Art Practice Activity
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Activity Topic/ Focus
Art Practice of Alexander Calder:
Students will create and make their own artwork inspired by Alexander Calder. Students will be able to demonstrate their knowledge and understanding about Calder’s Mobile by using their skills, techniques, imagination and creativity to develop their own Mobile.
Artwork: Making a Mobile
Subject Matter: Abstract Shapes and Kinetic Art
Artist: Alexander Calder
Grade/ Year Level
3 or 4
Duration of Activity
50 minutes
VELS Domain
The Arts
VELS Dimension
Visual Arts
Learning Outcomes/ Standards
When creating their own artwork:
- Students will develop skills, techniques and process for expelling emotion and
ideas signifying purpose
- Students will describe the specific elements, skills and techniques to discuss
their feelings
- Students will practice the form of art practiced by the focus artist
- Students will adopt the role of the artist (VELS, 2007)
Background to learning
Student: The students have previously done an appreciation activity on the artist Alexander Calder and his artwork the mobile. They are aware that Alexander Calder sketched all of his artworks before constructing them. Students have knowledge of the materials used by the artist such as wire, wood and paint. Students are aware of the techniques used by the artist to construct the mobile such as twisting bending and curving the wire into the desired shape, the use of abstract shapes, arching lines and motions of space, balance and volume. Students are familiar with the tools used by Alexander Calder.
Teacher: The teacher has researched the works of Alexander Calder from various museum sites and auto biographies. The teacher is aware that Alexander Calder is most famous for his wire sculptures in particular the mobile. To make the mobile Calder used wire, wood and paint. The techniques Calder used to construct his mobiles were the use of abstract shapes, arching lines, motions of space and balance, volume, twisting and bending of wires and sketching. Calder’s mobiles represent his abstract vision of the world around him.
Activity Resources (Referencing Included)
Hutch TV. (2007). Alexander Calder’s Untitled Mobile [Video File]. Retrieved from http://www.youtube.com/watch?v=oS9eDJL7UWA
The Salmon R. Guggenheim Foundation. (2012). Collection Online: Alexander Calder. Retrieved April 1, 2012, from http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
Scissors
Paddle Pop Sticks with holes
Pipe Cleaners
Coloured Cardboard
Hole Punch
Coiled Wire
Sketch Paper
Pencil
Computer Projector
Whiteboard and white board markers
Table
Introduction
The teacher will introduce the lesson to students by reflecting on the art appreciation activity re- asking questions about Alexander Calder and his artwork Untitled (1935). The teacher may want to have the image displayed through the projector on the computer of the mobile. The image can be retrieved from:
http://www.guggenheim.org/new-york/collections/collection-online/showfull/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1 .
The teacher will ask students the following questions to reiterate the relationship between the artist and the art work:
Who is the artist? Alexander Calder
What is the title of the artwork? Untitled
What would you call the artwork? And Why? (Get students thinking)
What year was it made? 1935
Where is it located? Guggenheim Museum, New York
Describe the elements of the art work. What do you personally think? The artwork is a motorised mobile, materials used is iron, pipe, wood, string, wire and the balls move up and down with a motor making it mechanical motion.
The teacher will then show using the computer and projector the YouTube Clip of Alexander Calder’s Untitled Mobile.
http://www.youtube.com/watch?v=oS9eDJL7UWA
After the YouTube Clip has finished the teacher will then share with students that today they will be adopting the role of “mini Calder’s” creating and making their own “Untitled Mobile”. Students will be using their imaginations to create their own abstract shapes which will be the subject of the mobile.
Development
In this stage the teacher positions their students to sit somewhere where there will be no distractions and where they have a clear view of the teacher. The teacher too will position themselves to allow all students to see the demonstration of the mobile making.
The teacher discusses with students “what techniques did the artist use to create a mobile?” The teacher explains to students that during this activity they will be using the same techniques as they are “mini Calder’s”.
The teacher allows time for students to imagine and take inspiration from the world around them as to what abstract shapes they are going to use and what their artwork is going to represent similar to Calder.
The teacher may want to write the steps on the whiteboard before demonstrating to allow students to follow on.
Before commencing the demonstration the teacher will stress the importance of safety within the classroom. The two main materials for concern are scissors and the hole punch. The teacher will demonstrate and explain to students when passing the scissors, the handle should be facing the receiver and the blades are in a closed fist of the person passing them. Secondly when using the hole punch, not to stick fingers where the hole is and to remember to pass them safely with the handle pointing to the receiver.
The materials should be prepped on the table before commencement. The materials to make one mobile are:
- A pencil
- A hole punch
- 5 coloured pieces of cardboard
- Scissors
- Sketch paper
- A pipe cleaner
- Two paddle pop sticks with holes
- Coiled Wire
The teacher will then commence the demonstration to students the 10 on how to make a mobile making sure their instructions are clear:
1. Take a sketch paper and a pencil. Sketch a mobile that you would like to make. Remember this is a step that Alexander Calder used when he was creating his mobiles. Alexander Calder’s mobile structure has a support at the top, with wires hanging from the support connected to the abstract shapes. The teacher will then hold up their sketch to show students the structure of a mobile explaining each element.
2. Take the coloured cardboard to construct 5 different abstract shapes. Take the pencil and draw five different abstract shapes. Remember to draw the shapes abstract of each piece of paper. The teacher will then show the students their abstract shapes explaining the different line structure and texture. Similar to Calder when he created his mobiles he used abstract shapes.
3. Take each of the coloured cardboards with the abstract shapes. Take the scissor and cut each of the abstract shapes. Make sure that the line structure stays the same when cutting. The teacher will then hold up each of the abstract shapes emphasising that they are not similar.
4. Take each of the abstract shapes and fold them in halves.
5. Take the now folded abstract shapes and place the hole punch in the centre of the shape. Punch a hole. The shapes will now have to hole in the centre of them. The teacher will hold up the shapes to show the two holes.
6. Take two of the paddle pop sticks with holes in them. There are 5 holes within each stick. Take a pipe cleaner and thread it through the third hole on one of the sticks. Twist the pipe cleaner around the paddle pop stick once, then take the second paddle pop stick and thread the pipe cleaner through the third hole. The technique of twisting is being used similar to Alexander Calder. Continue twisting the pipe cleaner until the two paddle pop sticks are secure and make an “x” shape.
7. Take the coiled wire using the scissors cut 5 equal pieces of wire for each of the 5 abstract shapes. Take one piece of wire at a time and fold the wire in half. Take the tip of the closed end of the wire and continuously twist the wire like Calder. Continue until all of the wire is twisted. At the end of the wire leave the two ends untwisted. These will be the attachments for the abstract shapes. This process is to be continued until all pieces of wire are twisted.
8. Take the closed end of each wire and thread it through the end holes on the paddle pop sticks. Once again use the technique of twisting the wire around the paddle pop stick once to make it secure. Continue this process for all of the pieces of wire. Make sure the wire is placed evenly on the structure of the mobile to make sure it is balanced. The mobile should now have 5 pieces of wire hanging balanced from the structure.
9. Take an abstract shape. Take the wire from the structure. Take the two untwisted ends of the wire and thread it through the two holes on the abstract shape. Once again twist the wire to make the abstract shapes secure to the wire. The teacher will tell students to use their imagination to bend the wire to create an effect to their artwork. Continue this process until all the abstract shapes are secured and connected to the wire.
10. Your mobile is complete. Compare the final mobile to the original sketch. The teacher will ask the students to evaluate themselves if their final product is the same or different to the sketch? At this step the teacher will explain to students that they need to reflect on their artwork recording a positive and an improvement and how they thought they adopted the role of the artist.
Consolidation and Practice
The teacher then distributes the materials to students allowing them to make the mobile.
Closure
Once the mobiles are finished, the teacher will take their students outside and allow students to see the kinetic art in practice. Kinetic art can be seen by the wind making the mobile move.
Modifications to Activity
All activities have modifications. Here are two modifications to this activity:
The first modification is with the use of wire. If the wire is not appropriate for the age you are working with or you cannot find wire that can be used, replace it pipe cleaners and continue the same steps.
The second modification is with the use of the paddle pop sticks with the holes in them. If you cannot find paddle pop sticks with holes you can substitute the structure of the mobile with pipe cleaners and continue the same steps.
Opportunities for sequential learning
Sequential learning can occur during this activity by allowing students to then explore Calder’s mobiles that use mechanical motion. This activity could also be made co-curricular by focusing the mobile making on a topic that is being explored in another domain such as Humanities- Making Solar Systems Mobiles or Health and Physical Education- Making Healthy Foods Mobiles.
References for Activity
Hutch TV. (2007). Alexander Calder’s Untitled Mobile [Video File]. Retrieved from http://www.youtube.com/watch?v=oS9eDJL7UWA
The Salmon R. Guggenheim Foundation. (2012). Collection Online: Alexander Calder. Retrieved April 1, 2012, from http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
Victorian Essential Learning Standards. (2007). The Arts. Retrieved April 3, 2012, from http://vels.vcaa.vic.edu.au/vels/arts.html
Art Practice of Alexander Calder:
Students will create and make their own artwork inspired by Alexander Calder. Students will be able to demonstrate their knowledge and understanding about Calder’s Mobile by using their skills, techniques, imagination and creativity to develop their own Mobile.
Artwork: Making a Mobile
Subject Matter: Abstract Shapes and Kinetic Art
Artist: Alexander Calder
Grade/ Year Level
3 or 4
Duration of Activity
50 minutes
VELS Domain
The Arts
VELS Dimension
Visual Arts
Learning Outcomes/ Standards
When creating their own artwork:
- Students will develop skills, techniques and process for expelling emotion and
ideas signifying purpose
- Students will describe the specific elements, skills and techniques to discuss
their feelings
- Students will practice the form of art practiced by the focus artist
- Students will adopt the role of the artist (VELS, 2007)
Background to learning
Student: The students have previously done an appreciation activity on the artist Alexander Calder and his artwork the mobile. They are aware that Alexander Calder sketched all of his artworks before constructing them. Students have knowledge of the materials used by the artist such as wire, wood and paint. Students are aware of the techniques used by the artist to construct the mobile such as twisting bending and curving the wire into the desired shape, the use of abstract shapes, arching lines and motions of space, balance and volume. Students are familiar with the tools used by Alexander Calder.
Teacher: The teacher has researched the works of Alexander Calder from various museum sites and auto biographies. The teacher is aware that Alexander Calder is most famous for his wire sculptures in particular the mobile. To make the mobile Calder used wire, wood and paint. The techniques Calder used to construct his mobiles were the use of abstract shapes, arching lines, motions of space and balance, volume, twisting and bending of wires and sketching. Calder’s mobiles represent his abstract vision of the world around him.
Activity Resources (Referencing Included)
Hutch TV. (2007). Alexander Calder’s Untitled Mobile [Video File]. Retrieved from http://www.youtube.com/watch?v=oS9eDJL7UWA
The Salmon R. Guggenheim Foundation. (2012). Collection Online: Alexander Calder. Retrieved April 1, 2012, from http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
Scissors
Paddle Pop Sticks with holes
Pipe Cleaners
Coloured Cardboard
Hole Punch
Coiled Wire
Sketch Paper
Pencil
Computer Projector
Whiteboard and white board markers
Table
Introduction
The teacher will introduce the lesson to students by reflecting on the art appreciation activity re- asking questions about Alexander Calder and his artwork Untitled (1935). The teacher may want to have the image displayed through the projector on the computer of the mobile. The image can be retrieved from:
http://www.guggenheim.org/new-york/collections/collection-online/showfull/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1 .
The teacher will ask students the following questions to reiterate the relationship between the artist and the art work:
Who is the artist? Alexander Calder
What is the title of the artwork? Untitled
What would you call the artwork? And Why? (Get students thinking)
What year was it made? 1935
Where is it located? Guggenheim Museum, New York
Describe the elements of the art work. What do you personally think? The artwork is a motorised mobile, materials used is iron, pipe, wood, string, wire and the balls move up and down with a motor making it mechanical motion.
The teacher will then show using the computer and projector the YouTube Clip of Alexander Calder’s Untitled Mobile.
http://www.youtube.com/watch?v=oS9eDJL7UWA
After the YouTube Clip has finished the teacher will then share with students that today they will be adopting the role of “mini Calder’s” creating and making their own “Untitled Mobile”. Students will be using their imaginations to create their own abstract shapes which will be the subject of the mobile.
Development
In this stage the teacher positions their students to sit somewhere where there will be no distractions and where they have a clear view of the teacher. The teacher too will position themselves to allow all students to see the demonstration of the mobile making.
The teacher discusses with students “what techniques did the artist use to create a mobile?” The teacher explains to students that during this activity they will be using the same techniques as they are “mini Calder’s”.
The teacher allows time for students to imagine and take inspiration from the world around them as to what abstract shapes they are going to use and what their artwork is going to represent similar to Calder.
The teacher may want to write the steps on the whiteboard before demonstrating to allow students to follow on.
Before commencing the demonstration the teacher will stress the importance of safety within the classroom. The two main materials for concern are scissors and the hole punch. The teacher will demonstrate and explain to students when passing the scissors, the handle should be facing the receiver and the blades are in a closed fist of the person passing them. Secondly when using the hole punch, not to stick fingers where the hole is and to remember to pass them safely with the handle pointing to the receiver.
The materials should be prepped on the table before commencement. The materials to make one mobile are:
- A pencil
- A hole punch
- 5 coloured pieces of cardboard
- Scissors
- Sketch paper
- A pipe cleaner
- Two paddle pop sticks with holes
- Coiled Wire
The teacher will then commence the demonstration to students the 10 on how to make a mobile making sure their instructions are clear:
1. Take a sketch paper and a pencil. Sketch a mobile that you would like to make. Remember this is a step that Alexander Calder used when he was creating his mobiles. Alexander Calder’s mobile structure has a support at the top, with wires hanging from the support connected to the abstract shapes. The teacher will then hold up their sketch to show students the structure of a mobile explaining each element.
2. Take the coloured cardboard to construct 5 different abstract shapes. Take the pencil and draw five different abstract shapes. Remember to draw the shapes abstract of each piece of paper. The teacher will then show the students their abstract shapes explaining the different line structure and texture. Similar to Calder when he created his mobiles he used abstract shapes.
3. Take each of the coloured cardboards with the abstract shapes. Take the scissor and cut each of the abstract shapes. Make sure that the line structure stays the same when cutting. The teacher will then hold up each of the abstract shapes emphasising that they are not similar.
4. Take each of the abstract shapes and fold them in halves.
5. Take the now folded abstract shapes and place the hole punch in the centre of the shape. Punch a hole. The shapes will now have to hole in the centre of them. The teacher will hold up the shapes to show the two holes.
6. Take two of the paddle pop sticks with holes in them. There are 5 holes within each stick. Take a pipe cleaner and thread it through the third hole on one of the sticks. Twist the pipe cleaner around the paddle pop stick once, then take the second paddle pop stick and thread the pipe cleaner through the third hole. The technique of twisting is being used similar to Alexander Calder. Continue twisting the pipe cleaner until the two paddle pop sticks are secure and make an “x” shape.
7. Take the coiled wire using the scissors cut 5 equal pieces of wire for each of the 5 abstract shapes. Take one piece of wire at a time and fold the wire in half. Take the tip of the closed end of the wire and continuously twist the wire like Calder. Continue until all of the wire is twisted. At the end of the wire leave the two ends untwisted. These will be the attachments for the abstract shapes. This process is to be continued until all pieces of wire are twisted.
8. Take the closed end of each wire and thread it through the end holes on the paddle pop sticks. Once again use the technique of twisting the wire around the paddle pop stick once to make it secure. Continue this process for all of the pieces of wire. Make sure the wire is placed evenly on the structure of the mobile to make sure it is balanced. The mobile should now have 5 pieces of wire hanging balanced from the structure.
9. Take an abstract shape. Take the wire from the structure. Take the two untwisted ends of the wire and thread it through the two holes on the abstract shape. Once again twist the wire to make the abstract shapes secure to the wire. The teacher will tell students to use their imagination to bend the wire to create an effect to their artwork. Continue this process until all the abstract shapes are secured and connected to the wire.
10. Your mobile is complete. Compare the final mobile to the original sketch. The teacher will ask the students to evaluate themselves if their final product is the same or different to the sketch? At this step the teacher will explain to students that they need to reflect on their artwork recording a positive and an improvement and how they thought they adopted the role of the artist.
Consolidation and Practice
The teacher then distributes the materials to students allowing them to make the mobile.
Closure
Once the mobiles are finished, the teacher will take their students outside and allow students to see the kinetic art in practice. Kinetic art can be seen by the wind making the mobile move.
Modifications to Activity
All activities have modifications. Here are two modifications to this activity:
The first modification is with the use of wire. If the wire is not appropriate for the age you are working with or you cannot find wire that can be used, replace it pipe cleaners and continue the same steps.
The second modification is with the use of the paddle pop sticks with the holes in them. If you cannot find paddle pop sticks with holes you can substitute the structure of the mobile with pipe cleaners and continue the same steps.
Opportunities for sequential learning
Sequential learning can occur during this activity by allowing students to then explore Calder’s mobiles that use mechanical motion. This activity could also be made co-curricular by focusing the mobile making on a topic that is being explored in another domain such as Humanities- Making Solar Systems Mobiles or Health and Physical Education- Making Healthy Foods Mobiles.
References for Activity
Hutch TV. (2007). Alexander Calder’s Untitled Mobile [Video File]. Retrieved from http://www.youtube.com/watch?v=oS9eDJL7UWA
The Salmon R. Guggenheim Foundation. (2012). Collection Online: Alexander Calder. Retrieved April 1, 2012, from http://www.guggenheim.org/new-york/collections/collection-online/show-full/piece/?search=Katherine%20S.%20Dreier%20Bequest&page=1&f=Major%20Acquisition&cr=1
Victorian Essential Learning Standards. (2007). The Arts. Retrieved April 3, 2012, from http://vels.vcaa.vic.edu.au/vels/arts.html