RIGID WRAP LESSON PLAN
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Title of Lesson: Plaster Wrap Around an Abstract Armature
Grade Level(s): High School Art, Level 1
Time Required: 6-10 hours of work time
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I. Overview of Lesson
In this project, students will be developing an armature that is wrapped smoothly with plaster gauze. The
subject matter is abstract. Students will problem solve in terms of form, shape, positive-negative space, and
movement through the artwork.
To participate in this project, the student will locate a box: a cereal box, a shipping box, or a shoe box. The
student will make this box dynamic by removing two to three shapes from the outside of each surface (top,
bottom, left, right, front, and back), focusing on variety and organic shape. The student will use cardboard
remnants and masking tape to make some (not all) openings in the box connect with a tunnel-like tube from one
side of the box to the other. Additional cardboard pieces can be used to add appendages to the outside of the
box.
After building an altered box form, the student will construct a stable, compact newspaper column on top of
a wooden board. The column can be cylindrical, rectangular, cone shaped, etc. The altered box form will be
secured to this column at an angle with masking tape.
When the armature is complete, the student will add three or four layers of plaster gauze to all surfaces of
the sculpture. The carved holes can either be wrapped so that the opening remains defined, or a piece of plaster
gauze can “sink in” to the negative space, creating a crater-like surface.
Once the plaster gauze layers are applied to the surface of the sculpture, the student will ensure that the base
and column are connected and coated well. To finalize the sculpture, the student can paint a coating of watered
down glue to varnish the artwork, or the student can water down acrylic paint to stain the surface lightly.
IMPORTANT: No Plaster near a sink or a drain! Provide a hand rinsing bucket separate from the sink!
II. Objectives
Objective 1: The student will transform a cardboard box by removing organic shapes from all surfaces,
connecting some shapes with tubular tunnels, and adding appendages to the outside of the box form.
Objective 2: The student will adhere to safety expectations and material use requirements while participating in
the building process and plaster application.
Objective 3: The student will construct a stable base out of newspaper and found objects that supports the
transformed cardboard box in a dynamic composition from all viewpoints: top, bottom, left, right, front, and
back.
Objective 4: The student will refine the surface of each piece of plaster gauze as it is added to the sculpture.
Author: Lauren Kolesar-Eatinger, Art Educator
III. Texas Essential Knowledge and Skills (TEKS)
117.52 Art, Level I
(I.1) Perception: The student develops and organizes ideas from the environment
(A) illustrate ideas for artworks from direct observation, experiences, and imagination
(B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm,
balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.
(I .2) Creative Expression/Performance: The student expresses ideas for original artworks through a
variety of media with appropriate skill
(A) create visual solutions by elaborating on direct observation, experiences, and imagination
(C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture.
(I .4) Critical Evaluation: The student makes informed judgments about personal artworks and the
artworks of others
(A) interpret, evaluate, and justify artistic decisions in personal artworks
IV. Design Elements/Principles
Form-- three-dimensional shape that occupies space and has volume
Movement—the arrangement of the parts of an image create a sense of motion by using lines, shapes, forms,
and textures that cause the eye to move over the work.
Balance—a feeling of equality in weight, attention, or attraction of various elements within an artwork as a
means of unifying a composition
V. Vocabulary
Positive Space—the shape of an object
Negative Space—an empty or void space or space around a form
Organic—an irregular shape, or one that might be found in nature, rather than a regular, mechanical shape.
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VI. Preparation
Materials
Activa Plaster Wrap Plastic Paint trays
for water
Newspaper to cover Box for each
tables and build
student (like a
armatures
cereal box)
Hot Glue
Water
Scissors
Xacto knife
Masking Tape roll
per student
Wooden base, one
per student
Cardboard tubes/
Cardboard boxes/
Cardboard remnants
Optional: a light
coating of watered
down glue to act as
a varnish
Optional: a light
wash of watered
down acrylic to tint
the plaster
VII. Motivation/Introduction
The teacher will demonstrate the use of an xacto knife to cut into a cardboard box. Safety is the top priority.
Next, the teacher will show examples of sculptures that have negative space openings within the form. Students
will divide their sketchbook paper into 3 columns and 4 rows. In the 12 boxes, students will draw organic
shapes, avoiding mechanical, rigid shape qualities. The most dynamic shapes will be selected for use in the
sculpture.
VIII. Instruction/Procedures
1. After showing expectations for cutting into the cardboard box using scissors and an Xacto knife, the
teacher will demonstrate how to apply strips of plaster gauze to the surface of an armature with attention to
smoothness. Avoid air bubbles, folds or creases, and plaster accumulation.
Author: Lauren Kolesar-Eatinger, Art Educator
2. The student will transform a cardboard box by removing organic shapes from all surfaces, connecting
some shapes with tubular tunnels and adding appendages to the outside of the box form.
a. The student will cover their work area in newspaper COMPLETELY.
b. The student will alter a box: a cereal box, a shipping box, or a shoe box. The student will make this
box interesting by removing two to three shapes from the outside of each surface (top, bottom, left,
right, front, and back), focusing on variety and organic shape. The student will use cardboard remnants
and masking tape to make some (not all) openings in the box connect with a tunnel-like tube from one
side of the box to the other. Additional cardboard pieces can be used to add appendages to the outside of
the box.
c. The student will construct a stable, compact newspaper column on top of a wooden board using a
generous amount of masking tape on all wadded-up newspaper sections. The column can be cylindrical,
rectangular, cone shaped, etc. The height of the column is determined by the size of the altered box.
Achieving balance between the altered box and the base is a visual problem that each student will solve
in their personal artwork.
d. The student will secure the altered box form to this column—at an angle—with masking tape and/or
hot glue.
3. The student will prepare their work surface for Rigid Wrap application.
a. The student will cover their work area in newspaper COMPLETELY.
b. Water in the shallow part of a paint tray (for rolling paint onto a wall surface) works great for dipping
the gauze!
c. The student will cut 20-30 pieces of gauze in 8 to 12 inch strips (it is helpful to cut inside of a box to
contain all plaster dust).
d. Starting at the bottom of the sculpture, the student will dunk one piece of plaster gauze into the paint
tray. The student will remove water by “squeege-ing” the excess into the pan. The student will pay close
attention to the application of the plaster, draping and smoothing the gauze onto the sculpture with care.
Be mindful of craftsmanship:
o avoid bumps
o smooth overlapping edges
o push plaster to the surface (instead of gauze showing!)
4. The teacher will encourage students to alter the carved holes by applying plaster so that the opening
remains defined, or laying in a piece of plaster gauze so that it“sinks in” to the negative space, creating a
crater-like surface.
5. The student will analyze their use of form, positive-negative space, and movement when constructing the
sculpture, making decisions throughout the evolution of the piece.
6. When three to four layers of plaster gauze are applied and smoothed, the student will allow the plaster to
dry for one week.
7. After the plaster is thoroughly dry, the student can varnish the surface with a light layer of watered-down
glue or stain the plaster surface with watered down acrylic paint.
IX. Closure
The student will sketch their completed sculpture in their sketchbook from three vantage points: front view,
birds eye, and worms eye view by moving the sculpture to a chair, the floor, and a countertop.
Author: Lauren Kolesar-Eatinger, Art Educator
X. Assessment
Objective 1: The student will transform a cardboard box by removing organic shapes from all surfaces,
connecting some shapes with tubular tunnels, and adding appendages to the outside of the box form.
5
10
15
20
25
Shapes are static and rigid without relationship to one The altered form includes movement and variety.
another. The planning and altering process was rushed. Tubular tunnels connect some shapes and added
appendages support the overall visual balance.
Thoughtful planning is evident.
Objective 2: The student will adhere to safety expectations and material use requirements while participating in
the building process and plaster application.
5
10
15
20
Required redirection with regards to use of materials.
Avoids plaster reaching the sink area. Purposely
Lack of personal responsibility when cleaning
utilized materials to generate an organic sculptural
personal area: the floor, the table, the chair area are not form. Personally responsible for cleaning work area.
clean for the next class member.
Objective 3: The student will construct a stable base out of newspaper and found objects that supports the
transformed cardboard box in a dynamic composition from all viewpoints: top, bottom, left, right, front, and
back.
5
10
15
20
The sculptural form lacks visual balance.
and/ or
The strength of the sculpture is
compromised as a result of not enough plaster or a
sturdy internal armature.
The base and the altered box are visually balanced
when combined. The sculpture is stable and stands on
its own due to layers of Rigid Wrap and a strong
armature.
Objective 4: The student will refine the surface of each piece of Rigid Wrap as it is added to the sculpture.
5
10
15
20
25
30
35
Craftsmanship is a concern. The Rigid Wrap surface
Demonstrated a high level of craftsmanship when
contains bumps or exposed gauze. Lacks refinement of applying Rigid Wrap to the newspaper and cardboard
surface treatment.
armature. Avoided bumps. Pushed plaster to the
surface so that gauze does not show. Smooth. Utilized
overlapping to add strength and a visually appealing
surface.
Total ________/100
Comments:
Author: Lauren Kolesar-Eatinger, Art Educator