Chihuly-Inspired Chandeliers

 

Fiona Black

Unit of Study: Art History

Subject: Art

Grade: 1st

 

The lesson involves the following arrangements:  Whole group       Small group     One-on-one

 

Essential Elements addressed in this lesson:

1.A.4    Well-Structured Lessons

2.A.3    Meeting Diverse Needs

2.B.1    Safe Learning Environment

2.D.2    High Expectations

 

The Big Idea: 

 

Students will use fine motor skills and compositional knowledge to create 3D sculptures.

 

Specific Content Standards addressed in this lesson:

 

1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional

(3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction

1.4 Learn to take care of materials and tools and to use them safely

2.2 For line, explore the use of line in 2D and 3D works

Identify a wide variety of types of lines in the environment and in artwork For example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines.

2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works

Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork

2.6 For space and composition, explore composition by creating artwork with a center of interest, repetition, and/or balance

3.2 Create 2D and 3D expressive artwork that explores abstraction

For example, a student simplifies an image by making decisions about

essential colors, lines, or textures.

 

Specific Essential Questions addressed in this lesson:

 

What kinds of patterns can you find in these works? What kinds of lines do you see?

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Specific Rationale

 

Why do students need to engage with this content or skill at this point in time?  What evidence suggests that this is the appropriate next step in learning for this group of students (or specific student).

 

Many younger students are still working on fine motor skills and working on firmly gripping smaller objects and twisting wire is a great way to work on those muscles and skills.

 

Learning Outcomes/Expectations/Objectives:

 

As a result of this lesson, students will understand that you can replicate different kinds of patterns, textures, shapes, lines, etc. through the use of many different kinds of materials. 

 

As a result of this lesson, students will know that lines take many form and can be both 2D and 3D.

 

As a result of this lesson, students will be able to twist pipe cleaners together, and shape/manipulate them to create larger hanging sculptures (or chandeliers).

 

Assessment of Student Understanding:

 

What products or performances will provide evidence of the desired understandings, knowledge and skills?

 

Finished student work will provide me with evidence that they have understood the project and information given. If students demonstrate the ability to twist the pipe cleaners and adhere them to one another properly, and have filled out the shapes extensively, then I will know that they understood.

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Learning Activities:

 

Introduction/Opening (5-10 minutes)

Begin by showing a few images of Chihuly’s works (specifically his hanging sculptures/chandeliers). What kinds of lines do you see? What kinds of colors stand out to you? What do you think these sculptures are made out of? What kinds of patterns do you see in the general shape/composition of the work?

 

Demonstration (5 minutes)

For the demonstration invite students to hold up their hands and follow mine as I show them first how to twist the top of their central pipe cleaner to act as the “hook” to hang the sculpture up. They show students how to twist additional pipe cleaners around the central pipe cleaner, and then use a pencil to shape those pipe cleaners into curls. Encourage students to add as many pipe cleaners as possible/desired; have an example work with only a few pipe cleaners and ask them if they think this looks like the final pieces.

 

Transition: Send students to seats to begin working.

 

Activity (20-25 minutes)

Student can work independently on this project for as long as they want within this time frame.

 

Closure (5 Minutes)

Have students start to clean up, put all pipe cleaners back in the center of the table, and line up by the door. *If students aren’t done yet they can finish this project next class. 

 

Materials needed for the lesson:

• variety of colored pipe cleaners per student (at least 10)

• masking tape and sharpie (for labeling names)

 

Teacher Materials needed for demonstration:

• variety of colored pipe cleaners

• wire cutters (to be used by the adults only)

 

Understanding Your Learners

 

What considerations have you made to create an equitable environment to support all students in reaching the objectives for this lesson?

 

Using images as well as text and verbal cues during the demonstration.

 

How will you modify the lesson for students with IEPs and 504s?

 

In order to reach a variety of learners I will provide images, text, and verbal instruction. Students with impaired motor skills can use Wiki Stix.

 

How will you modify the lesson for students with language learning needs?

 

Visual cues and instructions, and can provide key words for vocabulary if necessary.  

 

How will you enhance and extend the lesson for students that already demonstrate mastery of the objectives?

 

Students who finish early or demonstrate knowledge of the objectives can choose to attach an additional pipe cleaner to the central piece to make it longer (and therefor create a larger sculpture) or choose to make another with a friend.