Mini-Activity Title: Paper Sculptures Name: Kaitlin Kremer Grade Level: 6th Date: 12/07/12

Theme Concept(s) Aesthetics, Art History, Art Criticism The main goal of this activity is for students Aesthetics can deal with our experiences to understand and apply the art principle of with beauty in art. form. Art History will be included in our class discussion. We will address the different Another goal is for them to understand the types of sculpture (functional versus nonconcepts of maquettes, sculpture in-thefunctional pieces). Greek amphorae and Nike of Samothrace round, and three-dimensional artworks. will be shown to demonstrate the difference of sculptural purposes. Art criticism is involved in our discussion of how an artist can vary the visual impact of their artwork by using sculpture-in-theround instead of relief. Art Production Concepts Teaching Strategies Craftsmanship Discussion Using a 2D material to make a 3D Vocabulary review artwork. Questioning Cutting Demonstration Arrangement(to make piece stand) For students with disabilities: Composition(to create balance) Directions will be clear and concise. Visuals will be provided by me in discussion. Vocabulary of elements of art and their definitions will be shown. Extra time will be given for all students to complete projects. Reminders of expectations will be directed to students in order to stay on task. Precut/forms will be provided to those with visual-motor coordination challenges. Creative & Critical Abilities, Behaviors, & Skills Students will Enhance: Decision-making Critical thinking Originality Organization NJCCCS (Standards & Indicators) (one visual arts & one non-arts) Art: Standard 1.1 The Creative Process CPI #1.1.5.D.1 Identify elements of art and principles of design that are evident in everyday

Analyzing different kinds of life. folding/cutting that will allow for free- Other subject area: Math standing sculpture CCSS.Math.Content.4.G.A.3 Recognize a Trial and error line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. Materials and Supplies: Sketch paper, pencils, scissors, tag paper Art-Making Steps: 1. Students will sketch out different geometric shapes to include in their sculptures. 2. Students will cut out geometric shapes with scissors. 3. Students will choose to cut and/or fold geometric pieces to build sculpture. 4. Students will mount their sculptures on to pieces of construction paper. Aesthetic Steps/Questions: 1. What makes a sculpture have three-dimensions? 2. What is the difference between sculpture in-the-round and relief sculpture? 3. What was the most successful way to assemble your sculpture? 4. Why is making a maquette helpful before making a sculpture?