3rd Grade

Giovanna Garzoni: Contour Pepper Project

Project Goal

Total Days: 2

Students will create a contour line drawing of both the outside of a pepper that implies irregularity, and detail through slow and thoughtfully made marks. Through this detail and observation, the students will make a drawing of food that is more desirable than a schematic drawing.

Big Ideas /Key Concepts

The Everyday, Hyper-realism, Natural Beauty, and Desire/Wants

Essential Questions to Explore

1. Why do people desire fruit?

2. What makes nature beautiful?

Aesthetic Goal
This lesson will introduce students to the idea that some artists concentrate solely on depicting the natural beauty of natural objects through hyper-realistic detail.

Artwork Studied Primary Work:

Still-Life, Giovanna Garzoni, 17th Century

Genre/Type of Art/Materials
Natura Morta Still-Life Painting Gouache, Vellum

Supporting Work: Natura Morta Still-Life Painting Still-Life (Lemons), Giovanna Garzoni, 17th Gouache, Vellum Naturalistic Still-Life Century Oil Paint, Canvas Basket of Fruit, Caravaggio, 1597 Rationale What makes this an important work to What makes it appropriate for my grade study? level? rd Giovanna Garzoni was and still is one of the The 3 graders will discuss the idea of best known female, Italian, Renaissance wanting and what characteristics make food painters. Her works are primarily still-life more desirable. Also the realistic style of the paintings with no hidden symbolism. painting will be easy to grasp for these Garzonis talent with gouache painting and concrete thinkers. The contour line natura morta style is what elevates these drawing and wire drawing activities will be a still-life paintings above a picture of food. stretch for the students but it will still be in The food becomes sensual and irresistible their realm of feasibility. to the viewer. Garzoni was also commissioned by the Medici family and had close ties with them. It is said that she asked the family for special healing oil close to her death.

21st Century Skills

Critical and Creative Cognitive Processes Emphasized in This Lesson

Sustain Focus Envision Brainstorm Recognize Analyze

Develop Craft Be a responsible steward of resources Seek Help Practice, Practice, Practice Reflect Compare & Contrast

Giovanna Garzoni
Going?
Days
Title of Artwork, Artist & Type of Art Culture & Date Big Ideas Visual Stuff Basic visual content, elements, etc. Visual Organization Composition al principles, etc. Meaning Making Interpretati on, connection to the Big Ideas Art Media & Tools Literacy &
Interdisciplina ry

Concept Map: Where Are We

Day 1
Still-Life Giovanna Garzoni Gouache Painting Italian Renaissance 17th Century Hyper-Realism and Natural Beauty Line Implied Form

Movement

Irregular shapes can be beautiful and/or interesting.

Paper, Thin Black Markers, Fruit

Connection Supports worksheets, books, etc.

Giovanna Garzoni

Activities Schedule: What Will We Do to Get There?

Day 1: Students will analyze Garzonis still-life paintings in terms of realism, shape and desire. We will also discuss briefly what a fruit is and their main characteristics, and what contour lines are. They will each create their own contour line drawing of a piece of fruit that contains both the outside and inside of the fruit. To finish they will complete their drawing and quickly discuss how they chose which contour we chose to draw and why.

Learning Standards Met in This Lesson Plan

NYS Visual Arts/Elementary

Standard #1 - Creating, Performing, and Participating in the Arts Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. a) Experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences. b) Develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events. c) Understand and use the elements and principles of art (line, color, texture, shape) in order to communicate their ideas. d) Reveal through their own art work understanding of how art mediums and techniques influence their creative decisions. e) Identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works. Standard #2 - Knowing and Using Arts Materials and Resources Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. a) Understand the characteristics of various mediums (2-D, 3-D, electronic images) in order to select those that are appropriate for their purposes and intent. b) Develop skills with electronic media as a means of expressing visual ideas. c) Know about some cultural institutions (museums and galleries) and community opportunities (art festivals) for looking at original art and talking to visiting artists, to increase their understanding of art. d) Give examples of adults who make their livings in the arts professions. Standard #3 - Responding to and Analyzing Works of Art Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines. a) Explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses. b) Explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works. c) Explain the themes that are found in works of visual art and how the art works are related to other forms of art (dance, music, theatre, etc.) d) Explain how ideas, themes, or concepts in the visual arts are expressed in other disciplines (e.g., mathematics, science, literature, social studies, etc.) Standard #4 - Understanding the Cultural Dimensions and Contributions of the Arts Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural,

and environmental dimensions of human society. a) Look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures. b) Look at a variety of art works and artifacts from diverse cultures of the United States and identify some distinguishing characteristics. c) Create art works that show the influence of a particular culture.

National ELA Common Core Standards

Comprehension and Collaboration

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. o Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). o Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. o Explain their own ideas and understanding in light of the discussion. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Conventions of Standard English

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. o Form and use regular and irregular plural nouns. o Use abstract nouns (e.g., childhood). o Form and use regular and irregular verbs. o Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. o Ensure subject-verb and pronoun-antecedent agreement.* o Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. o Use coordinating and subordinating conjunctions. o Produce simple, compound, and complex sentences.

Knowledge of Language

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. o Choose words and phrases for effect.* o Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use

L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. o Use sentence-level context as a clue to the meaning of a word or phrase. o Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). o Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). o Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

NYS Social Studies Core Standards for Elementary

Standard 2, Key Idea 2
Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. distinguish between past, present, and future time periods develop timelines that display important events and eras from world history measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BC and AD as reference points compare important events and accomplishments from different time periods in world history

Standard 2, Key Idea 4

The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time. consider different interpretations of key events and developments in world history and understand the differences in these accounts explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts

Standard 3, Key Idea 1

Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life) study about how people live, work, and utilize natural resources draw maps and diagrams that serve as representations of places, physical features, and objects locate places within the local community, State, and nation; locate the Earths continents in relation to each other and to principal parallels and meridians (Adapted from National Geography Standards, 1994) identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994) investigate how people depend on and modify the physical environment

Giovanna Garzoni DAY 1 of 1

Students will analyze Garzonis still-life paintings in terms of realism, shape and desire. We will also discuss briefly what a fruit is and their main characteristics, and what contour lines are. They will each create their own contour line drawing of a piece of fruit that contains both the outside and inside of the fruit. To finish they will complete their drawing and quickly discuss how they chose which contour we chose to draw and why.

Teacher Materials List

Artist Visual Vocab Visual Teachers Example Rules Poster Helper Chart Tape Large Post-Its Marker

Student Materials List

18 Sweet Peppers Paper Markers

Content & Concept Categories

Core Concept Vocabulary

Concept Elaboration

Highlight most important vocabulary to indicate they will emphasized in lesson; and assessed for retention and understanding. Delete or leave blank any categories that are not needed on this day of the lesson.

Art History - recall and/or research Art Criticism Elements, and/or things in image you want kids to notice Visual organization Principles and/or other compositional terms

Recall the Giovanna Garzoni was an Italian Renaissance, still-life painter from the 17th century. Irregular shapes Organic lines Irregular fruit, basket, softness, Realistic quality Movement Movement creates a focal point that increases the interest in the irregular fruit and creates desire in the viewer for the fruit.

Meaning-making: Feels like, seems like, represents, suggests, implies, symbolic of, etc. Art Making Media & Tools Technique/Craftsmanship

The realistic quality along with the placement of the fruit and the other factors that draw the viewers attention to the fruit create this desire to have the fruit and experience it. The movement also adds to this sense of desire.

Paper, Marker
Careful observation Slow, organic lines Attention to detail Patience, persistence Draws slowly Works Carefully Take your time Quiet observation

Stewardship and SelfMonitoring

Closure (1 or more of)

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Review and apply vocabulary words to classmates drawings Reflect on the detail and lines created in the drawings of their peers

Concept Assessment: Students will have gotten it when they can ...
Meaning Making Connect to Big Ideas Vocabulary (Declarative Knowledge) Talk the talk Technique (Procedural Knowledge) Walk the walk Self-Control (attitudes and behaviors)
Explain how detail and realness make an object desirable. Accurately use vocabulary terms (i.e. movement, line, shape, irregular) during lesson At end of lesson, confidently and accurately use those new terms in response to their peers drawings Explain what types of shapes and lines are in Garzonis painting and their own drawings.

Carefully and patiently draw and record all of their observations. Their contour lines extend outside of just the main containing lines and focus on the shape
Listen attentively, follow directions for most of the class, and practice their slow and careful drawing skills Quietly observe and record Clean up their materials and spaces

Lesson Activities
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Introduction: Hi everyone! My name is Mr. Testa or Mr. T and I am going to be your art teacher. Rules: Be respectful, try your best, work safely, and be creative! What do you think I mean when I say be respectful? Ok

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Cognitive Skills
Sustain Focus

good! Pass out name tags Intro hand signal: Hold up a peace sign. Practice signal Motivation: Have students close their eyes and think about the last time they had a really good piece of fruit. Can you imagine it? What did it look like? Did it taste as good as it looked? Did it have a nice smell? Now lets open our eyes and look up at the board. Transition: Today, we are going to look at a painting of some fruit Flip Giovanna Garzonis still-life over Art History: Giovanna Garzoni Still-Life natural beauty She lived in Florence Italy in the 1600s, over 400 years ago! Point to where Italy is on world map and show them where we are in relation Establish Main Concepts: What do you see in this painting? What kinds of fruits are there? Do they look perfect and regular, or kind of irregular? Explain. Are they ripe? How can you tell? If they were perfectly formed and drawn without much detail, do you think they would look as real? As ready to eat? Lets look closer at the kinds of shapes and lines being used to depict these fruit What types of lines are in the painting? What types of shapes are in the painting? Are the shapes of the fruit normal/regular? Do the fruit look real? Why or why not? Do these fruit look good to eat? Are they as good looking as that last piece of really good fruit we imagined earlier? Utilize vocab words as the discussion progresses. Transition: Today we are going to make our own contour drawing of a fruit. Does anyone know what a contour line is? What do you think it might be? In just a minute you will receive a piece of good drawing paper, a fine line marker and a sweet pepper. If one of our very important rules is to treat our materials with respect, how do we do that with the marker and paper? What about the bell pepper? Who can repeat those directions? If anyone chooses to not follow those rules, especially about the pepper, your consequence will be the removal of the pepper and your drawing supplies. X can you repeat that so the rest of the class hears that again. Thank you. When you receive your paper and marker, go ahead and put your name on the paper, small. Show the teachers example and explain contour lines. Does anyone know what a contour line is? Looking at the example up on the board, what do you think these type of lines might be? Ok, helpers please come up to the front. First helper will distribute paper; second will distribute markers; and third will

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Brainstorm Envision

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Sustain Focus

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Recognize Analyze

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Be a responsible steward of resources Sustain Focus

pass out peppers. The supplies will be bundled in chunks to speed up the passing out process As, the helpers pass out the supplies, I will ask the students to think about how they would start drawing this line drawing. What would they do first? Set up Visual Steps board and Large post-it canvas

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Step 1: So we are going to do the first drawing together and then you will do one on your own. We will go step by step. I will do the first step and then you will do the same. Call one row of students up at a time to demonstrate how to do the first step. Here is my pepper. I am going to start drawing the outside contour line of the left half of the pepper. I want my lines to be continuous and not sketchy. Does anyone know what I mean by that? Put up First step on Visual Steps board I am going to start here and very carefully draw what I see. I am looking at the pepper while I draw. You want to make sure that you get as much information drawn about your pepper as you can. As I draw you should be following along with your eyes to see what I am drawing and what I am seeing is the same. Can someone tell me where my pen should go next? Now I want everyone to return to their desk and put a piece of paper under their pepper. Now look at your pepper and draw the first half of your pepper like I just did. Remember to keep your head in the same position all the way through the drawing so that what you are looking at doesnt change. Repeat until all rows have gone. Also encourage them to draw slowly (since they rush through the drawing) Step 2: Now, we are going to draw step two. We will draw the second half of the pepper. Add step two to visual step board Again, as I draw I am always looking at the pepper and back to my paper to make sure I am drawing what this pepper really looks like. Everyone can start on step two as finish up. Also encourage them to draw slowly (since they rush through the drawing) Step 3: Now, we are going to draw step three. We will draw the contour lines of the stem Add step three to visual step board We can do this step together. Look up front so I know that youre done. Also encourage them to draw slowly (since they rush through the drawing)

Sustain Focus Seek Help Develop Craft

Sustain Focus Seek Help Develop Craft

Sustain Focus Seek Help Develop Craft

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Step 4: Next, we are going to draw step four. We will add in the contour lines of any shadows that we see. Add step four to visual step board See this shadow here? I am going to draw in the contour edge of the shadow. Everyone, do the same in their drawing. Look up front so I know that youre done. Also encourage them to draw slowly (since they rush through the drawing) Step 5: And now we are at the last step. Finally, we will add in the contour lines of any highlights that we see. Add step five to visual step board This is the same thing we did in the last step, so lets do this one together. Look up to the front when done. Also encourage them to draw slowly (since they rush through the drawing) Independent Training: We will be cleaning up in 7 minutes, but lets see if we can get one more drawing done. Do you think we can do it? I think you can! Lets move the pepper so that we can draw it from a new angle. Walk around classroom checking on everyones progress. Give three minute and one minute warning before finishing for clean up. Clean up: Ok, its clean up time! Signal. All markers down. Listen for my clean up directions. Last reminder to make sure your name is on your paper. Put the caps on the markers and place your drawings on top of your desks. Ill be around to pick up the markers. My two helpers please collect the drawings for me. Closure: What types of shapes did we draw today? What kind of lines did we draw? Were they straight or irregular? How did we work on making our peppers seem like real fruit? How did we make them look good to eat?

Sustain Focus Seek Help Develop Craft

Sustain Focus Seek Help Develop Craft

Practice, Practice Practice

Be a responsible steward of resources

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Reflect Analyze Compare & Contrast

Giovanna Garzoni DAY 2 of 2

Students will continue to work with Garzonis still-life painting in terms of realism, shape and desire. They will each create their own 3-D wire contour line drawing of a piece of fruit that contains both the outside and inside of the fruit. To finish they will complete their sculpture and quickly discuss how they chose which contour we chose to depict and why.

Teacher Materials List

Artist Visual Teacher Visual Class Time Planner Step by step Board Tape Large Post-Its Marker Pipe-Cleaners Figs

Student Materials List

Pipe-Cleaners Half of an Apple

Content & Concept Categories

Core Concept Vocabulary

Concept Elaboration

Highlight most important vocabulary to indicate they will emphasized in lesson; and assessed for retention and understanding. Delete or leave blank any categories that are not needed on this day of the lesson.

Art History - recall and/or research Art Criticism Elements, and/or things in image you want kids to notice Visual organization Principles and/or other compositional terms Meaning-making: Feels like, seems like, represents, suggests, implies, symbolic of, etc. Art Making Media & Tools

Recall the Giovanna Garzoni was an Italian Renaissance, still-life painter from the 17th century. Irregular lines Realistic space Irregular fruit, basket, softness,

Line & Space The irregular lines used in the composition, emphasize the irregularity of the fruit and keeps the viewer looking at the basket. Even though there is shallow visual space in the image, the space that is recorded is accurate While all paintings are 2-D images, we can study and look at how lines move through space. This study of 3-D depiction on a 2-D plane can also help us study actual 3-D space. Pipe-Cleaners Careful observation Slow, creation of irregular 3-D lines Attention to detail Twisting pipe cleaners together so that they stay together Wraps pipe cleaners accurately around the apple piece Patience, persistence Take your time Creates 3-D lines slowly Quiet observation Works Carefully

Technique/Craftsmanship

Stewardship and SelfMonitoring

Closure (1 or more of)

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Review and apply vocabulary words to classmates drawings Reflect on the detail and lines created in the 3-D line drawings of their peers

Concept Assessment: Students will have gotten it when they can ...
Meaning Making Connect to Big Ideas Vocabulary (Declarative Knowledge) Talk the talk Technique (Procedural Knowledge) Walk the walk Self-Control (attitudes and behaviors)
Explain how lines can move through space. Accurately use vocabulary terms (i.e. line, irregular, space, contour) during lesson At end of lesson, confidently and accurately use those new terms in response to their peers creations Explain what types of 3-D shapes and lines are depicted in Garzonis painting and in their own sculptures. Attach and twist together pipe cleaners so that they stay together. Bend pipe cleaners around apple piece so that it depicts the piece of fruit accurately. Their 3-D contour lines extend outside of just the main containing lines and focus on the shape Listen attentively, follow directions for most of the class, and practice their slow and careful drawing skills Quietly observe and record Clean up their materials and spaces

Lesson Activities
Introduction/Recap: Hand Signal Reminder: Go over signal again to refresh memories We are going to first fill out a worksheet then, after everyone is done, you will receive half of an apple and a bunch of pipe cleaners. If one of our very important rules is to treat our materials with respect, how do we do that with the pipe cleaners? What about the apple? Who can repeat those directions? If anyone chooses to not follow those rules, especially about the fruit, your consequence will be the removal of the pepper and your drawing supplies. X can you repeat that so the rest of the class hears that again. Thank you. When you receive your materials wait quietly until everything is passed out Once you receive a worksheet, put your name up at the top. After your name is on the top, we will start. Transition: Ok helpers; please come up to the front of the room. When you get your materials please leave them flat on your desk until I say otherwise. Ask a student to repeat the rule about materials. Does anyone remember who the artist was that painted this painting?... Ok So today, we are going to continue with what we were doing last time but with a twist! Who can tell me what we did last week?... Good! What do you think our pictures would have looked like if they were 3-D? Would there be more lines? Pass around teacher examples Can someone tell me how they think I made these examples? Good, who else thinks they know how I did this?

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Step 1: So we are going to do the first few steps together. As I demonstrate you should be doing the same. Here is my apple half. How am I going to get this straight pipe cleaner to wrap around my apple? We are going to use our fingers to shape the pipe cleaner. With one hand we are going to pinch the pipe cleaner against the apple and the other hand will push the pipe cleaner along and against the outside of the apple. Ok, now that I have my pipe cleaner shaped around the apple, how am I going to join the two ends? To connect the ends, I am going to pinch and then twist them together and take the little tail that I have created and tuck it alongside the 3-D line. After you do this make sure to go back and check to see if your line has changed and adjust if needed. Once everyone is done please put up our signal/peace sign Step 2: Next we are going to create an outside contour line that connects two sides of our first line. Take a pipe cleaner and attach it to our first pipe cleaner. Now, run your finger over it, pushing the pipe cleaner onto the outside contour line of your choosing. Once your line is done and shaped, attach the second end to the appropriate spots on your first line. Remember to use the twisting connection technique that we used on the first one. Once everyone is done please put up our signal/peace sign Step 3: Repeat of Step 2 Have them choose another contour line and attach it to main body Ask them how they are going to deal with what happens when those two lines meet. Will they overlap? Or will you twist them together? Which one will go on top of the other? Or should we twist them together? Gauging the class: How is everyone doing? Do you think we should do a few more together? Depending on the answer and how I see everyone doing we will either move on to plan A or B Plan A: Independent Training: Now that we have our basic structure together, it is up to you to decide how you want to finish it. But I have some criteria that you must follow You have to add at least 3 more lines You have to show some of the inside contour lines Before you start let me show everyone how to get the apple out of the pipe cleaners Flip the apple over so that the cut side is facing your desk and carefully slip the apple out of the pipe cleaners. And you have to finish by 10:55 that gives everyone about 15 minutes The rest is up to you. For those of you that finish early, you can move on to making

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your own 3-D contour line drawing, BUT only when I have come around and approved that you are done with your first piece. If I see someone jumping ahead before they are finished with the first one, I will take the second one away from you until you are finished with the first. Give 3 minute and 1 minute warning about clean up. Plan B: Ok, we are going to create a few more lines together. Repeat previous steps until everyone has 5-6 outside contour lines. Now we are going to create some inside contour lines. But first we have to remove the apple from the pipe cleaners. Flip the apple over so that the cut side is facing your desk and carefully slip the apple out of the pipe cleaners. Once the apple has been removed you can start creating the inside contour lines of your choosing and connect them For those of you that finish early, you can move on to making your own 3-D contour line drawing, BUT only when I have come around and approved that you are done with your first piece. If I see someone jumping ahead before they are finished with the first one, I will take the second one away from you until you are finished with the first. Give 3 minute and 1 minute warning about clean up. Clean up: Ok, its clean up time! Signal. All materials down. Listen for my clean up directions. Ill be around to pick up the sculptures. There is a space in this box for each sculpture.

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My three helpers please collect the materials. Thank you. Closure: What types of shapes did we draw in real space? What kind of lines did we create? Were they straight or irregular? How are our sculptures like the drawings we made? How are they different?