Sixth Grade Soft Sculpture
In this assignment, 6th-grade students explored the process of transforming a 2D design into a 3D object. They started by designing two simple characters using drawings. Afterward, they chose one character to develop further and turn into a stuffed toy (stuffy). Students thought carefully about their color choices and incorporated additional design elements, such as facial features and textures, to bring their character to life. This project allowed them to experiment with creativity while learning about the transition from flat designs to physical, three-dimensional creations.
Learning Objectives:
Understanding of 2D to 3D transformation: Students will learn how to convert flat, two-dimensional designs into three-dimensional objects.
Creative problem-solving: Students will develop their ability to make design decisions, such as selecting colors, textures, and details that work well in 3D form.
Enhancing spatial awareness: Students will improve their understanding of shapes, proportions, and dimensions when designing for a 3D object.
Development of fine motor skills: Creating a stuffed toy involves sewing and other hands-on activities that help strengthen hand-eye coordination and manual dexterity.
Collaboration and decision-making: Students will practice making decisions about which design to pursue and how to enhance it, sometimes through group discussions or peer feedback.
Design thinking and iteration: Students will engage in the iterative design process, refining their initial character concepts into a final product.
Exploration of texture and material: Students will explore how different textures and materials contribute to the overall appearance and feel of the stuffed toy.
Artistic expression and individuality: Students will have the opportunity to express their personal creativity through the design and customization of their character.
Understanding of design elements: Students will learn about key design concepts, such as color theory, facial features, and the importance of detail in character creation.
Critical thinking: Students will evaluate how their design choices affect the final product and make adjustments as needed.
Sixth Grade Mask Making
In this lesson students broke up into groups of 5-8 to create lists of masks. They considered masks that they know of, have seen, and have worn. Next the whole class joined together to create categories of masks and determined what category their masks would be placed in. Lastly, they decided that some categories could belong within others. For example the Halloween category was placed into the Celebrations category. Some of the final categories included Protection, Ceremony, Health, and Sports.
Together we took a visual journey of masks in time and place. While students viewed mask imagery they considered the idea of “making” one’s identity as they were introduced to Theatrical, Ceremonial, and Festival masks.
Students brainstormed and drew out at least four different mask ideas before they decided upon a final design. The final design was edited and made actual size and then taped onto colored metal tooling. The lines of the design were traced and then the paper was removed so that the foil could be pushed in or out on either side in order to create the interest of texture. Next students chose areas of the mask to highlight with color using permanent markers. Finally students decided on what embellishments they wanted to add to complete their mask. After the masks were completed, students created wall tags for their mask, which included the category of the mask, and it’s use.
Learning Objectives:
Masks exist in different times and places
Craftsmanship and skill in the handling of tools, materials, and medium
Deliberate consideration of texture, color and design additions
Intentional category and purpose of mask
Promoting engineering and problem solving through proficiency of the medium
Sixth graders proudly displaying their mask creations
Sixth Grade Mask display
Sixth Grade Mask display showing mask categories and rough drafts
Sixth Grade Mask display
Sixth Grade Mask display
Sixth Grade Navajo Inspired Weaving
Sixth graders were introduced to both traditional and contemporary Navajo weaving and weavers. We explored both the similarities between the contemporary and traditional styles as well as how they have changed within the Navajo culture.
The students created these bracelets with color, pattern, and texture on a cardboard loom with yarn. Considerations included color scheme, symmetry, symbolism and personal identity.
Sixth grade wristband weavings
Sixth Grade Tessellations
Students were introduced to M.C. Escher and his work with tessellations. As they observed and analyzed these images they recognized how they could be used to create pattern. Students worked to created their own template to trace while interlocking the traced template with repetition they came up with at tessellation design to embellish.
“I can create a pattern composition using a tessellation.”
“I will know that I have accomplished this when the tessellation is repeated with no gaps or overlapping.”
Learning Objectives:
Exploring and understanding an artist's process
Craftsmanship in accurate alignment and tracing of template
Intentional consideration of design and color to complete the imagery
Promote engineering and problem solving
