DESCRIPTION
Drawing lines through air with intention.
Objective:
Students will learn how to transfer between 2D and 3D by bending martial into a 3D form based off of a 2D drawing.
Students will be able to analyze their own process by working through a challenge and then discussing that challenge with others.
Understanding goals:
Creating a 3D form based off of a 2D form
Essential Questions:
How do artists practice?
How does perspective change composition?
How can 2D translate into 3D?
What can 3D do that 2D can not?
Key Concepts/Vocabulary: Line, Angle, Perspective, Composition, Form, 2D, 3D
Materials:
Paper (any type)
Writing material (any type)
Scissors
Any of the following
Wire (Any gage)
Good alternatives for wire:
Paperclips
Pipe cleaners
Wire clothing hanger
Bread twist ties
Broken guitar strings
Tin foil twisted into thin rope
Ok/last resort alternatives for wire:
Headphone (earbuds)/cables
String
Ribbon
Tape (twisted to make bendable non sticky rope)
TimeLearning plan:Assessment: “We are going to be really exercising our brains today. In all art and especially sculptural art, artists are master problem solvers.” “Many artists that work in 3D plan in 2D so we are going to be challenging ourselves to think about how you can translate 2D to 3D and how that changes the artwork.” “Artists practice to keep both their hands and brain sharp”
Slideshow of different artists that use skill building exercises to keep their mind/body sharp. Talk about challenges that many artists use in social ways (example, inktober and Mer May)
Artists to consider: Some (out of many) artists that practice skill building:
Greg Mencoff (draws large circles everyday to keep arm loose)
Picasso (Bull drawing slowing turning into abstract form)
Peter Dreher (“Day by Day, Good Day” has painted the same glass thousands of times)
Bill Dan (Practices Rock balancing for over 20 years)
Jazza (does challenges on youtube, even has app to help other artists challenge themselves)
Artists that translate from 2D to 3D:
Nathalie Miebach (Translates data into 3D forms/baskets)
Students Draw a scribble on a piece of paper. “The more intricate the scribble the more of a challenge this will be, I leave it up to you how complicated or simple you would like to make your 2D scribble”
Invite students to transform the 2D drawing into a 3D form by trying to bend wire in the same way they drew it. Give students a minute warning. “If you feel satisfied try adding an additional scribble to the drawing and then copying that onto your 3D sculpture” OR (depending on time left over) “If you are done with your sculpture try looking at it from different angles and then try to draw the new angle, notice how similar or different the point of view can make the drawing.”
When time is up (switch to gallery mode) invite students to share their 2D/3D piece, what strategy they used to translate from 2D to 3D and if/what struggles they ran into and how they resolved it. (or what aspect is different between the drawing/sculpture.)
Close out with asking students to put their final sculptures up to the screen if they are comfortable so we can all see and acknowledge each other's work. “Give yourself a pat on the back for working out your brain today!”
Learning Adaptations & Extensions
Students can choose their own challenge level by making the piece as simple or intricate as they would like.
Offer backup of making a viewfinder to help aid in the process of matching the wire to the drawing.
Communication
Students can choose to share with the group verbally or purely visually
Students can share as a group or individually
Contexts
Switch to gallery mode to visually que that we are going to be listening to each other.
Student work done during this lesson:
