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Detailed Symbols as Meaning Makers
C H I L D R E N W H O D R AW A S M E A N I N G M A K E R S
Art Experience 1: Wire Sculpture Language Art Benchmarks: Listening and Speaking Standard 8 (Level 1) L Gives and responds to oral directions Viewing Standard 9 (Level 1) L Understands the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper photographs, visual narratives) National Visual Arts Standards: Understanding and Applying Media, Techniques, and Processes L Knows the difference between materials and techniques L Describes how different materials, techniques, and processes cause different responses L Uses art materials and tools in a safe and responsible manner Using Knowledge of Structures and Functions L Knows the differences among visual characteristics and purposes of art in order to convey ideas Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas L Selects and uses subject matter, symbols, and ideas to communicate meaning Suggested Vocabulary Words: Sculpture, form, shape
Materials Needed: Clothesline wire Assorted beads, pipe cleaners, buttons Styrofoam base Large window or mirror Procedure: 1. Cut clothesline or electrical wire into various lengths. 2. Have children string a variety of beads onto the wire in random patterns. 3. Twist and form the wire into any shape. 4. Invite children to attach other wire forms to add to the group sculpture piece. 5. Change the sculpture piece at any time by adding more beads and moving the wires. Experiment by adding other items to the clothesline wire, such as pipe cleaners, feathers, assorted papers, large buttons, etc. 6. Attach the wire sculpture to a Styrofoam base so it stands securely. What Children Will Learn: Visual perception and discrimination— Selecting different colors and shapes of beads used to create patterns. L Sequencing—Creating patterns to form a sequence. Sequencing is an important component of literacy in a variety of ways: sequences of letters create words, sequences of words create sentences, and a sequence of events creates a story. L Hand-eye coordination and fine motor skills—Selecting materials that are strung through the wire. These skills contribute to children’s ability to properly grasp a writing instrument while they write. L Language acquisition—Learning new words in relation to sculpture.
Table 4.1 Visual Perception & Discrimination
L
Literacy Skills Nurtured in the Wire Sculpture Experience Sequencing
L
Language Acquisition
L
Fine Motor
L
Gross Motor
Hand-Eye Coordination
Critical Thinking
L
L
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