(Tree house,Beach Rock Village on Okinawa, Japan. Visual Arts Lesson Plan
Grade Level 3rd and 4th Grade
Duration: 3 classes
Author: Rachel Bailey
Date: 02/01/10
Unit: Shape and Form
1.2: Create artwork in a variety of (3D) media
2.4: For shape and form, explore the use of shapes in 2D and 3D form.
Objectives:
-The student will identify simple shapes of different sizes, for example, circles, squares, triangles.
-The student will identify forms, for example, spheres, cones, cubes, pyramids in the environment and in artwork.
Essential Questions:
-What is an example of a form? Do you see any forms in this room? – Cylinder, cube, pyramid.
-What is the difference between a “shape” and a “form”?
-What forms do I see in found objects or paper goods such as, cereal boxes, toilet paper rolls, shoe boxes, etc?
-How can a person build a “form” using only paper?
-What are some paper folding techniques that can be used to build a form?
Guiding Questions:
-What kinds of forms will support my structure and help it stand?
-What kind of tree will inspire you? Mangrove, Apple, Willow
-Will there be more than one tree to help support my structure? Will there be lots of branches?
-Will your retreat be small? Simple? Camouflaged? Hidden from sight?
-Will your retreat be big? Complex? City? Many houses?
-Will it be a functional living space? Bed, Kitchen, Bath
Or will your retreat be just a hang-out space?
-Where will the entrance be?
Activity: Students build and use 3-D forms with recycled paper and found paper objects (toilet paper rolls, paper straws cereal boxes.) Students use paper folding techniques to build 3-D forms. The students use these forms to build a small model of their fantasy tree house.
Motivation: Students are engaged with images of tree houses from all around the world.
Materials: (10 students)
10 Sharpened pencils
10 white drawing paper
10 Glue bottles
2 Rolls of masking tape
10 pairs of scissors
10 (12X12 in.) cardboard or map board for base
10 Rulers
Box of construction paper scraps, assorted colors
10 cereal boxes or shoe boxes
20 toilet paper rolls
Procedure: Day One:
1. Teacher engages students with the motivational images of tree houses around the world. Each student receives a small packet of the black and white images to look at.
-What kinds of shapes do you see?
-What do you think the difference is between a shape and a form?
-Where do you see a form, in the first picture?
2. Teacher introduces the lesson, “my tree retreat”. Teacher provides a demonstration on some paper folding techniques. (This demonstration will help provide students the independence and skills to build a “form” without resorting to “found” forms.)
-How could I build a cylinder?
-How could I build a box?
-How could I make a sphere?
-How could I help a form stand without falling?
-How long should I wait for this to dry?
Teacher shows the class where the materials, which will be used for this lesson, are located. Glue, Paper Objects, Scissors, Paper. This is where you can go “shopping” for supplies and materials.
3. Using shapes, if possible forms, the student begins with a preliminary sketch (blueprint) of their tree house. The shapes that students draw will eventually evolve into forms when using the materials. This lesson is not aimed for students to successfully draw forms using perspective theories but to experiment, build and use forms, 3-diminsionally in their environment.
Next Unit: could possibly be Value and Form, and an observational drawing of the students’ finished Tree Retreat could benefit them in this area.
4. Teacher mock “interviews” student with questions regarding their retreat
“What kind of form will you use for this structure, here?”
“I will use this form because…”
5. After the teacher and student meet, the student can begin using the 12 by 12in piece of cardboard for a base.
6. Students use the provided paper items to build their structure. Students also use paper folding techniques to build forms.
References: By Peter Nelson, Judy Nelson, David Larkin - Universe Pub. (2000) - Paperback - 224 pages - ISBN 0789304112
(See attached)
What kind of eccentric form is this?
How does the designer of this tree house, visually tie the two trees together?
What did the designer think to do, to link these two structures together?
How is this tree house design preserving the life of the tree?
