Repeated Paper Modules

Repeated Paper Modules 

PROJECT OBJECTIVE: 

Create a repeated Paper Module Sculpture inspired by origami

Fold, curl, twist or crumple paper (magazine pages, printed out photos, maps, book pages, etc.) and create 30-60 of the same form (they can be different sizes). Glue the papers into either a 3D-sculptural form or a relief sculpture on painted cardboard. This piece should emphasize unity/variety and balance.

PRESENTATION: 

Critical to 3-D production, students must consider presentation: 

• Freestanding
• Suspension
• Relief
• Pedestal
• Consider the environment

CA ART STANDARDS

1.5 Analyze the material used by a given artist and describe how its use influences 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.

3.4 Discuss the purposes of art in selected contemporary cultures

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.

4.4 Articulate the process and rationale for refining and reworking one of their own works of art.

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

DISCUSSION: 

• Origami historians argue that since the invention of paper is credited to Ts'ai Lun of China in A.D.105, paper folding must have been invented soon after. 
• Paper was then introduced to Japan in the late sixth century by Buddhist monks, and paper folding was brought along with it. 
• In Japan, paper was considered an expensive commodity, and it was used in many aspects of Japanese life, most notably in architecture. 
• Historians claim that origami is definitely a Japanese invention. 
• Regardless of its ultimate origin, Japan is recognized as the country that most fully developed the traditional art of origami.
• The Japanese transmitted their designs via an oral tradition
• Recreational designs being passed from mother to daughter. 
• Because nothing was ever written down, only the simplest designs were kept. 
• The first written instructions appeared in AD 1797 with the publication of the Thousand Crane Folding 
• The name origami was coined in 1880 from the words oru (to fold) and kami (paper). Previously, the art was called orikata ("folded shapes”).

Origami generally involves folding a square piece of paper into a two or three dimensional object. 

Folding paper in origami is typically performed by hand only on a smooth surface, but can include tools: including a scorer, embosser, paper clips and tweezers.

Origami has a strong link to mathematics, and can be seen used in practical solutions such as airbags in vehicles

Origami has been a common subject of copyright issues, as designs have been often stolen and republished.

ARTIST: 

• Richard Sweeney was born in Huddersfield, England in 1984. 
• He discovered a talent for sculpture at Batley School of Art and Design in 2002
• He studied Three Dimensional Design at the Manchester Metropolitan University, 
• He concentrated on the hands-on manipulation of paper to create design models, which ultimately developed into sculptural pieces in their own right.
• Richard’s practice combines the disciplines of design, photography, craft and sculpture, resulting in a varied output of work including graphic design and public sculpture commissions. 
• Richard seeks to maintain an experimental, hands-on approach, utilizing the unique properties of often mundane materials to discover unique sculptural forms. 
• He regularly holds workshops to share his knowledge of paper folding and construction techniques

PROJECT REQUIREMENTS: 

• Create a repeated paper modules sculpture
• Fold, curl, or origami paper (your choice of paper: magazine pages, printed out photos, maps, book pages, etc.) 
• Create min: 50-100 of the same form (they can be different sizes). 
• Sculpture should emphasize unity, variety, and balance.
• Student must consider presentation: suspension, relief or free standing on floor/base

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 

Pop Art Clay with Wayne Thiebaud

Art Link: 

Compare Pop art and Op art

What is pop short for

What artist do you associate with Pop art? 

If you had to create a Pop art project what would you create? 

INTRODUCTION to lesson (Anticipatory set): 

Show Wayne Thiebaud’s ice cream

Analyze

Describe

Interpret

OBJECTIVE: Create clay sculpture inspired by Wayne Thiebaud’s desserts

Score Slip Hand-built Subtractive sculpture

Additive Sculpture Pop Art Texture

Physical Texture Visual texture Leather hard

Bone Dry

CA STANDARDS: 

1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.

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.

1.6 Describe the use of the elements of art to express mood in one or more of their works of art.

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 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.

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.

4.4 Articulate the process and rationale for refining and reworking one of their own works of art.

5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection).

PURPOSE: Complete a clay sculpture with texture and an emotional mood based on the art element color. 

INSTRUCTION: 

Students will receive details about Pop Art

Hand built sculpture

Pop Artists

Mood and emotion in art

MATERIALS: 

Clay

Toothpicks

Clay tools

Slip

Acrylic paint

DIRECT INSTRUCTION:

Day 1: Power Point Presentation Pop Art

Opening: Art Link: Compare Op Art to Pop art

What is pop short for?

When you hear the words Pop Art what artist comes to mind? 

If you were asked to create a Pop Art project, what would you 

Create? 

Pre-assessment: Sketchbook: Wayne Thiebaud’s Ice Cream Cones

How does this art effect you? 

Review: Describe, analyze, interpret

Teacher Models: 

Pop Art and art History

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion to be sure notes are being taken 

Presentation assessment

Art Activity: Critique Claes Oldenburg’s Dropped Cone

Think-Pair-Share Table Groups

Describe, Analyze, Interpret

Discussion: Pop Art

History

Pop Art defined

Pop Art Characteristics

ART HISTORY: Wayne Thiebaud

VIDEO

Critique works of dessert

Color 

Texture

Bio Info

Claes Oldenburg steals from Wayne

We steal from them both!!!

Sketchbook Activity: 

Begin to sketch your final clay project

Day 2: Texture and Color

Art Link: What is Pop Art, compare to Op art

Relate texture to the Wayne Thiebaud video from

                        yesterday

Discussion: Texture and Color

What is Texture? 

Physical Texture

Visual Texture

Color: Mood and emotion

Teacher Models: 

Texture and color

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion to be sure notes are being taken 

Presentation assessment

Sketchbook Activity: 

Continue to sketch your final clay project add texture and color

Day 3:

Art Link: 

What mood does this piece show? 

Discussion: Sculpture

Additive

Subtractive

Scoring and slipping

Teacher Models: 

Clay construction Pinch Pot and slab pot

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion to be sure notes are being taken 

Presentation assessment

Sketchbook Activity: 

Continue to sketch your final clay project add texture and color and add 

Plans for scoring and slipping the final project. 

Day 4, 5, 6: create clay and allow it to get leather hard add texture/details when leather 

hard

Final Dry time art activity Day 7 and 8: 

Each table will receive research paper on one of nine artists

Students will read, collect data and present one artist to the class as a

Group

Presentation will be of a group artwork inspired by their artist. 

Artwork must be of the subject matter most identified with the artist

Artwork must include characteristics of the artist

Students will aid in instruction by researching one of nine artists and sharing the information with the class. 

Students will take notes in their sketchbook about each of the nine artists

Wayne Theibaud

Jasper johns

Andy Warhol

Jim Dine

Roy Lichtenstein

Tom Wesselman

Claes Oldenburg

David Hockney

Robert Indiana

FINAL PROJECT Painting: Day 9, 10, 11, 12

Students will paint clay sculpture using Pop Art style

Students will use color/texture to achieve an emotion or mood

Wire Sculpture with Alexander Calder

Art Link: 

What is Form

Compare and contrast Form to art we have created in the classroom

INTRODUCTION to lesson (Anticipatory set): 

Analyze the pillow artwork by Mathilde Roussel

Use Critique/discussion form to enhance conversation

Think-Pair-Share 

Group discussion about this work of art

OBJECTIVE: Using uncut Wire, create a piece of art inspired by Alexander Calder. Include Form Space and balance in the final work of art. 

Discuss with table form and space as pre-assessment

Discuss and practice drawing your final project on paper

Work closely with teacher before receiving wire

Students will understand new vocabulary as is relates to visual art: 

Form Space Balance Relief Sculpture 

Mobiles High Relief Middle Relief Ladder perspective

Low Relief Space shapes Free-standing sculpture

Linear perspective Mobile Kinetic Stabiles

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.

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. 

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.

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

5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

PURPOSE: complete a wire sculptue addressing elements and principles of art

INSTRUCTION: 

Students will discover review the elements of art, explore, form, space and balance, look at the artwork of Alexander Calder and create a wire sculpture piece as a final art project. 

MATERIALS: four feet of wire per student

Sketch paper

Pencils

DIRECT INSTRUCTION:

Power Point Presentation FORM

Pre-assessment: Sketchbook: 

How does this art effect you? 

Opening: Art Link: What is Form activity

Review: Elements of art 

Discussion: Form, Space, Balance

Space: Overlapping

Ladder perspective

Linear perspective

Form and Sculpture

Relief Sculpture

Free Standing Sculpture 

Space and sculpture

Review Principles of Art

Balance

Symmetry

Asymmetry

ART HISTORY: ALEXANDER CALDER

Expressionist

Began with wire circus

Invented Mobile

VIDEO: Calder’s Circus

Wire sculptures

Describe, Interpret, Analyze

Calder had plans in his sketchbook

Teacher Models: 

Form, Space and Balance throughout discussion 

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion to be sure notes are being taken 

FINAL PROJECT: Students will create a wire sculpture in the style of Alexander Calder

Sculptures must be in the shape of a box and have objects inside

Wire may not be cut, students will solve the problem of the wire in its 

full length

Students will draw and submit three plans for their wire before receiving 

Wire. They must consider measurements, interior content Form,   Space and Balance.