MATH NM-GEO.3-5.1: Students will analyze characteristics and properties of two- and three- dimensional geometric shapes and develop mathematical arguments about geometric relationships. NM-GEO.3-5.3: Students will specify locations and describe special relationships using coordinate geometry and other representational systems.

National Visual Arts Standards Standard 1: Understanding and applying media, techniques, and processes Standard 2: Using knowledge of structures and functions Standard 6: Making connections between visual arts and other disciplines

Surprise yourself with the possibilities of paper sculpture!

Form/Structure/Organization Sculpture Construction Team-building Interdependence

Monumental Construction

GRADES 6 – 12 Curriculum Guide

Idea contributed by Darby Jones

Georgia Performance Standard Explanation of Coding

Sample: ELA1R4 English Language Arts, Grade Level 1, Reading Standard # 4

Sample: ELA12W2 English Language Arts, Grade Level 12, Writing Standard # 2

(R = Reading, W = Writing, LSV = Listening/Speaking/Viewing, C = Conventions of Language)

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Curriculum guides provide differentiated ideas and activities for educators that are aligned to a sampling of standards. The guides do not necessarily imply mastery of standards, but are intended to inspire and equip educators.

Discover the possibilities of paper sculpture! Allow your imagination to soar as you explore this team-building process that celebrates an intuitive process of art making by generating non-objective sculpture on a large-scale. How can art-making become a team building process?

Process

Introduce this activity by looking at images of geometric

sculptures from contemporary artist, George Hart

(http: www.georgehart.com/sculpture/sculpture.html).

Next, divide students into groups of 2-4.

Begin by demonstrating how to carefully create building sticks by

rolling sheets of newsprint from corner to corner using a pencil as

a guide. The sticks are fastened at the end with a small piece of

masking tape.

Each student must generate a minimum of 5 building sticks per

person before beginning the construction.

Students will be encouraged to make basic sketches and agree

upon a design before constructing a triangular or square base

and adding sticks to generate a unique geometric structure.

Students will work intuitively attaching sticks with raffia until their

construction is completed. Encourage students to be mindful of

strong construction, balance, and counter balance.

Assessment Students will generate written expository essays delineating the

strategies that were employed to create their collaborative

constructions.

Students will deliver oral presentations that use descriptive

language to introduce their peers to their examples of sculpture

in the round.

Constructions must be three-dimensional and exhibit sound

construction.

Students will identify geometric figures within constructions

according to physical attributes and perform simple mathematical

computations such as estimating and calculating the perimeter

and area of given figures.

All materials must be fully incorporated into the group

constructions.

Constructions must be able to be transported easily to the

display tables provided.

Monumental Construction

GRADES 6 – 12 Curriculum Guide

Georgia Performance Standards MATHEMATICS GRADE 6 M6M2: Students will use appropriate units of measure for finding length, perimeter, area and volume and will express each quantity using the appropriate unit. M6M4: Students will determine the surface area of solid figures (right rectangular prisms and cylinders). M6G1: Students will further develop their understanding of plane figures. GRADE 7 M7G1: Students will construct plane figures that meet given conditions. M7G3: Students will use the properties of similarity and apply these concepts to geometric figures. M7P4: Students will make connections among mathematical ideas and to other disci-plines. GRADE 8 M8G1: Students will understand and apply the properties of parallel and perpendicular lines and understand the meaning of congruence. M8P3: Students will communicate mathematically. M8P4: Students will make connections among mathematical ideas and to other disciplines. GRADE 9-12 MATHEMATICS 1 MM1G3: Students will discover, prove, and apply properties of triangles, quadrilaterals, and other polygons. MM1P3: Students will communicate mathematically. MM1P5: Students will represent mathematics in multiple ways. MATHEMATICS 2 MM2G1: Students will identify and use special right triangles. MM2P4: Students will make connections among mathematical ideas and to other disciplines. ACCELERATED MATHEMATICS 1 MA1G3: Students will discover, prove, and apply properties of triangles, quadrilaterals, and other polygons. MA1P4: Students will make connections among mathematical ideas and to other disci-plines.

ACCELERATED MATHEMATICS 2 MA2G1: Students will identify and use spe-cial right triangles. MA2G3: Students will investigate the relationships between lines and circles. MA2P5: Students will represent mathemat-ics in multiple ways. VISUAL ARTS GRADE 6 VA6MC.2: Identifies and works to solve vis-ual problems through creative thinking, plan-ning, and/or experimenting with art materials, tools and techniques. VA6PR.1: Understands and applies media, techniques, and processes. GRADE 7 VA7MC.1: Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. VA7MC.2: Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. GRADE 8 VA8MC.1: Engages in the creative process to generate and visualize ideas. VA8MC.2: Identifies and works to solves problems through authentic engagement (thinking, planning, and experimenting) with art methods and materials, exploring the nature of creativity. GRADE 9-12 VAHSVAPR.1: Uses formal qualities of art (elements and principles) to create unified composition and communicate meaning VAHSVAPR.5: Creates artwork reflecting a range of concepts, ideas, and subject matter VAHSVAC.1: Applies information from other disciplines to enhance the understanding and production of artworks

Materials - newspaper or newsprint sheets

(24” x 36”)

- masking tape

- raffia

- pencils and sketching paper

Vocabulary Construction A type of sculpture in which materials are physically joined together to make a whole Sculpture in the Round A three-dimensional structure that is meant to be viewed from all sides Balance Possessing equilibrium or equal distribution of weight Counter balance A weight balancing another weight Intuitive Perceiving by intuition Classroom Tips Have ample space in the room so student groups can move far enough apart during the creating process to enable maximum space for the construction process.