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Chihuly Sculptures

Grade 4

Jillian Webberson

Introductory Information:
Title: Chihuly Sculptures
Grade 4
Class Size: Approximately 24
Length of class: 50 minutes
In this lesson, students will learn about and examine the work of Dale Chihuly. They will think
about how artists use space. After discussing the characteristics of, and inspiration behind
Chihulys work, students will begin to create a collaborative Chihuly inspired chandelier While
concurrently creating individual mixed media chandelier sculpture.



Art is a visual
Artists gather
inspiration from the
natural world and
structures around them.
Artists can work
together in teams and
Color schemes create
Artists use mixed
media to create art.
Recycled and found
objects are used to
create art.
Lines are used to create
Artists are aware of the environment.
Artists have both personal experiences and group experiences.
Art uses space.


What is sculpture?
How do artists use space?
How do artists collaborate?
What can we learn from studying Chihulys work?
In what ways do art tell stories?
What can artworks tell us about a culture or society?
How do artists express ideas and thoughts abstractly?
What is the role of space in sculptural art?
How can artists use natural structures to create or influence their art?
How do artists show concern for the environment?


PreK12 STANDARD 1 Methods,
Materials, and Techniques: Students will
demonstrate knowledge of the methods,
materials, and techniques unique to the
visual arts.
PreK12 STANDARD 2 Elements and
Principles of Design:Students will
demonstrate knowledge of the elements and
principles of design.
PreK12 STANDARD 3 Observation,
Abstraction, Invention, and Expression:
Students will demonstrate their powers of
observation, abstraction, invention, and
expression in a variety of media, materials,
and techniques.
PreK12 STANDARD 8 Concepts of Style,
Stylistic Influence, and Stylistic Change:
Students will demonstrate their
understanding of styles, stylistic influence,
and stylistic change by identifying when and
where art works were created, and by
analyzing characteristic features of art works
from various historical periods, cultures, and genres.


The students will discuss the artist Dale Chihuly.
The students will examine the properties of glass blowing.
The students will study different examples of Chihulys work.
The students will watch a short Chihuly presentation.
The students will think about the characteristics of sculpture.
The students will think about his influences and inspirations and how to relate those to
our projects.
The students will reveal collaborative work ethics.
The students will collaborate to create a chandelier installation.
The students will be able to reflect on that process and compare it to the personal portion
of the lesson.
The students will additionally create an individual mixed media chandelier sculpture.


A. PERFORMANCE TASK OR FINAL PRODUCT: Each student will contribute to a
collaborative chandelier sculpture and create a personal chandelier. Students will examine
the work of Dale Chihuly and use it as inspiration for their own art. There will be two
final products: a recycled Chihuly inspired chandelier, and an individual mixed media
chandelier sculpture. Students will begin with a color scheme and design water bottle
activity. We will have a recycling bin for the collection of water bottles. Each student is to
contribute one or more. Students will choose a color scheme (either hot or cold) and paint
a design on the outside of the water bottle. These will be cut and attached to a wire
armature to complete the collaborative chandelier sculpture. While the teacher facilitates
the chandelier construction, students will work on their own personal mixed media
sculptures. First, they will base their chandelier on geometric shapes and lines, and next
they will add recycled and found materials to transform their two dimensional drawing
into a three dimensional sculpture. These chandeliers, both the group and individual, will
capture the essence of Dale Chihulys glass blown sculptures.

B. CONTINUUM OF ASSESSMENTS: Performance tasks and teacher assessment tools
that will serve as evidence of student learning will include:
Students participating in class discussions prior to actual art activity.
The teacher will review students completion of project steps and participation in
Students being closely observed by the teacher along the way.
Students take part in collaborative chandelier installation as well as an individual
Documentation of student work to be posted on online portfolio/blog.


Did the student discuss the art of Dale Chihuly?
Did the student examine the properties of glass blowing?
Did the student study different examples of Chihulys work?
Did the student actively participate in all aspects of the project?
Did the student reflect on the characteristics of sculpture?
Did the students reflect on the influences and inspiration behind Chihulys sculptures?
Did the student reveal collaborative work effort?
Did the student include all the correct components in both chandeliers?
Did the student reflect on the collaborate art process and the individual art process?
Did the students share their artworks with classmates?



Water bottle design handout
Colored Pencils
Recycled water bottles
Acrylic paint
Paint brushes
Paper towels
Chicken wire
Tin foil
Cardboard spreaders
Recycled materials
Found objects


Glass blowing - the art of shaping a mass of glass that has been softened by heat by
blowing air into it through a tube
Space - the amount of an area, room, surface, etc., that is empty or available for use
Chandelier - a branched lighting fixture usually hanging from a ceiling
Tower - a tall, narrow building or structure that may stand apart from or be attached to
another building or
Basket - a container made
by weaving together
materials (as reeds, straw,
or strips of wood)
Collaborative - work
with another person or
group in order to achieve
or do something
Sculpture - the act,
process, or art of carving
or cutting hard
substances, modeling
plastic substances, or
casting melted metals into
works of art
Venetian glass - often
colored glassware made at Murano near Venice of a soda-lime metal and typically
elaborately decorated (as with gilt, enamel, or engraving)
Installation - a work of art that consists of multiple pieces arranged in a large space
Geometric - a branch of mathematics that deals with points, lines, angles, surfaces, and
Angier Elementary School. 2014
Student Work. Angier Elementary School. 2014
Organic - of, relating to, or obtained from living things
Shape - something having a certain form
Line - a mark on a surface
Contour line - a line connecting outside points
Mixed Media - using or composed of more than one form of medium
Transformation - a complete or major change in form
Abstraction - an artistic composition or creation having designs that do not represent
actual objects
Form - the shape and structure of something as distinguished from its material
Two - Dimensional - having only two dimensions (such as length and width)
Three - Dimensional - having or seeming to have length, width, and depth
Inspiration - something that makes someone want to do something or that gives
someone an idea about what to do or create : a force or influence that inspires someone
Expression - the act of making your thoughts, feelings, etc., known by speech, writing,
or some other method : the act of expressing something
Realistic - the quality of being very much like real life : the quality of seeming to be
Abstract - relating to or involving general ideas or qualities rather than specific people,
objects, or actions; of art : expressing ideas and emotions by using elements such as
colors and lines without attempting to create a realistic picture
Conceptualize - to form (an idea, picture, etc.) of something in your mind


[Web Photo]. Retrieved from http://1.bp.blogspot.com/-PWySC2avKZ8/
[Web Photo]. Retrieved from http://rhodylady.files.wordpress.com/2011/05/img_6634-
[Web Photo]. Retrieved from http://www.artfulvagabond.com/wp-content/uploads/
[Web Photo]. Retrieved from http://2.bp.blogspot.com/-vHbjXIbFrxc/TgQJApW1i5I/
[Web Photo]. Retrieved from http://www.collectorsquest.com/uploads/blog/
[Web Photo]. Retrieved from http://0.tqn.com/d/govegas/1/0/m/Q/1/chihulybell2.jpg
[Web Photo]. Retrieved from http://bloximages.chicago2.vip.townnews.com/


Art class with LJM. Retrieved from http://artclasswithlmj.wordpress.com/
Dale Chihuly. Retrieved from http://www.chihuly.com
Merriam-Webster Dictionary. Retrieved from http://www.merriam-webster.com


The teacher will ask students questions to generate an introductory discussion (see
The teacher will determine what information and knowledge students can share. Based
upon their responses, the teacher will continue asking questions.
The teacher will introduce Dale Chihuly with a discussion and slide presentation.
The teacher will talk about Dale Chihuly and his life and show examples of his art and
facts that will be posted on the display board.
The teacher will use Visual Thinking Strategies with the students to discuss Chihulys
The teacher will explain what materials are traditionally used and what materials we are
going to use (glass versus recycled water bottles).
The teacher will demonstrate how we are going to transform the water bottles into a
sculpture (this is great because it gives the students a visual concept of how the process
will work).
The teacher will introduce the goals for the day: 1. Answer questions about Chihuly
located on activity sheet, 2. Choose a color scheme for your water bottle, either warm
or cool, 3. Use colored pencils to create a design for your water bottle.
The teacher will demonstrate todays goal.
The teacher will introduce materials, location of materials, and proper use. Additional
adaptive tools and materials will be provided to those students who need them to create
more comfortably. For example, large grasp tools can be added to colored pencils, for
those with physical disabilities.
The teacher will offer alternatives for differentiation. This can include personally
approaching a student and showing a few options like color, utensil, material, idea, etc.
The teacher will have aide to assist if that is written into IEP. The aide will assist
student in creating the art project after students choices of materials and ideas are
The teacher will hand out water bottle design activity sheet.
The teacher will hand out chandelier resource and inspiration packets.
The teacher will walk around and check in on students.
The teacher will have instructions posted on the display board in the room.
The teacher will also allow students to work in a different supervised location if this
enables increased learning and productivity.
The teacher will facilitate a wrap up with
a group discussion.
The teacher will instruct students to clean
up their tables.
The teacher will dismiss students when
the room is cleaned up and quiet.
The teacher will show a short video of
Dale Chihuly and his team in action.
The teacher will use the following goals
for the next steps in the lesson (introduce
and demonstrate during the next class
period or when students have gotten
ready to move on to the next step).
The teacher will introduce the
individual goal for the day: This is the
second project that we are going to be
working on along side of the
collaborative chandelier. It is an
individual mixed media sculpture. 1.
Mark an X, write your name and class
in Sharpie on the back of the cardboard,
2. Put glue in spaghetti sting motion on
the other side of the cardboard (one
without the X), 3. Spread glue with
cardboard spreader, 4. Place foil shiny
side down in front of you on your table,
4. Place cardboard on to tin foil, glue side down, 5. Flip over and smooth out tin foil,
5. Glue flaps on side around and to the back of the cardboard
The teacher will introduce the collaborative goal for the day: 1. Write name and class
on small colored strip of paper, 2. Place inside of your water bottle, 3. Peel off label,
4. Paint water bottle in chosen color scheme - hot or cold.
The teacher will introduce individual goal for the day: 1. Use shape chart and draw a
chandelier in Sharpie on foil covered cardboard.
The teacher will introduce the collaborative goal for the day: 1. Continue painting
bottles, 2. Cut bottles into spiral shape forms with scissors.
The teacher will introduce the individual goal for the day: 1. Paint in shapes with
acrylic paint, 2. Fill the entire shape except a spot for refection of light.
The teacher will introduce the collaborative goal for the day: 1. Use wire to attach
your bottle to the wire armature.
The teacher will introduce the individual goal for the day: 1. Add found and recycled
materials to your chandelier.
Student Work. Angier Elementary School. 2014
The teacher will wrap up the entire lesson with group sharing and discussion.
The teacher will install collaborative chandelier and reflect on the process.


Has anyone heard of Dale Chihuly? (This is great to pull knowledge from the students,
to assess their prior knowledge and contributions).
What do we know about him?
Has anyone seen his work before? Share your stories!
What is glassblowing?
What do you think Chihuly was inspired by when creating his sculptures?
What do you see? (as you show images of his work)
What is a sculpture?
What is color scheme? (go over warm and cool)
Why do artists recycle and reuse objects and materials?
What is collaborative art?
What do we know about space? Line? Shape? How does Chihuly use these elements?
How can you combine your knowledge of Chihulys art and inspirations, space and
sculpture, and your own ideas to create a chandelier?
What can you share about your experience working on a collaborative art project?
What can you share about your individual experience?

Student Work. Angier Elementary School. 2014

Students will participate in a discussion about Dale Chihuly.
Students will talk about what they know already and what they would like to find out.
Students will examine his glass blown scultpures.
Students will watch a short video of Chihuly and his team in action.
Students will think about sculptures and space.
Students will think about what inspired Chihuly.
Students will think about color scheme and design.
Students will discuss using recycled and found materials in art.
Students will begin to create a collaborative chandelier sculpture.
Students will begin to create an individual mixed media chandelier sculpture.
Students will be given easy to follow and very clear directions.
Students will be able to see steps posted on the board. These steps will be accompanied
with images for those who learn better this way.
Students will be working on these art projects simultaneously.
For collaborative:
Students will design a water bottle with colored pencils using activity sheet.
Students will choose a color scheme (warm or cool).
Angier Elementary School. 2014
Students will take home recycle letter to be signed and returned.
Students will bring in recycled water bottles.
Students will paint their water bottles.
Students will cut their water bottles.
Students will attach their bottles to wire armature with wire (it will be in an organized
fashion as determined by the teacher)
For individual:
Students will cover cardboard with foil using glue.
Students will draw shapes on foil to create a chandelier design with Sharpie.
Students will conceptualize, plan and create a full and complete composition.
Students will paint in shapes with acrylic.
Students will add recycled materials and other found objects to transform the 2-D
drawing into a 3-D sculpture.
For both projects:
Students will incorporate elements of Chihulys work.
Students when finished will use think, pair, share mode or turn and talk model to share
their chandeliers and collaborative experience.
Students will talk about their own art but notice 2 qualities of fellow classmates work.
Students will clean up their workspace, returning materials to proper containers and
Students will be able to admire work after it is installed and presented together.
Students will be able to view artwork on an online portfolio/class blog.
Students will have a new concept of how art making is collaborative and how artists use
inspiration, color schemes, recycled materials, and space to create a a complete and
unified piece.

Student Work. Angier Elementary School. 2014