Life skills which can be learned through clay include collaborating and functioning as a life-long learner (Harris & Matthews, 2009; Rufo, 2012).
Collaborating. In addition to developing or strengthening personal attributes, clay can also assist students in acquiring the life skills of collaborating. Creating clay projects in a class environment can help students develop the life skill of collaborating with others. Since students often work together during such tasks as distributing clay tools, unloading the kiln, or cleaning up the art room, students can learn to work together as a team (Eckmann, 1988; Prepsky, 1988). Additionally, when constructing large ceramic pieces or engaging in group clay projects, working with the medium usually prompts conversation and need to work with other people (Feldman, 1988). Furthermore, the realization that other people are invested in the same struggles with the medium of clay can create a sense of togetherness or community.
Life-long learner. Another significant life skill that can acquired while working with clay is functioning as a life-long learner. Engaging in clay-related interdisciplinary projects, such as the one conducted by Harris and Matthews (2009) involving ceramic vessels and algebra, can encourage students to take greater ownership in their learning due to the realization that what they are learning has real-world relevance and significance. Additionally, simply being provided with choices and a voice, when it comes to working with clay, such as being allowed to explore personal interests or their identity in student-centered projects, can greatly motivate and engage students in the learning (Rufo, 2012). The new insights and realizations gained through student-centered and interdisciplinary clay projects can spark a genuine love of learning in students and inspire them to engage in a lifelong journey of advancing their education. Working to better oneself through education not only demonstrates a high level of self-discipline and control, but it is this kind of self-regulated behavior that is necessary for continuous improvement of oneself.
References
Eckmann, L. (1988). How to build a comprehensive clay program for grades 4-12. In G. Williams (Ed.), A case for clay in secondary art education (pp. 44-46). Studio Potter. https://studiopotter.org/sites/default/files/Case-for-Clay_SP_1988v16n02.pdf
Feldman, E. B. (1988). The roadway to a future for clay. In G. Williams (Ed.), A case for clay in secondary art education (pp. 18-23). Studio Potter. https://studiopotter.org/sites/default/files/Case-for-Clay_SP_1988v16n02.pdf
Harris, R., & Matthews, C. (2009). Fitting curves to pottery. The Mathematics Teacher, 102(9), 698-704. https://www.jstor.org/stable/20876483
Prepsky, M. (1988). Viva Picasso: A collaboration. In G. Williams (Ed.), A case for clay in secondary art education (pp. 50-52). Studio Potter. https://studiopotter.org/sites/default/files/Case-for-Clay_SP_1988v16n02.pdf
Rufo, D. (2012). Building forts and drawing on walls: Fostering student-initiated creativity inside and outside the elementary classroom. Art Education, 65(3), 40-47.