While clay can benefit students physically, cognitively, and academically, the medium can also positively impact students emotionally. According to Lowenfeld (1952), clay can provide a positive outlet for releasing stress, tension, and frustration. Gude (2010) even mentions how such an activity can potentially improve one’s mood. The calming and enjoyable qualities of the medium are also noted by Fleck (2002), who described clay as being therapeutic. For instance, provided that the art teacher has created a judgment-free zone in the classroom, through the application of clay, students can express and revisit their pre-existing emotions in a safe environment (Kelley & Kelley, 2013). Gnezda (2011) also notes the pleasure and high level of arousal that students can experience during the illumination stage, or moment when a great idea strikes, as well as when students enter the state of flow, or euphoric, meditative-like zone in which they feel at peace while creating. However, it is necessary to mention that students are likely to also experience times of frustration when working with clay, as this is a natural part of the creative process (Gnezda, 2011). Nevertheless, even if students become upset or frustrated while working on their clay projects, such moments can provide great opportunities for students to face their fear of failure, while strengthening their social-emotional skill of coping and working through their feelings in a constructive manner (Kelley & Kelley, 2013). Finally, once students have completed their clay projects, they can experience pride and joy in what they have accomplished (Huang, 2016). Although clay can benefit students physically, cognitively, academically, and emotionally, perhaps the most-impactful benefit of the medium is its ability to assist students in the acquisition of positive personal attributes, as well as important life skills.
References
Fleck, R. (2002). Why teach clay? Ceramics Technical, (14), 97-99.
Gude, O. (2010). Playing, creativity, possibility. Art Education, 63(2), 31-7.
Huang, Y. (2016). Manifestation of creative clay in kindergarten language courses. Annual
International Conference on Education & E-Learning, 81–84. https://doi.org/10.5176/2251-1814_EeL16.25
Kelley, T., & Kelley, D. (2013). Creative confidence: Unleashing the creative potential within us all. Random House Publishers.
Gnezda, N. (2011). Cognition and emotions in the creative process. Art Education, 64(1), 47-52.
Lowenfeld, V. (1952). Creative and mental growth. Macmillan. https://archive.org/stream/creativementalgr00/creativementalgr00_djvu.txt