Submitted by: Tina Grimes
UNIT: Sculpture - Paper Maché
Lesson: Paper Maché Hand with Personal Symbol - Identity
Grade Level: Middle School - High School
 
Objectives
Students
will be able to:
-
Identify
characteristics of the art of Ken Parker. PO-2A
-
Create
a hand sculpture inspired by Ken Parker’s work. PO-2B,
SO-1A17
-
Develop
skills related to working with paper maché. SO-1A6,
SO-1A7
-
Create
an abstract version of hand. SO-1A1
Materials: cardboard, Styrofoam
(2" thick cut for bases),
newspaper, paper maché paste, scissors, tape, sand (to add weight to bases), acrylic paints, brushes,
and reference materials on the art of Ken Parker.
Resources:
Art
of Ken Parker -Sculpturama
(Site
was off line last I checked - email Judy Decker if you would like some images)
Optional:
Find a group of hand sculpture images for comparison/contrast
Procedures:
- Introduce the art of Ken Parker with background
information and photos of his work.
- Introduce/review paper
maché techniques (site is no longer on line)
- Assign the task of creating a paper
maché hand in
the style of Ken Parker. Show examples. The style and colors used will
create a stylized/ abstract result.
- List requirements: hands must be connected to an
arm; size should be close to life-size; hand must include a
school-appropriate symbol (talk about symbolism
and brainstorm ideas); hand should depict a school-appropriate gesture;
hand should be painted in one solid color, or in some sort of creative
pattern; symbol should be painted in different colors so it will stand
out. Have students sketch examples and plan out their designs.
- Students use cardboard to trace their hands and
arms to start as an armature.
Rolled and/or crumpled newspaper is added with tape to fatten up all the
parts of the armature.
- Cut Styrofoam ahead of
time for bases. Drill hole large enough for arm part way through
Styrofoam. Put sand in hole to add weight. You can come up with an
alternate method to weight down bases. If wood is used for base, no
additional weight is needed.
- Once desired form is achieved paper
maché begins.
Students will add their symbol in paper maché after at least 2 layers of
paper maché. 4 layers of newspaper will be used and one layer of paper
towels. Base and hand is paper machéd as one piece.
- Finished pieces will be painted with acrylic
paints. All paper maché should be covered with opaque color using good
craftsmanship. Latex pants may be used for base coats to stretch budget
(Check stores for miss-mixed colors. Stores will sometimes donate these). PO-1D
- Optional:
Show a collection of hand sculptures for comparison/contrast
- Critique
student work
Authentic Assessment
Students will create a
near life-sized arm and hand abstract sculpture with one symbol using paper maché
and acrylic paints in 5-7 class periods.
Rubric:
Ken
Parker Hands Rubric
Name _______________________
Requirements:
Yes—5
No—1
Other
Hand is connected to an arm.
_____
_____
_____
Hand is close to life-size.
_____
_____
_____
Hand includes a school-appropriate symbol.
_____
_____
_____
Hand shows a school-appropriate gesture. _____
_____
_____
Hand is painted one solid color or a pattern.
_____
_____
_____
Symbol is painted different colors. _____
_____
_____
Craftsmanship:
Overall form is free of large
lumps, rough edges, etc.
_____
_____
_____
Form has adequate depth.
_____
_____
_____
Form is strong and firm.
_____
_____
_____
4 layers of paper towel/1 layer newspaper used.
_____
_____
_____
Paint color is opaque.
_____
_____
_____
All paper is covered with paint.
_____
_____
_____
Free of stray paint marks, globs, etc.
_____
_____
_____
Concept/Composition:
Form is creative.
_____
_____
_____
Symbol is creative.
_____
_____
_____
Finish is creative.
_____
_____
_____
Thoughtful planning and effort.
_____
_____
_____
Total Points (Out of 85) ________
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 |
| 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 |
Students
compare multiple purposes for creating works of art
(What is covered here
depends on how many different hand sculptures you present
to students)
|
| 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
analyze contemporary and historic meanings in specific
artworks through cultural and aesthetic inquiry |
| |
|
Students
describe and compare a variety of individual responses to
their own artworks and to artworks from various eras and
cultures |
[MIDDLE SCHOOL LESSONS] [HIGH
SCHOOL LESSONS]
|
