Correlation:

Art, Science, Social Studies

Activity:

Suspended Sculpture

Time:

2–3 class periods: research/discussion; art activity

Objectives:

• Interpret the concept of flight as a feeling or state of mind.
  
• Develop an understanding that an object's motion is always judged relative to some other object or point. (Science 4.05)
  
• Analyze ways North Carolinians have modified, used, adapted to the physical environment. (Social Studies 1.3)
  
• Apply diverse original solutions in the problem-solving process. (Visual Art 3.03)
  
• Apply intuitive perceptions in the problem-solving process. (Visual Art 3.04)
  
  

Materials:

Newspaper, cardboard tubes, poster board
Masking tape
Papier-mache paste, water, buckets
*Colored papers, squares of colors from magazines (or paints if desired)
Elmer's glue, if desired
Feathers, beads, bangles, etc., as desired
Fishing line

Discussion:

Briefly discuss the origins of flight and the Wright brothers' flight at Kitty Hawk in 1903. What emotions do the students think the brothers may have felt at that moment? How did the location affect the experience and success of the day? (e.g., the dunes, water, and air of the area) How did the brothers measure their success?

Throughout history, man has looked at flight as a "metaphor for transformation" and as a symbol for the "journey toward self-realization and fulfillment." The story of Icarus and his mythical wings has been a favorite for centuries, illustrating the thrill of dreams and the occasional perils of realizing those dreams. Flying often symbolized the thrill of escape, the leap of faith, and the movement from one level of awareness to another.

With the invention of the first flying machines, people were able to dream of even bigger things: faster movement, space travel, time travel, and more. Rather than quenching man's thirst for the spirit of flight, the invention of aircraft fueled even greater dreams.

Procedure:

Look at the work of artists Rosemary Laing, Jonathan Borofsky, and Albert Chong (listed below). Discuss the movement in the figures and the feelings conveyed by the works. How do they differ? What meanings did the artists attach to the idea of flight?

Ask students to write a creative paragraph beginning with the prompt "I knew my dreams had come true when I..." Ask them to describe in the paragraph how they would feel as they made their dreams (real or imagined) a reality. What would the world look like to them? What would their expressions be? What colors would be around them?

Now ask students to imagine they are flying, as a metaphor for these feelings. What would their position be? How would they hold their head? What movement would be in their clothes and hair? Would they have wings? Or jets? Or magic shoes?

• Using the cardboard tubes as the armature for their bodies, students roll or wad newspaper to create the armature for their arms, legs, head, and other parts. They'll use masking tape to attach the sections until they have a form that conveys the movement of a dream in flight. (Be sure to build armatures for any desired wings or other parts as well.)
• Mix the papier-mache paste and cover the armature with a layer of newspaper strips to build up the body shape. Smooth out the surface as you work. Add any details or forms as needed.
• Using the papiermache paste, use colored papers to cover the form and add the visual surface desired (i.e., clothing, feathers, wings, hair, face, etc.) Students may use other items to embellish the surface, if desired.

If one uses colored paper for the final papier-mache coat, there is no need to paint on details or features, and the form is sturdier. To create a "varnished" finish, use a coat of Elmer's glue to cover the sculpture when dry, if desired.

When dry, attach monofilament to suspend flying sculptures.

Closure:

Discuss the results. Ask students to discuss what they see in each other's work.

Ask them to describe how their piece reflects the theme of flight and dreams.

1. Were students able to depict their ideas clearly and creatively?
   
2. Was each student able to complete the task with appropriate details and explanation?
   
3. Do the students understand the impact of flight as a metaphor?
   
   

Resources:

Related Activities: