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Creative Expression: Artmaking Lesson

Instructor Botts

Mireille Wilson

April 15, 2018

Papier-mache sculpture

Lesson Title:

Creative Expression: Artmaking Lesson, papier-mache sculpture.

Lesson Goal and Description:

Students will create an animal sculpture using papier-mache influenced and inspired by

the paintings of Alan Hunt and the sculpture of Will Kurtz, which were covered in previous

assignment from the Nature and Wildlife conservation theme. They will select an animal, sketch

or print several views and gather recyclable materials to build an armature. Students will proceed

with the application of papier-mache and painting of their sculptures. While creating this

assignment, students will develop their skills and knowledge of forms to make a three-

dimensional sculpture. Students will also explore how to create the perception of movement in a

3D artwork, as well as practicing proportions, balance, and texture.

Grade Level:

High School, 9th grade, Beginners.

Time needed for lesson:

10 days/class periods of 45 min. = 7 1/2 hrs., may need extra time for larger classes.

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Focus Artwork:

Alan Hunt paintings, Back off and Vantage Point.

Will Kurtz, Squirrel, Racoon, and Penguin.

Teacher-made example.

Objectives/Student Learning Outcomes: Students will be able to:

• Create forms to build an armature for a 3D sculpture based on images.

• Apply papier-mache to make a sculpture.

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• Critique fellow students’ art piece in progress and complete.

• Apply knowledge of proportions, balance, and texture.

• Apply the perception of movement in a sculpture.

Art materials and tools:

• Paper towels

• Rags

• Paintbrushes: 1 for glue, 1 for paint.

• Pencil

• Scissors

• Wire or pipe cleaners.

• Wire cutters and safety glasses.

• Ruler

• Masking tape

• Fast adessive glue

• Helmer’s glue

• Water

• Bowl

• Newsprint paper

• Recyclable materials, such as boxes, paper towels inner rolls, egg crate, etc.….

• Egg crate

• Balloons

• Acrylic paints variety

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Instructional Resources:

• Video: Paper Mache Armature using newspaper: https://youtu.be/x13jz0nBm6g

• Video: Paper Mache Brush technique: https://youtu.be/_6HvJgFzOFo

• Focus artwork images from Will Kurtz.

• Teacher-made sculpture.

• Progress images.

• Critique questions sheet for the armature and complete artwork.

• Computer and overhead screen.

• Access to computer lab and printer.

Procedure:

Day 1

Anticipatory Set:

Students will think about and review the covered animal artwork from the focus artists.

Then, they will go to the computer lab to research which animal they want to create as a

sculpture with papier-mache. They will need to sketch or print a reference image of the front,

side, back, and top view of the subject they selected. Students will need to make notes of the

forms they will need to base their armature on, and any special material they will need to collect

for the making of the armature.

Direct Instruction:

• Teacher discuss the project of creating an animal sculpture made of papier-mache

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• Techer instruct students that they will need reference images from the front, side, back,

and top view of the subject.

• Teacher shows students the teacher-made example of the animal sculpture.

Guided Practice:

• Students begin to brainstorm on how they will develop their sculpture while researching

for a subject. Teacher will walk around and be available for questions.

Independent Practice:

• Student will make prints of the required views or sketches. They must have this

completed by the next art lesson.

Day 2 and 3

Anticipatory Set:

Students will gather their images or sketches and review their notes for the forms they

will need to begin building their armature. They will also get the supplies they will need for that

purpose and start making the forms using the recycled materials, newspaper, wire, balloon, tape,

and glue. Students will then put their forms together and build the armature for the animal

sculpture. Once completed, the armature must be approved by the teacher.

*Students will use care and wear protective glasses when cutting wire or pipe cleaner.

Direct Instruction:

• Teacher will present the video: Paper Mache Armature using newspaper:

https://youtu.be/x13jz0nBm6g

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• Teacher will show students how to make an armature using newspaper and other

materials.

• Teacher will post progress image and discuss the building of the armature process, as

well as answer questions.

• Teacher will review how to give a sculpture the perception of movement and remind

them that they need to include this element in their own sculpture.

• Armature must be approved by teacher before process of papier-mache can be applied.

Guided Practice:

• Students will proceed with the building of their armature using creative ways to get the

forms they need to give body to their chosen animal while referring to their images.

Teacher will be available for help, answering questions, and approval of armature.

Independent Practice:

• Students finished their armature and make the last adjustment.

Day 4, 5, 6 and 7

Anticipatory Set:

Students will critique each other’s armature. Make the changes they feel is needed, then

begin the process of papier-mache using the brush on technique.

Direct Instruction:

• Teacher will give the class fifteen minutes to critique each other’s work and make

adjustments.

• Teacher will post critique questions.

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• Teacher will show the Video: Paper Mache Brush technique:

https://youtu.be/_6HvJgFzOFo

• Teacher will show students how to papier mache their armature.

• Teacher will post progress images and answer questions.

• Teacher will instruct the 3 to 1 Helmer’s glue ratio to water, which is the paste used for

this project.

• Teacher will show students how to use the egg crate to support their sculpture when

pasting the papier mache.

• Teacher will instruct to clean their area with a wet rag and wash their hands thoroughly

with baby shampoo for clean-up at the end of each class.

• Teacher will be sure to tell students to store their projects with space in between, so they

do not bond with each other as they dry.

Guided Practice:

• Students will critique each other’s work by asking themselves these questions: Does the

piece represent an animal? Does it have an element of movement? Is it well balance and

proportionate, and should it have texture?

Independent Practice:

• Students will begin and continue pasting papier mache and creating the finish touches on

their sculpture.

Day 8 and 9

Anticipatory Set:

Students sculpture will be dry and ready to paint using acrylic paint.

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Direct Instruction:

• Teacher will demonstrate how to mix and apply paint on their sculpture.

• Teacher will post an image of the finished product, as well as have the teacher-made

example on display in the classroom.

• Teacher will talk about making good color choices, using cool and warm tones for the

different area.

• Students will be reminded how to clean up their brushes and area properly.

Guided Practice:

• Student will paint their sculpture and try to achieve a realistic example of their chosen

animal. Teacher will walk around and offer answers if needed.

Independent Practice:

• Students will finish their painting and complete their sculpture.

Day 10

Anticipatory Set:

Students will again critique each other’s completed art pieces. They will add details or

finished the painting.

Guided Practice:

• Students will critique one another’s work using these questions: Does the sculpture have

a nice complete and finish look? Is it a recognizable or realistic animal? Does the

application of paint cover the newspaper entirely?

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Closure:

Every student will present their sculpture to the class and tell us why they chose this

particular animal. Turn in their sculpture and critique sheets for grading.

Accommodations and/or modifications:

• English language learners: images and video of how to do the project will be shown and

posted on the overhead screen/projector. Student will also watch the teacher

demonstration.

• Special need students: can use playdoh or self-drying white clay to create forms and/or

make a sculpture animal, then let dry.

• Gifted and Talented: can make a sculpture group, such as mother kangaroo and joey, or

male and female lion.

Multiple Intelligences:

Interpersonal intelligence is addressed through discussions, brainstorms, peer critiques

of armature and final artwork.

Intrapersonal intelligence is addressed by demonstrating final sculpture and explaining

why they chose to make this particular animal.

Spatial intelligence is addressed by creating a 3D sculpture based on an image.

Bodily-Kinesthetic intelligence is addressed by manipulating materials to create a

sculpture.

Vocabulary:

Armature: (sculpture) a framework around which a sculpture is built.

Balance: the distribution of the visual weight of the elements in a work; formal balance,

informal balance, symmetry, asymmetry, radial balance, central axis.

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Complementary colors: two colors that are directly opposite each other on the color wheel,

meaning they are in extreme contrast with each other.

Form: a three-dimensional object: Geometric: sphere, cylinder, cube, pyramid, cone. Freeform:

three-dimensional, length, width, depth.

Movement: act of moving, motion; specific type of motion, step (in dance, sports, etc.).

Papier-mâché: French for "chewed paper", is a composite material consisting of paper pieces or

pulp, sometimes reinforced with textiles, bound with an adhesive, such as glue, starch,

or wallpaper paste.

Perception: is the organization, identification, and interpretation of sensory information in order

to represent and understand the environment.

Proportion: the relationship of one part to the rest of the elements in a work (i.e., size, number,

etc.).

Sculpture: form a three-dimensional work of art using any of several techniques (such as

welding, modeling, carving.

Technique: the method by which an artist uses art materials to create a certain type of artwork.

Texture: the characteristic appearance of a surface having a tactile quality.

Criteria for Assessment: Did Students:

• Completed critique sheet.

• Built armature.

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• Apply papier mache.

• Create an identifiable animal sculpture.

• Applied paint throughout the whole sculpture.

• Gave sculpture the idea of movement.

• Show understanding of proportion, balance, and texture in the sculpture.

• Demonstrated their artwork and explain why they chose that make this animal.

Method of assessment:

Teacher will monitor the progress of students during studio work time, to ensure their

understanding and re-explain and/or re-teach if necessary. Credit will be given for staying on

task during each of the ten class periods spent on this project. Points will be given for completion

and approval of the armature by the beginning of the fourth period of this project. Points will be

given for the completion of papier mache application by the end of the seventh period. Painting

of the sculpture will also have a point evaluation, as well as the completion of critique sheet. The

overall finish artwork will be graded using the rubric. Bonus credit will be given for using proper

safety and proper clean-up during each class periods.

California Visual Arts Standards:

1.0 Artistic Perception

Develop Perceptual Skills and Visual Arts Vocabulary

1.1 -Identify and use the principles of design to discuss, analyze, and write about visual aspects

in the environment and in works of art, including their own. Student’s peer critique.

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2.0 Creative Expression

Creating, Performing, and Participating in the Visual Arts

Students apply artistic processes and skills, using a variety of media to communicate meaning

and intent in original works of art.

Skills, Processes, Materials, and Tools

2.1 -Solve a visual arts problem that involves the effective use of principles of design. Creating

the armature.

2.4 -Design and create an expressive figurative sculpture: students built an armature and applied

papier mache to create an animal sculpture.

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Procedure Images

Materials and tools Artmaking step 1: Building armature

Artmaking step 2: Complete armature Artmaking step 3: Complete papier-mache

Final artwork

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Rubric

Excellent 4 Good 3 Acceptable 2 Poor 1

Craftsmanship Sculpture is an identifiable animal and was produce with skillfulness.

Sculpture is mostly identifiable has an animal and was produce with some skillfulness.

Sculpture is mostly identifiable has an animal, but shows flaws and lacks skillfulness.

Sculpture is unidentifiable and has many flaws. The artwork is uninteresting.

Perception of movement in the sculpture.

Sculpture shows several elements that give the idea of movement; like tail swing, bent knee etc.…

Sculpture shows one element that gives the idea of movement.

Sculpture shows an attempt to add an element that gives the idea of movement.

Sculpture seems stiff and does not give any sense of possible movement.

Problem-solving, using recyclable materials for the armature.

A variety of recyclable materials were used in building a solid and identifiable armature.

A couple of recyclable materials were used in building a somewhat solid and identifiable armature.

Newspaper was used to build a somewhat solid and identifiable armature.

Newspaper was used to build an armature.

Application of papier mache and paste.

Newspaper is layered and paste is well applied, the sculpture doesn’t have unintended texture from raise paper corners.

Newspaper is layered and paste is well applied, the sculpture ha a couple of unintended texture from raise paper corners.

Newspaper is layered and paste has some drip and the sculpture has a few unintended textures from raise paper corners.

Newspaper is not well layered and/or paste is drippy, the sculpture does have a lot of unintended texture from raise paper corners.

Elements of balance, proportions, and texture.

All the elements are seen and well performed in the artwork.

Elements of balance and proportions are seen and well performed in the piece.

An attempt to use the elements was made and is visible, but artwork is askew.

Artwork does nor represents any use of these elements.

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References

Jack A. Hobbs, Richard Salome, Ken Vieth, The Visual Experience, Third Edition, Davis

Publication, 2005. ISBN: 10:0-87192-627-X

Video, Paper Mache Armature using newspaper, 2015,

https://youtu.be/x13jz0nBm6g

Video, Paper Mache Brush technique, 2013,

https://youtu.be/_6HvJgFzOFo

Visual and Performing Arts Content Standards for California Public Schools