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1. ART Grade 1 Teaching Guide
Unit 4: FOURTH QUARTER
SCULPTURE AND MIXED MEDIA
Lesson 22: Introduction to sculpture: Using Found Objects
Lesson Summary
Art History/
Connecting
Art Production
Creating
Art Criticism/
Looking and Seeing
Art Appreciation
Appreciating
Before cities, and fancy
sculpture, Filipinos
created art out of
nature. They used
wood and leaves
to make houses, or
clothes, or even as
a place for planting
rice. Sometimes things
found in nature can be
arranged in patterns
to decorate the area
outside of the house.
Create sculptures using
natural materials.
Create a pattern out of
nature objects
Identify and recognize
natural materials
that can be used as
sculptures.
Some sculptures are big
while some are small.
Ask the students (oral
or written): Describe
the kind of natural
sculptures do you see
outside your house, or
in the neighborhood?
Nature’s sculptures
change, just like nature
itself.
TIME ALLOTMENT: 2 sessions (80 minutes)
OBJECTIVES
The learner will:
1. Explore the artistic quality of natural forms.
2. Define the given art vocabulary.
3. Arrange natural objects into patterns.
ART VOCABULARY
● Sculpture: Three-dimensional (or “3D”) models. They are not flat, like drawings and
paintings. Sculpture is art that you can look at from all sides; the front, the side, and the
back.
● Sculptor: A kind of artist who creates sculptures.
● Form: When something is three dimensional, it has form.
● Pattern: When an object or design is repeated. They can be the exact same object;
or different objects that are arranged so that none of the objects will stand out. A one-
month calendar has a pattern. The days of the week are different, but they are arranged
a certain way. Saturday always comes after Friday, and Sunday always comes before
Monday. Some fabric and wrapping paper have repeated patterns.
● Balance: In art, something has balance when it looks even. There are three kinds of
balance:
Elements and Principles
1. Form
2. Pattern
3. Balance
Materials
1. Paper
2. Pencil
3. Crayons

2. ART Grade 1 Teaching Guide
4. Small stones, leaves, other natural materials.
○ If the students will bring leaves or flowers, remind them to bring only natural things
that have dried, or fallen. Petals can be picked up from the ground.
○ You can also use seeds (cleaned and dried) or beans.
○ You may use sand or gravel also.
5. Cutouts of leaves, flowers, rocks, and trees. Photos from magazines may be helpful.
Ideally, however, the teacher should draw an cut out her own organic shapes (to ensure a
uniformity in the pattern)
6. Masking tape, rolled up, stuck to the back of each cutout.
7. References:
○ Pictures of natural sculptures, like the Banawe Rice terraces, or pictures of different
flower arrangements.
○ Pictures of bonsai plants (easily found on the internet), or any live plant.
○ Pictures of rock formations, or actual rocks, branches, or shells.
○ It is best if you can bring a real potted plant (to best illustrate that the object is
three dimensional: it has height, width, and depth; and so that it stands on its own
and the students can walk around it.
* This lesson will work best outdoors, but lacking that, bring as much of the outdoors into the
classroom.
Motivation
OPTION 1:
● Did you know nature is a sculptor? (Define sculptor, and sculpture)
● Show pictures of natural formations (rocks, shells, branches)
OPTION 2
● Put the plant or natural object on a table and have the students walk around it as form is
explained.
● They can also draw this plant when they do the learning guide exercise.
Procedure
Activity 1
1. Do the MOTIVATION (above)
2. Have the students sketch the plant or, if there are no plants, look for any three
dimensional objects students can draw from an angle.
3. Divide the class into groups, so they may share their natural objects.
4. Distribute, or have the students get their natural objects ready.
5. Let the students see from different places around the object to realize that an object can
be sketched from several angles.
Activity 2
1. Using small 3D objects, arrange them in a pattern; either in a row or circular.
2. Have the students arrange their natural objects in a pattern, and remind them to make
sure there is balance.
● Any kind of balance can be done, although circular balance takes up much less
space.
● Encourage the students to “trade” their materials, to put more variety into the
sculpture.
● If there are minimal materials, have the students make their nature sculpture as a
group. They can make one nature sculpture per group.
3. When they are finished, let them arrange their nature sculpture on a piece of cardboard.
● Or, if they can tie the different parts together, they can create a free standing

3. ART Grade 1 Teaching Guide
sculpture.
Processing, Evaluation
1. The students can choose either of the following:
a. Sculpture of small pieces arranged according to pattern which can be placed
outside.
b. A sculpture that is standing.
They will also have a drawing of a plant or any natural object that is three dimensional.
2. Have the students explain the kind of design they used.
3. Ask the students how different their sculptures are from nature’s sculptures.
4. Explain to the students that this artwork is a kind of INSTALLATION ART, which is
temporary. Explain that nature is the same way. It changes. If the nature sculpture is
outdoors, the wind and weather, and perhaps small animals will change the sculpture as
well.