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