Walls – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will use explanatory text to influence the creation of visual art work.
- Students will create sculptures out of paper.
- Students will use creativity and critical thinking to create paper sculptures.
- Students will be able to write an explanatory essay on the visual art work created in class.
ELA & Visual Art
ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
- Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
- Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
- Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Provide a concluding statement or section related to the information or explanation presented.
VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
- Utilize multiple approaches to plan works of art, incorporating imaginative ideas, universal themes, and symbolic images.
VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two-dimensional art.
- Utilize a variety of materials in creative ways to make works of art (e.g. mixed-media, collage, or use of available technology).
- Refine knowledge of multiple color schemes to create works of art (e.g. monochromatic, analogous, neutral, complementary).
- Apply multiple spatial concepts to create works of art (e.g. one point perspective, atmospheric perspective, positive and negative space).
VA5.CR.4 Understand and apply media, techniques, processes, and concepts of three-dimensional works of art.
- Create sculpture that demonstrates a design concept using a variety of methods (e.g. papier-mâché, paper sculpture, assemblage, found object sculpture).
VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
- Many strips of white paper
- A half sheet construction paper per student
Students were reading expository text on how snowflakes are formed. Taking this text, the teacher asked students to create paper models of snowflakes inspired by the Paper Chase sculptures of Alice Aycock. The teacher gave students white shapes and strips of paper as well as a black base paper to work with. Students were not allowed to cut or tear the paper, but could manipulate it in any other way they chose to create a snowflake sculpture. The PAIR Specialist encouraged students to build up their sculptures, creating three dimensional work rather than only two dimensional.
Once students had a bit of time to work on their paper snowflake sculptures, the teacher invited students to share their sculptures with the class. Students were able to share their thoughts on their own sculpture and then conversation was opened up to other students to express their thoughts on what they saw in each other’s sculptures.
To prepare students to connect this activity with their own expository writing, the PAIR Specialist also asked students to identify the struggles they had in building their sculptures, whether their first idea worked or not and how they arrived at the finished product.
Once students had an idea of how to explain their artistic work, the teacher had the students write about the process of making their snowflake paper sculptures, in an expository format.