Transcending Commonplace Art Making Materials

Nancy Walkup, nwalkup@netzero.net

As I am always looking for new ideas, especially for sculpture, to transcend the simplicity of the most basic art supplies available to most art teachers, I was excited to discover an approach new to me from a district in-service. Back in class, I changed the size and kind of paper and let my students experiment after they created the basic form. In this lesson, students use two-dimensional pieces of paper to construct three-dimensional forms and then turn them into buildings or other structures of their choice.

Second grade

Building on the Cube

To make the cube, each student needs twelve pieces of 2" x 4" construction paper. I provided an assortment of colors of precut papers to give students lots of choices.

Fold each paper in half horizontally. Take four of the folded papers and arrange them with the corners overlapping and with the standing edges on the outside. The form will look like the lid of a box (with an open square in the middle). Glue the four corners together, taking special care to overlap and fit the corners exactly together. Take four more papers and made another "lid" just like the first one.

Next, take four more folded papers and fit them into the four corners of one of the lids. The form will now look like an upside down table. Glue the pieces on the inside of the lid with the legs pointing straight up.Now the tricky part: The "table" should still be upside down, with the legs pointing up. Carefully lower the other lid down to fit over the legs. Holding it all in place, turn the cube over on the table. One side at a time, glues the last legs into place.

After the first cubes were complete, we talked about the possibilities of what they could become and then students were free to embellish them on their own. I provided scrap boxes of assorted papers and extra building papers for those who wanted them. Some made bird houses, some made dog houses, some

combined theirs with a neighbor's for a collaborative project, some made more than one and put them together. Embellishments included roofs, slides, ladders, chimneys, flowers, porches, and back yards.

In the in-service I attended, tag board cut into wider and longer pieces was used with fifth graders and all the structures were combined into one very large edifice, so you may want to consider that alternative. I taught this lesson in two classes (one to make the first cubes and one to embellish them) to second and third graders with no problem. And we met state-mandated objectives in both art and mathematics, while having a great deal of fun.

Tetrahedron Heads

Take a 6" square of construction paper and fold it in half diagonally. Open it up and fold it diagonally in the other direction. Open up the square and make a cut up one side to the middle. Overlap two sides to make a tetrahedron. Glue the overlapping sides together. Make another form exactly the same way. Match two long sides of the tetrahedrons and join them with a rectangular piece of construction paper. The edges of the tetrahedrons should butt up against each other but not overlap. You have now created a mouth/head that will open and shut.

This can be made into a bird by the addition of legs, wings, feathers, and tails and embellished with real feathers, paper scraps, and the like. Hang the birds with monofilament line. To make animals or other creatures, add a body and other features. Encourage elaboration with any form.

Hidden in Plain Sight: Ecosystem Dioramas

Objectives:

Students will: respond to works of art that depict ecosystems with beliefs about their meaning and value

supported with persuasive reasoning. create an effective paper sculpture diorama that represents a particular ecosystem. appropriately include a camouflaged animal that would be found in the ecosystem depicted.

TEKS, Art Perception. The student develops and organizes ideas from the environment. Creative Expression. The student expresses ideas through original artworks, using a variety of

media with appropriate skills. Historical/Cultural heritage. The student demonstrates an understanding of art history and culture

as records of human achievement. Response/Evaluation. The student makes informed judgments about personal artworks and the

artworks of others.

TEKS, Science(9) Science Concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to:(A) compare the characteristics of species that improve their ability to survive and reproduce in an ecosystem.(B) analyze and describe adaptive characteristics that result in an organism’s unique niche in an ecosystem; and(C) predict some adaptive characteristics required for survival and reproduction by an organism in an ecosystem.

Vocabulary ccosystem adaptation camouflage diorama

Resources and Materials: reproductions of artworks that depict ecosystems (Crystal Take 5 Art Prints, Interdisciplinary

Connections: Art and Science, Natural Environments, available from Crystal Productions, www.crystalproductions.com)

pencils or crayons 9” x 9” or 12” x 12” squares of construction paper in assorted natural colors (green, white, brown,

etc.) assorted sizes and colors of construction paper for details scissors glue

Motivation:Display reproductions of artworks that depict ecosystems, drawing from various times and cultures, and discuss with students. Discuss the characteristics of ecosystems and how camouflage is an adaptation to help survival in ecosystems. Brainstorm a list of ecosystems and camouflaged animals found in them. Demonstrate procedures for making a three-dimensional diorama.

Procedures:To make a diorama:

Choose a habitat for the diorama and camouflaged animals that would be found there. Begin with a 9” or 12” square piece of colored construction paper. Fold it in half and then in half

again (it will now have 4 sections). Open the paper and cut on one fold only to the center of the square. After making the cut, carefully overlap the two cut edges and fold the paper into a “box” (actually a corner of a box). Glue together the overlapping edges.

Use construction paper to construct two- and three-dimensional figures and objects and glue them in the “box.” Fill in the area formed by the box with paper sculpture techniques (folding tabs so objects can stand, curling paper, going beyond the space of the box, overlapping shapes).

Assessment/Evaluation:To what extent did students:

respond to works of art that depict ecosystems with beliefs about their meaning and value supported with persuasive reasoning?

create an effective paper sculpture diorama that represents a particular ecosystem? include a camouflaged animal that would appropriately be found in the ecosystem depicted?

Extensions Have students write narratives to accompany their own artworks. A sticky note activity may serve as the opening activity. Give each table a print and a small stack

of sticky notes. Ask them to work together to brainstorm vocabulary about the work and write the words on the sticky notes and place them around the image. Then ask students to write a narrative paragraph about the artwork they examined and the ecosystem they portrayed.

Have students design rooms instead of natural environments.

Fourth Grade

Dioramas Assessment Rubric

Discussion of Artworks that Depict Ecosystems

Student responds to works of art with insightful comments supported with persuasive reasoning.

Student responds to works of art with some comments supported with reasoning.

Student does not participate in discussion or makes few or no comments.

Ecosystem

Paper Sculpture

Diorama

Student follows instructions well and works well on project, adding imaginative details.

Student follows instructions and works towards finishing project with some detail.

Student does not follow instructions and makes little or no effort on diorama.

Inclusion of Appropriate Camouflaged Animal

Student includes appropriate detailed, camouflaged animal within diorama.

Student includes appropriate camouflaged animal within diorama.

Student makes little effort to include appropriate detailed, camouflaged animal within diorama.

Second grade

Pop Up Constructions

Objectives

Students will:

compare and contrast pop-up books and cards. create an original pop-up face or creature.

Materials

9" x 12" assorted colored construction paper, 2 per student assorted colors of scraps of construction paper scissors glue

Motivation

Show and discuss different styles and types of pop-ups. Demonstrate procedures. Discuss possible subjects for a pop-up face or creature.

Procedures

Fold 9 x 12 paper in half like a book. Cut a horizontal line starting at the middle on the fold about halfway to the unfolded sides of the paper. Fold each cut back to make a 45 degree angle. Fold each cut the opposite way and then push out the "mouth."

Fold the paper again and lightly draw half of a simple shape for a face or body around the "mouth." Cut out. Carefully glue the face on a folded background paper, gluing one side at a time. Add details with scraps of construction paper, oil pastels, or crayons.

Assessment

To what extent did students:

compare and contrast pop-up books and cards? create an original pop-up face or creature?