Date: Teacher: Subject: Grade: Unit:

1/2017 Laura Price Art Education 1st 3

Unit Title:
Paper Sculptures Inspired by Kevin Cole
Unit Big Idea:
Paper Sculpture (Non-Clay 3D)
Standards to address in Unit:
MEANING and CREATIVE THINKING

VA1MC.1 Engages in the creative process to generate and visualize ideas.

b. Recognizes and discusses how visual images can have multiple

meanings.

VA1MC.2 Formulates personal responses.

a. Makes connections between visual images and personal

experiences.

CONTEXTUAL UNDERSTANDING

VA1CU.1 Identifies artists as creative thinkers who make art and share ideas.
a. Recognizes self as an artist.

PRODUCTION

VA1PR.1 Creates artworks based on personal experience and selected themes.

b. Makes choices in developing art compositions

c. Combines materials in new and inventive ways to make a finished
work of art.
d. Identifies and creates artwork emphasizing one or more elements
of art (e.g., color, line, shape, form, texture).

VA1PR.3 Understands and applies media, techniques, and processes of three-

dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and
materials in a safe and appropriate manner to develop skills.

a. Recognizes form as not flat and names forms: sphere, cube, pyramid,
cone, cylinder.
b. Creates 3-dimensional composition using traditional and/or
contemporary craft materials and methods (e.g., paper sculpture,
found object assemblage, jewelry).

VA1PR.4 Participates in appropriate exhibition(s) of artworks.

a. Assigns a title that describes his or her finished work of art.

ASSESSMENT and REFLECTION

VA1AR.1 Discusses his or her artwork and the artwork of others.

d. Expresses feelings in response to examining artworks.

e. Identifies and compares specific elements and principles of art and
how these contribute to communicating specific feelings.
 f. Uses art terminology with emphasis on the elements of art: line,
shape, form, color, space, texture.

CONNECTIONS

VA1C.2 Develops life skills through the study and production of art.

a. Takes care in craftsmanship.

Assessments:
Diagnostic: Formative: Summative:
Teacher Observation Project Based - Artwork
Major Unit concepts and vocabulary:
1. Form sphere, 2. Elements of Art 3. Color 4. Vocabulary 5. Stamp, ink, plate,
cube, pyramid, line, color, shape, Georgia Artist brayer, printmaking,
cone, cylinder, 3D, form Kevin Cole print
sculpture Pattern
Repetition

Student Supplies: Teacher Supplies:

10 x 12 cardboard for bottom of sculpture Teacher sample
Long strips of construction paper in various colors Kevin Cole PPT
Random shapes and stamps
Printing Ink
Tray
Brayers
Glue

Step 1: Teacher and students talk about what they will learn and do
Getting students ready to learnOPENING

(Communication of Learning Intentions)

Review the Essential Question & Standards:
What is a Georgia based artist? Who is Kevin Cole?
What is the difference between flat shapes and form?
How do artist create sculpture from personal experiences?

Step 2: How will you know when they have gotten it? (Communication of Success
Criteria)
Students will have created a 3D sculpture incorporating line, shape, color and form.
Students will assign a title that describes their finished sculpture.

Step 3: Get the students interested (Build Commitment and Engagement)

Week 1
Teacher will introduce artist Kevin Cole and his artwork to students by showing PPT.
Look closely at the repetition of shapes and the use of color, line, pattern and
repetition.
Ask students what they think the meaning is of his piece Color Music is (without
giving title).
Teacher will talk about how Cole is influenced by many things in his work one of
which is often different kinds of music such as Jazz music, R&B, Hip-Hop, Gospel,
and Blues.
 Tell students we will be using music to find inspiration while creating sculptures
today.
Teacher will demonstrate how to paint strips of paper with patterns.
Week 2
Teacher will play more inspiring music as students enter
Teacher will ask students to remain standing and think about the way the music
makes them feel like moving. Can artist use movement in their artwork? How?
Teacher will re demonstrate how to ink patterns on ties.
Week 3
Teacher will review previous weeks learning
Teacher will demonstrate for students how to use their painted strips from last week
to create a sculpture with repeating lines, shapes, and patterns.
Week 4
Teacher will have students work in groups to brain-storm ideas about naming
sculptures.
Teacher will lead students in assigning a title to their finished work.
Teacher will lead students in gallery walk and discuss specific elements and
principles found in the sculptures and the feeling they communicate.

Step 4: Give students new information (Teacher Presentation Strategies)

Cooperative learning
Technology
Direct instruction
PERIOD

Step 5: Have students use the new information (Guided Practice )

WORK

Week 2
Students will use music as their inspiration to paint paper strips with emphasis on
lines, shapes, and color choices.
do the work
students to

Week 3
Releasing
make sense of CLOSING

Step 6: Make sure they can do it (Summary)

Teacher will observe and assist where necessary.

Step 7: Have students practice at home (Independent Practice)

Students can use found objects around their home to create a temporary sculpture take a
EarlFini Helping students

picture of it! What do you have many of that you can use to make your sculpture to show
y or sh their learning

repetition (ie: shoes, matchbox cars, Barbies)?

If a student finishes early or needs an extra challenge

Student can use building supplies to create a temporary wooden
sculpture try to recreate the paper sculpture! Can you do it? Why or why