Norwin School District
Art Lesson Plan
Miss Molli Brown
Unit/Lesson: 6th grade
Color/Dale Chihuly Sculpture Lesson
State Standards: 9.1.5.A, B, C, D, H, I, J, K
9.3.5.A, C, D
9.4.5.D
Objectives:
 Recall primary colors and be able to create secondary and tertiary colors.
 Demonstrate knowledge of color information through a color wheel and application
of color to sculpture.
 Recognize and remember the work of famous glass artist Dale Chihuly.
 Understand basic techniques used to create Chihuly’s sculptures.
 Design a 3D sculpture in the likeness of Dale Chihuly by using recycled materials.
 Compare and contrast Chihuly’s sculptures with their finished works using a Venn
Diagram.
 Develop an idea for an installation work using a 3D material in a spaces besides a
garden and create a sketch.
Procedures/Activities:
Day 1:
 Inform students that their first project will be using recycled materials and they
are each required to bring in an empty two liter plastic bottle. They should begin
bringing these in asap.
 First students will review color information and taking a pretest on color to inform
teachers on retained knowledge about color.
 Next, SW fill out a color information sheet with the class so they can relearn or be
introduced to the following: primary, secondary, tertiary colors, complimentary,
warm and cool colors, tints, shades, analogous colors, and color mixing
information.
Day 2:
 SW create a color wheel with primary, secondary, and tertiary colors using only
the primaries.
 SW be introduced to the artist Dale Chihuly and will view a power point on his life,
work and process.
 DIFFERENTIATION: SW create a “graffiti square” by adding as many key facts
about the artist and his work with either pictures, by writing them out, or a
combination of the two.
Day 3:
 Students should have plastic bottles brought into class by today.
 SW begin project by watching a demonstration of how to remove the bottom of the
plastic bottles. They will be doing this extremely carefully with scissors and may
need help starting a hole with a utility knife. (Cutting the bottom off can also be
done after the painting is completed to ensure the inside isn’t painted if that’s
desired.)
 SW remove label if they haven’t already done so and make sure it’s clean on the
inside.
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Next, students will need to clean the bottle with rubbing alcohol to make sure the
paint will adhere to it. (This may need to be done outside.)
 Next, they will begin painting the outside and/or inside of the bottles. SW be
required to use either warm colors or cool colors on their bottles. This will be
assigned to them before painting begins. They will create these colors using only
the primaries. By not painting the inside of the bottle, the sculpture will have a
clean and shiny look to it.
Day 4:
 A second coat of paint can be added if desired. If not, students can begin to cut the
bottles into their desired shape. A demonstration will be done to show students a
variety of options. Spiral, petals, strips, and rounding the edges for a more organic
look are all options.
 Once the paint is dry and the plastic is cut the plastic can then be manipulated with
heat.
*Inform students that the heat is to manipulate the plastic, but not to melt it. This
needs to be done with extreme caution and in a well ventilated place, ideally,
outdoors.
*Not all portions or all of the bottles have to be heated.
 While some students are working with the heat gun outside or in the science lab
the rest of the class will be completing a sketchbook assignment. This will include
a comparison drawing of organic and geometric shapes/objects.
Day 5:
 Students will complete a QUILT discussion while viewing a variety of photos of his
work on display in the classroom.
QUILT: 1. Why do you think Chihuly chooses to ‘install’ his artwork where he does
(nature: outdoors, in water, in conservatories, etc.)?
2. What characteristics, if any are similar between Chihuly’s sculptures and what
surrounds his sculptures?
3. Do you think he considers what sculptures and specifically where his sculptures
will be placed? How can you tell?
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Day
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After a wire armature is made by teachers, students will apply their sculptures to
it. They can also add embellishments if desired.
After students have added their sculpture to the chicken wire they will begin
completing a Venn Diagram comparing and contrasting their sculpture with one of
Chihuly’s sculptures.
Once the sculpture is finished, lights can be added to the sculpture along with
various embellishments.
6:
For the final day of the lesson students will create a small sketch of an idea for a
3D installation based off of Chihuly’s Garden’s and Glass. They can choose a
different medium if they would like, or they may use glass. They must change the
location of the material and the shape.
Materials:
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2 liter plastic bottles, any plastic
bottles
Vocabulary:
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Dale Chihuly
Glass blowing
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Acrylic paint, primary colors
brushes
Heat guns
Chicken wire for armature
Power point on Dale Chihuly
Scissors/utility knife
Rubbing alcohol (hand sanitizer)
Wire for attaching bottles to
armature
Wire cutters
Oven mitts
Utility knife
Assessment:
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Ability to create mix various colors
starting with primaries to complete
color wheel and for sculpture.
Ability to stay within color
guidelines given to class.
Show retained knowledge through
graffiti squares with visual or
written facts about Dale Chihuly,
glass blowing, and installation art.
Venn Diagram used to show greater
understanding and reflection by
comparing and contrasting
Chihuly’s sculptures with finished
student sculptures.
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Transformation
Installation art
3D
Primary, secondary, intermediate
colors
Collaborative art
Warm & cool colors
Analogous Colors
Complimentary colors
Transparent
Translucent
Opaque
Organic vs. Inorganic (geometric)
Adaptations:
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Different color requirements.
Working with a partner on the Venn
Diagram
Extra assistance with cutting the
plastic bottle and heating it.
Resources:
http://www.genevaschool.org/documents/creativity_recycled.pdf
http://www.youtube.com/watch?v=ETJhw9_B_X4