Students will explore collage by cutting and tearing commercially printed and hand-painted papers* to create a collage inspired by their drawings and observations of plant/flower forms.

*Note to teachers: hand-painted papers should be made prior to collage unit. Papers can be made by students who finish lessons early or during a previous painting exploration.

Grade 5 Benchmark:

Students begin sequential unit projects; extend knowledge of art media and compositional and design elements; choose new ways of using familiar tools and materials, and deepen imaginative capacities, observational and expressive skills.

Performance Indicators:

Create a collage using hand-painted paper that demonstrates:
awareness of visual textures
mixing secondary and tertiary colors
designing and cutting out shapes
use of positive and negative space
Students will be able to: 
Carefully observe natural forms
Draw organic shapes
Create a composition using cut and torn paper shapes
Use color to create a mood
Create an interesting composition by varying the size and shape of negative spaces
Incorporate texture in the collage
Students will understand that: 
Artists are inspired by the natural world.
The shapes found in nature are organic.
Artists experiment before deciding on an arrangement.
Artists use media and compositional elements for their expressive qualities
Artist use familiar materials in new ways
Artists manipulate art elements to achieve interesting compositions
shape, free-form, organic, reflection, collage, inspiration, composition, arrangement, challenging, mood, primary, secondary, tertiary, abstract, representational, positive space, negative space, background, actual texture, visual texture, illusion, details, enhance
Self, Peer, and Teacher Assessment
Preliminary sketches and works-in-progress
Informal student reflection/responses to experimentation
Peer critiques of student work
Teacher observation of work-in-progess with feedback to student
Conferencing with students
Questioning students during independent work
Charting of class discussions
Clear teacher expectations, including guidelines, project goals
Completed work
Originally contributed by: 
Ascha Drake