Art Inspired by Dale Chihuly Megan Curry Grade level-4th

Goals: I would like my students to be introduced to the glass work of Dale Chihuly. We will look at his artwork and make designs that are inspired by these works. Dale Chiluly creates beautiful installations that are inspired by nature. I would like students to learn that organic shapes are the ones found in nature and that Chihuly hardly ever uses a straight line in his works. We will examine his use of color and learn about different color schemes. I would like the students to learn what a complimentary colors scheme is and what an analogous scheme is. Illinois Fine Art Goals 25.A.2d Visual Arts: Identify and describe the elements of 2- and 3-dimensional space, gure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story. 26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing. Learning Objectives: Students will be able to: - discuss the artistic style of Dale Chihuly and what it means to be an installation artist - develop a design with paper, pencils, and markers for a Chihuly inspired sculpture using organic and abstract shapes and lines. - identify complimentary and analogous colors Vocabulary/Concepts: Installation Organic Abstract Analogous Complimentary

Materials Teacher materials-Keynote presentation which will introduce students to the artwork of Dale Chihuly Float Installation, 2005 The Boats, 2008 The Sun at Kew Gardens, 2005 Palazzo Di Loredana Balboni Chandelier, 2005 Blue Herons, 2005 Bellagio Installation, 1998 -Pencil -White computer paper -Water based markers -Permanent markers -Sheets of shrinkable plastic- 50, 8.5x11 sheets cut in half, enough for one for each student -Teacher examples of preliminary sketches and nal artwork. Student materials-Pencil -White computer paper -Variety of different types of markers -Sheets of shrinkable plastic

Teacher Example

Week 1 Procedure Introduction (5 minutes)- I will introduce the lesson to the students using a Keynote presentation which consists of images of Dale Chihulys work and student examples of the project they will be making. Does anyone here know what it means to be an installation artist? After seeing a few of Chihulys artworks do you think you might have a better idea of what installation art is? Notice the forms that make up his art, are they geometric or organic? Are they abstract or representational? Notice the colors that he uses in each piece, does he have every color of the rainbow thrown in there or does he focus on a few colors that work well with each other? Demonstrate (3 minutes)- Students will gather around the demo table where I will show them what they will be expected to do during studio time. I will divide my paper into two sections by folding the paper in half creating two 8.5x5.5 rectangles. I will then use my pencil to two different designs inspired by Dale Chihulys artwork. I will stress to the students that they need to use a combination of shapes and lines and to keep their designs organic and abstract. I am limiting them to using 2 to 3 different colors and suggesting that they use either complimentary or analogous color schemes.

Distribute materials (2 minutes)- Students will come to the front table to collect paper and pencils. They will come back up to the table to get markers as they nish their designs. Studio Time- (30 minutes)- Students will create their Chihuly inspired designs. They will rst fold their paper so they have two drawing spaces, then they will begin to work with pencil. When nished with pencil, they will use markers to add color. I will be walking around the room making sure that Clean-up- (5 minutes)- Students will put their nished drawings in a pile on the demo table so that we can talk about them in a group. Any extra paper that has not been drawn on can be put on the table in a pile. Closure- If there is time while students are waiting in line for their teacher to pick them up, we will go over the vocabulary words that we learned for the day and remember the important information about Dale Chihuly. Who can remember what it means to be an installation artist? What does organic mean? What is abstract art and how is it different from representational art? What is the word we use to describe colors that are next to each other on the color wheel? Colors that are opposite? Week 2 Procedure Introduction (5 minutes)- We will remember what we were doing in the previous week. I will let the students know that we are going to continue working on our sketches for about 15 minutes and then we will begin to out our designs onto the plastic. Who can remember the artist we were talking about last week? What sort of art did he create? What does it mean to be an installation artist? What sort of shapes and lines did he create with his work- organic or geometric? We talked about color schemes last week- what is an analogous color scheme and what is a complimentary color scheme? Demonstrate (3 minutes)- I will show students how to get their designs onto the pice of shrink plastic. The process consists of simply placing the clear plastic on top of their designs and outlining each shape and line in the color they choose. They will then remove the plastic and place it on top of a white sheet of paper to continue coloring in the shapes. Material Distribution (2 minutes)- Students will collect their design from the middle table. They will then nd a place to sit and then a representative from their table will go and collect gel markers and permanent markers. Another student can get pencils and erasers for the table. Once their table is seated and ready, I will pass out the shrink plastic. Studio Time (30 minutes)-Students will return to their seats after collecting their materials and continue working on their Dale Chihuly design. Once they have a design that meets criteria I have set for them (organic shapes, 2 or 3 colors, different size shapes and lines), I will pass that student a piece of shrink plastic. They will then work on transferring their design onto the plastic. Once studio time is half over I will instruct all students to start working on their plastic sheets. This will leave the students enough time to transfer their designs carefully and successfully.

Cleanup (5 minutes)-Students will return all the materials to their appropriate places. Students will place their plastic sheet inside of their sketch so that I can identify who made each sculpture after they are baked. Closure-If there is time while students are waiting in line for their teacher to pick them up, we will go over the vocabulary words that we learned for the day and remember the important information about Dale Chihuly. Who can remember what it means to be an installation artist? What does organic mean? What is abstract art and how is it different from representational art? What is the word we use to describe colors that are next to each other on the color wheel? Colors that are opposite? I will take the plastic sheets home and bake them in my oven at 350 for about a minute. Once they begin to bend and curl I will pull them out and let them cool on the counter. I will be able to bake three of them at a time on a baking sheet lined with parchment paper. Critique (10 minutes)- At the beginning of the next class, we will go to the LMC to see their artwork on display and have a short discussion about how the work. We will talk about what they found successful and what could have been done to make the work better.

Student Examples

Student artwork on display in the Ivy Hill LMC