What is 3-D Art?

Students write out a list of 2D shapes that they know. Students then rename the shapes as they are known in their 3D form. ie square = Cube and so on.

Students brainstorm what they know about 3D Art.

Some prompting questions might be:

• What is 3D art?
• Where do you see 3-D art?

3D Art is something that you can walk around. It can be viewed from different angles and you can walk around it. 3D Art takes up space.

Students view and record information on 3D shapes and form. Students then experiment with changing a circle into a sphere.

In this activity students will change a circle into a sphere using line and shading. This activity is important because the students are beginning to manipulate line and shading to create a 3D effect on 2D.

Changing circles into spheres.

Students experiment with drawing 3 dimensional shapes by drawing still life pieces.

Students experiment with drawing 3 dimensional shapes by sketching 3D shapes provided.

Students view 'powerpoint presentation'.

Powerpoint presentation includes a variety of artists who use different media. This is shown to engage the students and give them some possible ideas.

Identifying form: Where/what is form?

In groups students look at examples of pinch pot creatures.

Students respond to the pinch pot creatures using a place mat strategy.

Scaffold with students how to use placemat strategy using the guiding questions.

Write a response to the questions in their section of the placemat. Each group discusses their ideas and comes to an agreement to record one statement in the middle of their placemat that focusses on shape and texture.

PLACEMAT

This activity is designed to allow for each individual’s thinking, perspective and voice to be heard, recognised and explored.

1. Form participants into groups of four.
2. Allocate one piece of A3 or butcher’s paper to each group.
3. Ask each group to draw the diagram on the paper.
4. The outer spaces are for each participant to write their thoughts about the topic.
5. Conduct a Round Robin so that each participant can share their views.
6. The circle in the middle of the paper is to note down (by the nominated scribe) the common points made by each participant.
7. Each group then reports the common points to the whole group.

A variation is to divide each section into three and include a PMI.

State the purpose of the elements of design.

Refer back to placemat pinch pot creature and describe the use of the element, SHAPE and TEXTURE to make glossary entries.

SHAPE - shape is any line that moves through space until it meets itself and forms an enclosure. Shapes come in different proportions and sizes, in 2 dimension and 3 dimension Everything is composed of one or more shapes.

TEXTURE - is the feel of a surface. It is also the illusion of an artworks surface quality, such as rough, smooth, shiny, dull.

Real Texture - is the actual texture of the object, how it feels - (tactile)

Implied Texture - 2 dimensional art is made to look like a certain texture but when touched there is no tactile sensation apart from the feeling of the media used.

In the Round - a 3 dimensional piece of sculpture that is viewable from all sides.

In the Round

Students begin to think about viewing scultpures from a multitude of angles. They examine how viewing in this way affects how they will form their sculpture.

This is taught because students tend to have a tendency to forget to consider all the different angles.

Generally students only consider the front and the back of their sculpture and not how it can be seen from above and from the sides.

Students complete a Retrieval Chart for the elements of shape and texture as outlined below.

A range of items (contained in mystery boxes) that highlight different shapes or textures will be utilised.

Retrieval Chart Texture - Subjective Frame.

Mystery Box items

Some ways the students may feel - disgusted, excited, sick, creeped out, unsafe, sick, repulsed, weird.

Students compare their responses to the Mystery Box with partners initially. They look at how different people respond differently to different stimulus. Then they share their responses with the whole class through a comment.

Show students a pinch pot.

Teacher demonstrates and explains how to make a pinch pot.

How to make a pinch pot egg

Divide piece of clay into 2 equal sizes. Roll into a smooth ball. Hold ball in non-dominant hand and with opposite thumb, press into the ball about 2/3 of the way through. Using thumb and forefinger gently pinch/press and pull in an upwards direction until the wall of the pot are approx 1cm thick. Repeat the process for the second pot.

If the clay is drying out or cracking, spray with vinegar/water mix (50:50). Allow to dry overnight in a sealed bag.

To put the pots together, score the lips of the pots and spray lightly with water/vinegar. Gently but firmly press together and twist so that they stick. Using the side of your thumb push the clay over the join. If needed use vinegar solution to repair crack or join.

If desired tap into shape with a tap stick.

Decorate with tools and glaze.

Put a hole in the bottom before firing to prevent the egg from exploding.

Fire in the kiln.

Score - to scratch or cut the surface of the clay in preparation for joining.

Kiln - An industrial furnace or oven specifically used for the firing of clay and other ceramic material.

Fire - the application of heat to harden clay r ceramic.

Glaze - A coating of colored, opaque, or transparent material applied to ceramics before firing.

Scratch and Slip technique - Score the lips of both pinch pots. Spray both edges lightly with vinegar solution. Gently but firmly, push and twist both pinch pots together. When pots have been joined using edge of thumb or tool ensuring join cannot be seen.

WRITE UP NOTES ON CLAY USAGE AND SAFETY

'Clay safety notes'

'Clay safety test'

'Sculpture test'

Give students a piece of clay.

Ask them to split it into 5 equal pieces.

With their eyes closed students are to make 5 different geometric 3D shapes. They are to use their sense of touch.

Go from the easiest shape to the hardest shape. For example, sphere, cylinder, triangular pyramid, cube, rectangular pyramid, cone etc.

Have a table competition to see who has created the best shapes. Students are to decide the winner.

Creating Pinch Pots

Students plan their pinch pot design by completing a series of thumbnail sketches.

Students begin their pinch pot creature.

Model the techniques of forming and joining appendages to the class. Refer back to scratch and slip notes.

This activity can be modified to suit teacher needs, i.e. Faberge Eggs, pinch pot creates, pinch pot animals.

Masks in Culture

SHOW THE TRADITIONAL NOH THEATRE CLIP FIRST THEN SHOW CONTEMPORARY IMAGES SO STUDENTS ARE ABLE TO LINK MASKS TO THEIR REAL WORLD.

Show students a brief clip of Japanese Noh Theatre Performance.

Show pictures of Jason and "It"

Resources

Japanese Noh Masks

Noh Theatre: Exploring a Japanese Art Form

Theatre Links: Noh Theatre

Masks in Culture - where are they used?

Why are masks used in culture?

Discuss why some societies and religions use masks.

Use a mindmap tool such as Simple Minds or Poplet. Alternatively, do this on paper.

CONCEPT ORGANISER

Create a concept graphic organiser:

• Name the concept, putting it in a circle at the middle of the page.
• Connect it with Characteristics, in boxes linked to the concept with lines.
• Provide Examples of each characteristic, in different-colored boxes linked to that characteristics.

Students complete a research task to deepen their understanding of the use of masks in a variety of cultures.

Doing the project in Scholar will enable students to go through the writing process, drafting, giving and receiving feedback, and revising their work, before submitting for publication. The sections can be created using the Structure Tool in Creator in Scholar.

Project Rubric

Give students an A2 piece of paper and some chalk pastels.

Chalk pastels work well for this activity as they are a very expressive medium to work in and are easily blended.

Students blend, draw and experiment with colour, line and shape.

'Colour, line, shape example'

Colour, Line, Shape, Texture, Tone, Balance, Symmetry

Show clip of Masks from Noh Theatre.

Give students the laminated masks. A lot of the masks are the same mask but have been painted differently. Pose questions:

Students revisit the Noh Theatre mask clip and look at picture of Jason, It and Lady Gaga.

Answer the questions using the Timed Pair Share strategy.

This is where students think about their response, record it in their visual arts diary and share with a partner in a certain amount of time. This is to ensure that time is used effectively.

This activity is for students to link the use of masks in traditional environments to the use of masks in their own real world.

This activity is also for them to consider what effect the masks have on the audience and the meanings that are conveyed through the masks.

Students think about their own personality characteristics.

Using a Think-Write Round Robin, groups of friends (max of 4) write their name and a personality trait on a piece of paper and pass to the other students in their group. The next student records a personality trait that suits the person's name at the top of the sheet. This continues until there are at least 5 characteristics recorded on the sheet of paper for each student.

These are kept for later comparison.

To help students think about themselves in the third person, get to them to imagine they had to describe themself to someone who knows nothing about them.

Give some examples Cheerful, life of the party and so on. Use adjectives - descriptive words.

In a lab students go to the web page about horoscopes and look at the characteristics of their Star sign.

Students record characteristics in their retrieval chart and compare them against the personality characteristics they had previously recorded.

Design your mask

Students are to design 3 ideas to develop and experiment with.

Their mask must somehow represent them in some form. This could be personality traits, colour that they identify with, line types that they identify with and so on.