TIME: 4 lessons of 50 minutes each
MATERIALS:
- Fine Art Prints of Typewriter Eraser by Claes Oldenburg and El Cucaracho by Jose' Luis Rivera- Barrera
- Tall tale books of Paul Bunyan, Mike Fink, John Henry, Pecos Bill, Johnny Appleseed
- Plastic insects
- Illustrations of insects
- Pencils and ruler
- Poster size paper for graphic organizer
- Practice drawing paper 81/2"x11"
- Crayons, markers, or colored pencils
- Crayola Model Magic Clay (white; divide 8 oz. pouch into thirds or 2.7 oz. per student)
- Wire and wire cutters
- Tools for clay working
- Paper for clay work and painting 14"x24" to cover work area
- Tempera paint
- Paint brushes
- Water containers
- Paper towels
- Pipe cleaners
- All purpose school glue and Super glue
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Lesson 1 : Engage: Language Arts
Discuss folklore and tall tales that feature larger than life characters. "What characters from tall tales, folktales or legends can you think of who are bigger, stronger, meaner, or sillier that ordinary people?" (Paul Bunyan, Mike Fink, John Henry, Pecos Bill, Johnny Appleseed)
Read a selected tall tale to the students. Discuss and show the other examples. (See Bibliography)
Explain that when storytellers stretch the size or actions of a character beyond the truth, they are using exaggeration. "Why do people enjoy exaggeration?" (for fun, clever entertainment)
Tell students that, like folklore characters, everyday objects in some art works are exaggerated.
Display poster of Typewriter Eraser, and explain that it is a sculpture, a three-dimensional artwork of an eraser that was used to correct mistakes when typewriters were common years ago. Tell students the sculpture's size. "How did Claus Oldenburg, the artist, use exaggeration?" (made a small object much larger) "How does exaggeration make you feel about the object?" (amazed, amused, that the eraser is important) Explain that the artist made the individual forms—the parts that make up the sculpture—and then put them together. Point out the individual forms (eraser, wheel, brush, and so on) and ask the students to describe them and suggest how the pieces were assembled. Post a graphic organizer on poster sized paper to write the students' responses. Display poster of El Cucaracho, tell students the sculpture's size, and invite them to guess what the object is. "How dis Luis Rivera-Barrera use exaggeration?" (carved them out of wood). Have students point out the specific forms of an insect: legs, head, eyes, thorax, abdomen, shell, antennae, and so on. Post another graphic organizer to write the student's responses. Reinforce the concept that exaggeration can be used in stories and artwork to add humor or fantasy. Ask the students how the two artists used exaggeration in their works of art? Discuss answers.
Create Art
Explain to students that they will create a sculpture of an insect that shows exaggeration. Help students think of ideas for their sculpture. Provide plastic models of insects and illustrations for reference. "What are the characteristics of insects that set them apart from other life forms? What insects interest you?" After selection of a bug is complete, have the students do a preliminary drawing of their selection. Remind students that their sculpted insects will be much larger than life size. Tell students they may exaggerate their entire insect or only certain parts. Relate to the students that theirl drawings will serve as a guide or reference in forming their clay sculpture. While looking at and observing the examples, the students sketch plans for the clay sculpture of an insect showing exaggeration. The sketch should include a top view and bottom view of their "bug" paying attention to details. The students decide on colors for their sketches. Colors can be varied; it does not have to be the actual color of the insect. Students color sketches using crayons, markers, or colored pencils. Pick up sketches for continuation of the project.
Lesson 2 :
Distribute the students’ sketches to use as a guide in creating a clay sculpture of their insect that shows exaggeration.
Hand out copies of the rubric that will be used later on to assess the students’ completed work. Have students review and discuss expectations. Pick up rubrics for later assessment. Keep a copy posted for reference as students work on their sculpture. Appendix 1
Distribute large sheets of paper to cover the work area and a fist size ball of clay or one third of an eight ounce pack. This type of clay is easy to use. It is soft, lightweight, and fast drying. Have students start modeling the overall form, or the largest part of the insect. Then create the smaller parts. Help the students to insert a piece of wire (6 to 8 inches) through all three body parts to insure stability. Students may pull, pinch, or mold clay features and exaggerations. Have students add texture and patterns in the clay using plastic clay working tools. Insert smaller pieces or wire (2 to 6 inches) for antennae and legs. Use regular school glue for re-enforcement of legs and parts. Allow ample time for the clay to dry and harden.
Have students use their imagination to begin thinking how their bug acquired the exaggerated features. “What tall tale can you relate about your creation?” Stories will be shared when their project is completed.
Lesson 3 :
After clay forms are dried, Place large sheets of paper to cover the work area. Distribute painting supplies and the students’ hardened clay sculptures. Students paint their sculptures. Allow to dry.
Lesson 4 :
Distribute clay sculptures and various colored pipe cleaners. Demonstrate how to wrap the wire legs with pipe cleaners for added strength and color. Students may need assistance in getting the insect to “stand” upright and with gluing body parts for firmness if needed. Super glue works well for instant results.
ACTIVITY:
Explore Art
- Display poster of Typewriter Eraser , and explain that it is a sculpture, a three-dimensional artwork of an eraser that was used to correct mistakes when typewriters were common years ago. Tell students the sculpture's size. "How did Claes Oldenburg, artist, use exaggeration? (made a small object much larger) "How does exaggeration make you feel about the object?" (amazed, interested, amused, that the eraser is important)
- Explain that the artist made the individual forms-the parts that make up the sculpture-and then put them together. Point out the individual forms (eraser wheel, brush, and so on), and ask the students to describe them and suggest how the pieces were assembled.
- Post a graphic organizer on poster sized paper to write the students' responses.
- Display poster of El Cucaracho , tell students the sculpture's size, and invite them to guess what the object is. "How did Luis Rivera-Barrera use exaggeration?" (made the cockroach larger than in real life) "How did the artist create the forms?" (carved them out of wood). Have students point out the specific forms of an insect; legs, head, eyes, thorax, abdomen, shell, antennae, and so on.
- Post another graphic organizer to write the students' responses.
- Reinforce the concept that exaggeration can be used in stories and artwork to add humor and fantasy. Ask the students how the two artists used exaggeration in their works of art? Discuss answers.
Create Art
- Explain to students that they will create a sculpture of an insect that shows exaggeration.
- Help students think of ideas for their sculpture. Provide plastic models of insects and illustrations for reference. "What are the characteristics of insects that set them apart from other life forms? What insects interest you?"
- After selection of a bug is complete, have students do a preliminary drawing of their selection. Remind students that their sculpted insects will be much larger than life size. Tell students they may exaggerate the entire insect or only certain parts. Relate to the students that their drawings will serve as a guide or reference in forming their clay sculpture.
- While looking at and observing the examples, the students sketch plans for the clay sculpture of an insect showing exaggeration. The sketch should include a top view and a bottom view of their "bug" paying attention to details. The students decide on colors for their sketches. Colors can be varied; it does not have to be the actual color of the insect. Students color sketches using crayons, markers, or colored pencils. Pick up sketches for continuation of the project.
EVALUATION/ASSESSMENT:
- Display the insect sculptures for the class. Have students discuss how the sculptures show exaggeration. "How does this affect the way we actually see the insect?"
- Hand out the rubric (attached) and ask students to rate their work. Ask them to add comments reflecting their thoughts on the project. Compare each self-assessment with your own assessment of the work.
- Have students relate their "tall tale" for all to enjoy.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana English Language Arts Standards/Benchmarks:
ELA-6-M3: Use knowledge of the distinctive characteristics to classify
and interpret elements of various genres, including fiction (e.g. folktales,
fairy tales, fables, legends, short stories, novels)
Louisiana Visual Arts Content Standards/Benchmarks:
VA-CE-M4: Develop skills in creating various art forms, including art
forms from other cultures
VA-AP-M1: Use elements and principles of design and expanded art vocabulary
for responding to the aesthetic qualities of various works
VA-CA-M1: View works of art and analyze how artists use design elements
and principles to achieve an aesthetic effect
VARIATIONS/ENHANCEMENTS:
Have students find magazine photographs that are out of proportion and then add them to their drawings.
Have students write about their own tall tale using story element components.
Read a tall tale. Write another chapter with a new adventure for either Paul Bunyan or Pecos Bill or John Henry or Johnny Appleseed, etc. Illustrate their chapter using a drawing style similar to the book’s illustrations.
TEACHER'S REFLECTION:
The students loved this project. They had fun working with the clay and painting the end product. Some students needed help with the attachment of legs and antennae. Super Glue worked best, but required teacher assistance. Some bugs had to be glued more than once. It was helpful to have a completed example to show the students in the beginning of the lesson.
Most of the students were only familiar with Paul Bunyan as an exaggerated
character. Literature loving students enjoyed Steven Kellogs stories
of Mike Fink and Pecos Bill.
VOCABULARY:
Sculpture-artwork with three dimensions: height, width, and depth.
Form-a three-dimensional object.
Exaggeration –- an enlargement of a fact or statement beyond what is
true.
BIBLIOGRAPHY:
Brooks, Rebecca and Cynthia Colbert. Connections in Art. Massachusetts: Davis
Publications, Inc., 2004
de Leeuw, Adele. John Henry, Steel-Drivin” Man.Illinois: Garrard Publishing Company.
Kellogg, Steven. Johnny Appleseed. New York: Scholastic.
Kellogg, Steven. Mike Fink.New York: Scholastic, 1992.
Kellogg, Steven. Pecos Bill. New York: Scholastic, 1986.
Lyman, Nanci. Paul Bunyan. New Jersey: Troll Associates, 1980.
Oldenburg, Claes. Typewriter Eraser (Print). Virginia Museum of Fine Arts, Richmond Virginia, 1976, 8’x7’2”x5’7”.
Rivera-Barrera. El Cucaracho (Print). Collection of Cesar Martinez. Photograph by Gene Martinez. 1982. Mesquite wood 24x11x7”.
Stoutenburg, Adrien. American Tall-tale Animals. New York: Viking Press, 1968.
HYPERLINK http://www.louisianaschools.net, http://www.louisianaschools.net
http://www.oldenburgvanbruggen.com
GALLERY
|
EXHIBITS |
K-12 |
STUDENT TEACHERS | HOME
|
