In this lesson, students find pictures of things that represent them metaphorically and trace them onto a piece of tracing paper.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up. The teacher will need have a large selection of magazines, books, or pictures for students to flip through, so some consideration should be given to how student artists will access these. If you sent home a note, students may also have pictures that they brought in to trace.
Tracing paper, magazines, pens, masking tape
N/A
A large selection and variety of books w/pictures for students to look through and trace—look for books that address your student’s interests (machinery, animals, cooking, etc.). These can be borrowed from the library or borrowed from classroom teachers.
⚲'Giant Piece of Cake', Claes Oldenburg, 1962
Oldenburg worked with lowly, common objects ranging from foodstuff to clothespins. By changing scale or technique, he would draw attention to these objects, turning ordinary objects extraordinary.
Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.
Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.
The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.
Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.
The students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artists who seem to be pushing themselves to try new things.
At this point, the focus of the class period should be getting student artists thinking about how their objects represent different parts of themselves; as the teacher circulates, s/he should ask them to tell her the stories or the meanings behind the objects they have chosen to trace. If the pages are slippery with the tracing paper, hand out masking tape to keep the tracing paper in place.
Use 'what, how, and why' and then take comments or questions.
Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.
Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.
Choose presenting student artists in advance and let them know during their work time so that they are prepared.
Sharing should work as follows:
If a student is having a hard time making the connection between objects and meaning and is getting frustrated with the exercise, have him or her simply trace things that appeal to them. Leave them to this, and when you return to them ask them to tell you what they liked about certain aspects, then continue questioning from there. Imbue meaning in the symbols as you talk with them so they begin to understand that the objects are symbolic completely upon their interpretation.
Give early finishers another sheet of tracing paper. Or, if they are sick of tracing, give them a blank sheet of paper and encourage them to write down what the symbols mean to them.
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