SchoolArts Magazine

March 2018

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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design works well. The artwork in this article was made using a 5 ½ x 8 ½" piece of shrink film (half a sheet). I would not recommend going smaller. If a larger sculpture is desired, a full sheet can be used. Now it's time for the 2D plastic to change into a 3D form. This is the most exciting part for students; smiles are seen and oohs and aahs are heard. Students take the colored plastic and cut it into random shapes. I caution them to not cut the pieces too small or too large—they need to be big enough to hold while hot-glu - ing them together, yet small enough to curl without touching the inside top of the toaster oven. Curling the Plastic Students hold the pieces under run- ning water, but dipping them into a bucket of water would also work. It does not matter if hot or cold water is used. Next, all of the pieces are placed side by side on a piece of aluminum foil that fits the toaster oven tray or rack, and then placed into the toaster oven. One or two students can do this at a time, depending on the size of the pieces and your toaster oven. Turn the dial to high, and have stu- dents watch through the oven window. P ull the tray out when the plastic has curled enough. If the toaster oven is hot, this process may take only a few seconds. The plastic cools quickly once it is removed from the oven. Assembling the Sculptures Students collect all of their individu- ally curled pieces and hot-glue them t ogether to form interesting 3D sculp- tures. I encourage students to turn their s culpture around as they glue so they can observe how it looks from all sides. For students who are not able to handle using the hot-glue gun, do not have them initially cut their shrink film before it goes in the oven; they should just color it. These pieces should be small enough so that they do not touch the top or inside of the toaster oven as they curl. Practical Advice There is a lot of energy and activity throughout the room during this project and keeping everyone safe is of utmost importance. I have found that having stations works best. The number of stations is determined by how many different outlets are in the room. Putting too many toaster ovens on the same circuit will cause it to overload. In my artroom, I can only have one toaster oven and three hot-glue guns being used at one time. Since students have to wait until a station opens, I have them write their name on the board when they are ready for the toaster oven or glue gun sta - tion. While they are waiting to be c alled, they work on something else or excitedly plan the design for their sculpture. Diane Hoff is an art teacher at Quinn Middle School in Hudson, Massachusetts. Objectives Students will: • view and discuss the artwork of American glass sculptor Dale Chihuly. • discover scientific properties of glass. • investigate the process of glassblowing. • explore the concept of art installations. • analyze differences between 2D and 3D art. • determine the characteristics of a successful sculpture. Who wouldn't want to watch a two-dimensional material turn 3D right before their e es? 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 Erika Ashman, Around the Bend. SCHOOLARTSMAGAZINE.COM 45

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