Approximately 20-25 minutes
About this strategy:
3-D Models gives students an opportunity to create a 3-D structure that represents an abstract theme or idea that correlates to the play, “Kimmy.” By creating a 3-D model, students are encouraged to think about themselves in relation to broad themes and topics that are prevalent in the play. Students will move through a scaffolded process of understanding and exploring art creation and interpretation.
Grade Level: 4-6th Grade
Objectives:
- Brainstorm key themes in the play, Kimmy.
- Create a 3-D model that represents some aspect of the play
TEKS:
- A.I.S.D. SEL TEK: Goal V Elementary: Demonstrate interpersonal (relationship) skills needed to establish and maintain positive relationships;
- Gives and receives compliments
- Uses responsive listening skills
- Demonstrates collaborative skills (e.g. listen, encourage, acknowledge opinions, compromise, reach consensus)
- 5th Grade Theatre TEK: (b) Knowledge and skills. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to:
- (A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
- (B) use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
Space: room with tables or open floor for crafting
Participants: 3+ students
Materials: Miscellaneous craft supplies such as aluminum foil, pipe cleaners, straws, paper, tape, markers, crayons, popsicle sticks, feathers, etc.
Directions:
Gather enough craft supplies so that every student has materials to use. Invite students to respond to the prompt: A key theme in the play “Kimmy” is… Invite participants to brainstorm responses as a group. Write these ideas somewhere visible. These could be: Family, Home, Personal Expression, Identity, Friendship, etc. Ask students to choose one theme and describe that theme in the play. Then ask them to circle three keywords from that description. Introduce the task: Your challenge is to represent the theme you chose through a 3-D model. Use the three keywords as a guide for creating the 3-D Model; how can you represent your thinking using symbol, color, shape, and line to communicate your ideas? Try to not use words in the model. Give participants a tour of the materials they can use to build their model. Explain that the model can be literal or abstract, provide an example if necessary, and establish a time frame. Generally, the more supplies available the more time students need (10-25 min is typical).
Once completed, lead full group reflections on each model while the artist listens, or invite small groups of 3-4 students to lead their own discussion.
Questions may include:
- What do you see in this 3-D model? (Encourage description without interpretation: I see colorful lines, which cross each other. I see a large round circle on top of a wooden stick.)
- What might be an interpretation of this piece of art? What might it mean based on our observations? What is another interpretation?
- What connections can we make to the play “Kimmy?”
- (Final question to artist) Is there anything you would like to say or clarify?
After all the 3-D Models have been discussed the full group reflects on the process.
Side-Coaching:
- Think about how the texture, line, and shape of the materials might help you communicate the meaning of your three ideas through your 3-D model.
- What is another interpretation?
REFLECTION
Describe: What did we do in this activity?
Analyze : Were the responders’ interpretations consistent with your thinking as an artist? How so or how not?
Relate : Why do people make models? How did making and interpreting 3-D models impact our thinking and understanding of “Kimmy”?
Zoom Facilitation Considerations:
- Have students create a 3-D model in their independent space as a whole group. Move students to breakout spaces for the art interpretation group work. Finally, have students share out their discoveries with the whole group.
Adapted from The DBI Network: https://dbp.theatredance.utexas.edu/teaching-strategies/3-d-models