Fifth Grade

Heather Abbott

Chihuly Bottle Sculpture

4 class periods
Unit: Form

Standards:
5P.1.1 The student will synthesize information to produce works of art.
5P.1.2 The student will use the elements of art: line, shape, form, color, value,
texture, and space to express ideas, images, and emotions.
5P.3.1 The student will compare and contrast the use of line in different works
of art.
5P.4.1 The student will create a work of art using geometric, organic, or freeform shapes.
5P.5.1 The student will create a sculpture using variations of the cube,
cylinder, sphere, pyramid and cone.
5P.6.2 The student will emphasize spatial relationships in works of art.
5P.12.1
The student will use art materials experimentally in expressive
works of art.
5P.15.1
The student will use three-dimensional art media to create a
sculpture in the round, high relief, or bas-relief.
5P.17.1
The student will observe safe procedures and behave
responsibly when using materials, tools and equipment.
5H.1.2
The student will compare contemporary and historical art and
architecture.
5C.1.1The student will recognize, explore, and demonstrate the process of
describing, analyzing, interpreting, evaluating and responding to works of art.
5C.1.5The student will analyze works of art based on visual properties and
historical context.
5A.1.4The student will articulate reasons for establishing preferences among
works of art using appropriate art vocabulary.
Student Outcomes:
The student will work collaboratively to create a sculpture inspired by Chihuly.
The student will use their understanding of line, color and form to create a threedimensional form.
Activities:
Day 1:
- Enter and sit at tables.
- Art Smart: Chihuly Pre-Test Worksheet
- Review Chihuly PowerPoint presentation and discuss and analyze his artwork
and technique. Students take notes in their sketchbooks.
- Discuss Chihulys color quote and how important knowledge of color theory
is in his artwork.
- Review Color Theory Smartboard presentation and discuss important
aspects of color theory.
- Have students assist in prepping water bottles (cut off labels, remove bottle
caps, rinse out).
- Clean up.
- Line up and assess class stars.
- Closure: What kind of sculpture should we make?

Fifth Grade

Heather Abbott

Day 2:
- Enter and sit at tables.
- Art Smart: Analogous colors are __________.
- Review line variety and analogous colors.
- Have students put on smocks and choose a plastic bottle and write name
and class code on bottom of bottle using a Sharpie marker.
- Pass out trays of acrylic paint.
- Demonstrate how to partially paint the bottle using analogous colors, line
variety and design. Emphasize that we are only PARTIALLY painting the bottles
today because we want the first layer of paints to dry without the colors mixing.
Next time, we will add the background colors.
- Students work independently to partially paint up to three plastic bottles
using their understanding of line and color.
- Place bottles upside down on bottle drying rack.
- Clean up: hang smocks, wash brushes, wipe down tables.
- Lineup and assess class stars.
- Closure: What are the analogous colors of red? Yellow? Blue? Orange?
Green? Violet?
Day 3:
- Enter and sit at tables.
- Art Smart: Tint = Color + ________. Shade = Color + ________.
- Review why we partially painted our bottles in the previous class. Review
tints and shades.
- Have students put on smocks and pass out painted plastic bottles.
- Pass out trays of acrylic paint.
- Demonstrate how to finish painting the bottles in solid with their table color
or its tint or shade.
- Students work independently to finish painting their three plastic bottles.
Place on bottle drying rack.
- Clean up.
- Line up and assess class stars.
- Closure: How did we make a tint? How did we make a shade?
Day 4:
- Enter and sit at tables.
- Art Smart: Chihuly Post-Test Worksheet.
- Pass out painted plastic bottles.
- Demonstrate how to cut the plastic bottles to create new forms. Review
color theory and line varieties and how these can be used in assembling threedimensional forms.
- Students work independently at tables to create three-dimensional forms.
Encourage them to create unique forms. With supervision, use hot glue gun to
attach pieces, if necessary.
- As students finish, they may choose which form to donate to the
collaborative sculpture and they may take the others home. Grade their pieces as
they turn them in because they will no longer have their names on them.
- Clean up.
- Line up and assess class stars.
- Closure: Explain the process of how I will later assembe the forms on a
chicken wire armature.

Fifth Grade
Materials:
- Sketchbooks
- Pencils /erasers
- Chihuly PowerPoint presentation
- Color Theory Smartboard
presentation
- Chihuly Pre/Post-Test Worksheets
- Paintbrushes
Vocabulary:
- Glassblowing
- Armature

Heather Abbott

- Acyrlic paint (ROYGBV, Black, White)

- Empty plastic bottles
- Scissors
- Sculpture armature (made with 1
chicken coop wire)
- Hot glue gun (optional)

- Analogous colors
- Value

- Tint
- Shade

Assessment:
Category

S+

Creativity

The students
work
demonstrates a
great deal of
creativity and
exhibits originality
in thinking.
The student fully
participated in
class discussion
related to this
project.

Participation
-Class discussion

Fulfillment of
Assignment
- Ability to create
a threedimensional form
demonstrating
knowledge of
color and line.
Work
habits/Effort

The student
created an
elaborate form
demonstrating
mastery of color
theory and line
variety.
The student
consistently
stayed on task
and put forth their
best effort when
working on their
project.

S-

The students
work
demonstrates
creativity.

The students
work
demonstrates
little creativity.

The students
work does not
exhibit creativity.

The student
willingly
participated in
class discussion
related to this
project.
The student
created a form
demonstrating
understanding of
color theory and
line variety.

The student
inconsistently
participated in
class discussion
related to this
project.
The student
created a form
demonstrating
little or no
understanding of
color theory and
line variety.

The student did

not participate in
class discussion
related to this
project.

The student
stayed on task for
and put forth
effort when
working on their
project.

The student was

inconsistent with
staying on task
and putting forth
effort when
working on their
project.

The student did

not stay on task or
put forth any
effort when
working on their
project.

Accommodations:
- Assist students in cutting and gluing plastic bottles.

The student did

not attempt to a
three-dimensional
form.