Thursday, July 23, 2015

Lesson: Visually Textured Monsters become PHYSICALLY 3D

Didn't I already say how much I love these monster projects?  Well, here's where I take it even further (who knew?)!  Get ready for the FORM part of this unit.  Annnnd, some physical texture.  

If you haven't seen the Visually Textured Monsters post, check it out first.  Then, have fun with my Make a Noise post.  THEN... come back here.  Please.  You won't regret it.  

Taylor's example
Okay!  So, once we have made our drawn monsters, I have the students choose ONE of THOSE textured monster to create a 3D version.  Yep, a form.  At this point, I basically gave them some pointers on how to do this.  We used cardboard construction and I began brainstorming and sketching out MY monster to model how I think when I create.  I showed them a few different ways I could start with the overall form of my monster, using SHAPES out of cardboard. (This is also the point when I say, in a quiet higher pitched voice "Oh my god!  Mrs. Taylor is the best teacher ever!  We JUST learned about SHAPES!  And now we get to see how SHAPES TURN INTO FORMS!  Everything just builds on top of everything else!  Wow.  I'm so lucky to be in her class!"  Okay, so maybe I don't go on for that long, but you get the point. And sometimes I can get a chuckle out of a few students.  And hopefully the ones who didn't originally make the connection... now do.  And, well, some just stare blankly at me.  At least no one threw a pencil at my face?)  

During construction;
Taylor's skeleton
I let the students begin drawing out some ideas of construction, some start drawing and cutting out cardboard, and while that is happening I am basically just shouting out ways that I have problem solved my monster construction.  For example, I might shout out a "Hey, I was constructing my pieces and they seemed a bit flimsy.  So, I just cut out some extra supports to add here and there to really make sure my monster structure is super strong!"  Or I might even use another student as an example, "SOANDSO just realized that this wasn't working!  So she did XYZ and look at it now!  It's so awesome!!!"  

Once cardboard construction was moving along, I grabbed my few students who were ready and I started demonstrating papier mache with newspaper and watered down elmer's.  I talked, again, about crumpling up newspapers or whatnot to help develop the structure inside so that the skeleton wasn't so apparent once covering with newspaper.  And away they went!  Then those students helped others and really... I just got to enjoy watching them figure this all out on their own.  The one biggie that I had to keep saying about the papier mache process was to make sure to SQUEEGEE the newspaper (already dipped in glue) a LOT.  Many kids just kept on slopping it on, and their poor monsters just got soggy.  Other than that, they did a great job!

Taylor's monster papier machined standing next to student monster.

Once that structure was complete, students painted their monsters white and attached a PHYSICAL TEXTURE to their monster.  This texture could really be made out of anything.  I used paper pieces, some kids rolled up newspaper, some cut up construction paper, some used tape, etc.  It was completely up to them.  I even had a student bring in wax and apply, melt crayons, or add on sand!

Taylor's completed monster
with hat made by student.

Then we took a mini break and I we made a UNIT and VALUE unit in their sketchbooks. Check out here for the crash course in color theory and mini project I gave them in preparation for painting their monsters.

After making their mini tints and shades artwork (see unit above), students were allowed to paint their monsters using acrylic and watercolor.  I wish we had more time available on this, because it seemed a bit rushed at the end.  I would have given them a lot more painting tips and ideas.  Unfortunately, it was the end of the class and so there was a rush to get the monsters painted (because, of course, we then made an animation!).  

Let's not forget the self assessment and reflection!

At this point, we have already done a LOT of reflections in
which everything has been broken down in steps.
Now, I am asking the students to write as a full critique of their work. 

 Here is each individual monster!  Enjoy!

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