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Papier Maché Monsters
Submitted by: Laurie Reber, Andersen
Junior High School, Chandler, AZ
UNIT: Sculpture - Papier Maché
Lesson: Papier Maché Monsters
Grade Level: Middle School
Click images for larger views
Objectives:
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Interpret
the meaning of historical artworks in terms of a
particular culture or ethnic background
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Develop
one’s own response about works from various
eras and
cultures
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Create
an artwork that best solves an artistic problem
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Develop
one’s own rationale about works from various
eras
and cultures
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Identify
cultural and historical symbols for one’s own
meaning, past and present
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Construct
an armature and build up with papier maché - exhibit
craftsmanship in process and painting
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Materials:
Coat
hangers/wire,
wire cutters,
masking tape, clay,
hot glue/glue gun
,
newspaper,
old bed sheets,
Elmer’s art paste,
white latex house
paint,
acrylic paint,
paint brushes
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Directions
Monsters
have been part of the movie-making industry for many years. You
have recently been commissioned
to create prototypes for a sequel to the movie
Monsters, Inc.
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In your group, brainstorm and discuss specific monster
features and list them in your sketchbook. Sketch a monster in your sketchbook representing the front
and rear view of your monster. Color the monster with colored
pencils.
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Following the demonstration, make 2 thighs, 2 calves, 2
forearms, 2 upper arms, a torso, and head with newspaper. Using
small amounts, tape until most loose ends of the newspaper are
held down.
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TAKE
YOUR TIME!
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Create some other interesting features such as ears, wings,
tails, scales, horns etc.
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Give
the limbs strength by adding an armature and taping in place.
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Assemble the parts and tape together.
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Papier maché
the body parts using the Elmer’s Art Paste
mixture.
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Create teeth, eyeballs, horns, claws, etc. with clay.
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Add skin textures using the sheets and papier
maché with
Elmer’s
Art Paste. Tape on claws/teeth. Hot glue eyeballs.
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Paint with base coat of white latex paint.
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Final coat of acrylic paint.
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Class
critique and discussion
- Extension:
Tie in Language Arts - have students write a short script
starring the monsters they created (this will bring in National
Standard 6)
Vocabulary
Assessment
- The
sculpture stands on its own- armature is robust.
- The
sculpture is representative of students’ sketch
- All
parts are complete, free of cracks, no holes in papier maché.
- Students
create eyelids, lips using cloth/glue recipe
- Students
demonstrate proper use of wrinkles in a 3d artwork
Assessment Rubric
Your
Name:___________________________Period:________Day:_____
Please list
the students in your group here.
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Papier
Maché
Monster Evaluation
Student
total:________/50
Teacher Comments:
Teacher
total:________/50
Grand
Total:___________/100 possible
National
Standards: (standards covered depend on how much discussion is
done with introduction to lesson and student critique following
lesson)
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
6.
Making connections between visual arts and other
disciplines
(make connections to film
industry)
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| Students
select media, techniques, and processes; analyze what
makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their choices |
Students
generalize about the effects of visual structures and
functions and reflect upon these effects in their own work |
Students
compare multiple purposes for creating works of art |
Students
compare the characteristics of works in two or more art
forms that share similar subject matter, historical
periods, or cultural context |
| Students
intentionally take advantage of the qualities and
characteristics of art media, techniques, and processes to
enhance communication of their experiences and ideas |
Students
employ organizational structures and analyze what makes
them effective or not effective in the communication of
ideas |
Students
analyze contemporary and historic meanings in specific
artworks through cultural and aesthetic inquiry |
Students
describe ways in which the principles and subject matter
of other disciplines taught in the school are interrelated
with the visual arts
(language arts connection)
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Students
select and use the qualities of structures and functions
of art to improve communication of their ideas |
Students
describe and compare a variety of individual responses to
their own artworks and to artworks from various eras and
cultures |
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Alternate Lesson Idea: Chimeras
Submitted by Julie Tonkovich
Julie does a
"Chimera" papier mache animals lesson of incongruous
parts. Each student in group thinks about "animal as metaphor"
and chooses one animal that might represent him/herself. The
group animal has to incorporate each student's animal--so might
have head of a frog and a body of a turtle and legs of a pig.
The students look at animal sculpture from around the world to see whether realistic or
stylized, then she show students Oaxacan wood carvings to look at
surface decoration and Harry Potter for names of fantastic
creatures.
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