艺术与自然结合的理念，源自国外60-70年代的一种艺术运动。艺术家们以自然景观及天然素材进行创作，是一种艺术与大自然的结合。为了更好的激发孩子们的探究热情，丰富探究课的形式和内涵，无锡外国语学校小学国际课程中心二年级、五年级的师生踏着春天欢快的音符，一路乘车抵达无锡惠山泥人厂，寻找无锡本土化的天然的艺术形式，深入体验本土艺术家们是如何利用得天独厚的自然材料创造泥人艺术，了解泥人文化在文化传承和社会发展之功用。
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、前期准备
本学期探究课程继续围绕学年六大超学科主题，采用教师合作上课模式，并坚持多元化的学习与实践活动相结合的探索方式。
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.
二年级超学科主题是“ 我们如何表达自己”。中心思想是：人们运用不同的表达方式通过艺术传达他们作为人的独特性。围绕人们进行自我表达的不同方式，人们如何通过艺术表达自己的独特性，艺术在文化和社会中的作用等线索，学生们纷纷提出了问题：艺术是一个大而抽象化的概念，什么是艺术？艺术的本土化形式又是怎样的呢？人们是如何通过艺术来表达自己的独特性？同学们在外出探究日志上详细记录自己的思考与疑惑，并期待通过这次探究实践活动来解答这些疑问。
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.
五年级超学科主题是世界如何运转。中心思想是：自然材料可能会经历变化，这可能给社会和环境带来挑战或益处。师生围绕引起材料发生可逆变化和不可逆变化的条件，社会如何利用各种物质的特性等探究线索思考，为此，他们结合无锡本土化的泥人自然材料的特殊性能，产生疑问：泥人制作所需材料是天然的吗？泥人的制作流程是怎样的呢？艺术家们又如何创造出享誉海内外的泥人文化？带着这些疑问和好奇，他们期待着探究实践活动。
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、探究实践
惠山泥人是无锡三大著名特产之一，历史悠久。始于"明"而盛于"清"，据记载相传已有五百年历史，是中国著名的民间艺术品。学生们刚到门口，就被眼前泥人文化各种荣誉牌所吸引。
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.
为了让孩子们有直观形象与感受，二年级、五年级探究老师带领同学们参观了无锡泥人厂的泥人像。带着对本土艺术形式的好奇和最初的疑惑，学生们先观赏了名目众多的泥人塑像，听着讲解员一一介绍，这琳琅满目、栩栩如生的泥人塑像真是让人心生几分爱怜。听讲解员介绍，惠山泥人的代表作“大阿福”，它是两个被神化的民间健壮孩子的可爱形象，据说能镇邪降福，北京奥运会吉祥物《福娃》的原形也来自“大阿福”。学生们听得可带劲了，眼睛瞪得大大的，欣赏着眼前的吉祥物，真是“造化眼前妙，流传域外雄”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，到了现场操作实践环节。工作人员把孩子分成几个小组并现场制作泥人小蜗牛。孩子们看着桌子上一袋袋黑色的泥巴心生好奇，这与我们平时看到的泥巴有哪些不同呢？这些是取自天然材料吗？讲解员微笑解释道，惠山泥人的原料黑泥，取自于惠山周围离地面一公尺以下，厚度为二米左右，泥质细腻柔软，搓而不纹，弯而不断，干而不裂，可塑性极佳，非常适合"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.
工作人员一边演示一边解说，现场的“小艺术家”们认真专注，有的独立完成，有的分工合作，不一会儿，一个个栩栩如生的小蜗牛塑像就呈现在眼前，十分逼真！学生们拿着自己的“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
这次惠山泥人实践活动，学生们通过现场观赏、听解说、交流讨论、小组制作泥人等方式，了解了惠山泥人这得天独厚的自然材料资源，以及如何巧妙利用并为祖国的文化孕育出巧夺天工、灿烂的民间艺术瑰宝。了解了惠山泥人在非物质文化传承和社会中的作用，同时也熟悉了泥塑的一些制作技巧，所用材料和历史文化背景等相关知识，并通过现场模拟操作学会了怎样运用艺术来表达物质的独特性。
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.
