PATTERN SCULPTURE – Inspired By The OCAD Building

Students will be able to:

• follow instructions to create a small box;
• create a variety of patterns in and on the box;
• use the box as part of a three-dimensional, free-standing sculpture inspired by OCAD University's Sharp Centre for Design;
• use angles and spaces to create visual movement;
• demonstrate technical accomplishment and creativity;
• support their ideas with evidence found in the works. 

Have students:

• use a device to take pictures of themselves and their friends in various poses that will look as if they are in or on their sculptures;
• edit and print the photos so they are small enough to fit the proportions of their sculptures;
• cut out the photos and glue them to the sculptures so that they fit the space in an interesting way.

1. Prior to this lesson you may want to have students explore stability and structures using the Paper Rod Sculpture lesson plan available on this website.
2. Review and practice making patterns with a variety of materials.
3. Download and display the Balance and Movement posters available on this website.
4. Review or teach the principles of balance and movement – asymmetry, placement of shapes
5. Download pictures of free-standing structures from the Internet, for example,
   Bell Tower
   Life Guard Tower
   Tower
6. Download pictures of OCAD University's Sharp Centre for Design.
   OCAD
   OCAD From Below
7. Print the Small Box With A Lid worksheet - enough for pairs of students to share. (Downloads - SmallBox.pdf)
8. Read the Designlines article Will Alsop on 10 Years of the Sharp Centre for Design

1. View pictures of different kinds of functional tower structures and lead students in a discussion about what factors contribute to their stability.
2. List their ideas on chart paper.
3. View and discuss images of the Sharp Centre for Design. Ask students:
   - How does the design reflect the purpose of the building?
   - How is the building like a sculpture?
   - What effect does pattern and colour have on the overall design of the building?
4. Introduce the challenge.

1. Place students into groups of about 6.
2. Ask them to discuss their sculptures and compare the way they are made. 
   - What do you notice about how students balanced their sculptures?
   - How do the angles and spaces create visual movement through the works?
   - How does colour and placement affect the overall impression of the work?
   - How are the sculptures like the Sharp Centre for Design building? How are they different?
3. After the small group discussions, ask students to share something of interest from their group with the whole class.
4. Ask students how they felt about making this sculpture.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss the sculptures – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
3. Use a checklist to track progress. (Downloads - PatternSculpture_tracking.pdf)
4. Have students use the self-assessment form to evaluate their work. (Downloads - PatternSculpture_self-assessment.pdf, or PatternSculpturePrimary_self-assessment.pdf))