in which people express themselves 2. How everyone can express their uniqueness through the arts 3. the role of art in culture and society. Students have quested for it. What is art? How could we express ourselves by art? What about the localized form of art? They recorded their thoughts and doubts in detail, anticipating to deal with their questions through this activity.
五年級(jí)超學(xué)科主題是世界如何運(yùn)轉(zhuǎn)。中心思想是：自然材料可能會(huì)經(jīng)歷變化，這可能給社會(huì)和環(huán)境帶來(lái)挑戰(zhàn)或益處。師生圍繞引起材料發(fā)生可逆變化和不可逆變化的條件，社會(huì)如何利用各種物質(zhì)的特性等探究線索思考，為此，他們結(jié)合無(wú)錫本土化的泥人自然材料的特殊性能，產(chǎn)生疑問(wèn)：泥人制作所需材料是天然的嗎？泥人的制作流程是怎樣的呢？藝術(shù)家們又如何創(chuàng)造出享譽(yù)海內(nèi)外的泥人文化？帶著這些疑問(wèn)和好奇，他們期待著探究實(shí)踐活動(dòng)。
The theme is that How the world works from Grade Five. The central idea is that natural materials can undergo changes that may provide challenges and benefits for society and the environment. They think in terms of the lines of inquiry which included societies take advantage of the properties of materials and conditions that cause reversible and irreversible changes in materials. They had questions about the special properties of native clay figurines. Are the materials used to make clay figurines natural? What is the process of clay figurine making? How did they create the well-known clay culture? They are expecting the activity with their doubts and curiosity.
二、探究實(shí)踐
惠山泥人是無(wú)錫三大著名特產(chǎn)之一，歷史悠久。始于"明"而盛于"清"，據(jù)記載相傳已有五百年歷史，是中國(guó)著名的民間藝術(shù)品。學(xué)生們剛到門口，就被眼前泥人文化各種榮譽(yù)牌所吸引。
Hui Shan clay figurines are one of Wuxi's three most famous specialties, which have a long history. It began in the Ming dynasty and flourished in the Qing dynasty. It has a history of 500 years and is a famous Chinese folk art according to the record. As soon as the students arrived at the gate, they were attracted by all kinds of honor signs of clay culture.
為了讓孩子們有直觀形象與感受，二年級(jí)、五年級(jí)探究老師帶領(lǐng)同學(xué)們參觀了無(wú)錫泥人廠的泥人像。帶著對(duì)本土藝術(shù)形式的好奇和最初的疑惑，學(xué)生們先觀賞了名目眾多的泥人塑像，聽(tīng)著講解員一一介紹，這琳瑯滿目、栩栩如生的泥人塑像真是讓人心生幾分愛(ài)憐。聽(tīng)講解員介紹，惠山泥人的代表作“大阿?！?，它是兩個(gè)被神化的民間健壯孩子的可愛(ài)形象，據(jù)說(shuō)能鎮(zhèn)邪降福，北京奧運(yùn)會(huì)吉祥物《福娃》的原形也來(lái)自“大阿福”。學(xué)生們聽(tīng)得可帶勁了，眼睛瞪得大大的，欣賞著眼前的吉祥物，真是“造化眼前妙，流傳域外雄”啊！
In order to have an intuitive image and feelings, grade two, teachers and students of Grade Two and Grade Five took the students to visit the clay figurine statue of Wuxi clay factory. The students first appreciated the numerous clay figurines when the commentator introduced the dazzling and lifelike Clay figurines. Masterpiece of clay figurine is "a fu". It is the lovely image of two lovely children who are deified. It is said to ward off evil and bring good fortune. The students listened with great interest, staring at the mascot in front of them.
此后，到了現(xiàn)場(chǎng)操作實(shí)踐環(huán)節(jié)。工作人員把孩子分成幾個(gè)小組并現(xiàn)場(chǎng)制作泥人小蝸牛。孩子們看著桌子上一袋袋黑色的泥巴心生好奇，這與我們平時(shí)看到的泥巴有哪些不同呢？這些是取自天然材料嗎？講解員微笑解釋道，惠山泥人的原料黑泥，取自于惠山周圍離地面一公尺以下，厚度為二米左右，泥質(zhì)細(xì)膩柔軟，搓而不紋，彎而不斷，干而不裂，可塑性極佳，非常適合"捏塑"之用。
It’s the spot operation practice link. The workers divided the children into small groups and made clay snails. The children looked at the black mud curiously and wondered how it was different from the mud we usually see. Are these natural materials? The explainer explained that black mud is the raw material of Hui Shan, which is taken from the Hui Shan area. It’s about one meter below the ground, and the thickness is about two meters, the clay is suitable for "kneading" because of its soft and plasticity, it could be rubbing without wrinkles, bending and constantly, and dry without cracking.
工作人員一邊演示一邊解說(shuō)，現(xiàn)場(chǎng)的“小藝術(shù)家”們認(rèn)真專注，有的獨(dú)立完成，有的分工合作，不一會(huì)兒，一個(gè)個(gè)栩栩如生的小蝸牛塑像就呈現(xiàn)在眼前，十分逼真！學(xué)生們拿著自己的“成果”不停地拍照留念。
Commentator demonstrated and explained, and the students focused carefully, some independent completed independently, some cooperated by groups. They made the small snails really lifelike! The students took photos of their achievements ceaselessly.
三、探究反思
這次惠山泥人實(shí)踐活動(dòng)，學(xué)生們通過(guò)現(xiàn)場(chǎng)觀賞、聽(tīng)解說(shuō)、交流討論、小組制作泥人等方式，了解了惠山泥人這得天獨(dú)厚的自然材料資源，以及如何巧妙利用并為祖國(guó)的文化孕育出巧奪天工、燦爛的民間藝術(shù)瑰寶。了解了惠山泥人在非物質(zhì)文化傳承和社會(huì)中的作用，同時(shí)也熟悉了泥塑的一些制作技巧，所用材料和歷史文化背景等相關(guān)知識(shí)，并通過(guò)現(xiàn)場(chǎng)模擬操作學(xué)會(huì)了怎樣運(yùn)用藝術(shù)來(lái)表達(dá)物質(zhì)的獨(dú)特性。
Through participating and discussing the clay figurines in groups, the students knew how to skillfully use the unique natural material resources and how to nurture the exquisite and brilliant folk art treasures. They learned about the role of clay figurines in culture and society, they also got the information about the production techniques, materials, historical and cultural background of clay figurines. They mastered how to use art to express their uniqueness.
