Submitted by: Julie Jacobusse,
Austin Road Elementary in Stockbridge, Georgia
UNIT: 2D - 3D Design - Line and pattern
Lesson: Line and Pattern Design Paper Sculpture
Grade Level: Elementary (grades 3 to 5)
Materials:
Objectives: students will
9x12
heavy drawing paper (Bristol paper or tag board)
Markers
Sharpies
Pencils
Scissors
9X12 Black Drawing paper
Optional: Laminator |
- create patterns - repeat colors
for unity
- understand organic shape
- show awareness of design
principles - art elements
- create 3-D paper relief from a
2-D surface.
- know difference between 2-D and
3-D art
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Instruction:
- Talk about different types of lines with
the students and draw them on the board while discussing.
(If a student mentions a circle-that is a type of line,
a continuous line-another name for a circle-students found
that interesting.)
- Show teacher example of how to draw
big open shapes with sharpie on 9x12 paper. They should be
organic shapes that are closed and connect together-they
should fill up most of the paper. Shapes
that are smaller than a quarter do not work well-they have
to be able to draw different lines and patterns inside them.
- Next step show them an example of big
open shapes with different patterns, and
different lines in each of the shapes. (Many students
like to just color in each shape a solid color, discourage
that-it does not look as interesting.)
- Lastly show them the example
of a paper sculpture that is stapled to the black paper.
Procedures:
- Students write their names of back of
white 9x12 paper in pencil and then use Sharpies to draw big
open shapes on paper (see
fig 1). If students use markers to write their names it
bleeds through. Avoid small shapes (see
fig. 2)
- Use colored markers to make different
patterns inside the shapes. Adjacent shapes should
have a different pattern, and use different colors. For
unity - similar patterns and colors can be repeated. (see
fig. 3)
- When design is complete - cut around the
perimeter of the design. (optional - laminate before this
step).
- Select 3-4 areas to cut into the design -
leaving about 1' between the cuts. Design should remain as one
piece. Cut along the lines of the design.
- Staple the design to black paper in one
location.
- Move the design around - pushing it up
and down - and staple making a 3-D relief sculpture from the
2-D design. Students may need help with the stapling. (see
fig. 4)
- Critique finished work. Look at examples
of 3-D design sculptures - contrast and compare. Frank Stella
would be a good choice.
   
1. Large organic shapes 2.
not small
shapes 3.
Make
Patterns
4. Cut and staple
Assessment (sample rubric)
Project:
2-D to 3-D Design
Name
________________________________ Date
___________ Class __________
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Criteria
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Goal
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Mastery
– 3 pts
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Advancing
–2pts
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Novice – 1 pt
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Score
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Developing
skills at grade level – Shows growth - takes risks to discover
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I
produce high quality, creative work. I show originality
and take risks to learn new things
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Understanding
and application of Art Concepts and lesson objectives
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I
apply all art concepts, especially those stressed for the
project. I solve problems myself.
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Participation
and effort
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I
always participate in class and always use class time well
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Use
and care of Materials
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I
used all materials appropriately with no reminders. I
always clean up
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Behavior
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I
always follow all classroom rules and never cause a
classroom disturbance. I am Always helpful.
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S+=15-12
S=11-
8
NI=7-
0
Total
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Art
Concept (s): Repeating colors and patterns can show unity.
Organic shapes are curvilinear irregular shapes.
2-D is flat, has length and width - 3-D is raised up, has length,
width and height.
Lesson
Objectives:
-
Show understanding of
organic shapes
-
Show
unity by repeating similar patterns and colors.
-
Make 3-D paper design from 2-D surface
Teacher’s
comments:
Parent
Signature: _________________________________date______________
National
Standards (Standards covered depend on how much discussion you
have)
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
6.
Making connections between visual arts and other
disciplines |
| Students
know the differences between materials, techniques, and
processes |
Students
know the differences among visual characteristics and
purposes of art in order to convey ideas |
Students
understand there are various purposes for creating works
of visual art |
Students
understand and use similarities and differences between
characteristics of the visual arts and other arts
disciplines |
| |
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Students
identify connections between the visual arts and other
disciplines in the curriculum |
| Students
use different media, techniques, and processes to
communicate ideas, experiences, and stories |
Students
use visual structures and functions of art to communicate
ideas |
Students
understand there are different responses to specific
artworks |
Note:
connections can be made to music and math |
| Students
use art materials and tools in a safe and responsible
manner |
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