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

Mixed Media Collage Final Project

Mixed Media Collage Reproduction
• Must create a reproduction of work by any famous artist. 

• Minimum 12” X 18” 

Must incorporate: 

Blind contour

Create depth and/or perspective

Shading and value to create form:

USE ONE: Stippling, scumbling, hatching, cross hatching, etc. 

Tessellation OR Op art reference

Pop Art reference

One of the following: Oval action figure, gestural figure OR portrait

Visual and/or tactile texture

Color, emotion, mood

Newspaper and/or magazine 

Paint (watercolor or acrylic) 

Oil Pastel

Graphite pencil drawing

Pen and ink (sharpie OR black ink pen)

• Required: Please complete the artist statement and final rubric. Blue tape both on the back.
• Required: Title of work: incorporate original artist’s name into your title. 
• One day to find your fine art inspiration
• Four days of studio time, three days of independent work. 
• Due with presentation, including: why you chose the artwork and how you incorporated each requirement. 

Final meets California Art Standards: 

• 1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.
• 2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
• 2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
• 2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
• 2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
• 3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)
• 4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
• 5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

Wire Balance Sculptures with Calder

OBJECTIVE: Students will observe and create kinetic balance in artwork. After studying the artist Calder, Students will Plan and create a wire and foam core sculpture in perfect balance 

INTRODUCTION: (Anticipatory set): 

Art Link: 

Think, Pair, Share on balance 

In your sketchbook: draw an example of balance in nature (organic balance) 

How have we used Balance in our artwork to date 

KEY VOCABULARY: Mobile, Armature, Stable, Kinetic Movement, Actual Movement, Balance and emphasis

MATERIALS: 

14 gauge wire (Dick Blick)

7x11 piece of Foam Core

1 Large Rock: Lowes Large Beach rock $10 a bag

Blue, Red, White, Black, and Yellow Acrylic Paint. 

Artists/Art History: Alexander Calder  (1898 – 1976)

American sculptor and artist

Expressionist Movement 

Studied mechanical engineering

Famous for inventing the mobile. 

Alexander Calder also created paintings, lithographs, toys, tapestry and jewelry.

1930's and 1940's trace the sculptor's early roots in Surrealism. 

Random and spontaneous expression was emphasized as a way to release the subconscious impulse into art. 

Calder used continuous line drawing which he adapted to his innovative wire sculptures such as "Goldfish Bowl”

Project Requirements: 

Plan and create balance sculpture with actual movement in the style of Calder

Sketchbook: 

Plan design of the sculpture. Consider: 

Wire structure

Color

Shape

Balance

Final Project

Stable is balanced and well structured

Shape Disks are in the style of Calder and well painted

No paint strokes present, shape disks, and rock

The sculpture is balanced from all sides

The sculpture has detail and precision (stable, wire, paint, balance)

The sculpture has actual kinetic movement

Assessment: 

Informal: Small group written critique

Formal: Artist Statement

Formal: Grading final sculpture

CA STANDARDS: 

• Prof.VA:Cr3.1: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
• Prof.VA:Pr5: Analyze and evaluate the reasons and ways an exhibition is presented.
• Prof.VA:Re7.1: Hypothesize ways in which art influences perception and understanding of human experiences.
• Prof.VA:Re8: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.

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 Balance and emphasis from previous 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. 

INSTRUCTION: 

Students will receive details about Calder, Balance, Stables and Mobiles

DIRECT INSTRUCTION:

Day 1: PowerPoint Presentation Op Art

Opening: Art Link: Balance

Draw a picture of balance in Nature 

Draw a second example of balance using shape and line

How have we used balance in class to date

Critique: Describe, analyze, interpret

Discussion: Alexander Calder & Impact on culture

ART HISTORY: 

The mobile is a kinetic sculpture delicately balanced or suspended components with actual movement

Kinetic: moving parts, depends on motions for the effect

Powered by

Wind

Motor

Viewer

Indirect Instruction

Video of the circus

Describe what you saw. 

What thoughts do you have on this artwork?

Given the opportunity, what aspect of the circus would you want to interact with directly? 

How does this work relate to Calder’s Mobiles? 

Teacher Models: 

Movement and Art History

Students take notes in their sketchbooks 

Teacher Monitors throughout the discussion

DIRECT INSTRUCTION:

Alexander Calder  (1898 – 1976)

American sculptor and artist

Expressionist movement

Studied mechanical engineering

Famous for inventing the mobile 

He also created paintings, lithographs, toys and jewelry

Calder’s stationary sculptures are called stabiles

1930's and 1940's trace the sculptor's early roots in Surrealism. 

Random and spontaneous expression was emphasized as a way to release the subconscious impulse into art. 

Calder used continuous line drawing which he adapted to his innovative wire sculptures such as "Goldfish Bowl.” 

Balance gives viewers the feeling that all parts of the work are in equilibrium  

All paintings and sculptures in galleries and museums are balanced in some way.  

Two basic forms of balance 

symmetrical 

asymmetrical

Symmetrical

To determine the basic balance of an artwork, draw an imaginary line down the center

If what happens on one side generally happens on the other, we say the work is symmetrical.  

The illustration above simplifies symmetry’s basic organization.

Asymmetrical balance will also give a sense of equilibrium

The organization is more complex.  

Just as you and your heavier seesaw partner had to figure out how to arrange yourselves on the seesaw

The artist must play with the specific elements to bring them into balance.

Check for Understanding: 

Monitor room during Pre-assessment in a sketchbook

Monitor throughout the discussion to be sure notes are being taken 

Presentation assessment

FINAL PROJECT: Students will Plan and create a wire and foam core sculpture in perfect balance 

Day 2: Art Link 

Quiet writing in a sketchbook

Calder: What did he invent?

Why was he dissatisfied as an artist early in his career?

Name and describe one activity from the video?

What makes his sculptures special?

Sketchbook Planning

Students receive handouts on Calder and Rock

Students plan their wire sculptures

Plan Shapes

Plan Balance

Day 3: Sketchbook Planning 

Once approved

Student will receive 

Rocks

Wire

Foam Core 

Studio: Begin to construct sculptures

Day 4: Art Link: http://whitney.org/WatchAndListen/Artists?play_id=856

Take notes for artist statement

important to note how the circus influences his body of work

Studio: Continue to Balance 

High School Art Final

Mixed Media Collage Reproduction
• Must create a reproduction of work by any famous artist. 

• Minimum 12” X 18” 

Must incorporate: 

Blind contour

Create depth and/or perspective

Shading and value to create form:

USE ONE: Stippling, scumbling, hatching, cross hatching, etc. 

Tessellation OR Op art reference

Pop Art reference

One of the following: Oval action figure, gestural figure OR portrait

Visual and/or tactile texture

Color, emotion, mood

Newspaper and/or magazine 

Paint (watercolor or acrylic) 

Oil Pastel

Graphite pencil drawing

Pen and ink (sharpie OR black ink pen)

• Required: Please complete the artist statement and final rubric. Blue tape both on the back.
• Required: Title of work: incorporate original artist’s name into your title. 
• One day to find your fine art inspiration
• Four days of studio time, three days of independent work. 
• Due on May 28 with presentation, including: why you chose the artwork and how you incorporated each requirement. 

Final meets California Art Standards: 

• 1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.
• 2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
• 2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
• 2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
• 2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
• 3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)
• 4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
• 5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.