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ABIGAEL ESCOBAL

3287 Amelia Drive Mohegan Lake, NY 10547 (845) 667-6680 abigaelescobal@hotmail.com

OAXACAN ANIMAL SCULPTURES/ 3RD TO 5TH GRADE OVERVIEW: Students will create Oaxacan inspired animal sculptures using wood scraps. They will first plan the design of their animals using only simple geometric shapes such as squares, rectangles, circles, and triangles. Finally, the students will also paint at least two different patterns based on Oaxacan designs. OBJECTIVES: Students will learn: - About Oaxacan animal sculptures - Basic construction techniques - About different patterns found in Oaxacan animal sculptures Students will be able to: - Sketch out their ideas and design of their animal sculptures - Create an animal sculpture using only simple geometric shapes - Use their problem solving skills to figure out what construction techniques and ideas work or dont work RATIONALE: This lesson is important because students learn that anything can be constructed and composed of simple shapes. Students at this age are also interested in their environment, which often times include animals. At this age, students love to build constructions out of found materials and they learn that almost any material can be used for art. Most importantly, they will be able to think of various solutions to problems that come along the way. NEW YORK STATE STANDARDS ADDRESSED: Standard #1: Creating, Performing, and Participating in the Arts - Develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events - Understand and use the elements and principles of art in order to communicate their ideas Standard #4: Understanding the Cultural Dimensions and Contributions of the Arts - Demonstrate how art works and artifacts from diverse world cultures reflect aspects of those cultures. STUDENT MATERIALS: Wood scraps Acrylic paints

Brushes Wood glue Paper for sketching Pencils Colored pencils

TEACHER RESOURCES: http://www.oaxacafinecarvings.com/ http://www.princetonol.com/groups/iad/lessons/high/Joani-Oaxaca.htm http://www.oaxacaoaxaca.com/woodcarving.htm http://www.princetonol.com/groups/iad/lessons/elem/Linda-Oaxaca.htm http://www.oaxacanwoodcarving.com/ http://www.artlex.com/ Studio example of both sketch and sculpture Images of Oaxacan animal sculptures

CONCEPTS/VOCABULARY: Oaxaca: Mexicos largest state and home of many popular folk art and traditions Sculpture: A three-dimensional work of art, or the art of making it. Such works may be carved, modeled, constructed, or cast. Sculptures can also be described as assemblage, in the round, and relief, and made in a huge variety of media. Structure: Something made up of a number of components that are put together in a particular way. Structure is any means of arranging or puting together a work to form a cohesive and meaningful whole, including sensory elements, organizational principles, expressive features, and functions of art. To give structure to a thing (to structure it) is to give form or arrangement to it. Sometimes structure refers to the elements of a thing that keep it from collapsing. Pattern: The repetition of any thing shapes, lines, or colors also called a motif, in a design; as such it is one of the principles of design. Form: Element of art that is three-dimensional (height, width, and depth) and encloses volume. For example, a triangle, which is two-dimensional, is a shape, but a pyramid, which is three-dimensional, is a form. Cubes, spheres, ovoids, pyramids, cone, and cylinders are examples of various forms. INSTRUCTIONAL STRATEGIES AND SEQUENCES: Day 1: Motivation/ Exploration: (I will start by showing the students my sketch and studio example.) Teacher: What do you notice about my drawing? Student: Its made of shapes

T: What else do you notice? S: You have different patterns and colors in it T: Do you notice any similarities between my drawing and my sculpture? S: They have the same shapes and patterns. T: Yes that is correct. What we are doing today is making something called Oaxacan animal sculptures from Mexico. Theyre usually made out of wood and have bright patterns and colors on them. Men would make the carvings while the women painted the patterns. But your job is to do both. I usually like to start by drawing out my idea. What geometric shapes should I use? S: Square, rectangle, triangle, circles. T: Yes, based on these shapes, Im going to make an animal. Im not going to worry if its going to look like a specific animal but it could end up that way anyway. (As I draw, I talk about relating shapes to different parts of the body). Now that I completed my drawing, I want to think of different patterns I can use. Who remembers what a pattern is? S: Shapes and lines that repeat. T: (I show them the example pictures) What kind of patterns do you see? S: Shapes, lines, flowers, animal designs etc. T: Im also going to think about colors I want to use. I want my colors to be bright and for my pattern to stand out. If I had yellow circles for my pattern, I would want a darker color like blue for my background. It is also ok if I had the head and body of the animal two different colors. (I color the drawing with the colored pencils as I speak). You also have to show examples of two different types of pattern. So what are we doing today? S: Drawing animals with shapes, coloring, doing pattern etc. Implementation: I go around and help students who need help. I have my example hanging on the board as well as the images of the Oaxacan animal sculptures for inspiration. Cleanup: Five minutes before the period ends, I assign one student to collect pencils, another one to collect the colored pencils, and one to collect the drawings. Summary: Most students will have an idea of what their animals will look like and what the patterns will be.

Day 2: Motivation and Exploration: Before the beginning of the period, I will have several containers laid out, each containing different wooden shapes. Teacher: I have several shapes laid out before me on the table and I finished my sketch. What do you think is the next step? Student: Try to make the sculpture. T: Yes. The most important thing about sculpture is how sturdy it is and whether or not it can stand up by itself. If the top part of my sculpture is heavy and the bottom is light, do you think itll stand up? S: No. T: I want to make sure the weight is evenly distributed. So Im looking at my sketch and my animal has a rectangular body. I can either find a good, sturdy, rectangle or I can also find two squares and glue them together. I also notice that there are a lot of cylinder shapes. They also make good legs. So Im going to take four cylinders and glue them to my rectangle body. (As I speak, I am also gluing shapes together). Notice, how Im gluing the shapes together, am I using a massive amount of glue? S: No T: I want enough glue to hold the shapes together. I am also adding pressure to the two pieces so they can stick together. Also, while you are waiting for some pieces to dry, you can work on another part of the animal and then glue those pieces together later on. Its very important to use your common sense in this project. If you think something is not working, try something else. Implementation: There are containers filled with different wooden shapes in each table as well as a container of wood glue. The students will be gluing the wood pieces together. There are 3 important rules that must be established as students build their sculptures: 1. You must work with the wooden shapes in front of you 2. You cannot ask for a specific shape from the teacher or classmates sitting on another table 3. If you cannot find the wooden shape you want, find something else and work with it. These rules are important because it will help the class run more smoothly and so the students can think of creative solutions to a problem. Cleanup: Five minutes before the period ends, I tell the students to put their names and class codes on all of the pieces they are using. I call a table at a time to put their sculptures away at a designated area in the classroom. Summary: Students will continue building their sculptures for next class.

Day 3: Motivation and Exploration: Before class, I refill the containers with more wooden shapes. I tell the students to continue working on their sculptures and clarify any important information. Implementation: Students will continue gluing pieces together in creating their sculptures. Cleanup: Five minutes before the period ends, I tell the students to put their names and class codes on all of the pieces they are using. I call a table at a time to put their sculptures away at a designated area in the classroom. Summary: Students will start painting their sculptures next class. Day 4: Motivation and Exploration: Before the beginning of the period, I have paint containers of all the primary and secondary colors at each table as well as different size brushes, palettes and a water container. There is newspaper laid on top of the tables as well. Teacher: Now that I finished my sculpture, I am ready to paint. Should I start painting the background before the pattern? Student: Yes. T: Why? S: Because you would have to paint around your pattern. T: Yes, so I notice that in my sketch I made the rectangular body red so Im going to start with the red paint. I make sure that I try to cover every single part of the rectangle and that I dont rush. It is also ok to lift your animal up carefully to paint some of the hard to reach spots. If some red got into another part of the animals body its ok because once these paints dry, I can paint over them again. I also make sure that I dont paint wet paint on top of wet paint because it would look streaky. (I paint as I speak). Once the paint is dry, Im going to paint my pattern on top of it. I notice that my pattern has small circles; do I use a big brush or a small brush? S: A small brush. T: Yes, a small brush is for small details and a large brush is for painting large areas in a short amount of time. Lets review; if your paint is still wet, can you add more paint on top? S: No

Implementation: Some students will still be gluing some pieces together while others will be painting. I go around and help whoever needs help. If a student reaches a point where they cant work on painting their sculptures anymore, he or she can put it away in a designated spot in the classroom and free draw. Cleanup: Every student will throw away the newspaper and leave the brushes inside the water. The lids in the paint containers should be closed and the palettes should be thrown into the sink for rinsing. The students will put their sculptures away into a designated area in the classroom. Summary: All of the students should have the basic colors of their animal sculptures down. Next class, they can add the patterns. Day 5: Motivation/ Exploration: I remind the students that this is the last day to work on their animals and that they should show at least two different examples of pattern on their animals. Implementation: All of the students should be painting patterns onto their animals. I go around and help whoever needs help. Cleanup: Every student will throw away the newspaper and leave the brushes inside the water. The lids in the paint containers should be closed and the palettes should be thrown into the sink for rinsing. The students will put their sculptures away into a designated area in the classroom. Summary: A majority of the students should be finished painting patterns onto the sculptures. If needed, a portion of the next class period can be used to finish the painting.

EVALUATION: I will evaluate the students on a scale of 1 (low) to 5 (high) on their effort, behavior, creativity, and craftsmanship. The students will also evaluate themselves on the same scale and answer short questions on what they learned, what was the most difficult part, and what they like about their project and how they would change it.

MODIFICATION: For students with special needs, they can have a teachers assistant or another student help put the sculpture together. Students with ADHD should be encouraged to take their time. EXTENSION: For students who need more challenging work, they can create two animal sculptures interacting with each other glued on top of a base. The students can also read Mexican folklore and write their own stories with their animals as a main character. The stories and the sculptures can be displayed together as a final result.

Jared, Grade 3

Jocelyn, Grade 3

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