Pro forma Scheme Plan

Title of Scheme: Sculptural,

wearable art - based on exotic
plants/flowers from the
Rainforest, using white
paper/card and found
packaging.
No. of Lessons:8

Total Time: 10.5 hours
Group:2
nd
years

No. of Pupils:22
Aims: (what students will learn):

Study and gain appreciation for the sculptural wearable art of the following designers:
Iris Van Herpen, Ralph Rucci, Una Burke and Sandra Backlund.
Students will learn to observe and dissect the image of the exotic plants/flowers and from this
They will apply the dissected image to their drawing of sculptural, wearable art.
Students will learn a variety of assemblage and manipulation techniques using white
paper/card- making three dimensional forms while referring to their image of exotic
plants/flowers.
Students will learn patience and precision with careful and repeated manipulation of paper and
card forming.
Students will learn to respond to their images using descriptive language.


Exotic plants





Overall Learning Outcomes for the Scheme: (what students will know about and develop in terms of
skills on completion)

Observational skills students will analyze the form and structure of the exotic plants/flowers
and independently choose areas of interest to them when creating prototypes.
Drawing skills-students will develop a drawing of the exotic plant/flowers, investigating
growth and formation.
Apply visual knowledge gained from their line drawing - composing it on a fashion illustration
provided for them when allocated to groups.
Be able to identify the work of the designers Iris Van Herpen, Una Burke, Ralph Rucci and
Sandra Backlund examining the multiple pieces which combine together in the work of
Ralph Rucci, the multiple constraints which connect together and wrap around the body in the
work of Una Burke.
Technical ability Skills of using materials and processes with their 3-4 paper prototypes.
Demonstrate ability to work in groups and make collective decisions - successfully
designing/making sculptural, wearable piece of art.
Communication skills student will confidently communicate their ideas and opinions within
their group.
Discussion skills Students will as a group, discuss their work with the class, explaining their
individual work and how they combined it as a group.



Investigating/Exploring/Creating (include illustrations, especially your own work):

INVESTIGATING:

Students will investigate the images provided to them exotic plants/flowers by observation. They
will investigate the different components that make up their image of the exotic plant/flowers.



This is an exotic plant which started growing from a tine seed. It is now large in scale. It grew
outwards in different directions. Some parts of this plant protrude outwards more than other
parts this could have been caused by obstructions in its way as it tried to grow. There are
large, curving nodules all over the exterior of this plant. There are medium sized and smaller
sized nodules layering up on top of the larger curved nodule. Small and medium nodules are
making a spiraling pattern around the larger nodules. The plant looks like it is protecting
something internally. It looks like it has a strong external armour.





I see sculptural, wearable art. The material is white card or paper which has been manipulated
into numerous tubular shapes. These tubes extend out in all directions off the mannequin
especially closer to the face. The tubes are made in different sizes/lengths. They are put
combined in a very structured and cohesive form. Thought has been put into this process. The
tubes were rolled horizontally across the paper, starting from the corner. (I assume it is paper
as the shape is kept well card does not have the same effect). The color white is clean, sharp
and effective



Sketch of sculptural, wearable art. Process of manipulating and assembling using white paper,
paper lace doillies and cable ties.



EXPLORING:

Students will explore the images of exotic plant/flowers from the Rainforest by analyzing the
components that make the form of the plant/flower.
Students will choose the most interesting components from their images.
Students will use words to describe the components in their plant/flowers. This will help them
transform the word into paper.
Students will explore a range of paper manipulation techniques by observing YouTube videos,
handouts and teacher demonstration.
Students will explore scale and composition through their drawings and assemblage of
prototypes.
As a group of 4, students will explore one chosen prototype from each in the group, analyzing
how they will connect for the group design.


CREATING:
Students will create a drawing of the exotic plant/flowers. This will give them an
understanding of the components that make up the image.
Students will create 3-4 prototypes by manipulating paper/card and found packaging.
Students in their groups will create a design for one of the following parts of the body: torso,
arms, shoulders/neck and legs. Once this is established, students will make the base out of card
which is pliable and will hold their sculptural pieces.
Students will re-create their chosen prototype individually having decided on scale, amount
needed composition and design.
Students will create a piece of sculptural art, using a full bodied mannequin as a base.
All students will combine their sculptural, wearable art together on the mannequin creating
one full bodied piece.
Art history/critical and contextual studies (include illustrations):

Students will analyze the work of the following designers:
Iris Van Herpen
Una Burke
Ralph Rucci
Sandra Backlund
Through this analysis, students will become familiar with the work of the designers. They will
investigate basic paper manipulation techniques through YouTube(paper sculpture part 1 and
2. 058-paper quilling basic shapes and techniques tutorials part 1 and 3D origami, basic paper
folding) and handouts provided for them.

THE RAINFOREST /EXOTIC PLANTS
The tropical rainforests are a breathtaking example of diversity of life forms. With its hot and
humid climate, rainforest provides such favorable conditions that tropical rainforest plants and
animals comprise almost 80% of biodiversity of the planet. The diversity of these plants can also
be explained on the basis of specialization that different plant and animal species have
undergone in the struggle for existence.
Geography and Climate
Tropical rainforests are spread around the equator in the countries of Asia, Africa, South and
Central America and some Pacific Islands. The temperature in these rainforests vary between 35C
to 20C with no specific hot or cold seasons. However, the average humidity is as high as 77% to
80%. The Amazon rainforests are the most famous of the different tropical rainforests of the
world.
Tropical Rainforest Plants
A rainforest plants list includes thousands of species. Besides the tall evergreen trees (forming the
emergent layer) and other smaller trees and herbs (belonging to the remaining layers), there are
other plants too which are quite remarkable from the point of view of adaptation. They are:
The Epiphytes: Epiphytes include orchids, bromeliads, lichens, mosses and ferns that grow on
high branches of trees forming the canopy layer. These are non parasitic plants that derive
moisture and nutrients from the air and use their roots merely for support.

The Lianas: These are woody vines that grow up the trunk of other trees and reach up in
between the upper canopy layer where there is some gap so that they can get some sunlight.
These woody wines also bear fruits and flowers.

The Stranglers: Also known as the killer trees in Spanish, the stranglers begin their life like
epiphytes. The seeds are brought to the host tree by the birds. Then, the stranglers spread their
roots on the ground where the host tree stands. As they grow, they suffocate and kill the host
tree. The result is that an erect strangler is left with a hollow core. Stranglers are the members of
the fig family.

Carnivorous Plants: Many of these plants derive nutrition from other animals. These have a
central cavity filled with nectar that attracts insects. Once the insects enter the cavity, the
downward pointing bristles prevent them from moving out. These plants usually have a lid or flap
that close the opening to the cavity. The insect that is trapped inside is then, digested with the
help of digestive juices released by the plant. Common carnivorous plants are the rafflesia,
pitcher plant and venus fly trap.

Other Commercially Important Plants: Avocado, cashew, cardamom, cinnamon, clove, coffee,
chocolate, mango, banana, papaya, peanut, pineapple, nutmeg, sesame, sugarcane, tamarind,
turmeric, vanilla are just a few of the many plants that would feature in the tropical rainforests
plants list.

These rainforests that are home to almost 2/3rd of the various life forms is threatened due to
relentless deforestation. Clearing forests for agriculture and for obtaining wood, various spices
and medicines that these forests provide, has led to a large number of flora and fauna to be
enlisted as endangered rainforest animals and plants. These plants and animals weave a
remarkable story of making the most of whatever growth conditions available to them. Hence we,
human beings definitely need to take a lesson from them.








ICT:
Photocopier, computer

Literacy:
White paper, card, guillotine, glue guns, cello-tape, lace paper doilies, rainforest, YouTube, pliable,
prototype, composition, scale, components, packaging, sculptural, torso, manipulating, transform,
deforestation, flora, fauna, medicines, spices, assemblage, group of 4, torso, tubular, cohesive, process,
nodules, pliant, surface texture, origami, exotic, patience, precision, carnivorous plants, venus fly-trap,
papaya, avocado, carmadom, central cavity, nectar, rafflesia, the stranglers, killer trees, the lianas, woody
vines, orchids, lichens, adaptation, moisture, emergent layer.

Numeracy:
Students in their groups of 4 will use the guillotine to the measurements they choose whilst making
their sculptural pieces/prototypes. Individually they will create 3-4 prototypes and choose 1 to
combine with their group.

Teaching/Learning Strategies:

Introduce the project to the class briefly, explain lesson 1 to them, so as not to overload them
with too much information.
Allocate handouts to the students introducing them to the work of designers Una Burke, Iris
Van Herpen, Ralph Rucci and Sandra Backlund.
Allocate a student pack to individuals these will contain 3 images of exotic plants/flowers, a
variety of materials (white card/paper, found packaging all of which will be white), A3 card on
which to create their mood-board of drawings/images/drawings of prototypes.
Read my descriptive piece on plant so students get a sense of detail and understanding of the 3
dimensional forms that is the plant.
Show students YouTube video on paper manipulation techniques and show an image of
sculptural wearable art made by teacher in order for students to see what is achievable.
Demonstrate one paper manipulation technique using a word ie. Plant has thorns -show
students how to make two types of thorns rolled and 3d triangles.
Explain how students, as a group will make a base for the body from the list (arms, torso, legs,
neck/shoulders).
Demonstrate use of glue gun emphasizing that they ARE NOT TOYS!
Aid students if they need help.
Encourage students to be as creative as possible - there are no limitations to what they can
create.
Discussion after every class with the group on their progress of work ie are they finding it hard
to manipulate the materials? Observing each others drawings/prototypes.
Display of work on the full bodied mannequin so the class can critique each others work and
give their opinion on where improvements can be made. Sculptural, wearable art could also be
displayed at the foyer of the entrance to the school to showcase students work.
Materials:
White paper/card, cable ties, found packaging (egg boxes, toilet roll card), paper lace doilies, Q-tips,
lollipop sticks, matchsticks (all white).

Safety Precaution:
School bags under the desks
Careful use of scissors
Glue guns to be used in a safe manner under my supervision.

Differentiation:
Students who are finding it difficult drawing or making prototypes can keep it basic i.e.
making conical shapes but numerous amounts of them. Fellow group members should be
helping each other and learning from one another with this project.
Any group, who finish quickly, can add to their sculptural wearable piece or help a group who
might be a bit slower and in need of aid and ideas.
Timeline/Sequence of Lessons:

Lesson 1:
Introduce myself and four week project briefly. Explain the plan for todays lesson. Allocate student
packs. Students will apply images to A3 mood-board and commence line drawings using pencil, on the
mood-boards. Written piece about their plant shape, structure, how it is formed etc

Lesson2:
Explain the plan for todays lesson. Students will finish their line drawings of images x3. They will
write down words that describe their drawings form the images i.e. thorns, curly, nodules, spheres etc
This will help students manipulate their materials from the buzz words. Observe good examples of
students work at the end of class.Homework: refer to YouTube for basic paper manipulation
techniques. Choose one and attempt to create it. Bring it in to class for lesson 3. Drawings complete.

Lesson 3:
Explain the plan for todays lesson. Students will commence making prototypes manipulating the
paper/card and other materials provided to them. Teacher Demonstration showing two examples to
show what is achievable. Prototypes will be small scale dimensions 5inches x 5 inches. Observe each
others work do students have issues with making prototypes? Refer to YouTube in class, showing
students more basic paper manipulation. Prototypes 3-4 complete.

Lesson 4:
Explain the plan for todays lesson. Students will show their homework and one or two will explain
how it was made. Students allocated into their groups of 4. Allocated area of mannequin to work on i.e.
torso. Students will work as a team and make the base needed for the torso etcThis will be made in
card. Individuals will choose one of their prototypes and combine it with what their other team-mates
choose. Team will choose one member to design their sculptural, wearable piece of art. Questions
decided on should be :
How many of each prototype is needed for the sculptural piece?
What is the scale of each piece?
Where will each piece go?
Sketch will get started today with team members directing the student designing the piece allocating
where they want each piece to go.

Lesson 5:
Explain the plan for todays lesson. Students will finish sketch and individually commence there
prototype. One student from each team will make the base (torso base etc), using the mannequin I
will aid them with this - giving advice.

Lesson 6:
Explain the plan for todays lesson. Teams continue to work on prototypes. I will scan each group,
making sure they know what they are doing, aiding them if they need it and giving them tips. Students
should be applying their pieces to the base as they go along, using a glue gun safely or cable ties.
Discussion near end of class on everyones progress.

Lesson 7:
Explain the plan for todays lesson. Students continue working on their individual pieces. They should
be helping one another in the team if they feel they are falling behind. Team will work together as they
apply pieces to the base making decisions as they go along adapting to changes if needs be.

Lesson 8:
Explain the plan for todays lesson. Final lesson. All students should be at this stage be finishing their
final prototypes and applying them to the base structure. If there are any teams finished early, they can
join a slower team and help them complete their piece. Students need to think about how the pieces
will attach to the mannequin punch holes with ribbon tie? Best option in my opinion but ask them
for their ideas. Each team will dress the mannequin in their sculptural pieces. It will be displayed and
photographed. Discussion on each teams input into the project where they happy with the end result?
What would they change next time? How did they work as a team? Materials were they happy to use
what they were given?

Assessment Rubric:Sculptural, wearable art - based on exotic plants/flowers from the Rainforest, using
white paper/card and found packaging.
Assessment criteria
DRAWING
Students should
demonstrate:
Observational skills:
Concentrated
observation of images
(exotic plants/flowers
x2/x3) which are
provided for the
students.
Drawing skills:
Sound studio drawing
practices and attention to
detail, analyzing images
completely. Composing
line drawing showing
elements that combine to
make up sections of the
Assessment criteria
2.TECHNICAL
ABILITY
Students should
demonstrate:
Developing skills in the
use of general materials
and processes glue
guns, paper and found
packaging manipulation,
use of cable ties.

Ability to be imaginative
and creative with their
materials.

Interpret their drawings
into 3 dimensional
forms.
Assessment criteria
3. MAKING
CRAFT
Students should
demonstrate:
Confidence and ability
with handling the
materials ( using glue
guns correctly, cutting
paper/card to the
measurements required
by student, use of the
guillotine correctly,
constructing 3
dimensional forms
correctly)

Display awareness of the
possibilities of the craft.
Assessment criteria
4.
UNDERSTANDING
AND ATITUDE
Students should
demonstrate:
Willingness to cooperate
and contribute to the
sculpture workshop
learning activities.

Willingness to persevere
and overcome creative
and technical challenges.

Openness to new
subjects, ideas and
methods.
Evidence of learning
exotic plant/flower.

Awareness of scale and
proportion when
composing the line
drawings.

Good grasp on teasing
out elements in line
drawings that appeal to
student this will help
them to create their
prototypes by way of
paper manipulation.
As a group one member
will compose a line
drawing with the
instruction of the other
team members. Drawing
will consist of four
components from each
(4) students work.

Extract elements from
drawings x2 or x3.
Evidence of learning
Evidence that the
student:
Effectively set up
drawing area with a clear
view of the images and
drawing materials
pencil.

Observed images closely,
creating line drawings
that contain the
compositional qualities
that are in the image
scale, proportion, detail
and texture.

Independently chose area
of drawing and extracted
area of the drawing
using buzz words to help
create sculptural
prototype by way of
manipulating paper.

Can work in a group and
decide composition and
elements that will go into
the final design for the
group sculptural,

Ability to critically
analyze their work in
progress and to make
adjustments where
appropriate.

Technique:
Demonstrate proficiency
in creating 3-4
prototypes by way of
manipulating materials.

Show an awareness of
aesthetic considerations.

Evidence of learning
Evidence that the
student:
Became more skillful in
use of equipment and
materials such as glue
guns, cello-tape, cable
ties, paper/card, found
packaging.

Thought outside the
box and invented their
own unique forms.

Created 3 dimensional
forms with patience and
precision clear and
well- constructed pieces
are important.

Adapt to change if needs
be adding or taking
away from forms.

An awareness of the
sequence to be employed
to execute his/her work.

Awareness of the
importance of effective
construction techniques.

Demonstration of piece
being wearable with a
closing/fastening
mechanism.

Evidence of learning:
Evidence that the
student:
Used a range of paper
manipulation techniques
i.e. curling, pleating,
weaving, plaiting etc

Correctly used glue guns
and tapes less is more!
Student should have a
seamless finish on the 3
dimensional forms

Is aware of numeracy
when they are measuring
and cutting materials.

Evidence that student is
working in sequential
order from start to
finish.

Sculptural, wearable art
will be displayed on
mannequin so therefore
piece should have a
fastening of some sort.

Evidence that the
student:
Is personally engaged
with the project in all
areas as reflected in the
full and integrated nature
of the work, creative and
critical/contextual.

Discussion skills: Can
explain some key points
on the paper
manipulation and
construction
process/methods and its
importance.


wearable art.