Documenting Shadows
In this lesson 3rd grade students explored shadows as objects of design. As an introduction and exploration in the media of collage as well as concepts of composition and balance, students created mini collages using just 1 inch paper squares of varying colors on black backgrounds. We then reviewed the work of Julia Samuels and Olafur Eliasson, sharing our noticings and wonderings, ideas on how these works may have been made, and how it would be different to see a light installation in person. The next lesson, the classroom was dark and full of spotlights where students could play to create shadows and trace to cut out a template. They used their template to cut out colorful paper pieces and compose them in a balanced collage before reflecting on the process and their decisions along the way.
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Cover Image: Olafur Eliasson: in real life
Standards & Objectives
VA:Re.7.1.3a: Students will be able to speculate about how key artists documented shadow and movement.
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VA:Cr2.1.3a: Students will be able to cut copies of a hand shadow of their making and compose the pieces in a balanced collage.
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VA:Re9.1.3a: Students will be able to evaluate and reflect their work based on given criteria.
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Essential Questions
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How can shadows act as an object of design?
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How does layering color change the way we see an image?
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How can simple materials create complex visual effects?
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How can I use shapes to create a composition?
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What does balance feel like to me?
Vocabulary
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Shadow: A shape projected on a surface when an object blocks light.
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Collage: An artistic process where the picture is made by cutting, tearing, and gluing a variety of materials.
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Layer: To overlap different pieces on each other.
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Template: A cut-out pattern or guide used to make multiples.
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Translucent: A mixture of solid and clear.
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Composition: How elements are arranged on the page.
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Balance: An even distribution of visual weight.
Assessment
Over the course of the unit students discussed balance and composition and identified it in examples. While they worked to create their own collages, I conferenced with students about how they were implementing what they learned in their decision making with their own design. In addition to this, I took note of who needed additional skill/material support in small groups on work days. This culminated in the self reflection to the right, which the class completed one step at a time.
