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Paper Sculptures

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by

Joe Downes

on 24 January 2013

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Transcript of Paper Sculptures

Paper Sculptures By Kayla, Kim, Karim, Graham & Joe Introduction Grade Level: 5
Subject: The Arts (Visual Art)

Curriculum Expectations:
D1. Creating and Presenting: Apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings.
D1.1 Create two- and three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view.

Materials:
- White printing paper
- Construction paper
- Scissors
- Glue Rationale -Arts is a subject that can be greatly beneficial to the integration of students with exceptionalities. Anderson (1994) specified four areas of benefit for students with disabilities taking visual arts, “Art as a Vehicle for Learning Academic Concepts, Art as a Reinforcer of Social Skills, Art as a Means of Enhancing Positive Self- and Body Concepts, and Art as a Means of Inclusion/Integration of Children with Disabilities” (pp.102-103).
-In our particular lesson, we intended for the activity to be a means of inclusion for our students with exceptionalities. By working both individually, and collaboratively, students with exceptionalities are integrated within the group, but are able to work at their own pace and level.
-Art activities are mostly student centered and, with the exception of brief instructions at the beginning of the lesson, the majority of the time is allocated to student work, which gives students ample time to interact with and learn from each other.
-Although Arts is certainly an assessable subject matter, most teachers would agree that there are rarely “wrong answers.” In other words, assessment focuses more on the students’ effort, participation, and ability to create, define, and express thoughts, emotions, or ideas, all of which are well in the realm of our students with exceptionalities’ abilities.
-A great number of students with exceptionalities have limited motor skills. Thus, the proposed activity will be an excellent opportunity for them to practice their folding, cutting, and gluing skills. Activity Step 1. Using your imagination, the white printer paper, scissors, and glue at your table, experiment with creating various shapes and forms.

Step 2. Share your shape ideas with the group members at your table and replicate 3 of the other shapes created by your peers.

Step 3. Create a minimum of 10 shapes to use in your paper sculpture art piece.

Step 4. Select a piece of coloured construction paper to use as your backdrop.

Step 5. Arrange shapes on your construction paper to express an idea, emotion, depict an object etc. In your final piece, incorporate at least 3 different shapes or forms from your table.

Step 6. With your peers, verbally explain your inspiration behind your completed piece. Discussion 1. Are there any potential challenges you could foresee implementing this sort of activity?

2. How influential is the classroom set up when it comes to executing inclusive activities?

3. What future activities could this lesson lend itself to? Crosscurricular subjects? Ideas for following lessons? References http://calvertcanvas.blogspot.com.au/2012/02/sculptural-paper-relief.html?m=1

Anderson, F.E. (1994). Art-centered education and therapy for children with disabilities. Springfield, IL: Charles C Thomas Spiral Cylinder Flower Half
Circles Cone Gerry is a very social girl. She belongs to many clubs and never misses any of the basketball or hockey games where she is a loud supporter of the school teams. Her homework is usually late and unfinished. She only accomplishes any real work in class when she works with a group of other students. Her written assignments are very brief and lack organization and details.
James is the class clown, and he likes to talk. His assignments always have little diagrams and pictures to explain his thinking, but his sentence and paragraph structures are almost non-existent. His reading skills are weak, but he understands if concepts are explained to him.
June is a dreamer. She seldom completes any work in class or out.
She misses a lot of school and never makes up the work that she misses.
Her home life is very chaotic and often there is no one home until late at night. She spends a lot of time alone, and has few friends.
Ali is a student in your class who has Downs Syndrome. She is working on
grade One and Two academic expectations. Her family wants her to stay in class and work along with the other students.
Max is a very bright student. He likes to dress as a Goth. His work is finished quickly and he spends most of his class time reading or surfing the Internet on his laptop. Addressing Student's Needs
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