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Lesson Plans

Re: Re paper sculpture

[ Thread ][ Subject ][ Author ][ Date ]
lindacharlie (lindacharlie)
Sun, 17 Jan 1999 01:01:44 -0500

I do a variation of this with first graders. Using strips of paper, I
show them how to make accordian folds, then spirals by wrapping strips
around a pencil, then Lily's technique using a 4x6" rectangle. Then they
make sculptures by glueing the forms to a small base of poster board. (I
use primary colors mounted on black p-board) While they are doing this I
suggest that they imagine they are only 1" tall and this is their
playground. They have a wonderful time with that idea. As an extension
of this, I introduce them to Alexander Calder's mobiles and the make
"What-cha-ma-calders" - hanging sculptures - two or three "clusters" of
these forms tied with yarn to a paper straw which I teach them to make.
Part of their problem is to balance the mobile by sliding the hanging
clusters along the straw. For these, I use secondary colors. They make a
striking hallway exhibit.
Linda in Mich

Lily Kerns wrote:
> I've had a couple questions on the paper sculpture idea so here is a bit of
> clarification.
> Re: Your directions on paper sculpture were not clear enough for me.
> >Could you add a little more for this visual learner.
> Ann, my computer is not handling graphics well at the moment (Win98 grrr)
> but I'll try to make a diagram for you in Windows Paint. My stylus isn't
> working and I seldom use a mouse, so this is pretty ragged, but maybe it
> will give you the idea. It's not a very fancy diagram but I am posting it
> at if you need it.
> There is a lot of experimenting that can be done, so have plenty of paper.
> The meandering line can be curved and/or angular. Note that this cut line
> starts at an edge and stops INSIDE the paper--I usually tell them at least
> an inch from the edge or your cut line. The starting and ending could be
> anywhere--as long as you don't cut anything off. If the cut edges get too
> close together, it can do some interesting things, but makes a weak spot.
> This would be a good chance to point out the relationship of pos/neg, too.
> You can then gently stretch the entire sheet of paper out into one long,
> very irregularly shaped piece.
> Start by giving one end a twist or (or 2 or 3) and letting the parts wrap
> around. I think that you will begin to see the possibilities as soon as you
> start the twist. The relationship of the visual shapes and spaces you are
> creating will depend on how much it is twisted, where the twist is
> positioned and how and where you position the ends. I usually tell them to
> glue the ends back together after twisting, but the joining could be
> anywhere.
> Would it help you if I said that this is an embellished Moebius strip? And
> yes, you could try splitting it lengthwise to see what happens....
> I ask them to look at it from various viewpoint and select the view they
> like best by signing their name on the section that will sit on the desk, or
> by putting their initials where they want the hanger to go. This I think is
> important for developing visual discrimination and making judgments.
> Another possibility is to create an "environment" for it. Fold a large
> square of heavy paper into fourths (vertical and horizontal) Then cut on
> one of the folds to the center. Overlapping the two "legs" this makes,
> creates a "Box corner" in which their sculpture sits. Decorating the walls
> of the environments is more easily done before glueing or stapling, and
> should, of course, be related to the sculpture.
> Hope this helps,
> Lily
> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
> Lily Kerns CWKerns
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