Lesson Plan: Line and Pattern Paper Relief Sculpture

Line and Pattern Paper

Relief Sculpture


MonaSubmitted by: Julie Jacobusse, Austin Road Elementary in Stockbridge, Georgia
UNIT: 2D - 3D Design - Line and pattern
Lesson: Line and Pattern Design Paper Sculpture
Grade Level: Elementary (grades 3 to 5)

 

Procedures:

1. Students write their names of back of white 9x12 (23 x 30.5 cm) paper in pencil and then use Sharpies to draw big open shapes on paper (see fig 1). If students use markers to write their names it bleeds through. Avoid small shapes (see fig. 2)

2. Use Colored Markers. to make different patterns inside the shapes. Adjacent shapes should have a different pattern, and use different colors. For unity - similar patterns and colors can be repeated. (see fig. 3)

3. When design is complete - cut around the perimeter of the design. (optional - laminate before this step).

4. Select 3-4 areas to cut into the design - leaving about 1' between the cuts. Design should remain as one piece. 5. Cut along the lines of the design.

6. Staple the design to black paper in one location.

7. Move the design around - pushing it up and down - and staple making a 3-D relief sculpture from the 2-D design. Students may need help with the stapling. (see fig. 4)

8. Critique finished work. Look at examples of 3-D design sculptures - contrast and compare. Frank Stella would be a good choice.

.

 

Objectives: students will

  • Create patterns - repeat colors for unity

  • Understand organic shape

  • Show awareness of design principles - art elements

  • Create 3-D paper relief from a 2-D surface.

  • know difference between 2-D and 3-D art

Materials:

9" x 12" (23 x 30.5 cm) heavy drawing paper (Bristol Board. or Tag board.)
AquaMarkers.
Sharpie Fine Point Markers.
Drawing Pencils.
Scissors.
9" x 12" (23 x 30.5 cm) Black Construction Paper.
Optional: Laminator

 

Instruction:

  1. Talk about different types of lines with the students and draw them on the board while discussing. (If a student mentions a circle-that is a type of line, a continuous line-another name for a circle-students found that interesting.)

  2. Show teacher example of how to draw big open shapes with sharpie on 9x12 paper. They should be organic shapes that are closed and connect together-they should fill up most of the paper. Shapes that are smaller than a quarter do not work well-they have to be able to draw different lines and patterns inside them.

  3. Next step show them an example of big open shapes with different patterns, and different lines in each of the shapes. (Many students like to just color in each shape a solid color, discourage that-it does not look as interesting.)

  4. Lastly show them the example of a paper sculpture that is stapled to the black paper.

 

 

1    2    3   4
1. Large organic shapes 2. not small shapes 3. Make Patterns 4. Cut and staple

 

Assessment (sample rubric)

Project: 2-D to 3-D Design
Name     ________________________________  Date ___________ Class __________

Criteria

Goal

Mastery – 3 pts

Advancing –2pts

Novice – 1 pt

Score

Developing skills at grade level – Shows growth - takes risks to discover

I produce high quality, creative work. I show originality and take risks to learn new things

Understanding and application of Art Concepts and lesson objectives

I apply all art concepts, especially those stressed for the project. I solve problems myself.

Participation and effort

I always participate in class and always use class time well

Use and care of Materials

I used all materials appropriately with no reminders. I always clean up

Behavior

I always follow all classroom rules and never cause a classroom disturbance. I am Always helpful.

S+=15-12     S=11- 8     NI=7- 0          Total

 

Art Concept (s):

Repeating colors and patterns can show unity.
Organic shapes are curvilinear irregular shapes.
2-D is flat, has length and width - 3-D is raised up, has length, width and height.

 

Lesson Objectives:

  • Show understanding of organic shapes

  • Show unity by repeating similar patterns and colors.

  • Make 3-D paper design from 2-D surface

Teacher’s comments:

Parent Signature: _________________________________date______________

 

National Standards (Standards covered depend on how much discussion you have)

 

1. Understanding and applying media, techniques, and processes

2. Using knowledge of structures and functions

5. Reflecting upon and assessing the characteristics and merits of their work and the work of others

6. Making connections between visual arts and other disciplines

Students know the differences between materials, techniques, and processes

Students know the differences among visual characteristics and purposes of art in order to convey ideas

Students understand there are various purposes for creating works of visual art

Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

Students identify connections between the visual arts and other disciplines in the curriculum

Students use different media, techniques, and processes to communicate ideas, experiences, and stories

Students use visual structures and functions of art to communicate ideas

Students understand there are different responses to specific artworks

Note: connections can be made to music and math

Students use art materials and tools in a safe and responsible manner

 

 


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