Exploring Shape & Form with Claes Oldenburg

Grade six

Lori Henderson

4.17.16

Introduction: The intent behind this unit plan is for sixth grade students to understand the
connection between shape and form, through the artwork of Claes Oldenburg.

Instructional Objectives:

1.1 Identify and describe all the elements of art found in selected works of art
(shape/form).

2.4 Create increasingly complex original works of art reflecting personal

choices and increased technical skill.

3.2 View selected works of art from a culture (pop culture) and describe how
they have changed or not changed in theme and content over a period of
time.

4.3. Develop specific criteria as individuals or in groups to assess and critique

works of art.

Content Outline:

1. Defining the relationship between shape & form

a. Classify the differences between shape and form (introduce
organic vs. geometric shapes)
b. Students will be required to complete a worksheet that focuses
on identifying, creating and associating geometric/organic shapes
c. Introduce biography of Claes Oldenburg and his sculpture
Dropped Cone.
d. Students will be asked to identify shapes and forms within the
class room setting.
e. Worksheet will be completed with the assistance of the instructor
2. Compare and contrast Flying Pins & Giant BLT by Claes
Oldenburg.
a. Review shape & form define pop art/movement, and review
geometric vs. organic shapes
b. Review biography of Claes Oldenburg
c. Describe, analyze, interpret & judge Spoonbridge & Cherry
by Claes Oldenburg
d. Activity worksheet two: compare and contrast with follow up
questions
3. Make Paper-mache ice-cream cone sculpture
 a. Review shape/form as well as organic vs. geometric
b. Go over Claes Oldenburgs biography
c. Describe, analyze, interpret, and judge Peaches and Pears
by Oldenburg
d. Go over instructions with the class
e. Thumbnail an end result of the final outcome of the project
f. Make ice-cream sculpture
g. Paint sculpture after it dries

Materials & Equipment:

Worksheets for lesson 1 and 2

Reproductions by Oldenburg includes
Dropped Cone Bridgespoon & Cherry
Flrying Pins Giant BLT and Peaches and
Pears.
Scissors
Paper cones
Hot glue
Newspaper
Tape
Styrofoam ball
Art paste
Brown Kraft paper
White newsprint paper
Paint supplies
Paint brushes
Mod podge

Evaluation:

Student participation will be graded according to a + or - system in

accordance to all worksheets (refer to lesson 1 and 2 activity worksheets
for grade specifics). The paper mache ice-cream cone will be evaluated by
a 4,3,2,1 grading rubric (refer to lesson 3 for further details).
 Claes Oldenburg Biography:

Claes Oldenburg is a pivotal contributor to the Pop Art Movement. Born in

Stockholm Sweden (1929), Oldenburg left his home town and enrolled into Yale
University (1946-1950). It wasnt until 1953 that Oldenburg became an American
citizen. Initially pursuing a career as a reporter, Claes also attended the Art Institute
of Chicago. Claes began to establish himself as a pop art sculptor in the 1960s.
Oldenburgs art work stood out due to the fact that he would use shape and form to
be his underlying element. His attention and incorporation of shape gave
Oldenburg the upper hand. It allowed him to create harmony with elements found
outdoors. His art work circles around one underlying theme. Claes Oldenburg uses
inanimate objects that are typically ignored, blows up their shape, and places them
in an unusual setting. Oldenburg outlives his wife (Cossje Van Bruggen) who helped
collaborate/create most of his artwork.
Lesson 1: Claes Oldenburgs Dropped Cone

By Lori Henderson

Source: online

Grade Level: Sixth Grade

Total Time: 45 minutes

Instructional Materials: Image and Activity including photocopies

Instructional Objectives Standard 1.1 : Identify and describe all the elements of art found in
selected works of art (shape/form)

Motivation:

1. Introduce the definitions of Shape & Form as well as their variations (Geometric vs
Organic)
2. Discuss the biography of the artist to the class
3. Show the class an artwork by Claes Oldenburg Dropped Cone
4. Questions: Describe what you see? Is the image easily recognizable or unfamiliar? What
shapes are being used in the sculpture? What form/s do you see being used? Is it held
indoors or outdoors? What is the artworks relationship with the foreground, background
and skyline? Why do you think Oldenburg called his piece dropped cone when you
reflect on where the statue was placed (urban setting)? How does the cones size and
shape influence your perception/understanding? Did you enjoy this work of art? Why or
why not?

Activity: Worksheet activity will be led by the instructor. The instructor will encourage an in-
class open discussion leading them to the correct answers.

Evaluation:

Students handout will be evaluated based off a

+ Fulfills all the requirements to a 90% completion accuracy or higher

ok Fulfills all the requirements to a 75% completion accuracy

- Fulfills all the requirements to a less than 10 % completion or lower

 Activity 1Worksheet

When we think about shapes/form we typically think about ( Squares, triangles, circles and etc.).
What we unconsciously ignore is that 3-Dimensional shapes exist in the context of cubes,
pyramids, spheres and etc. Shapes extend beyond the geometric realm, but also include natural
shapes found in nature (leaves, clouds, rocks and etc).

Natural shapes found on a cat

Geometric shapes found on a quilt

1. What shapes can you find in this image?

Is it geometric or natural? What is your reasoning behind this?

2. Referring back to the image of the kitten, look at the following image below. Trace 5 shapes
you can find within this image? Draw the forms that belong to them.
3. Using geometric shapes, trace the shapes you find within this sculpture. Draw the forms that
are best associated with the shapes you trace out.

4. Referring back to Claes Oldenburgs Dropped Cone, in your own words, how does he
effectively use shape/form? Is it natural or geometric? Explain.
 Follow up Assessment:

Students will be required to identify shapes and forms within the class-room setting on a separate
piece of paper. Students MUST identify and draw 7 shapes & the forms that correlate with that
shape. At the end of this activity, students must return their paper to their instructor for an
evaluation of the classs. Student will receive a + for full-filling the activity. This demonstrates
to me that the student has a thorough understanding of the topic. Students will receive an ok
for meeting the required expectations out of this activity. This will demonstrate to me that these
students have a moderate understanding of the topic. Lastly, Students will receive a -for their
failure to meet the requirements expected. This will demonstrate to me that these students had a
hard time comprehending the material presented in class.
Lesson 2: Oldenburgs Spoonbridge and Cherry

By: Lori Henderson

Source: Internet

Grade Level: Sixth Grade

Total Time Required: 45 minutes

Instructional Materials: Photo copies of Worksheet

Instructional Objectives:

3.2 View selected works of art from a culture (pop culture) and describe how they have changed
or not changed in theme and content over a period of time.

Motivation:

1. Review biography of Claes Oldenburg

2. Review vocabulary term: Shape and Form
3. Introduce Oldenburgs Spoonbridge and Cherry
4. Questions for describing, analyzing, interpreting and judging image: What images are
being represented in this sculpture? Where is the setting held in relation to the sculpture?
Are the colors complementary to the setting? Do the images create harmony or create
conflict? What is its relation to the foreground and background? In your own opinion
what aspect of the sculpture stands out to you? Do you think the seasonal elements
influence the interpretation of the sculpture? Since the sculpture is located in a garden
why do you think Oldenburg and his wife went with the images of a spoon and cherry?
What do you think is the main idea/ideas behind the sculpture? Do you find this image
enjoyable to look at? Why or why not?

Activity Procedure: Go to the compare and contrast work sheet activity. The instructor will
have a key sheet. Following this worksheet, the students will be required to go online. Instructor
will have a specific website (http://www.artsconnected.org/collection/116814/spoonbridge-and-
cherry-the-story-of-a-public-sculpture ) available for them to answer the questions located in the
motivation section.

Evaluation:

Students handout will be evaluated based off a

+ Fulfills all the requirements to a 90% completion accuracy or higher

ok Fulfills all the requirements to a 75% completion accuracy

- Fulfills all the requirements to a less than 10 % completion or lower

Lesson Plan 3: Paper Mache Ice-Cream Cones

By: Lori Henderson

Source: http://plbrown.blogspot.com/2015/05/super-delicious-papier-mache-ice-cream.html

Grade Level: Sixth Grade

Time Required: Two 45 minute sessions

Instructional Materials:

Scissors
Hot glue gun
Newspaper
Tape
Styrofoam ball
Art Paste (Paper Mache Goo)
Brown Kraft Paper
White Newsprint Paper
Variations of paint
Mod Podge

Instructional Objectives:
2.4 Create increasingly complex original works of art reflecting personal choices and increased
technical skill

2.6 Use technology to create original works of art.

4.3 Develop specific criteria as individuals or in groups to assess and critique works of art

Motivation:

1. Review Artist
2. Review Vocab
3. Introduce last artwork Peaches and Pears by Claes Oldenburg
4. Questions: What images are being presented? Tell me what you see. Are these
images recognizable? What forms of shapes are being used? Are they geometric
or natural shapes? What kind of energy does the colors and positions of these
images create (ie. Calm, peaceful, whimsical)? What do you think was Oldenburg
 and his wife Coosjes motivation behind this piece? In your own words, what do
you think the sculpture is about? Did you enjoy looking at this piece? Why or why
not?

Activity Procedures:

1. Students will assemble a paper cone together

2. Students will stuff cones with newspapers
3. Students will crumple newspaper together in the form of an ice cream ball/scoop
4. Wrap ball/scoop with a smooth piece of newspaper
5. Tape ball with a couple strands of tape
6. Use extra tape to smooth any loose paper
7. Hot glue each scoop/ball onto the cone
8. Add hot glue onto the top of each scoop (to fuse scoops together)
9. Add a belt of tape between each scoop & on the division line between the first
scoop and cone
10. Glue Styrofoam ball on top of last scoop (for cherry)
11. Apply Art Paste (paper mache goo) to the cone
12. Use brown Kraft paper to make the cone look like a sugar cone
13. Use white news print paper for the ice-cream scoops
14. Use Art Paste to saturate the scoops (should look translucent by the end of this
process)
15. Leave overnight to dry
16. Paint the ice-cream scoops to your desired flavor (variations of paint will be made
available)
17. When you start painting start with the bottom scoop and work upwards
18. Use heavy application of paint (on purpose!!!) to get dripping effect
19. Once paint dries, apply Mod Podge to make ice-cream scoops look wet/melting

Reflection Assessment:
 Student Wrap-Up Sheet (must independently answer)

A. Basing your evaluation of the paper mache ice-cream project do you feel that
you better understand shape and form? Explain

B. Reflecting on the form and shape of your sculpture, do you feel that youve
effectively applied the principles of shape and form into your sculpture?
Explain how you have achieved this?

C. Can this activity be classified as pop art? What is your reasoning?

D. By going through the motions of this activity, do you feel that you better
understand the mental process Claes Oldenburg underwent to achieve his
 sculptures end result? What about the class instructions helped you come to
your reasoning?

Grading Rubric:

The students ability to follow the main objectives of this project will be based on a 4,3,2,1
grading scale rubric

4 Meets full requirements. Student demonstrates a thorough understanding of

the activity. Follows the instructional objectives of the worksheet directions (with
scissors, glue, paint, & etc.) and includes at least 2 different colors for the ice-
cream scoops and a cherry.

3 Meets requirements. Demonstrates that the student possess an

understanding of the activity(with scissors, glue, paint & etc). Missing the
variation of colors for the ice-cream scoops but still has the cherry on top.

2 Missing a few details. Demonstrates that the student possess an

understanding of the activity (with scissors, glue and paint). However, the student
fails to use all the instructional objectives of the activity (skips steps, lack of
variation of colors for the ice-cream scoops, and no cherry).

1 Student does not meet the instructional objectives. Disregards steps, doesnt
have a minimum of 2 scoops, no color variation, & no cherry.

Exploring Shape & Form with Claes Oldenburg

Grade Six
 Lori Henderson

4.17.16

Introduction: The intent behind this unit plan is for sixth grade students to understand the
connection between shape & form, through the artwork of Claes Oldenburg.

Instructional Objectives:

1.1 : Identify and describe all the elements of art found in selected works of art
(shape/form)

2.4 Create increasingly complex original works of art reflecting personal choices and
increased technical skill

3.2 View selected works of art from a culture (pop culture) and describe how they have
changed or not changed in theme and content over a period of time.

4.3 Develop specific criteria as individuals or in groups to assess and critique works of art

Content Outline:

1. Defining the relationship between shape & form

A. Classify the differences between Shape & Form (introduce organic
vs. geometric shapes)
B. Students will be required to complete a worksheet that focuses on
identifying, creating, and associating geometric/organic shapes
C. Introduce biography of Claes Oldenburg and his sculpture Dropped
Cone.
D. Students will be asked to identify shapes and forms within the class
room setting
E. Worksheet will be completed with the assistance of the instructor
2. Compare and Contrast Flying Pins & Giant BLT by Claes Oldenburg
A. Review Shape & Form, define pop art/movement, and review
geometric vs. organic shapes
B. Review biography of Claes Oldenburg
C. Describe, analyze, interpret & judge Spoonbridge & Cherry by
Claes Oldenburg
D. Activity worksheet two: Compare and Contrast with follow up
questions
3. Make Paper-mache ice-cream cone sculpture
A. Review shape/form as well as organic vs. geometric
B. Go over Claes Oldenburgs biography
C. Describe, analyze, interpret, and judge Peaches and Pears by
Oldenburg
D. Go over instructions with the class
E. Thumbnail an end result of the final outcome of the project
F. Make ice-cream sculpture
 G. Paint sculpture after it dries

Materials & Equipment:

Worksheets for lesson 1 and 2

Reproductions by Oldenburg includes Dropped Cone Bridgespoon &
Cherry Flying Pins Giant BLT and Peaches and Pears.
Scissors
Paper cones
Hot glue
Newspaper
Tape
Styrofoam ball
Art Paste
Brown Kraft Paper
White newsprint paper
Paint supplies (paint)
Paint brushes
Mod Podge

Evaluation:

Student participation will be graded according to a + or - system in accordance to all

worksheets (refer to lesson 1 and 2 activity worksheets for grade specifics). The paper
mache ice-cream cone will be evaluated by a 4,3,2,1 grading rubric (refer to lesson 3 for
further details).