16 thingswithwings

Things with Wings 3D Sculptur e with Wate rcolor Techniques This lesson combines instruction in watercolor techniques with that of 3-dimensional sculpture. Students will design wings using wet-on-wet and wet-on-dry watercolor techniques.

Basic armature-building skills will be introduced. The body of the creatures (butterflies, dragonflies, etc.) will be sculpted by the students. Creativity in wing design and creative thinking skills in sculpture building will benefit students in future artistic endeavors and give them a beautiful 3D sculpture to be proud of. This lesson is a great hands-on activity and loads of fun!

Grade Level:

2nd grade

Time Required:

2 hours

Materials:

aluminum wire watercolor paper water cups wire cutters contact paper or tape pliers watercolor brushes scissors scrap paper masking tape pencils

Vocabulary:

3-D: Sculpture: Armature: Watercolor:

an object with three dimensions: length x width x height a 3-D structure constructed out of multiple materials such as clay, papier-mâché, wire, metal, etc. the inner structure supporting a sculpture, built with a variety of materials including wire, masking tape, and newspaper. paint used in combination with water, techniques include wet-on-wet, dry, and wet-on-dry

Objectives: • Students will be introduced to vocabulary terms dealing with 3D sculpture and watercolor • Students will complete a watercolor painting using either of the two watercolor techniques or a combination of both • Each student will complete a 3D sculpture of a “Thing with Wings” Procedure: Set Up:

DAY 1: Motivational materials will decorate the room.

Watercolors, cups of water, watercolor brushes, and scrap paper will be placed at each table.

The same supplies will be at the front of the room, waiting to be used as an example of technique.

Introduction: Teacher will introduce the lesson and the requirements. Instruct students that a 3D sculpture (a “Thing with Wings”!) will be produced and introduce the vocabulary terms. The first step of the project is creating the wings using three watercolors techniques (discuss terms). Show examples of butterfly and dragonfly wings. Demonstrate each technique, stress use of whole paper.

Execution: Students return to seats. Begin experimenting with watercolor techniques on scrap paper on desk as instructor talks them through each of technique. Once a favorable technique is found and teacher approves it, students may begin painting on good watercolor paper which is then provided. Wet paintings are placed in drying rack. Students can then experiment until all students have finished this step. DAY 2: Demonstrate the shaping of a sculpture by manipulating the wire. Ask for suggestions in forming a 3-dimensional structure (pop it out!). Demonstrate tracing of wing with pencil onto watercolor, cutting out, and wrapping with contact paper. Class returns to seats where wire awaits and begin forming.

Teacher will use wire cutters if necessary. Once sculptures have been approved, students will retrieve watercolors and trace their empty wings with pencil on their paintings. Cut out wings using scissors on desk. With teacher assistance, wrap wing and painting in contact paper or tape. Ta-da!

Reflection: Place all sculptures on tables and have class rotate to view. Have class fill out reflective questionnaire. Questions include: Did you use wet-on-wet or wet-ondry or dry? Name two colors used in your wings. What do you like most about your sculpture?

What was the hardest part? Pick one of your classmates’ “winged thing”. What do you like about it?

Motivational Material: Teacher will have his or her own version of the sculpture previously produced.

Examples of many watercolor techniques will be mounted on bulletin boards around the room.

Assessment: Formative: Class discussion session before each lesson to check for comprehension.

Summative: Rubric to be filled out by instructor.

Vermont Standards: 5.24 Students solve visual, spatial, kinesthetic, aural, and other problems in the arts.

5.29 Students use the elements and principles of two- and three- dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing, and critiquing.

National Standards: 5a.

Identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works.

Extensions: 1. Papier mache dragonfly bodies 2. Wings out of tissue or crepe paper 3. Adding yarn to the body to represent mass and texture

Lesson Adaptations: Adaptations may be made for students with limited control over motor skills.

Students will be able to work on a larger scale, with the assistance of a bulb brush and larger paper. Spring-loaded scissors will also be available as well as teacher-guided scissors. If assistance is needed in shaping the wire, it will be provided and a simpler structure suggested.

Name____________________________

Things with Wings 3D Sculptur e with Wate rcolor Techniques

3-D: Sculpture: Armature: Watercolor: FOCUS

an object with three dimensions: length x width x height a 3-D structure constructed out of multiple materials such as clay, papier-mâchÊ, wire, metal, etc. the inner structure supporting a sculpture, built with a variety of materials including wire, masking tape, and newspaper. paint used in combination with water, techniques include wet-on-wet, dry, and wet-on-dry

D and below

C- C C+ Student effort is not where is should be.

Student is not focused.

B- B B+ Student is actively engaged in work throughout the process.

A- A A+ Student shows extreme effort and determination in their effort and output.

Process

Student effort is nearly non-existent.

Student shows no visible focus.

Technical Watercolor Elements

No watercolor techniques used.

Little to no evidence that previous guidelines for wet-onwet, dry, or wet-ondry techniques have been employed.

1 technique used.

Visible effort has been made to follow guidelines for watercolor techniques.

2 watercolor techniques employed.

Portraits follow previously instructed watercolor guidelines.

3 watercolor techniques are used.

Paintings go above and beyond previous watercolor technique guidelines.

Sculpture

Does not complete the wire sculpture.

Completes only part of the wire structure.

Student creates a sculpture using the proper technique.

An extremely well done sculpture that follows the lesson objectives and takes it to another level.