After the shapes were cut, I showed
students how to slot them together.
To do this, I simply made cuts in
places where I wanted to join the
pieces and slid them together. (Stu-
dents may have to cut the slots a little
deeper to get the pieces to join the
way they desire.)
We then discussed stability and
how to get started with assembly. It's
good to begin the sculpture by find-
ing two pieces that are larger than the
rest and have at
least one straight
edge. By slot-
ting the pieces
fill in about half of these shapes with
parallel lines, and filled in each shape
with colored marker.
From 2D to 3D
For my next presentation of Dubuffet's
work, I concentrated on his
tal sculptures. One of the sculptures
we observed together was Monument
au fantôme, located in Houston.
Students pointed out that the same
free-form shapes and lines character-
ize his sculptures as his 2D works.
We also discussed public art—what it
is, who pays for
it, and how it benefits
the community it is placed in.
When students finished color-
ing in their shapes, I showed them
how to turn their 2D artwork into
3D sculptures. I demonstrated cut-
ting out shapes on the black marker
lines. I also explained that if
students had a lot of very
small shapes, they didn't
have to cut all of them out;
they could leave them
joined to an adjacent
the straight edges will both be at the
bottom, students can create a sturdy,
stable base; pieces can be slotted and
built up and/or out from those two
hapes can also be bent and slotted
into two adjacent pieces. Once stu-
dents get going, the possibilities are
hot-glued onto poster-board bases.
The Finishing Touch
We added one final item to the sculp-
tures to further emphasize monumen-
tal art, proportion, and scale. I asked
students to each make two people to
add to their sculptures. Once these
figures were drawn, colored, and cut
out, students arranged the people
around their sculptures. We discussed
how the addition of these little people
changed our views of the sculptures.
The artworks were a great success—
students enjoyed the process and were
happy with their results!
Rita Childress is an art teacher at C.F.
Carr Elementary School in Dallas, Texas.
N A T I O N A L S T A N D A R D
Creating: Conceiving and developing
new artistic ideas and work.
W E B L I N K
Dubuffet was an admirer
of the art of children
because, in his e es, their
art was untainted b he
rules of the art world.