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3D Ribbon Letters

Submitted by: Norma Allende
UNIT: Value Shading - Art with Text
Lesson: Ed Ruscha 3-D Ribbon Letters - Pencil Shading
Grade Level: Upper Elementary through middle school (examples are 8th grade)

CONCEPT: Value shading: Modern Art Ed Ruscha Changing values can make a form look 3 dimensional. Determining source of light can show feeling of space 

OBJECTIVES: After learning about the art of Edward Ruscha and making a three-dimensional model of a single word students will explore shading and value, and will create a drawing of the model. Student will render ribbon strip letters in varied values to show 3-D quality

SKILLS: shading, understanding of value and proportion, observation - determining source of light

VOCABULARY: Ruscha, perspective, shading, hatching, cross hatching, overlapping, depth, 3-D

MEDIUM/TECHNIQUES: lead pencil and watercolor or tempera

MATERIALS/RESOURCES: visual aids, paper, lead pencils, scissors, glue, colored construction paper, heavy weight white paper.

MOTIVATION: Students observe some of Ruscha's works and discuss it. How was the work done? Is the work realistic? How did the artist achieve contrast? Where is the light coming from?

SUGGESTIONS: Students could do names - first name, last name, initials, nick name - OR character education words. 

PROCEDURES:

  1. Cut strips of white paper 3" wide * (After I did the lesson I think 2 inches will be better).
  2. Demonstrate few examples of how to make a 3-D letter. Create individual letters to form the word by bending and folding the paper. Explain to students they can use paper clips to hold  the folding in place until it is glued in place. 
  3. Once all the letters are finished glue them on colored paper. Explore how the light
    affects the shading on the letters by moving the 3-D work in different
    directions.  
  4. Choose one point of view and place the  work on the desk. Draw the work with lead pencil . Study source of light. Shade drawing light to dark to give illusion of space.
  5. After the drawing is finished, paint the background matching the background color  in the 3-D design.

    Note: Explain that  they must keep the  model in the same place, otherwise the point of view and the direction of the light will change.

CLOSURE:

Write a reflection in jour journal describing the process employed in this project. Include thoughts on the problems encountered and how they were solved.

Here are Mike Sacco's Middle School student examples:
http://www.myschoolonline.com/page/0,1871,6775-205612-4-83969,00.html


Resources:

Ed Ruscha feature-National Gallery
http://www.nga.gov/feature/ruscha/ruscha.htm
More Ruscha:
http://www.artcyclopedia.com/artists/ruscha_ed.html 

Assessment: Modified Rubric

Name  ____________________________________________  Date  __________

Rubric For Ruscha Ribbon Letters

 

Exceeds 4

Meets   3

Progressing 2

Unsatisfactory 1

Created name paper relief with strips of paper so word could easily be read - glued letters securely

 

 

 

 

Shaded letters with pencil to show 3-D effect and source of light 

 

 

 

 

Painted background to match construction paper - showed cast shadow

 

 

 

 

Made good use of class time - on task

 

 

 

 

Demonstrated craftsmanship in gluing and pencil shading

 

 

 

 

                                                                                             Score  

Additional Teacher Comments

 

 

Additional Student Comment

National Standards:

1. Understanding and applying media, techniques, and processes 2. Using knowledge of structures and functions 3. Choosing and evaluating a range of subject matter, symbols, and ideas 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
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 explore and understand prospective content for works of art Students understand there are various purposes for creating works of visual art
Students use art materials and tools in a safe and responsible manner Students describe how different expressive features and organizational principles cause different responses Students select and use subject matter, symbols, and ideas to communicate meaning Students describe how people's experiences influence the development of specific artworks
  Students use visual structures and functions of art to communicate ideas   Students understand there are different responses to specific artworks

 



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