Paper expressions
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Learning how to manipulate paper for understanding

Learning how to manipulate paper for understanding

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  • When we ask students to create an artwork, we ask them to express an idea or show an understanding in an imaginative and personal way.
  • The student is required to dig deep into her vocabulary of skills and tools in the arts in order to provide a visualization that is both communicative and well crafted. Their skills include techniques and control of the media that should advance as they progress through their education, just like vocabulary. They also grow and show their understanding of composition.
  • When we engage students in visual representation of understandings, we help them increase their visual literacy and allow them to express their content understanding while drawing from a very personal and limitless source of visual representations.
  • Every picture tells a story. The student engages in using the materials meaningfully, extending and refining her manipulation of the media, acquiring new skills, experimenting, refining, reflecting and integrating newfound information and personal experiences. Through the process, she becomes emotionally engaged with product, process and connects shapes and images with her understanding. The process of creation with the uncertainty of product teaches skills of persistence, flexibility and continuous reflection.

Paper expressions Paper expressions Presentation Transcript

  • VISUAL LITERACY- A PICTURE IS WORTH A THOUSAND WORDS Visual literacy “is the ability to evaluate, apply, or create conceptual visual representations. Skills include the evaluation of advantages and disadvantages of visual representations, to improve shortcomings, to use them to create and communicate knowledge, or to devise new ways of representing insights. The didactic approach consists of rooting visualization in its application contexts, i.e. giving the necessary critical attitude, principles, tools and feedback to develop their own high- quality visualization formats for specific problems (problem-based learning). The commonalities of good visualization in diverse areas, and exploration of the specificities of visualization in the field of specialization (through real-life case studies)”. Wikipedia
  • DEMONSTRATING CONTENT UNDERSTANDING Process: Developing imaginative ways to communicate meaning-analogy, metaphor, abstraction, etc. Sketching, note making, coming up with ways to use media-can happen after cut elements are created Product: Demonstrating a meaningful understanding of concepts Purposeful use of material and application Conveys a point of view about the topic Imaginative, original thinking, flexible Understanding: Artwork is relevant in communicating content understanding Effective use of visual arts elements of design: line, color, shape, space
  • What I Have Learned from Cut Paper Filed under: Thoughts on cut paper — Tags: bovey lee, Chinese paper cutting, Chinese rice paper, cut paper, paper cutout, paper cuts, paper cutting, papercuts, X-acto knife — BOVEY LEE @ 3:29 pm 1. Slowness is underrated in the world of rush and hurry. 2. On average, it takes about 4-8 times longer to cut something out compared to drawing it. 3. Other people want me to cut faster, a lot faster. 4. Patience pays off. 5. Don’t put off making your own work to accommodate others. 6. Craftsmanship is valuable. 7. Let the artist block crumble on its own. It will. 8. Let your work surprise you. 9. Knowing how to use the computer helps a lot, just don’t let it replace your hands. 10. I can’t work when other people’s in the room. 11. Solitude is a necessity. 12. More is more. 13. It’s all in the details. 14. Put in the hours, it’s the only way. 15. What seems easy is often not. ARTIST’S PERSPECTIVE
  • MANAGING MATERIALS 12”x18’ sheets of colored paper Fold and cut. Keep one 9”x12” Fold and cut 1 9”x12” Keep one 9”x6” Fold and cut one 9”x6” Keep one 4 ½”x6” Use the (2) 9”x12” to establish background/groundline
  • DIVIDING UP THE PAPER S P A T I A L V I S U A L I Z A T I O N Dynamics of space M A T H L O G I C Size relationships
  • MAKING MULTIPLES F O L D A N D C U T C U T T I N G M U L T I P L E S T O S I Z E
  • THE INTUITIVE MIND IS A SACRED GIFT AND THE RATIONAL MIND IS A FAITHFUL SERVANT. WE HAVE CREATED A SOCIETY THAT HONORS THE SERVANT AND HAS FORGOTTEN THE GIFT. — ALBERT EINSTEIN P L A Y I N G E X P E R I M E N T I N G D E S I G N I N G
  • Fold the paper once to create simple symmetry or fold multiple times for more complex repetition. What the Monarch Remembers, template and rice paper cutout, 4.75x3.20", 2010 FOLDING
  • The object/motif is depicted in parts that have been cut away. Beach Ball Blast, details, rice paper cutout, 2009 NEGATIVE SPACE
  • http://boveylee.wordpress.com/category/ paper-cutting- techniques/ Basic Patterns in Chinese Paper Cutting. Text translated by Bovey Lee. Source: 2012.
  • By cutting away the unwanted parts of the paper, the object/motif is revealed within the paper that’s left. Memory Windows I, rice paper cutout on silk, 24x24", 2010 CUTTING FOR POSITIVE SPACE
  • http://fcps.blackboard.com/courses/1/ORG-IS-tferreira1-0506- Other/content/_8995900_1/2- D%20Paper%20cutting%20techniques.jpg http://fcps.blackboard.com/courses/1/ORG-IS-tferreira1-0506- Other/content/_8995901_1/3-D%20Paper%20Sculpture%20Techniques.jpg
  • Kindergarten Produce original artworks by using a variety of collage materials, tools, and techniques. 1. Cut straight, curved, and zigzagged lines, and cut on a fold. 2. Cut circles, squares, rectangles, triangles, and free form shapes. 3. Practice drawing with scissors to cut shapes and objects. 4. Arrange and glue shapes to make people, places, and things in a cut paper collage. 5. Use recycled materials and found objects in a collage. 6. Practice control in the use of collage materials and techniques. Produce original artworks by using a variety of sculpture materials, tools, and techniques. 1. Use slits, slots, tabs, and band-aid technique to join paper, cardboard, or foam in a sculpture. 2. Use paper sculpture techniques including folding, looping, pleating, and fringing. 3. Make a freestanding sculpture by arranging and joining shapes and forms. 4. Create a functional object such as a book or mask. 5. Build with unit blocks, planks, containers, or other materials to solve construction challenges. 6. Practice control in the use of sculpture materials and techniques. First Produce original artworks by using a variety of collage materials, tools, and techniques. 1. Cut straight, curved, and zigzag lines, and cut on a fold. 2. Cut circles, squares, rectangles, triangles, and free form shapes. 3. Practice drawing with scissors to cut shapes and objects. 4. Arrange and glue shapes to make people, places, and things in a cut paper collage. 5. Collaborate to make a cut paper mural. 6. Practice control in the use of collage materials and techniques. Produce original artworks by using a variety of sculpture materials, tools, and techniques. 1. Use slits, slots, tabs, and band-aid technique to join paper or cardboard in a sculpture. 2. Use paper sculpture techniques including folding, looping, curling, pleating, rolling, fringing, and spiraling. 3. Construct three dimensional forms from paper including cone, triangular prism, and rectangular prism. 4. Make a free standing or relief sculpture. 5. Construct a functional object such as a book or mask. 6. Make a three dimensional model for an architectural structure. 7. Practice control in the use of sculpture materials and techniques. FCPS VISUAL ARTS PROGRAM OF STUDIES MATERIAL PROCESS IN PAPER FOR KINDERGARTEN AND FIRST GRADE
  • Second Produce original artworks by using a variety of collage materials, tools, and techniques. 1. Practice drawing with scissors to cut shapes and objects. 2. Cut, arrange, and glue shapes to create people, places, and things in a cut paper collage. 3. Use paper cutting techniques including exploding and punching. 4. Use layering and overlapping to construct a collage. 5. Collaborate to make a large cut paper mural. 6. Practice control in the use of collage materials and techniques. Produce original artworks by using a variety of sculpture materials, tools, and techniques. 1. Make a free standing or relief sculpture. 2. Construct three dimensional paper forms. 3. Use paper sculpture techniques including rolling, folding, looping, curling, pleating, fringing, and spiraling. 4. Use slits, slots, tabs, and band-aid technique to join paper or cardboard in a sculpture. 5. Use found objects to make a free standing sculpture with moveable parts. 6. Construct sculptures to be stable and secure. 7. Practice control in the use of sculpture materials and techniques. Third Grade Produce original artworks by using a variety of collage materials, tools, and techniques. 1. Practice drawing with scissors to cut shapes and objects. 2. Cut, arrange, and glue shapes to create a cut paper collage. 3. Experiment with two dimensional paper cutting techniques including positive/ negative, cutting to reveal a line, and counter-change to create a collage 4. Use layering and overlapping to construct a collage. 5. Collaborate to make a cut paper collage. 6. Practice control in the use of collage materials and techniques. Produce original artworks by using a variety of sculpture materials, tools, and techniques. 1. Use paper or cardboard to create sculptures in the round. 2. Use paper sculpture techniques including folding, creasing, pleating, scoring, spiraling, and rolling to create a sculpture. 3. Use slits, slots, tabs, and band-aid technique to join paper or cardboard in a sculpture. 4. Create a low relief mask or sculpture. 5. Construct sculptures to be stable and secure. 6. Practice control in the use of sculpture materials and techniques FCPS VISUAL ARTS PROGRAM OF STUDIES MATERIAL PROCESS IN PAPER FOR SECOND AND THIRD GRADE
  • Fourth Grade Produce original artworks by using a variety of collage materials, tools, and techniques. 1. Use scissors to draw and cut shapes and objects. 2. Use paper cutting techniques including positive/negative, cutting to reveal a line, and counter-change to create a collage. 3. Use layering and overlapping to arrange and glue shapes in a cut paper collage. 4. Collaborate to make a large cut paper collage. 5. Exercise skill and control in the use of collage materials and techniques. Produce original artworks by using a variety of sculpture materials, tools, and techniques. 1. Manipulate wire to create a sculpture in the round. 2. Create a sculpture using paper, papier maché, or non-traditional materials. 3. Construct a maquette to plan for a finished sculpture. 4. Create a sculpture with implied movement or movable parts. 5. Construct sculptures to be stable and secure. 6. Exercise skill and control in the use of sculpture materials and techniques Fifth Grade Produce original artworks by using a variety of collage materials, tools, and techniques. 1. Use a variety of paper cutting, arranging, and gluing techniques to create a collage. 2. Experiment with collage techniques and non-traditional materials in an artwork. 3. Use juxtaposition, layering, and overlapping in a collage. 4. Exercise skill and control in the use of collage materials and techniques. Produce original artworks by using a variety of sculpture materials, tools, and techniques. 1. Use a variety of techniques for forming and joining paper, cardboard, and other materials. 2. Construct a freestanding sculpture using an armature, papier maché, or cut paper.. 4. Construct sculptures to be stable and secure. 5. Exercise skill and control in the use of sculpture materials and techniques. FCPS VISUAL ARTS PROGRAM OF STUDIES MATERIAL PROCESS IN PAPER FOR FOURTH AND FIFTH GRADE
  • Sixth Grade Produce original artworks by using a variety of collage materials, tools, and techniques. 1. Use a variety of paper cutting, arranging, and gluing techniques to create a collage. 2. Experiment with non-traditional materials and found objects to create a collage. 3. Use juxtaposition, layering, and overlapping in a collage. 4. Exercise skill and control in the use of collage materials and techniques. Produce original artworks by using a variety of sculpture materials, tools, and techniques. 1. Create a sculpture using paper, cardboard, or other materials. 2. Use a variety of joining techniques for paper, cardboard, and other materials. 3. Construct an assemblage that implies movement. 4. Construct an architectural model using cardboard, found objects, and other materials. 5. Form sculptures to be stable and secure. 6. Exercise skill and control in the use of sculpture materials and techniques. FCPS VISUAL ARTS PROGRAM OF STUDIES MATERIAL PROCESS IN PAPER FOR SIXTH GRADE
  • Scheffer and Rubenfeld discuss critical thinking habits and critical thinking skills. For each of the critical thinking skills shown below, they give a number of activity statements. 1. Analyzing •Separating or breaking a whole into parts to discover their nature, functional and relationships. "I studied it piece by piece" •"I sorted things out" 2. Applying Standards •Judging according to established personal, professional, or social rules or criteria. •"I judged it according to..." 3. Discriminating •Recognizing differences and similarities among things or situations and distinguishing carefully as to category or rank. •"I rank ordered the various..." •"I grouped things together" 4. Information Seeking •Searching for evidence, facts, or knowledge by identifying relevant sources and gathering objective, subjective, historical, and current data from those sources •"I knew I needed to lookup/study..." •"I kept searching for data." CRITICAL THINKING SKILLS “If you can’t explain it simply, you don’t understand it well enough.” Albert Einstein
  • CRITICAL THINKING SKILLS Scheffer and Rubenfeld 5. Logical Reasoning •Drawing inferences or conclusions that are supported in or justified by evidence •"I deduced from the information that..." •"My rationale for the conclusion was..." 6. Predicting •Envisioning A plan and its consequences •"I envisioned the outcome would be..." •"I was prepared for..." 7. Transforming Knowledge •Changing or converting the condition, nature, form, or function of concepts among contexts •"I improved on the basics by..." •"I wondered if that would fit the situation of ..." Courtesy of B. K. Scheffer and M.G. Rubenfeld, "A Consensus Statement on Critical Thinking in Nursing," Journal of Nursing Education, 39, 352-9 (2000). Courtesy of B. K. Scheffer and M.G. Rubenfeld, "Critical Thinking: What Is It and How Do We Teach It?," Current Issues in Nursing, J.M. Grace, Rubl, H.K. (2001).