This lesson is an example of an art teacher inspired by another, and in turn inspiring my own take on this exploration. Sarah Matthews called them "Scrappy Creatures" in her presentation in Virginia that was attended by Lee Darter who posted about the workshop on Facebook, where I happened to spot the post. As I share it with you, I hope these little delights spread. They are fun, offer several educational connections, and can be done by a broad selection of students.
As I share what I did, I made sure to note alternative media and methods. I am a big fan of Nasco, so I have links to their products should you need some materials for this. I am not earning any "kickbacks," and always recommend you call ahead of ordering and ask for free shipping and a 20% off discount code when ordering. Many of the alternate materials can be obtained for free anyway. In my example, I used polyester stuffing, but if you would like to incorporate more recycling, I could have swapped that out for plastic shopping bags. (I just didn't have enough for a whole class)
Wrapping and recycling are methods and techniques used by quite a few artists including Christo & Jeanne-Claude's early work, sculptures by Judith Scott, and contemporary artist Jean Draper.
As I share what I did, I made sure to note alternative media and methods. I am a big fan of Nasco, so I have links to their products should you need some materials for this. I am not earning any "kickbacks," and always recommend you call ahead of ordering and ask for free shipping and a 20% off discount code when ordering. Many of the alternate materials can be obtained for free anyway. In my example, I used polyester stuffing, but if you would like to incorporate more recycling, I could have swapped that out for plastic shopping bags. (I just didn't have enough for a whole class)
Wrapping and recycling are methods and techniques used by quite a few artists including Christo & Jeanne-Claude's early work, sculptures by Judith Scott, and contemporary artist Jean Draper.
There are many potential learning opportunities...
Visual Arts National Anchor Standards
Creating:
#1: Generate and conceptualize artistic ideas and work.
#2. Organize and develop artistic ideas and work.
#3. Refine and complete artistic work.
Performing:
#6. Convey meaning through the presentation of artistic work.
Responding:
#8. Interpret intent and meaning in artistic work.
Connecting:
#10. Synthesize and relate knowledge and personal experiences to make art.
#11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
The Exploration:
It is important that each work be unique to its maker, so students should start by making a list of 5 action words (adjectives) they feel describe themselves. Then looking at that list, decide what animal has all or some of those attributes. This ensures individualized outcomes.
Students then do a simple sketch of that animal showing legs, tail, ears. The instructor should do a large sketch as well.
(If you have made an example, this is the time you can show it. Do not show it before students have chosen animals or many may copy it.)
Explain that the animal needs a skeleton, but in sculpture we call it an armature. The best armature is one that is made from a single wire without any breaks. It is helpful to have students draw a single line armature ON their sketches so they can get an idea of how it might look. Let students know that the wire allows the animal to be posed.
- Research an animal that best emulates their personality
- Recycling and its importance
- Artists Christo & Jeanne-Claude, Judith Scott, and, Jean Draper
- Vocabulary: Armature, Bind, Emulate, Recycle
Visual Arts National Anchor Standards
Creating:
#1: Generate and conceptualize artistic ideas and work.
#2. Organize and develop artistic ideas and work.
#3. Refine and complete artistic work.
Performing:
#6. Convey meaning through the presentation of artistic work.
Responding:
#8. Interpret intent and meaning in artistic work.
Connecting:
#10. Synthesize and relate knowledge and personal experiences to make art.
#11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
The Exploration:
It is important that each work be unique to its maker, so students should start by making a list of 5 action words (adjectives) they feel describe themselves. Then looking at that list, decide what animal has all or some of those attributes. This ensures individualized outcomes.
Students then do a simple sketch of that animal showing legs, tail, ears. The instructor should do a large sketch as well.
(If you have made an example, this is the time you can show it. Do not show it before students have chosen animals or many may copy it.)
Explain that the animal needs a skeleton, but in sculpture we call it an armature. The best armature is one that is made from a single wire without any breaks. It is helpful to have students draw a single line armature ON their sketches so they can get an idea of how it might look. Let students know that the wire allows the animal to be posed.
Decide how large sculptures should be. I tell my students it should fit inside a basketball. I cut the wire into 3ft sections for them to work with. I have my students hold their wire low and under the table to protect their eyes. In a crowded class, eye protection may be necessary. It's quite possible your school's science teachers have some you could borrow.
When armatures are complete, tape corners and connections so they don't move. Then add bundles of polyester fill (or plastic grocery bags) to the fatter areas of the bodies like the head or belly. Thinner body parts don't need filler.
When armatures are complete, tape corners and connections so they don't move. Then add bundles of polyester fill (or plastic grocery bags) to the fatter areas of the bodies like the head or belly. Thinner body parts don't need filler.
Wrap all this with long strips of fabric. (aprox. 4inches wide) Stretchy fabric works best for the first bindings. use up bland colors for this because they will be covered up. Tuck ends of strips into previous wrapping for a flat surface. Cover all wire and fill.
When the basic shape is achieved, begin to cover the body with scraps of colorful fabric in patches. we used small squares about 4 x 4 inches, but odd shapes work well too. Use yarn to bind these pieces tightly on the surface. Yarn should be used in one continuous piece if at all possible.
Helpful Tip: I got the cheapest stretch polyester fabric from Walmart (99 cents a yard!) , folded it, and and cut it into strips with my paper guillotine. This worked wonders for the initial layer. That said, you can totally just wrap strips and scraps of fabric. I was under a time crunch, so this was a big help to me.
I am going to end this post with images of my student's work and a list of supplies. I'm starting with the bunny from my example. I found a pocket mixed in with the scraps of fabric, and used some hot glue to put it on the back of my bunny so it has a functional pocket. There are so many opportunities to add fun little items like this to these "Ragimals!"
Materials list
Polyester Stuffing (or recycled Shopping Bags)
Aluminum Armature Wire (or wire clothes hangers)
Wire Cutter(s)
Masking Tape
Fabric Squares (or old clothing cut into strips)
and/or Binding Fabric (cut into aprox. 4" x 48" strips)
Yarn, or Yarn, or Yarn
Eye protection (or borrow from science lab in school)
Polyester Stuffing (or recycled Shopping Bags)
Aluminum Armature Wire (or wire clothes hangers)
Wire Cutter(s)
Masking Tape
Fabric Squares (or old clothing cut into strips)
and/or Binding Fabric (cut into aprox. 4" x 48" strips)
Yarn, or Yarn, or Yarn
Eye protection (or borrow from science lab in school)
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