NAME SCULPTURE – Colour, Pattern, Angles

Students design decorative letters for their name, cut them out of corrugated cardboard, paint them with a variety of patterns and use the letters to construct a sculpture that places the letters at different angles and includes something that represents them.

180 Minutes

Mathematics
Science
Visual Arts

Materials

Crayola Paint Brushes Crayola Acrylic or Tempera Paint Crayola White Glue Crayola Scissors Corrugated Cardboard Rulers Pencils Erasers Water Containers Paper Towels Plastic Container Lids for Palettes

Steps

Step One

1. Design different styles of letters for your name.
2. Make most of them about 15 - 18 cm tall.
3. Draw them on pieces of corrugated cardboard.

Step Two

1. Carefully cut out all the letters.

Step Three

1. Paint each letter in a unique way.
2. Paint the front and back of all the letters.

Step Four

1. Cut out a variety of triangles and other polygons with different angles.
2. Make something that represents you, for example, a figure playing volley ball.
3. Paint both sides of everything.

Step Five

1. Test different polygons to see what kind of an angle they will create if you use them to support a letter.
2. Choose the angles you want to use.
3. Glue the polygons onto the back of each letter and any other pieces.
4. Place them even with the bottom of the shapes.
5. Allow the glue to dry for a few minutes.

Step Six

1. Arrange the pieces on a strip of cardboard or foam core board.
2. Use the polygons to create different angles as they support up the letters.
3. Space the letters so they move your eye in and around the sculpture.
4. Glue everything in place.

Step Seven

1. View the work with fresh eyes.
- What kind of energy do you feel?
- What do you see that makes you say that?
- What does it tell you about the person who created it?
- What do you see that makes you say that?
- What do you notice about the way the work has been made?
- What do you like the best about this work?

Learning Goals

Students will be able to:

• design decorative letters for their name;
• create a 3-dimensional sculpture using the letters of their name and something that represents them;
• use a variety of angles to create the sense of movement;
• use a variety of patterns and colours to create contrast;
• demonstrate technical accomplishment and creativity.

Extensions

Have students:

• use conductive copper tape to add a parallel paper circuit with a maximum of 3 LEDs to their work;
• work with others to create a display of the artworks;
• create a brochure to accompany their display;
• share their display with others.

Prepare

1. Download and display the Colour, Movement and Contrast posters available on this website.
- review or teach the element of colour – analogous, complementary, monochromatic colours
- review or teach the principle of movement – placement of shapes
- review or teach the principle of contrast – strong differences
2. Gather corrugated cardboard from boxes and packing material.
3. Download the Fonts worksheet enough for small groups of students to share one. (Downloads - Fonts.pdf)

Introduction

1. Ask students to work with a partner.
2. Invite them to take turns sharing something they feel is an important part of their identity.
3. Provide a short example by telling something about yourself.
4. Once students have shared their stories ask for a few volunteers to share something they learned about their partner.
5. Discuss what you could draw to communicate the ideas mentioned, for example, symbols to represent hockey, volleyball or art.
6. Place students into small groups and have them use the Fonts worksheet to discuss and write jot notes about how the design of the font sends a message. (Downloads - Fonts.pdf)
7. Introduce the challenge.

Activities

The Challenge

1. Design decorative letters for your name.
2. Create a 3-dimensional sculpture using the letters of your name and something that represents you.
3. Use a variety of angles to create the sense of movement.
4. Use a variety of patterns and colours to create contrast.
5. Demonstrate technical accomplishment and creativity.

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:
- used my own ideas
- designed a variety of letter styles
- repeated lines to make patterns
- repeated shapes to make patterns
- used contrasting colours
- included something that represents me

- created a variety of angles that give the sense of movement
- created a sturdy sculpture
- kept the sculpture in good condition
3. Guide students through the steps outlined in this lesson plan.
4. Observe students as they work.
5. Provide individual assistance and encouragement.

Sharing

1. Once all the sculptures are complete display them for a group discussion.
Look closely at the sculptures.
- Choose one that interests you for some reason.
- Share thoughts about the work.
2. Guide students by asking:
- What kind of energy do you feel?  - What do you see that makes you say that?
- What does it tell you about the person who created it?  - What do you see that makes you say that?
- What do you notice about the way the work has been made?
- What do you like the best about this work?

Assessment

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, points to areas in the work, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Downloads - NameSculpture_tracking.pdf)
5. Have students use the self-assessment form to evaluate their work. (Downloads - NameSculpture_self-assessment.pdf)