Submitted by: Laurie
Reber, Andersen Junior High
School, Chandler, AZ
UNIT: Sculpture - Collage
Lesson: Collage Flip-Flops
Grade Level: Middle School
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“All
About Me”
Collage
Flip-Flop Design
Flip-flops are my
favorite shoes to wear. When we think of flip-flops many things
may come to mind. What do you think about when you hear the word
flip-flops? Jot these things down on a piece of paper. Now think
about who you are – what best describes you? – what colors
do you like? – what are your interests?
Jot all of these things down as well.
You will be given a foam
core flip-flop. There are many different collage materials that
you will have the opportunity to explore. Carefully think about
how you will design your flip-flop so that it reflects who you
are – someone should be able to look at the finished design
and know that it is your flip-flop based on how you decorated
it. Choose your materials so that there is a balance of color
and a sense of pattern and texture. NEATNESS COUNTS! Once you
have designed your flip-flop, you will present it to the class
so that we may learn more about who you are and why you designed
the flip-flop the way you did.
They will then be displayed in class and on campus.
Materials:
Foam core flip-flop, pipe
cleaners, colored paper, scissors, glitter, glue, hot glue gun,
markers, crayons, colored pencils, gel glaze pens, fabric
scraps, decorative paper punches, buttons, beads, shells,
colored tissue paper, magazines, and various other collage
materials
Note from Laurie: This was a
great assignment to do at the beginning of the school year, as I
really learned a lot about the students and they learned a lot
about each other!
National Standards:
| 1.
Understanding and applying media, techniques, and
processes |
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 |
6.
Making connections between visual arts and other
disciplines
|
| Students
select media, techniques, and processes; analyze what
makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their
choices |
Students
integrate visual, spatial, and temporal concepts with
content to communicate intended meaning in their
artworks |
|
Optional
connection to Language Arts:
Students write
autobiographical Poems relating to their artwork.
|
| Students
intentionally take advantage of the qualities and
characteristics of art media, techniques, and processes
to enhance communication of their experiences and ideas |
Students
use subjects, themes, and symbols that demonstrate
knowledge of contexts, values, and aesthetics that
communicate intended meaning in artworks |
|
Students
describe ways in which the principles and subject matter
of other disciplines taught in the school are
interrelated with the visual arts |
| |
|
Students
describe and compare a variety of individual responses
to their own artworks and to artworks from various eras
and cultures |
|
|