# EXPLORING PAPER – Making Paper 3-Dimensional

Students work with a variety of basic paper sculpture techniques to make a sampler, and use the sampler as inspiration for creative writing.

80 Minutes

Art Techniques
Language Arts
Mathematics

#### Vocabulary

cone curl cylinder form fringe pleat score slot spiral tab

#### Materials

Construction Paper – 22.9 cm x 30.5 cm (9” X 12”) Glue Sticks Scissors Pencils

## Steps

### Step One

FRINGE

1. Cut a piece of paper about 6 cm x 9 cm (2.5" x 3.5).
2. Make a row of small cuts along one long edge of the paper.
3. Layer fringed paper to add texture and interest to your work.

### Step Two

CURL

1. Cut a long strip of paper.
2. Wrap one end around a pencil and roll it to the other end.

### Step Three

1. Remove the paper from the pencil and allow it to spring open.

### Step Four

1. Another way to curl paper is to use scissors.
2. Hold the paper in one hand.
3. Place the flat edge of the blade of a scissors under the strip of paper you want to curl.
4. Place your thumb on top of the paper and hold it in place while you gently pull the blade of the scissors away from you.

### Step Five

1. Do this several times to curl the paper.

### Step Six

SPIRAL

2. Begin cutting into the edge of the circle and slowly cut around and around following the shape of the outer edge of the circle.

### Step Seven

1. Gently pull out each end of the paper to extend the spiral.
2. You can use this technique on any shape as long as you cut around and around following the shape of the outer edge of the object.

### Step Eight

PLEAT

1. Fold the edge of the paper in one direction, then fold it in the opposite direction back and forth until you get to the end of the paper.
2. Make sure each fold is the same width.

### Step Nine

1. Gently unfold the paper.

### Step Ten

CYLINDER

2. Apply glue to one edge.

### Step Eleven

1. Roll the paper into a tube and press the two outer edges together to fasten them.

### Step Twelve

CONE

1. Cut out a half circle.
2. Hold the shape with the straight side facing up.

### Step Thirteen

1. Curve the ends closest to the straight side towards yourself, and then over each other.
2. Adjust the size of the cone by wrapping it more or less tightly.
3. Glue the edges together to hold it in place.

### Step Fourteen

SPRING

1. Cut 2 strips of paper the same size and length.
2. Place the end of one strip on top of the end of the other strip so they form a right angle.
3. Glue the strips together.

### Step Fifteen

1. Fold the lower paper strip over the top one.
2. Now fold the new lower paper strip over the top one.
3. Keep folding the lower paper strip over the top one until you reach the end of the paper strips.
4. Glue the last paper fold in place.
5. Gently pull the folded spring to see how far it will expand.

### Step Sixteen

SCORE

1. Cut out a circle.
2. Use the tip of your scissors to scratch a smaller circle inside the paper circle.
3. Let the outer edge of the circle be your guide.

### Step Seventeen

1. Cut a straight line into the centre of the circle.

### Step Eighteen

1. Gently fold the paper away from the scored line while overlapping the cut ends.
2. View the paper from both sides.

### Step Nineteen

1. Repeat this process with more circles to get interesting effects.

### Step Twenty

JOINING PAPER – SLOTS

1. Cut 2 pieces of paper the same size.
2. Hold the papers together and make a cut about half way up the centre of both papers.
3. Turn one of the papers in the opposite direction so one cut is at the top and the other is at the bottom.

### Step Twenty-One

1. Slide the papers together.

### Step Twenty-Two

TABS

1. Make small cuts along the base of a form to create tabs.
2. Fold the tabs out so they are at right angles to the base.
3. Put glue on the tabs to fasten the form to another surface.

### Step Twenty-Three

1. Create a sampler that has 6 different techniques.
2. Make sure the forms move your eye throughout the space.

## Learning Goals

Students will be able to:

• create a paper sculpture sampler with 6 different techniques;
• explore a variety of ways to make paper 3-dimensional;
• build on their own and others’ discoveries to generate new ideas;
• explain their process;
• express opinions about the works.

## Extensions

Have students:

• pretend the sampler is a particular environment, perhaps an amusement park or a planet, and that they are small enough to walk around that environment;
• write about their travels through the sampler environment;
• illustrate their story referring to the sampler for details.

## Prepare

1. Create a sampler that includes the following paper sculpture techniques:
- fringe
- curl
- spiral
- fold
- score
- pleats
- tabs
- slots

## Introduction

1. Show students the sampler.
2. Discuss the many ways paper can be made 3-dimensional.
3. Explain that 3-dimensional objects are called forms.
4. Challenge students to figure out how the different techniques might have been created.
5. Invite students to show what they mean.
6. Demonstrate some basic techniques.
7. Introduce the challenge.

## Activities

### The Challenge

1. Create your own interesting sampler.
2. The sampler must contain examples of 6 different techniques.
4. Express opinions about the works.

### The Process

1. Ensure that everyone understands the challenge.
2. Establish success criteria with your students, for example,
I know I am successful when I have:
- created a sampler that shows 6 different techniques
- glued carefully
- kept the paper in good condition
- placed the forms so they lead the eye throughout the space
3. Encourage students to experiment and create, checking with your sampler from time to time, and seeking assistance from peers as well as you.
4. Observe and guide students as they work.
5. Encourage them to share and expand on each others' ideas as they explore the paper.
6. Provide individual assistance and encouragement.

## Sharing

1. Place students into small groups.
- Compare their work and describe to each other what they did to get certain effects.
- Identify one thing they think is particularly interesting and how it is interesting.

- Consider how making this sampler might help them if they were creating another type of artwork.
- Talk about what was difficult and what was easy for them.
3. End by having one person from each group tell the rest of the class three interesting things people in his/her group learned.

## Assessment

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
2. Observe students as they discuss their samplers – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.