3rd Grade

Olek: Wrapped Transformation Project

Project Goal

Total Days: 3

Students will create a simplified version of a yarn bomb. With the use of wrapping and repetition, the students will transform an ordinary stick into a colorful and personal expression of art.

Big Ideas /Key Concepts

Transformation, Continuity, Repetition, Appropriation

Essential Questions to Explore

1. How does wrapping an object change the meaning of it?

2. What makes yarn so approachable and inviting?

Aesthetic Goal
This lesson will introduce students to wrapping and knot tying which concentrate on the students ability to manipulate string and 3-D objects. This lesson will also introduce students to transforming everyday objects

into art.

Artwork Studied Primary Work:

Crocheted Ladder, Olek, 2005

Genre/Type of Art/Materials
Dada with a mix of Arts & Crafts

Supporting Work: Project B, Olek, 2010 Untitled, Olek, 2010 Various Pictures of Yarn Bombing

Ladder with Crocheted yarn Dada with a mix of Arts & Crafts Charging Bull of Wall Street, Person, Grocery Cart Crocheted Yarn Crocheted and Knitted Yarn and public objects/spaces

Wrapped Trees & Wrapped Coast, Christo & Jean Claude, 1998 & 1969 Polyester Fabric and Trees/Costal Boulders Rationale What makes this an important work to study? Agata Olek Oleksiak is a rising star in the art world, more specifically the art world around NYC. Her work is a great example of 21st Century Postmodernist work. She combines Dadaist notions of appropriating objects with a skin of the Arts and Crafts movement. It is this combination of two past art movements that make her work so engaging and attractive to the postmodern sensibility. What makes it appropriate for my grade level? rd The 3 graders will discuss the ideas of wrapping, repetition and simple patterns. The act of wrapping the stick for the project will push the students fine motor skills but should be an activity that they can accomplish. Although the activity will be a stretch the students will enjoy the great tactile quality of both the stick and the yarn. This is also a fun activity for students to transform an ordinary object into art.
Be a responsible steward of resources Sustain Focus Seek Help Practice, Practice, Practice Spatially Orientate Reflect
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21st Century Skills

Critical and Creative Cognitive Processes Emphasized in This Lesson

Envision Compare & Contrast Access prior knowledge Recognize Compare & Contrast Transform 1

Agata Olek Oleksiak

Days
Title of Artwork, Artist & Type of Art Culture & Date Big Ideas Visual Stuff Basic visual content, elements, etc. Visual Organization Composition al principles, etc. Meaning Making Interpretati on, connection to the Big Ideas Art Media & Tools Literacy &
Interdisciplina ry

Concept Map: Where Are We Going?

Day 2
Crocheted Bike Agata Olek Oleksiak Various Yarn Bomb pieces USA 20th & 21st Century

Day 1
Various Sculptural and Installation Works Agata Olek Oleksiak Objects and Crocheted Yarn

Day 3
Wrapped Trees & Coast Christo & Jean Claude Polyester Fabric and Public Spaces

Continuity

Continuity & Transformation Bright Colors Texture

Transformation

Shape/Form Texture

Repetition

Repetition Emphasis

Emphasis

Wrapping yarn around sticks can turn this ordinary object in to art; just like wrapping a ladder in crocheted material changes it from hard and linear to soft and cuddly.

Sticks, Yarn, Scissors, Wrapping, Fabric, Random Objects

Connection Supports worksheets, books, etc.

Powerpoint Presentation of Oleks Work

Powerpoint Presentation: Quick Recap & Yarn Bombs

Powerpoint Presentation of Christo and Jean Claudes Work

Olek
Day 1:

Activities Schedule: What Will We Do to Get There?

Students will learn new vocabulary words through applying them to a powerpoint presentation of Oleks work. They will start to create their own yarn wrapped stick. We will wrap up the day with a discussion about how our activity relates to Oleks work. We will also discuss how the yarn changes the sticks.
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Day 2: We will review what we did last week with a Powerpoint presentation about Oleks work and Yarn Bombs The students will finish their wrapped sticks from last week. To finish, we will look at the repetitions that were created by wrapping and if these sticks have been transformed. Day 3: Students will compare Oleks work to Christo and Jean Claudes work in terms of our vocabulary words Each student will receive fabric and string to wrap up a random object in. To finish, we will look at our finished works and compare them with our sticks to see how each was transformed. Also we will compare them to see which was more successful/liked more.

Learning Standards Met in This Lesson Plan

NYS Visual Arts/Elementary

Standard #1 - Creating, Performing, and Participating in the Arts Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. a) Experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences. b) Develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events. c) Understand and use the elements and principles of art (line, color, texture, shape) in order to communicate their ideas. d) Reveal through their own art work understanding of how art mediums and techniques influence their creative decisions. e) Identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works. Standard #2 - Knowing and Using Arts Materials and Resources Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. a) Understand the characteristics of various mediums (2-D, 3-D, electronic images) in order to select those that are appropriate for their purposes and intent. b) Develop skills with electronic media as a means of expressing visual ideas. c) Know about some cultural institutions (museums and galleries) and community opportunities (art festivals) for looking at original art and talking to visiting artists, to increase their understanding of art. d) Give examples of adults who make their livings in the arts professions. Standard #3 - Responding to and Analyzing Works of Art Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines. a) Explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses. b) Explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works. c) Explain the themes that are found in works of visual art and how the art works are related to other

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forms of art (dance, music, theatre, etc.) d) Explain how ideas, themes, or concepts in the visual arts are expressed in other disciplines (e.g., mathematics, science, literature, social studies, etc.) Standard #4 - Understanding the Cultural Dimensions and Contributions of the Arts Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society. a) Look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures. b) Look at a variety of art works and artifacts from diverse cultures of the United States and identify some distinguishing characteristics. c) Create art works that show the influence of a particular culture.

National ELA Common Core Standards

Comprehension and Collaboration

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. o Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). o Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. o Explain their own ideas and understanding in light of the discussion. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Conventions of Standard English

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. o Form and use regular and irregular plural nouns. o Use abstract nouns (e.g., childhood). o Form and use regular and irregular verbs. o Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. o Ensure subject-verb and pronoun-antecedent agreement.* o Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. o Use coordinating and subordinating conjunctions. o Produce simple, compound, and complex sentences.

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Knowledge of Language

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. o Choose words and phrases for effect.* o Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use

L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. o Use sentence-level context as a clue to the meaning of a word or phrase. o Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). o Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). o Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Agata Olek Oleksiak DAY 1 of 3

Students will learn new vocabulary words through activity and apply those words to the powerpoint presentation of Oleks work. They will start to create their own yarn wrapped stick. We will wrap up the day with a discussion about how our activity relates to Oleks work. We will also discuss how the yarn changes the sticks.

Teacher Materials List

Powerpoint Presentation Vocab Visual Teachers Example Rules Poster New Jobs Chart Tape Yarn Sticks Scissors

Student Materials List

Yarn Sticks Scissors

Content & Concept Categories

Core Concept Vocabulary

Concept Elaboration

Highlight most important vocabulary to indicate they will emphasized in lesson; and assessed for retention and understanding. Delete or leave blank any categories that are not needed on this day of the lesson.

Art History - recall and/or research Elements, and/or things in image you want kids to notice Art

Recall that Agata Olek Oleksiak is a female, American artist who is making art right now with yarn. Texture Bright Colors

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Visual organization Principles and/or other compositional terms Meaning-making: Feels like, seems like, represents, suggests, implies, symbolic of, etc.

Repetition Each work created by Olek is full of repetitive qualities. Due to the nature of crochet, each stitch, one after the other, is the same. To create each panel of crocheted fabric, Olek must repeat stitch after stitch. Wrapping sticks with yarn can transform them from ordinary to a work of art.

Art Making

Criticism

Media & Tools Technique/Craftsmanship

Sticks, Yarn, Scissors

Careful knot tying Slow and tight wrapping Attention to detail Patience, persistence Wraps Slowly Works Carefully Take your time Quiet observation

Stewardship and SelfMonitoring

Closure (1 or more of)

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Review and apply vocabulary words to what we have started. Compare how our work is like that of Oleks Discuss how the yarn has started to change the sticks

Concept Assessment: Students will have gotten it when they can ...
Meaning Making Connect to Big Ideas Vocabulary (Declarative Knowledge) Talk the talk Technique (Procedural Knowledge) Walk the walk Self-Control (attitudes and behaviors)
Explain how changing the surface of an object can change the way someone feels about it such as how a hard linear ladder becomes soft and cuddly when wrapped. Accurately use vocabulary terms (i.e. repetition, texture, pattern, bright colors) during lesson At end of lesson, confidently and accurately use those new terms in response to their own and their peers work Carefully tie tight knots onto their stick. Slowly and carefully wrap their stick with yarn. Create wrapping repetitions around the sticks. Listen attentively, follow directions for most of the class, and practice their slow and careful wrapping skills Quietly work without distracting their neighbors Clean up their materials and spaces

Lesson Activities

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Cognitive Skills

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1.

2.

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4.

Introduction: Hi everyone! Today we are going to making Yarn Sculptures! We will be using yarn and sticks to make our sculptures. To get inspiration for our sculptures we will be looking at the work of an artist that goes by the name of Olek. Before we get down to business, we are going to have an imagination brainstorm! Motivation: Have students close their eyes. Now, I want everyone to think about where you live. Think about your house or apartment. What if your house or apartment building was painted bright red with yellow polka dots? What if the walls were soft and fuzzy like your favorite sweater? Now open your eyes. Did changing the color of your house or apartment building change how you feel about that place? What if walls were really fuzzy? How would that change things? Main Concepts and Powerpoint Presentation: So our artists full name in Agata Oleksiak but she goes by Olek for short. Click for first slide. What is this object? What has Olek done to it? How is it changed or different what you expect? Is it funny or more interesting? Why? Click for second slide Olek has transformed this everyday ladder from Hard-edged to? Dull to? Ordinary to? Click for third slide Tell me where you seeBright ColorsTextureRepetition Pattern Click on fourth slide Lets look at some more of Oleks work Click on fifth slide What do you see? Is there any repetition? Where? Is there any pattern? Where? Are there any bright colors? Where? Click on sixth slide What is different? How does the feeling change from the one on the left to the one on the right? Transition and Intro to new jobs Ok, so now before we get down to work we have to go over our new Jobs plan. Everyone should have a number 1-4 on your desk. Each number corresponds to a job on this chart. Number 1s raise your hand. Now you will be responsible for picking up your groups bucket of supplies. Ask one of the 1s what their job is. Number 2s raise your hand. You will make sure that each person in your group gets their baggy of supplies. And during clean up you will make sure that everyones baggy gets back in the bucket. Ask one of the 2s what their job is. Number 3s raise your hand. You will make sure that everyone in your group gets a stick. And during clean up you will make sure that everyones stick gets back in the bucket. Ask one of the 3s what their job is. 7

Envision

Brainstorm Form multiple vivid representations of new ideas

Recognize Compare & Contrast Transform

Be a responsible steward of resources

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 Number 4s raise your hand. You will be responsible for

returning your groups bucket of supplies. Ask one of the 4s what their job is. Each group will have 4 minutes to get their materials and get them passed out to their group. Before we do that, lets go over some safety rules. First, we will be using sticks. They come to a point at the end so, be very careful when passing these out and using them. And make sure to keep them away from your face. Same goes for scissors. They do not come to a point but they are very sharp. So be careful when using them and passing them out. Who can tell me what I just said about these supplies? Good. Material Pass out Ok, at the count of three the timer will start for passing out materials. Remember no running and no yelling. Lets see which group can get done the quickest and the quietest! 1, 2, 3, GO! Demo: Ok, before we get started we I am going to show everyone how to get started and you are going to help me. Please everyone join me back here. Back row; turn around in your seats. Middle row stand up and move behind the back row of desks. This front row move up and stand around here to my left. Now everyone on the other side of the room, calmly get out of your seats and join me on my right side here. If you are taller please move to the back so that everyone can see. First, we are going to take our stick and lay it down in front of you. Next we are going to take our yarn and cut a piece off. Now we are going to tie the end of the yarn on to the stick. Next we are going to carefully wrap the string around the stick like so. Make sure that when you wrap the yarn around that you keep it tight and close together. As we get to the end we will tie it off like so. Take the end of your string and tuck it under the last wrap you made. This will create a loop, now take the end of the string and pass it through the loop. Now pull tight. And we are going to repeat this one more time so we now it will be nice and tight. Now, take the scissors and snip off the extra string. See and we are done with our first wrapping! Can Gabby and Ant join me up here? We are going to do this again together so that everyone can watch us do this one more time. Go over the steps again but with the two helpers. Independent Training: Ok, now everyone back to your seats. Does everyone have their materials? Good, now lets start. Everyone should pick their first color from their baggies. Now lets tie this first one on toward the end of your stick. You should make 10 wraps around your stick and tie it off. Ill be walking around if you need help please raise your hand and Ill be around. Now, everyone should pick their second color from their baggies. Now lets tie this next one on right where your last 8
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5.

Be a responsible steward of resources

6.

Sustain Focus Seek Help

7.

Practice, Practice, Practice Spatially Orientate Seek Help

one left off. You should make 15 wraps around your stick and tie it off. Ill be walking around if you need help please raise your hand and Ill be around. If there is time remaining: Now, everyone has a choice! You can either go back and use the first color that you used or you can use the third color. Now lets tie this next one on right where your last one left off. You should make 10 wraps around your stick and tie it off. 3 Minute warning 1 minute warning Clean up: Ok, its clean up time! Signal. Put all materials down. Make sure to label your stick! Now at the count of three you will have 3 minutes to clean up your group and get your materials up front. Lets see which group can clean up the fastest Closure: So how does what we did today compare to the work of Olek? Was it similar? Did we use repetition? Can we see our sticks transforming yet?

8.

Be a responsible steward of resources

9.

Reflect

Agata Olek Oleksiak DAY 2 of 3

Students will review what we did last week with a Powerpoint presentation about Oleks work and Yarn Bombs. The students will finish their wrapped sticks from last week. To finish, we will look at the repetitions that were created by wrapping and if these sticks
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have been transformed.

Teacher Materials List

Powerpoint Presentation Vocab Visual Teachers Example Rules Poster New Jobs Chart Tape Yarn Sticks Scissors

Student Materials List

Yarn Sticks Scissors

Content & Concept Categories

Core Concept Vocabulary

Concept Elaboration

Highlight most important vocabulary to indicate they will emphasized in lesson; and assessed for retention and understanding. Delete or leave blank any categories that are not needed on this day of the lesson.

Art History - recall and/or research Art Criticism Elements, and/or things in image you want kids to notice

Recall that Agata Olek Oleksiak is a female, American artist who is making art right now with yarn. Also, Yarn Bombing is made by many individuals and is similar to Oleks work. Texture Bright Colors Repetition Each work created by Olek is full of repetitive qualities. Due to the nature of crochet, each stitch, one after the other, is the same. To create each panel of crocheted fabric, Olek must repeat stitch after stitch. Emphasis The focus of not only Oleks work but also Yarn Bombing is the exterior. The surface is transformed in such a way that the internal is no longer important. Wrapping sticks with yarn can transform them from ordinary to a work of art.

Visual organization Principles and/or other compositional terms

Meaning-making: Feels like, seems like, represents, suggests, implies, symbolic of, etc. Art Making Media & Tools Technique/Craftsmanship

Sticks, Yarn, Scissors

Careful knot tying Slow and tight wrapping Attention to detail Patience, persistence Wraps Slowly Works Carefully Take your time Quiet observation

Stewardship and SelfMonitoring

Closure (1 or more of)

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Review and apply vocabulary words to what we have finished. Compare how our work is like that of Oleks and Yarn Bombing Discuss how the yarn changes the emphasis and transforms them into art

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Concept Assessment: Students will have gotten it when they can ...
Meaning Making Connect to Big Ideas Vocabulary (Declarative Knowledge) Talk the talk Technique (Procedural Knowledge) Walk the walk Self-Control (attitudes and behaviors)
Explain how changing the surface of an object can change the way someone feels about it such as how a hard linear ladder becomes soft and cuddly when wrapped. Accurately use vocabulary terms (i.e. repetition, texture, bright colors, emphasis, transform) during lesson At end of lesson, confidently and accurately use those new terms in response to their own and their peers work

Carefully tie tight knots onto their stick.

Slowly and carefully wrap their stick with yarn. Create wrapping repetitions around the sticks. Listen attentively, follow directions for most of the class, and practice their slow and careful wrapping skills Quietly work without distracting their neighbors Clean up their materials and spaces

Lesson Activities
Introduction: Hi everyone! Today we are going to finish our Yarn Sculptures! We will be reviewing what we did last class and look at some more art that is very similar to Oleks art. Before we do that though, do you remember when we imagined that our houses and apartment buildings were painted bright colors with polka dots? Well we are going to look at some houses that look just like that! Motivation: Click through Intro Slide and onto Slide 2 So, what do we see? How is it painted? If the paint was just white do you think it would be just as interesting? Why? Click for Slide 3 How is this house painted? Is there any repetition? How would you feel if your house was painted like this? Does the paint transform the house? Main Concepts and Powerpoint Presentation: Now we are going to review our artist from last week. Does anyone remember her name/nickname? Click for next slide. What is this object? What has Olek done to it? How is it changed or different then what you expect? Are there any repetitions? She has transformed the bike from an ordinary bike to something special. She has changed it from hard to? Shiny to? Click for next slide When Olek transformed the bike she changed the outside of the bike. How is this normal bike different from Oleks? What do you look at or focus on with the ordinary bike? What we focus on or look at first is the emphasis. It is what is most important. What is the emphasis on Oleks bike? 11

Mi n

Cognitive Skills

1.

Envision

2.

Compare & Contrast Access prior knowledge

Recognize Compare & Contrast Transform Access prior knowledge

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 Click for next slide

Now we are going to look at what is call Yarn Bombing What do you think that is? Click for next slide How is Yarn Bombing similar to Oleks work? Is it different? How so? Is the emphasis the same in Yarn Bombing as Oleks work? Do they change the same things? Transition and Revisit new jobs Ok, so now before we get down to work we should go over our jobs again briefly to refresh our memories. Everyone should still have a number 1-4 on your desk. Each number corresponds to a job on the board. Number 1s raise your hand. You will be our bucket retrievers. You will get your groups bucket of supplies and bring them back to your table. Number 2s raise your hand. You are our Baggy Assistants. Once your table has their bucket you will give everyone their baggy of materials. And during clean up you will make sure everyones baggy returns to the bucket Number 3s raise your hand. You are our Stick Dispensers. You will make sure that everyone in your group gets their stick from last time. And during clean up you will make sure that everyones stick gets back in the bucket. Number 4s raise your hand. You are our Bucket Deliverers. You will be responsible for returning your groups bucket of supplies once everything is back in them during cleanup. Before we do that, lets go over some safety rules. First, we will be using sticks. They come to a point at the end so, be very careful when passing these out and using them. And make sure to keep them away from your face. Same goes for scissors. They do not come to a point but they are very sharp. So be careful when using them and passing them out. Who can tell me what I just said about these supplies? Good. Material Pass out Ok, now 1s please stand up and get your groups bucket. Number 2s please hand out your groups baggy. Number 3s please go ahead and pass out the sticks Demo: Ok, before we get started we I am going to demonstrate for everyone the knot tying that we learned last time. Back row; turn around in your seats. Middle row stand up and move behind the back row of desks. This front row move up and stand around here to my left. Now everyone on the other side of the room, calmly get out of your seats and join me on my right side here. If you are taller please move to the back so that everyone can see. First, lets go over the first knot. Can everyone see? Good. Demo first knot to class without stick. Any questions? Demo knot again but this time on the stick. Ask someone to come up and demo this first knot. Now lets go over the knot at the end of the wrapping. Can everyone see? Good. Demo this knot to class without stick. 12
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4.

Be a responsible steward of resources

5. 6.

Be a responsible steward of resources Sustain Focus Seek Help

7.

8.

Any questions? Demo knot again but this time on the stick. Any questions? Ask someone to come up and demo this knot. Ask for another volunteer. Ok, lets go back to our seats and start from where we left off. Independent Training: Does everyone have their materials? Good, now lets start. Everyone should one of their colored yarns from their baggies. Now lets tie this one on right next to your last wrapping. You should make 10 wraps around your stick and tie it off. Ill be walking around if you need help please raise your hand and Ill be around. Now, everyone should pick another color from their baggies. Now lets tie this next one on right where your last one left off. For this one you can make anywhere from 10 to 20 wraps. You can choose! Ill be walking around if you need help please raise your hand and Ill be around. Continue this way until everyone has finished their sticks. For students who finish their first stick: If you have finished your first stick please raise your hand and Ill be around to give you a new stick. With this one you will do the same thing but the number of wrappings and how many colors you use will be up to you. 3 Minute warning 1 minute warning Clean up: Ok, its clean up time! Signal. Put all materials down. Lets put all of our materials except for our sticks into our baggies. Number 2s collect the baggies and put them in your groups bucket. Number 3s please make sure everyones stick is in the bucket. Number 4s please return the buckets up to the front of the classroom Closure: Do our sticks look differently now that they are wrapped? How so? Do you feel differently about them now? Or are they still just sticks? Hold a bunch of the finished sticks up. Now what if trees really grew this way? Would you still climb them? Would you still play around them? Would you feel differently about trees?

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Practice, Practice, Practice Spatially Orientate Seek Help

Be a responsible steward of resources

9.

Reflect

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Agata Olek Oleksiak DAY 3 of 3

Students will compare Oleks work to Christo and Jean Claudes work in terms of our vocabulary words that we have been using all along. Each student will receive fabric and string and they will wrap up a random object. To finish, we will look at our finished works and compare them with our sticks to see how each was transformed. Also we will compare them to see which was more successful or liked more.

Teacher Materials List

Powerpoint Presentation Vocab Visual Teachers Example Rules Poster Tape Yarn Fabric Scissors

Student Materials List

Yarn Fabric Jigsaw cut piece of plywood Scissors

Content & Concept Categories

Core Concept Vocabulary

Concept Elaboration

Highlight most important vocabulary to indicate they will emphasized in lesson; and assessed for retention and understanding. Delete or leave blank any categories that are not needed on this day of the lesson.

Art History - recall and/or research Art Criticism Elements, and/or things in image you want kids to notice Visual organization Principles and/or other compositional terms

Recall that Agata Olek Oleksiak is a female, American artist who is making art right now with yarn. Also, recall that Christo and Jean-Claude is an artistic couple that transforms large objects and nature by wrapping them in fabric. Texture Shape Form Emphasis The focus of not only Oleks work but also Christo and JeanClaudes is the exterior. The surface is transformed in such a way that the internal is no longer relevant. 14
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Meaning-making: Feels like, seems like, represents, suggests, implies, symbolic of, etc. Art Making Media & Tools Technique/Craftsmanship

Wrapping sticks with yarn can transform them from ordinary to a work of art.

Jigsaw cut piece of plywood, Yarn, Fabric, Scissors

Careful knot tying Slow, tight and creative wrapping Attention to detail Patience, persistence Wraps Slowly Works Carefully Take your time Quiet observation

Stewardship and SelfMonitoring

Closure (1 or more of)

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Review and apply vocabulary words to what we have finished. Compare how our first project compares to our second and which project transforms the object better. Discuss how changing the outside of something changes the emphasis and transforms them into art.

Concept Assessment: Students will have gotten it when they can ...
Meaning Making Connect to Big Ideas Vocabulary (Declarative Knowledge) Talk the talk Technique (Procedural Knowledge) Walk the walk Self-Control (attitudes and behaviors)
Explain how changing the surface of an object can change the way someone feels about it such as how a hard linear ladder becomes soft and cuddly when wrapped. Accurately use vocabulary terms (i.e. texture, shape, form, emphasis, transform) during lesson At end of lesson, confidently and accurately use those new terms in response to their own and their peers work

Carefully tie tight knots around the wrapped fabric

Slowly and carefully wrap their objects. Create a simple color patterns Listen attentively, follow directions for most of the class, and practice their slow and careful wrapping skills Quietly work without distracting their neighbors Clean up their materials and spaces

Lesson Activities

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Cognitive Skills

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Introduction: Hi everyone! Today we are going to start a new project! It is kind of like what weve been doing with the sticks but with a twist! We will be reviewing what we did last class and look at some more art that is similar to Oleks art. Before we do that though, we are going to use our sense of touch in an experiment. We are going to guess what is in this loosely wrapped fabric by only using our sense of touch. Motivation: Set up three wrapped objects in the front of the classroom. They are all the same object inside. Have the class come up to the front and form three lines. Each student will have a chance to pick up the object and try to figure out what it is by just touching it. Once each student gets a chance to pick up and feel the object they will sit back down. After everyone is back in the seats: So, what do you think is in under the wrapping? After a bunch of guesses, Ill show/tell the students what the object was. This is what well be making today! We will be wrapping objects like this one and making them into art like we did with the sticks! Main Concepts and Powerpoint Presentation: Now we are going to review our artist from last week. Does anyone remember her name/nickname? Click for next slide. Does anybody remember this bike from last week? Can someone tell me how Olek transformed this bike? Good! How else can tell us something? Good! Click for next slide Now we are going to look at some art work from the artists Christo and Jean-Claude. They are an artist couple. Their work is similar to Oleks work. They transform objects too! Click for next slide What is this object? What has Christo and Jean-Claude done to it? How is it changed or different what you expect? Is it funny or more interesting? Why? Click for next slide Christo and Jean-Claude have transformed this tree from Empty to? Hard to? Ordinary to? Click for next slide By transforming the tree Christo and Jean-Claude have changed the emphasis of the tree or what we see firstWhat do you see first?... Has the shape or form changed?... How has the texture changed? Click for next slide Lets look at some more of Christo and Jean-Claude work Click for next slide These are some more trees that they wrapped. Click for next slide This is a coast line or beach that they wrapped. Click for next slide This is a building that they wrapped. Its called the Reichtag. 16

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It is Germanys capital building, like our White House!

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Now these are objects that Christo wrapped. These are close to what we will be doing today! Transition and Revisit new jobs Ok, so now before we get down to work we should go over our jobs again briefly to refresh our memories. Everyone should still have a number 1-4 on your desk. Each number corresponds to a job on the board. Number 1s raise your hand. You will be our bucket retrievers. Number 2s raise your hand. You are our Baggy Assistants. Number 3s raise your hand. You are our Stick Dispensers. Number 4s raise your hand. You are our Bucket Deliverers. Material Pass out Ok, now 1s please stand up and get your groups bucket. Number 2s please hand out your groups baggy. Number 3s please go ahead and pass out the sticks Demo: Ok, before we get started I will demonstrate the activity for today with the help of a few of you and finally we will go back to our seats and start. Back row; turn around in your seats. Middle row stand up and move behind the back row of desks. This front row move up and stand around here to my left. Now everyone on the other side of the room, calmly get out of your seats and join me on my right side here. If you are taller please move to the back so that everyone can see. Periodically through the demo ask students to come up and help. First, we are going to lay out our piece of fabric on our desk like this. Next place our piece of wood in the middle of the fabric. Once we have done this, now we wrap the wood like its a holiday gift! We will take one side of the fabric and fold it over. Now we will take another side and do the same. We will keep doing this until the wood is fully covered and we have used up our fabric. Next we will take our yarn and cut off a piece about the length of our arm span. Find the middle of the yarn and lay it across where the fabric ended. Now we are going to flip over our wrapped wood so that our yarn is on the bottom. Take the ends of the yarn, pull tight and twist like we are going to start a knot. But instead of making a knot, we will keep twisting until the yarn is going to different direction. Now we are going to wrap the yarn again around the wood and flip it over. We will keep doing this until all of our yarn is used up. Once we get to the end, we will tie a knot like we did last week and snip off the excess. Ok, lets go back to our seats and start from where we left off. Independent Training: Does everyone have their materials? Good, now lets start. Everyone should lay out their piece of fabric flat on their 17
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desks.

Now place your piece of wood close to the middle of the fabric
and start wrapping. Ill be walking around if you need help please raise your hand and Ill be around. Once you are done wrapping your piece of wood. Take out your yarn and cut yourself an arm span length. Now start wrapping that around the fabric. Make sure when you do this that the yarn will hold the fabric to the wood. Ill be walking around if you need help please raise your hand and Ill be around. For students who finish their first piece: If you have finished your first piece please raise your hand and Ill be around to give you a new one. 3 Minute warning 1 minute warning Clean up: Ok, its clean up time! Signal. Put all materials down. Lets put all of our materials except for our pieces into our baggies. Number 2s collect the baggies and put them in your groups bucket. Closure: Ok, now we are going to group up quickly and talk about each others work. Group students in pairs of two and three. I want each student to tell their neighbors either something they like about their neighbors work or something that you think they did well. Now lets hear some of the things you said. Call on a few students. Now how was what we did today like the sticks we made last week? Clean up: Number 3s please make sure everyones piece is in the bucket. Number 4s please return the buckets up to the front of the classroom

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