Rhythm Paper Mache

Lesson Objective 

Work with elements of art: Shape, Color

Work with principles of Art: Rhythm

Create a Rhythm Paper Mache Sculpture in the style of Sam Gilliam 

Key Vocabulary: 

• Color Field: Bright Colors Presented in shape, large works that force the viewer the experience a field of color. 
• Harlem Renaissance: A cultural and artistic explosion that took place in Harlem between the end of W W I and the middle of the 1930s and beyond.  
• Rhythm: The reputation of movement like a beat in music or dance. 
• Pattern: The regular repetition of an art element 

Materials: 

Cardboard

Foam Core

paint

glue

exacto knives

wheat paste

GESSO: 

Glue 1 part

Water 1/2 part

White Acrylic Gesso 1 part 

Focus Artist: 

Sam Gilliam

Project Requirements: 

Create Paper Mache Sculpture exploring pattern, music, and rhythm using color and shape to show Sam Gilliam’s influence.

Sketchbook: Students will pick a piece of music and draw black and white construction plans for each side of their Rhythm sculpture and submit plans for approval. 

Required: 

Cardboard and foam core sketchbook plan construction

Abstract shape and rhythm with Sam Gilliam’s influence apparent

Sketchbook: While sculptures are drying: students will add color and pattern to their     

                                    sketchbook designs. 

Required: 

Analogous colors and values present on final sculpture

Pattern present on all sides of the sculpture

Assessment: 

Informal: Large group Oral Critique

Formal: Artist Statement

Formal: Grading final sculpture

CA STANDARDS: 

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. 

1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding

Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project

Scaffolding adaptations: 

Students will revisit Shape, Color, and Pattern from the earlier learning. We will use similar visuals to refresh earlier learning.  Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. 

Art Link: 

Small Group Critique Sam Gilliam’s The petition 

Describe

Analyze

Interpret

Large Group Critique 

Reveal Sam Gilliam’s Thoughts on the work. 

INTRODUCTION: Sam Gilliam

Art History: Sam Gilliam, Color Field Art Movement, Harlem Renaissance and music in art. 

OBJECTIVE: Create Cardboard sculpture exploring color, shape, and rhythm in the style of Sam Gilliam

Cardboard and foam core Construction with Paper Mache

Must Complete Sculpture from all Angles in a 3 color palette exploring music/emotion

Critiques Sam Gilliam as pre-assessment

Discuss and practice drawing your final project on paper for construction and color. 

Work closely with teacher before moving through each step of the project

Students will understand new vocabulary as is relates to visual art

INSTRUCTION: 

Students will discover review the elements of Shape, color, and the principle Rhythm. They look at the artwork of Sam Gilliam and create a Paper Mache, Rhythm Sculpture exploring color and emotion. 

DIRECT INSTRUCTION:

Power Point Presentation Sam Gilliam, Color Field, Harlem Renaissance, Music, Color

Pre-assessment: Critique Sam Gilliam’s, The Petition

Opening: Art Link: Photo of Sam Gilliam’s, The Petition

Small Group Discussion

Describe the work

Analyze the artwork

Interpret The artwork 

Large Group Discussion

Discussion: Art History: Sam Gilliam, Color Field and Harlem Renaissance 

ART HISTORY: Sam Gilliam 

Sam Gilliam (1933-      ) 

Tupelo, MS, African American, Color Field Painter 

Associated with the Washington Color School 

Works also considered: Abstract Expressionism 

Works on stretched, draped and adds sculptural 3D elements. 

First artist to show painted canvas hanging without stretcher bars, 1965.

Views teaching art as a part of his mission.

In 1975, Gilliam was influenced by jazz musicians: Miles Davis and John Coltrane. 

He started producing dynamic geometric collages, which he called “Black Paintings" due to the hue.  

Watch Video

Color Field: 1950\

An offshoot of Cubism

Bright colors are presented in shapes

The works emphasize the flatness of the canvas because that is what a painting is literally about.

Subject: The tension set up between the colors and shapes. 

• The shapes seem to both emerge and submerge into the colors.
• These works are very large, the viewer must experience the color as an enormous expanse: a field of color.

Harlem Renaissance: 

A cultural and artistic explosion that took place in Harlem between the end of W W I and the middle of the 1930s and beyond.  

During this period Harlem was a cultural center, drawing black writers, artists, musicians, and poets. 

Many had come from the South, fleeing its oppressive system to find a place to freely express their talents. 

The Renaissance incorporated jazz and the blues, attracting whites to Harlem speakeasies.

Take what you heard with your ears and try to translate that to what you would see with your eyes. 

Rhythm: in art, is a visual beat.

Color: can convey rhythm, by making your eyes travel from one component to another. 

Line: can produce rhythm by implying movement. 

Form: can cause rhythm by the ways in which they're placed one next to the other. 

Pattern: Regular repetition of an element 

Teacher Models 

Examples of vocabulary on the board throughout discussion 

Students take notes in their sketchbooks 

Teacher Monitors room throughout discussion

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion ensure comprehension and active note taking 

Various Activities Designed to check/enhance student comprehension

Sam Gilliam Video

Students will watch video and take notes on Sam’s Comments about his art

Activity: Sketchbook Drawing: Students will listen to music and draw shapes from what they hear 

PROJECT Requirements:  Create a Paper Mache, Rhythm Sculpture exploring color, music, and emotion in the style of Sam Gilliam. 

Sketchbook: Sketchbook: Students will pick a piece of music and draw black and white construction plans for each side of their Rhythm sculpture and submit plans for approval. 

Required: Cardboard and foam core sketchbook plan construction

Abstract shape and rhythm with Sam Gilliam’s influence apparent

                        While sculptures are drying: students will add color and pattern to their sketchbook designs. 

Required: 

Analogous colors and values present on final sculpture

Pattern present on all sides of the sculpture

Must complete and paint All sides and angles of the sculpture (Details)

Final Project: Create a Paper Mache, Rhythm Sculpture exploring color, music, and emotion in the style of Sam Gilliam. 

Students will be assessed on: 

Effort in Class: Studio, Daily Art Link and Discussions 

Sturdy Paper Mache’ and covered newsprint. 

Use of a 3 color palette expressing emotion of song choice 

Use of one pattern on each side of final sculpture (4 total)

Must construct, gesso, paint sculpture from ALL Angles

Precision (Painting and Construction)

Cardboard Construction

How sculpture looks from ALL sides

Art Element Cup

Lesson Objective: Introduction to the art elements through a styrofoam cup

Key Vocabulary: 

Materials: 

Styrofoam Cup

Xacto Knife 

Hot Glue 

Focus: Elements of Art 

CA Art Standards:

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.

3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.

5.0 Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Scaffolding adaptations: 

Students will revisit art elements from the earlier learning. We will use similar visuals to refresh previous knowledge.  Notes will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final project will be demo started in class using guided instruction.

Direct instruction: Art Elements: 

LINE

What is a line?

Geometrically, it connects two points. 

A line is a path traced by a moving point, i.e. a pencil point or a paintbrush. 

We see lines all around us. 

Line is a vital element of any artwork.

Actual 

Implied

Contour

Horizontal 

Vertical

Diagonal

Flat

Sharp/Angled

Gestural 

Actual Line: Marks or objects that are real lines; they exist physically. 

Examples of actual lines include lines painted on a highway, tree branches & Ladder.

Contour lines define the edges of objects:

Edges of a table

Edges of figure

Contour lines define both the edges of the object & the negative space between them

Implied Lines

Lines that we see in our mind’s eye that fill in the spaces between objects: 

Rows of windows in a large office building.

Outside line between fruit and background 

Sharply angled lines: Excitement, Anger, Danger & Chaos.

Gestural lines: reveal the touch of the artist’s hand, arm--and sometimes the entire body—in the artwork.

PROJECT: In Your sketchbook: 

Use your pencil

Draw three 3” squares

Try different ideas with a focus on LINE. 

How will you transition your line ideas to the cup? 

SHAPE: 

A shape is a closed line. A shape is flat.

The easiest way to see the shape of an object:  look at shadows. 

Shadows flatten a 3D object into a flat shape. 

Shadows enable you to see the object without details like color and texture.

Geometric Shape

Organic Shape

Implied Shape

Hard edge shape

Soft edge shape

Geometric shapes are mathematically determined

Organic shapes are the type you see in nature.

Implied Shape: The spaces between objects. We see those spaces as shapes, even though they are Implied. 

Hard Edged Shape: are clearly distinguished from each other 

Convey a sense of: 

order

clarity

strength.

Soft Edged Shape

Soft edged shapes have a tendency to blend with each other or the ground

Convey a sense of:

fluidity

flexibility

tend to feel lighter in weight.

PROJECT: In your sketchbook: Plan your cup using SHAPE

Use at one type of shape we discussed

organic

geometric

implied

hard edge

soft edge

When you have a concrete sketchbook plan completed/approved

Complete your plan using Practice cup and scissors 

If time allows, You can revisit: Line.

COLOR: 

Color has a huge effect on our daily lives.

Everyday our emotions, moods,  physical sensation (appetite) are influenced by the colors that surround us.

Primary: Red, Yellow, Blue

Secondary Colors: Green, Violet, Orange

Tertiary Colors: Yellow-Green, Yellow-Orange, Blue-Green, Blue-Violet, Red-Violet, Red-Orange

Complementary Colors

Colors Opposite on the color wheel: 

Red and Green

Yellow and Purple

Blue and Orange

High Contrast 

Draws attention

Analogous Colors

Colors Next door on the color wheel:

  Green and blue

Yellow and orange

Violet and red

Analogous colors blend with each other.

PROJECT: In your sketchbook: Plan your 3” Color cube side

Use at least two color schemes we discussed

Primary

Secondary

Tertiary 

Complementary

Analogous

When you have a concrete plan in place in your sketchbook:

Pick one of the 6 sides of your cube

Complete your plan using any materials provided 

VALUE : TINTS AND SHADES. VALUE is the lightness or darkness of a hue (color).

Pure Color (Hue) is located in the center of a value scale.

No added white or black

Color from the tube. 

Create lighter value by mixing white with pure color: This is called a TINT.

Create darker values by mixing black  with the Pure Color: This is called a SHADE.  

PROJECT: 

Create a Value Scale 

Hold your pencil in the middle to create a medium (pure) hue. 

Tint: Hold your pencil near the eraser

Shade: Hole your pencil near the lead. 

Create a five block value scale 

In your sketchbook: Plan value idea for the cup

Use value scale techniques we discussed

Add white and black to paint to show value scale

Use varying pressure with pencil to create value scale

 Use both techniques

When you have a concrete plan in place in your sketchbook:

Get it approved

Complete your plan using any materials provided 

Texture: The surface quality that can be seen and/or felt

Texture can be rough smooth soft or hard. (Actual) 

Textures do not always feel the way they look (visual).

The illusion of having physical texture.

Texture in 2D artwork

Artist gives the look of texture through the medium. 

Actual texture: the tactile qualities of the physical surface of the object. 

Differentiates from visual texture: It has a physical quality that can be felt by touch. 

PROJECT: In your sketchbook: 

Plan your texture for your cup

Use the two texture types we discussed

Visual

Tactile or Actual Texture

When you have a concrete Sketchbook plan approved 

Apply idea to your cup

Complete your plan using any materials provided 

SPACE: Positive shapes occupy positive space. 

The area around positive shapes (the background) is negative space. 

In this diagram, the negative shapes are as clear and distinct as the positive shapes.

Negative space: is the space around/between the subject(s) of an image. 

Negative space is most evident when the space around a subject forms an interesting/relevant shape. 

In this case, the NEGATIVE space: The Arrow. 

Space is  always a part of artwork

The setting a sculpture is in becomes part of how it is viewed and the overall effect 

Implied Space: Illusion. In two-dimensional (2D) work

PROJECT: In your sketchbook: Plan how you will show space in your cup

Use the types of Space we discussed

Positive/Negative

Implied

Overlapping

Size

Linear perspective 

When you have a concrete plan in place in your sketchbook:

Complete your plan using any materials provided 

FINAL PROJECT REQUIREMENTS: 

Design and create Art Elements Cup

Create sketchbook study of each element decision 

Complete each aspect of the cup with art elements based on knowledge gained in class discussions

Revise and refine final cup using various supplies provided 

Final cup should become a sculpture, must use all pieces of cup