Hi All,
In reply to the query about a simple lesson to show the difference between
2D and 3D to 2nd grade. I will briefly explain a very successful and simple
lesson. I am not sure where this came from( I added a bunch of my own
touches, as we all do !!), but it is always a big hit, they always like to
repeat it when given free creating time.
Supplies 12/18 construction paper, elmer's glue (tried glue sticks and paste,
but like Elmer's better)
Start by telling them they are going to be creating paper sculptures. Explain
what a sculpture is. Also carefully say "sculptor" and explain the difference
( the two words get easily mixed up) If I "over enunciate" they laugh and try
to say it like me, but they learn the two words !!!
Explain 2-D as flat, is wide and high, but not thick. I hold up a picture of
myself.
Explain 3-D as wide, high and thick. (they like to laugh when I say I am wide
)
" you can walk all around and see all sides of me "
" can I normally turn around a photograph and see what the back of the thing
looks like" (you have to say normally due to the smart alec factor) always
some little gem who wants to make a picture with front on one side and back
on the other. ( You know you've got them thinking laterally or literally)
when they want to try to figure out ways around your explanation or
assignment. (tee hee)
Demo the following techniques
--cutting long strips from a 12/18 piece of construction paper. I use this
lesson for straight line cutting practice
--accordion folding strips, make great stair -like shapes.
--rolling strips around a pencil to make a spiral
--cutting strips into small tabs (folded like an "L" can be used as a brace
to attach 3D things to the 12/18 paper base) I make a loop then use tabs to
stick it to the paper, looks like a swimming pool.
--gluing shapes on top of other shapes to create height
--folding a small part of each end of the strip, to have tabs to glue down (
kinda like am arch, or rainbow shape)
Make comparisons to a water park, rollercoaster, playground. Explain that
they have to hold the objects together and count to 10 to give them time to
stick( also rub the two pieces together a bit to make sure they bond
together.) After they glue some strips down, tell them that they can also
glue shapes to the strips or to the base to add to their creation. (I started
out by first doing this ONLY with strips, but after a while I had to ask
myself, WHY P1 and allowed the creativity of the group to flow.
By this time in the demo they are champing at the bit to create their own
paper sculpture. From about 10 different colors of paper
I let each student pick a base color and two other colors to use.
Stress that "if they share with the other sculptors at their table" they can
have a more colorful sculpture. ( tricks them into cooperating)
Also make a point of repeating that it is their job as a designer, to figure
out why something falls off, or apart. (too much tension in their paper loop,
too much glue, not enough glue, trying to move the base around too much
before it is dry.
I was observed on this lesson this year, the amount of time on task for the
students, and enthusiasm really impressed my principal.
I make sure to let them take them home that day, and take pics when I can, (
in between, helpful suggestions to the students)
PS--- at the end of the class, I show them (with my fully dry example !!)
that this art can be displayed on a wall, on a table, or even hung from a
ceiling. (they think that is really cool )
Hope this helps, any questions pls email, I might even have a picture or two
still at home to email.
