Wire Staff members: 1 or 2 Time: ½ to ¾ hour

Objective: Marshall Fredericks made drawings of his before he sculpted them. We have many of his drawings in archives. He found inspiration for some of his images by reading books, magazines, newspapers, meeting people, animals he saw, his travels and many other influences he encountered in his life. Like him, we will begin this activity by doing a drawing first (Part I) and then create a sculpture from the drawing using (Part II).

Supplies: computer or telephone wire 5.5 x 8.5 sheets of paper pencils

Optional: tools or objects to shape wire

Part I: Before you begin the drawing briefly discuss these terms. For younger students, use simpler explanations.

Definitions: contour line: An inside or outside edge of an object. cross contour line: Line that describes an object’s horizontal or cross-contours rather than the vertical contours. line: An invention by humans—in reality it’s when a darker value is next to a lighter value; it’s perceived as a line. Otherwise it’s known as a mark on a surface that indicates shape/form or boundaries. Other forms of line use are: gesture: a quick all encompassing statement of form. mass: The illusion of weight or density. expressive line: Lines that indicate emotion and feelings. two-dimensional: Having length and width. three-dimensional: Having length, width, and depth. free-standing sculpture: Sculpture in-the-round; you can observe it from the front, sides, and back. relief sculpture: Forms that project from a flat surface and viewed from a frontal viewpoint. suspending sculpture: Form that is suspended from a top or upper level source and can either move or be stable.

Discuss themes with students of what they want to draw and sculpt. For example animals, people, abstract imagery and so forth. You may want to find some examples of wire sculpture to show them on the internet by doing a “wire sculpture” search. A good source of wire sculpture images is ’s website at www.calder.org Calder did many wire sculpture of animals and circus imagery. You can discuss the artist and why he did wire sculpture.

Each student is given a 5.5 x 8.5 sheet of paper. Before they begin to draw, you may want to demonstrate some examples of drawings that show contour, cross contour, cross hatching and other line examples. Discuss how lines can describe an outside boundary or a gestural expression that indicates mass. Remember that a 2-dimensional drawing creates the illusion of mass. When sculpting 3-dimensionally the lines can move at all angles through space and create mass. The pencil drawing should be a continuous single line if possible; it is the thumbnail sketch for the sculpture.

Part II Each student is given a 3’ piece of wire. Using their drawings as a thumbnail guide, students can begin to form the wire in 3-dimensions according to their drawing. You may want to do a quick demonstration before they begin. For even more of a challenge, use two that parallel each other. Relate shapes in the drawing to geometric shapes such as triangles, squares, circles, etc.

Discuss safety concerns: Don’t get the ends near eyes. Try not to poke the eyes of those sitting near you. Don’t wrap it around any necks, arms, etc.

Facts and Technical issues: The wire is computer or phone wire It is 3’ in length It’s wire and has a color plastic covering (don’t remove the covering) It’s very easy to bend and form If you manipulate it to much at one place it may break Demonstrate how to use tools (if applicable) to form the wire

Optional: To create a wire sculpture relief you can construct a device that students can use to mount their sculpture.

Preparation: Precut wire pieces and portion out for students. Precut the 5.5 x 8.5 sheets of paper. Prepare samples of line drawings and wire sculptures. Portion out implements that they can use to shape their wire. (craft sticks, film canisters, pencils, etc.)

Michigan Content Expectations Wire Sculpting: Learners create a wire sculpture from their drawings using geometric forms.

Mathematics: II Geometry and Measurement, Content Standard 1: Students develop spatial sense, use shape as an analytic and descriptive tool, identify characteristics and define shapes, identify properties and describe relationships among shapes. (Shape and Shape Relationships)

1. Recognize and name familiar shapes in one, two, and three dimensions such as lines, rectangles and spheres and informally discuss the shape of a graph. 2. Describe the attributes of familiar shapes. 4. Draw and build familiar shapes. 5. Explore ways to combine, dissect and transform shapes. 7. Use shape, shape properties, and shape relationships to describe the physical world and to solve problems.

Science: Reflecting on Scientific Knowledge (R) II.1, All students will show hew science is related to other ways of knowing:

2. Show how science concepts can be illustrated through creative expression such as language arts and fine arts.

Key concepts: Poetry, expository work, painting, drawing, music, diagrams, graphs, charts.

Real-world contexts: Explaining simple experiments using paintings and drawings; describing natural phenomena scientifically and poetically.

Changes in Matter (PCM) IV.2, All students will investigate, describe and analyze ways in which matter changes:

1. Describe common physical changes in matter—size, shape; melting, freezing (K-2); dissolving, evaporating (3-5).

Key concepts: States of matter—solid, liquid, gas. Changes in size and shape—bending, tearing, breaking. Processes that cause changes of state: heating, cooling.

Real-world contexts: Changes in size or shape of familiar objects, such as making snowballs, breaking glass, crumbling cookies, making clay models, carving wood, breaking bones; changes in state of water or other substances, such as freezing of ice cream, or ponds, melting wax or steel, puddles drying up.

Visual Arts: Performing, Content Standard #1: All students will apply skills and knowledge to perform in the arts.

A. Use materials, technique, media technology and processes to communicate ideas and experiences. B. Use art material and tools safely and responsibly. C. Use visual characteristics and organizational principles of art to communicate ideas.

Creating, Content Standard #2: All students will apply skills and knowledge to create in the arts.

A. Apply knowledge of materials, techniques, and processes to create artwork. B. Apply knowledge of how visual characteristics and organizational principles communicate ideas. C. Explore and understand prospective subject matter, ideas, and symbols for works of art. D. Select and use subject matter, symbols and ideas to communicate meaning.

Mathematics: The learner will be able to: Create a linear drawing using familiar shapes to describe an image. Describe different shapes within their drawings. Create wire sculpture by bending, twirling, and shaping wire using their drawing as guides.

Science: The learner will be able to: Create a linear drawing as a guide to make a sculpture. Create a sculpture using wire by bending, shaping, breaking, and reattaching their wire.

Visual Arts: The learner will be able to: Make a sculpture that has a meaning and state the meaning. Use the pencil as a tool safely to work with wire. Create a sculpture from a line drawing using thin plastic coated copper wire. Use the pencil as a tool to make wire sculpture elements. Explain (formalities) line, color, mass, etc. in their art. Select, explain, and use symbols that have meaning they want to communicate.