Categories
- Curriculum: Math | Science
- Age/Grade: Middle School | Above 14
- Subject: Analysis and Theory | Sculpture
- Materials: Mixed Media | Paint
- Institution:
- Location: Bronx, New York
- Duration: 4 Classes
Description
Students utilize elements of design to compose a work of art
(Making a Box) Vocabulary: 3-D, Volume
(Building a 3-D structure from the 2nd Dimension)
Realizing the (RNA Protein Structure)
Objective
Student Objectives:
Students access prior knowledge of 2-D and 3-D to build a sculpture
Identify the difference between a two - dimensional and three - dimensional objects
Experience volume and 3-D sculptural principles by applying them in space.
Resources
New York Times 2011
Science
Scientists working in annimation
Vocabulary
- Two-Dimensional - Anything that is Flat (Like our school picture)
- Three-Dimensional - anything that takes up space (Like our real body)
- Sculpture - art that is 3-D
- Volume - the amount of empty space that fills a closed 3-D object
- RNA - Protein Strand microscopic material that makes up fingernails and hair
Materials
2” x 6” strips of colored construction paper
Glue
3”x 5” yellow construction paper
Ruler
Pencil
Scissors
Procedure
Day 1
(Making a Box) Vocabulary: 3-D, Volume
1. Students are grouped at tables that seat five maximum.
2. Vocabulary is reviewed as it applies to prior and current project.
3. Students are given 3”x 5” yellow construction paper. I demonstrate how hold the ruler and make a line that is parallel to the edge of the paper and is as wide as the ruler. Students apply.
4. I demonstrate how to turn paper and position ruler to make second line. Students apply. This follows with the third line.
I demonstrate how to make first fold. Students apply. This follows for the second fold.
Day 2
(Making a Box) Vocabulary: 3-D, Volume
5. I demonstrate how to glue and open box. Students apply.
6. I demonstrate how to cut ends and fold. Students apply.
8. One table of students are asked to glue all other student’s boxes into formations of 3 or 4
Day 3
(Building a 3-D structure from the 2nd Dimension)
1. Students are given two 2”x5” strips of paper and one bottle of glue per table.
2. I demonstrate how to glue the paper strip. Students apply.
3. I demonstrate how to hold and glue the second strip to the first strip. Students apply.
4. I demonstrate how to glue the second strip and where to glue it. Students follow.
5. This procedure follows through the entire structure.
6. When students finish their individual structure they are given time to work as a group at their table to glue all of theirs together.
7. I collect each table’s structure and give it to the table that I feel worked best as a group. These students then glue the other groups’ structures together into one larger structure.
8. I place the final structure on the board and we talk about what we see.
Day 4
(RNA Protein Structure)
1. I ask one of the better gluers in the class to glue the boxes to the strip paper structure spaced evenly throughout the entire sculpture. Other students make independent drawings while project is being finished.
2. I hang the final sculpture on the board and show each table a colored picture of an RNA Protein Structure and ask them if it looks like the sculpture we made.
Questions
Wrap Up:
1. I then explain that this is what the microscopic material that makes up hair and fingernails looks like.
2. We discuss how much of what we cannot see is very interesting to look at.
3. Review vocabulary: 3-D, volume,
Extensions
The abstract in the microcosmic. Big ideas-little people.
