SWBAT
1. identify various animal's unique body styles.
2. define form.
3. use vocabulary to critique and describe sculptures.

1. glue of all types, tape, string or wire
2. papier mache materials
3. found items such as boxes, plastic containers, recyclables
4. scissors, saws (if age appropriate)
5. paint

Need these materials? Visit Blick!

1. Students will identify an animal they would like to construct by researching animal sites (listed below).
2. Discuss abstract representation (showing how boxes can be bodies, etc.). You can also show how animals are used in folk art. Students can create their own style.
3. Gather items to use to construct the animal. Will it stand? Sit alone? Hang?
4. Students construct animals using various glues, tape, binding, etc.
5. Once the animal base is constructed, students may add details. --using various recyclables or other materials such as tissue paper
6. Complete animal and create display

Student assessment can be done several different ways. A rubric can be created for the different steps of the construct process. (using progress)
A quiz over the various aspects of their particular animal can be completed.
Students work will be assessed on neatness and resemblance to the animal they chose.

http://www.natureartists.com/
wwf.org
nwf.org

This lesson may be expanded in all kinds of areas. Get with your biology teacher and set up a sharing lab where students teach each other about different aspects of the animals they have chosen. Discuss life systems of the animals. Talk about environment and how it effects each different species. Do the animals live together or in different areas of the world? Could they be in the same habitat due to their body make-up?

In the pictures I've attached, you can somewhat see the materials we used such as cut cardboard boxes and water bottles. Other items are yogurt cups, plastic chewing gum containers and lids from different bottles such as soda bottles and detergent containers.

[5-8] 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

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

[5-8] Students compare multiple purposes for creating works of art

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

Abstract Art, Folk Art

Balance, Color/Value, Form, Space

Acrylic, Mixed Media, Paper Mache, Plaster, Sculpture, Wood

Science