Missouri Standards for Teacher Education Programs (MoSTEP)
 

1.2.2.2 Strengthens prior knowledge with new ideas.
1.2.1.4 Engages students in the methods of inquiry used in the subject(s).

1.2.2.3 Encourages student responsibility.
1.2.5.2 Engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.

1.2.3.4 Connects instruction to students' prior experiences and family, culture, and community.

Standards:

Performance Indicators:

1.2.4.1 Selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired).

1.2.6.2 Manages time, space, transitions, and activities effectively.

1.2.9.2 Uses resources available for professional development.

Example Finished Construction

Supplies Needed Construction Paper, Scissors, Glue Ruler and a ruler.

I have found that this concept can be stretched into higher-level grids and complexity of design through interlocking grids.

Steps 1. Begin with basic shapes ¼ to 3/8^th inch thick stencil pieces having symmetrical ends. Give students the chance to create their own concepts, but remind them both ends of the template need to reflect or deflect the others end. Explain to the students that this is not a new art concept within society, and the value placed on the Golden Rectangle in basic forms of architectural design, math and engineering. This fundamental concept was also used by Leonardo Da Vinci  in his divine proportion of the human body and how this is also a basic math formula. The Golden Rectangle. A Square plus B Square. Your math people will pay more attention at this point.

Step 2. Before having them construct their base template. Explain the theory of chaos to order and order to chaos. It will make more sense to them as the place the cut out temples throughout each section. Initial have them create a twelve inch imaginary line through their big piece of construction paper. Then have them cut out up to and no more than six varieties of colored stencils with complementary and secondary colors in mind. They should end up with approximately 30 pieces or a little more. Make sure as the place the grids around the negative space in an imploding or exploding pattern they keep in mind craftsmanship (no glue showing) in the negative space. Example below:

Completed Construction 6th Grade St. Joseph Cathedral Art Students

Stage 1 (Negative space clearly definable here).

Step 3. Students need to pick out a neutral background for their project. Students should stay away from background colors that are related to any colors that are on the basic stenciled patterns.

You can review the Theory of Chaos repeatedly here.

Step 4. As each stencil is cut out, ensure the students don’t through away their cut of pieces. These pieces can be used to fill up negative space around the grids, and also help the student fill up imaginary patterns randomly coming in and going off the grids surface.

We begin  discussing how to bond all these pieces together in relationship to chaos and order in chaos. After the edges are encountered, have students cut remaining areas and save them  for other sections. Introduce new section (Rectangle). Measure 12 inches from bigger negative space.

Step 6. By this stage most of the students  have a good sense of direction in which they will go within this project, and you should let them, just keep emphases on craftsmanship and neatness.

 This is a project that demands a certain amount of individuality from the student, and that definitely comes through in the resulting artwork.

Let Dry

(7-12)

(6-12)