Inflatable Sculpture Lesson Plan

By: Jeff Seidel

Objectives: 

• Students will create a paper maquette of a sculpture and draw out a scaled down pattern of individual pieces of the sculpture.

• Students will scale up the maquette into a sculpture that inflates to dimensions that add up to 14’ minimum.

• The sculpture may be a recognizable object or for more advanced students an abstract design may be attempted.

Pencils

Yardsticks or Meter sticks

8.5x11 scratch drawing paper

Scotch tape

Sharpie Markers

String

X-acto knives and scissors

Variable speed fan

.8 mm clear paint tarps

Procedures:

• Show students example of a paper maquette.

• Show students diagrams of how to cut out various geometric forms.

• Students will each make an individual maquettes using paper, scissors and tape.

• Students will draw a scaled down pattern of their maquettes.  This will allow them to plan how many 9’x12’ plastic tarps they will need in order to create their sculpture.  The L+W+H must equal 14 feet minimum.

• Students will form small groups and decide on which of the maquettes they will enlarge into an inflatable sculpture.

• Students will be given the plastic sheets to begin measuring and cutting out the individual pieces of the inflatable sculptures.

• When taping the seams of the sculpture together, small spaces should be left to let air out, this will reduce the stress on the seams. 

• Each separate chamber of the sculpture should be connected by a hole to allow it to inflate.  A 12”-18” hole should be left to allow the fan to inflate the sculpture.

·       Maquette- usually small model of an intended work, such as a sculpture or piece of architecture.

·     Scale down- reduce proportionally; "The model is scaled down"

·     Scale up- increase proportionally; "scale up the model"

·     Circumference- C=d x

·     Diameter- a straight line segment passing through the center of a figure, especially of a circle or sphere, and terminating at the periphery. (The “d” in the equation for circumference)

·     Area of a circle- A=x r²

·     Radius- A line segment that joins the center of a circle with any point on its circumference (The “r” in the  area equation)

·      Pi- transcendental number, approximately 3.14159, represented by the symbol, that expresses the ratio of the circumference to the diameter of a circle and appears as a constant in many mathematical expressions

Modifications:

TEKS:

(1) Perception.

The student develops and organizes ideas from environment.

The student is expected to:

(A) illustrate ideas for artworks from direct observation, experiences, and imagination; and

(B) compare and contrast the use of art elements (form, line, space) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.

(2) Creative expression/performance.

The student expresses ideas through original artworks, using a variety of media with appropriate skill.

The student is expected to:

(A) create visual solutions by elaborating on direct observation, experiences, and imagination;

(B) create designs for practical applications; and

(C) demonstrate effective use of art media and tools in the design of their sculpture.

Grading Criteria:

The students will be graded on the following areas:

• Craftsmanship (20 pts.)- How neatly were the edges cut and the seams taped?

• Composition (20 pts.)- Did the artists take advantage of the potential scale?  How interesting or complicated is the form?

• Construction (20 pts.)- How well did the seams hold once it was inflated?  Does it resemble the maquette?

• Variety (20 pts.)-Are there a variety of shapes and sizes in the sculpture?

• Teamwork (20pts.)- Did they work well together and did everyone participate?