Students will construct a cube out of paper by using folding skills that opens up to flip inside out. They will model it to reflect their own personal space and practice folding it inside and out to illustrate it. Students will study Arkansas Graduate Student Kelsey Felthousen's senior thesis “myspace” and discuss and analyze her creative thought and construction process.
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THE PLAN
5 sessions; 40 minutes per session
• Student will collaborate with table members to examine demonstration model and come to a conclusion on how to assemble the inside out room out of paper.
• Student will document the directions for their table of how to create the demonstration model.
• Student will produce a folded inside-out-room look a like out of paper.
• Student will design and decorate the inside and outside of their room and construct furniture out of paper.
• Student will indicate what about their space is personal and determine what viewers will learn about the artist as they view their house from the inside out.
• Student will name the artist and artwork we are studying and identify the artists project rationale.
1. colored pencils
2. pencils
3. crayons
4. markers
5. large white paper
6. scissors
7. rulers
8. scrap construction paper
9. glue (glue stick)
Day 1-2:
1.Show presentation of “myspace” images.
2.Show demonstration model modeled after the art room.
3. Demonstrate how it unfolds and refolds to unveil the inside and outside of the room.
4. Explain to students how they will be given five minutes to go back to their seats and work together and use problem-solving skills to figure out how the box was made. Each table will get a model they can unfold.
4. After five minutes check back and show how to fold.
5. Give everyone a piece of paper and go through the steps of how to create the structure. Students will work on the outside part of their room only. Clean up and collect papers unfolded. Review.
Day 3-4:
1. Start class by discussing perspective, what it is, and how “mypsace” is an example of a new perspective of space.
2. Show demonstration of how to design the interior of room.
3. Show how to unfold and refold to check and see how room fits together. Students should decorate walls of interior first with crayons, colored pencils, and/or markers the first day and make any parts the second day for storage purposes.
4. Show students how to cut window. Create demonstration model to look like art room so students have a visual idea of how space and proportions will fit.
(Define proportion and space using principles of design and elements of art posters. Leave up posters as helpful reminders and refer to them often. Post laminated copies of pictures of “myspace” for student to view during work time.) Clean up and review.
Day 5:
1.Show demonstration of how to create 3-D furniture and connect to floor tabs of room. Student must make at least one piece of furniture or accessory for their room out of paper.
2.Show student how all furniture must stick only to one tab and that tab will be the one on top of the other tabs, unless they cut a tab in half. Review.
What is proportion? What is space? How are they relevant to our “myspaces”? What is perspective? What way has “myspace” changed our perspective?
Student created the inside out room using either a ruler, template and has their name on it.
Student has designed the inside and outside of their room showing the perspective as if they were in the room, not standing above it looking in. Students have utilized crayons, markers, or colored pencil and show in depth drawings of their personal spaces. Student use correct proportion. Student has created the inside of the room and out side of the room in the appropriate places.
Student has created a glued at least one piece of 3-D furniture in their room and attached it to the paper tab that acts as the floor of the room.
This was a unique experience the first time around because my 5th grade students corresponded with the artist my emailing her questions about her artwork and her experience living in her installation.
This is not necessary for the lesson to work well, just a neat plus.
These are helpful questions to ask during the art making and process and lead to interesting class discussions:
Who has ever felt like just being left alone? Where do you go and what do you do when you feel that way? Is there a place where you feel like you can just be yourself? Our bedrooms, playrooms, and houses are spaces that are very important to us. Home is a sacred space. What does sacred mean to you? If a stranger walked into your sacred space what would they learn about you? What kind of things are in your space that identifies who you are? How can people get to know us by the things we own and where they are placed in our room? Would you let anyone in your room or in your house? How would you feel if someone went through your room with out you knowing about it?
What’s different about this space? What happen to the walls? Where does it look like this is built? Can you tell anything about the person who lives here? Explain the project and where and whom it was built by. Artists make artwork to tell stories and share messages. What message is Kelsey trying to share? What is MySpace (or Facebook)? How do people on the networking site MySpace/Facebook get to know others? How is she relating “myspace” to MySpace or other social networking sites? Think about how if you were going to tell people about yourself through just your room what you would want to have in it.
THE FEATURES
Environmental Art, Contemporary Art, Conceptual Art
RVArtist01/18/2013 at 08:39am
If anyone needs more pictures, just ask!
RuthByrne01/25/2013 at 06:27am
Excellent construction! I was just looking for something to supplement my (very loose) elementary study of architecture. This is a nice way to get them thinking about the personality of interior spaces.
RVArtist01/25/2013 at 06:45am
Thanks RuthByrne! It has been a hit in the past.
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