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Moving clay

This method connects music improvisation and visual arts, while using uncommon materials for both. Participants engage in co-creation by making sound with everyday objects and by painting with their hands using tactile materials, such as clay, slime, charcoal and seeds. The activities emphasize the playfulness and openness in art making, focusing on the process and group cohesion rather than the results.

THEME

Artistic expression, group creation, music experimentation, tactile learning

COMPLEXITY

Intermediate

GROUP SIZE

15-20

participants

AGE

13+

TIME

60

min.

Objectives

  • Develop self-confidence
  • Foster group cohesion
  • Activate the tactile sense

Materials

  • A room with enough space and adequate light, a bigger piece of rough brown paper (or cardboard), clay (and some fine sand and soil if possible), charcoal, natural glue or slime (bought or produced mixing flour and warm water), food colors, some seeds.

Overview

Participants engage in co-creation by making sound with everyday objects and by painting with their hands using tactile materials.

Step-by-Step Instructions:

  1. Introduction (10 min): The facilitator welcomes the participants and explains the workshop activities (music, movement and creating with non-conventional materials).
  2. Making music (10 min): The participants are asked to find some object in the room with which they can produce some sound. They try out different ways to make sound together with their object, experimenting with rhythms, volume etc.
  3. Music and tactile drawing (30 min): Now the participants are split into two groups. One group continues with making music while the other is placed around a blank paper, are offered some “unconventional” materials (clay, slime, soil, seeds) and are invited to draw with their hands, splashing the materials to the rhythms and flow of the music. After 10-15 minutes, the groups switch. The group that was drawing takes a couple of minutes to wash their hands, while the other group is given a new, blank piece of paper. The activity repeats as previously.
  4. Reflection and evaluation (10 min): The facilitator sums up the practice and invites the group to observe their two creations. Participants share how the activity was for them, what did they like/didn’t like, how they feel. The artwork can be cut into smaller pieces and exposed on the wall, or it can be sown in the soil somewhere outdoors, since all the materials are natural and the seeds might germinate and grow into a plant (if there’s some garden available and if it’s the right time of the year).

Reflection Questions:

    • How was the workshop for you?
    • Was it difficult to create music and to draw with your hands based on the music?
    • What part did you like the most?

For evaluation, observe participant engagement and mood, the way they react to the assignment and how they collaborate in groups. Collect feedback verbally.

Tips for Facilitators:

  • Create a welcoming and non-judgmental atmosphere.
  • Make sure the participants feel comfortable and free to express themselves.
  • Provide extra support to participants who might struggle with the task.
  • Prepare the materials in advance. Mix the slime or natural glue with different food colours to get a more diverse palette.
  • Provide a protective layer for the floor and some aprons for the participants to protect their clothes.

Variations and adjustments:

  • This activity can be done with conventional painting materials if it’s not possible to provide clay, soil, natural glue and food colors.
  • If it’s possible, some simple percussion instruments like the triangle and shakers can be used.
  • The activity is suitable for an outdoor space like a garden or yard.
  • If the group is large, divide participants into more than two groups to ensure everyone has space and feels included.
  • The activity is particularly engaging for participants with developmental or learning disabilities, as it supports not only the development of creative skills but also promotes social interaction and self-confidence—outcomes that are especially valuable for individuals navigating developmental challenges. Tactile stimulation and open-ended experimentation with sound and visual arts can be highly rewarding, provided they are aligned with the participants’ needs and abilities.
  • The activity can be engaging for young people with visual impairment, as it relies on tactile perception and sound.
  • Instructional strategies should prioritize tactile and visual modes of learning by incorporating hands-on activities with clear, simple steps and consistent routines. Facilitators are encouraged to use inclusive pedagogical techniques such as modeling, repetition, and visual support to scaffold learning and ensure meaningful participation for all.

Contact

Iuliana Adriana PAVEL (project manager)

iuliana.pavel@a4action.ro
A4ACTION – Antim Ivireanu Culture House, Islaz Alley, Ghermănești, Snagov, Ilfov District, Romania, 077170

Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the ANPCDEFP. Neither the European Union nor the ANPCDEFP can be held responsible for them.

The project is conducted by the following organisations: A4ACTION (Romania) – coordinator, Udruga Delta (Croatia), InterAktion (Austria), Asociación Espacio Rojo (Spain) and GAIA Museum Outsider Art (Denmark).

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