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Creative Expression: Skill Building

Instructor Botts

Mireille Wilson

April 8, 2018

Building forms practice

Lesson Title: Creative Expression: Skill Building

Lesson Goal and Description:

Students will practice making three-dimensional forms using basket reed and rice paper

to create a bird. To develop their skills, students are required to create identifiable cubes,

cylinder, cone, and so on, and then assemble them to make their own bird. This will help the

student practice the linear aspect of the creature, as well as its proportions and balance. The

exercise will help the students with the identification of forms in a subject to create sculptures.

Once everyone has their birds finished, each table groups can assemble them to create a mobile

that can be displayed for public viewing.

Grade Level:

High School, 9th grade, Beginners.

Time needed for lesson:

2 class periods of 45 minutes = 90 minutes.

Exercise:

Examine the example below, first two found on the internet. The insect was made by a student.

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Objectives/Student Learning Outcomes: Students will be able to:

• Identify shapes to create forms.

• Assemble forms, particularly spheres and elongated spheres, to create a sculpture.

• Use proportions and balance to create a sculpture.

Art materials and tools:

• Basket reed

• Scissors

• Cutting pliers

• String

• White glue

• Rice paper

Instructional Resources:

• Creative Expression: Skill Building worksheet

• Completed Creative Expression: Skill Building worksheet

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• Jack A. Hobbs, Richard Salome, Ken Vieth, The Visual Experience, Third Edition,

Chapter 10, p.282, Davis Publication, 2005. ISBN: 10:0-87192-627-X

• Selection of bird images (minimum 6).

• Example of line drawing including found shapes.

• How to project images.

• Images of mobile, such as ones created by Alexander Calder’s.

• Overhead projector.

Procedures:

Anticipatory Set:

Teacher explains to students that they will be practicing making basic forms to develop

the skills needed to create a three-dimensional subject, which they will develop after, by

assembling their forms to make a bird. Making the bird, will help focus on spheres and elongated

spheres.

Direct Instruction:

First period:

• Teacher directs students to select a bird image for their project and passes out the

worksheet.

• Teacher will demonstrate how to create a line drawing in preparation to create forms,

which will become the bird.

• Using the reference drawing, teacher will demonstrate how to cut and bend basket reed

segments to tape or glue together to make each form.

• Teacher will demonstrate how to add the rice paper, using white glue, to the basket reed.

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Guided Practice:

• Students will select their bird images. Teacher and students will discuss and review what

shapes they can identify in the bird.

• Student will begin to complete the worksheet.

Independent Practice:

• Students will draw their line drawing of their chosen birds, adding the main shapes that

will become forms in the drawing.

• Student will refer to the drawing and begin making forms using basket reed, tapes, and

rice paper.

Second period:

Closure:

• Teacher will begin by reviewing the expectation for this practice and project.

• Student will finish their forms and begin assembly of their birds.

• Once everyone at the table has completed their individual birds, each group will add a

string to their project in order to create mobile for public display. Students will use

stronger reed for the support and stick for the mobile arms.

• Project finished by the end of class period.

• Worksheet turned in by the end of class period.

Accommodations and/or modifications:

English language learners: images of how to do the project will be posted on the

overhead projector. Students can also work together in table groups to help on another.

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Special need students, may use pre-cut paper straws instead of basket reed and/or work

with the table group.

Multiple Intelligences:

• Bodily-Kinesthetic: address by the building of forms using fine motor skills.

• Spatial: address by keeping proportions and creating a three-dimensional subject from a

two-dimensional image.

• Interpersonal: address by mobile making in table groups.

Vocabulary:

Balance: the distribution of the visual weight of the elements in a work; formal balance,

informal balance, symmetry, asymmetry, radial balance, central axis

Form: a three-dimensional object: Geometric: sphere, cylinder, cube, pyramid, cone. Freeform:

three-dimensional, length, width, depth

Shape: a two-dimensional area with a recognizable boundary. Geometric, square, circle, triangle.

Organic: two-dimensional, length, width

Proportion: the relationship of one part to the rest of the elements in a work (i.e., size, number,

etc.)

2D: a two-dimensional form or appearance.

3D: a three-dimensional form or appearance.

Criteria for Assessment: Did Students:

• Completed worksheet.

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• Made line drawing for reference.

• Created identifiable forms.

• Assembled forms to create a 3D bird.

• Worked in a group to create mobile.

Method of assessment:

Teacher will monitor the progress of students during work time, to ensure their understanding

and re-explain if necessary. Points will be given for each portions completion of the project

(drawing, forms, assembly, and mobile) and for each of the worksheet questions.

California Visual Arts Standards:

2.0 Creative Expression

Creating, Performing, and Participating in the Visual Arts

Students apply artistic processes and skills, using a variety of media to communicate

meaning and intent in original works of art.

Skills, Processes, Materials, and Tools

2.2 -Design and create maquettes for three-dimensional sculptures: student created line drawing

of bird for reference of forms for the project.

Communication and Expression Through Original Works of Art

2.4 -Design and create an expressive figurative sculpture: students assembled their forms to

create a sculpture of a bird.

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Procedure photos:

Tools

Step 1 Step 2

Step 3 Step 4

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Assembly: Complete exercise, made by a student

Lesson can be done with insects rather than birds, but to continue with the theme of Nature and

wildlife conservation, we used birds.

Complete exercise of birds

Mobile by Alexander Calder

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Bird examples:

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Worksheet, Creative Expression Vocabulary:

What is a shape? ____________________________________________________

What is a form? ____________________________________________________

What is a proportion? ____________________________________________________

Identify: Shape or form

____________ _______________

_______________ ______________

What stage of the lesson project is this?

___________________ __________________

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References

Images: from internet, own camera, and book below.

Jack A. Hobbs, Richard Salome, Ken Vieth, The Visual Experience, Third Edition,

Chapter 10, p.282, Davis Publication, 2005. ISBN: 10:0-87192-627-X

Visual and Performing Arts Content Standards for California Public Schools