THE ART OF DALE CHIHULY - The Children's Museum Of .
THE ART OFDALE CHIHULYA UNIT OF STUDY FOR GRADES 3–5
ACKNOWLEDGEMENTSThe Children’s Museum of Indianapolis wishes to thank Dale Chihuly, Joanna Sikes and the staff of ChihulyStudio for their assistance in developing this unit of study.THE CHILDREN’S MUSEUM OF INDIANAPOLISThe Children’s Museum of Indianapolis is a nonprofit institution dedicated to providing extraordinarylearning experiences for children and families. It is one of the largest children’s museums in the world andserves people across Indiana as well as visitors from other states and nations.The museum provides specialprograms and guided experiences for students as well as teaching materials and professional developmentopportunities for teachers. Field trips to the museum can be arranged by calling (317) 334-4000 or (800)820-6214.Visit The Children’s Museum Web site: www.ChildrensMuseum.orgFIREWORKS OF GLASS THE ART OF DALE CHIHULY
TA B L EOFCONTENTSTHE ART OFDALE CHIHULYA Unit of Study for Grades 3–5INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2LESSON 1 — Dale Chihuly: Artist . . . . . . . . 6Experience 1: Meet the Maestro . . . . . . . . . . . . . . 8. . . . .Experience 3: Fabulous Forms . . . . .Experience 4: Collecting Like Chihuly .Assessment . . . . . . . . . . . . .Experience 2: In Living Color.11141720LESSON 2 — Intense Fragility . . . . . . . . . . . . . . 28Experience 1:Amazing Material. . . . . . . . . . . . . . 30Experience 3: Macchia Madness. . . . . . . . . . . . . . 35Experience 2: Hot Stuff! . . . . . . . . . . . . . . . . . . 32Assessment . . . . . . . . . . . . . . . . . . . . . . . . 39LESSON 3 — Tower Power . . . . .Experience 1:A Towering Achievement . . . .Experience 2: From Inspiration to Installation .Experience 3: Form and Function . . . . . .Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43. 45. 49. 53. 56LESSON 4 — Culminating Experience: Install It Yourself! . . . . . 60RESOURCES. . . . . . . . . . . . . . . . . . . . . . . . . . . .For Students . . . . . . . . . . . . . . . . . . . . . . . . .For Teachers . . . . . . . . . . . . . . . . . . . . . . . . .Exhibits . . . . . . . . . . . . . . . . . . . . . . . . . . . .Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . .Academic Standards . . . . . . . . . . . . . . . . . . . . .Featured Artworks . . . . . . . . . . . . . . . . . . . . . .66666668697176T H E C H I L D R EN’S MU S EU M O F I NDI ANAPO L I S 20061
INTRODUCTIONTHE ART OFDALE CHIHULYA Unit of Study for Grades 3–5important in glassblowing.They considerWHAT WILLSTUDENTS LEARN?community through his work with at-riskand help students achieve state andStudents also learn why teamwork isways that Chihuly gives back to theyoung people in the Hilltop Artists inResidence program.This unit is intended for use by classroomand visual arts teachers working togetherDale Chihuly poses with Tower andChandelier pieces at The Boathouse studio.Chihuly Studioto help students develop skills in observa-Lessons in this unit are interdisciplinarynational standards in: VISUAL ARTS LANGUAGE ARTS SCIENCE SOCIAL STUDIEStion, inquiry and communication as theyWHAT’S AHEADlanguage arts and social studies.the art of Dale Chihuly through threelearn key concepts in visual arts, science,This unit of study introduces students tolessons and a culminating experience thatallow them to experience his artworks,ENDURING IDEAexamine his materials and processes,choose a medium and create their ownDALE CHIHULY TURNSORDINARY GLASS INTOEXTRAORDINARY WORKSOF ART THAT INSPIREWONDER AND JOY.works.In this unit of study students learn howDale Chihuly transforms ordinary matelearn about the scientific properties ofglass and the ancient art of glassblowing.After creating their own sculpture, theyengage in planning an installation in the2Dale Chihuly, 2000, Ikebana (Detail)Chihuly Studiorials into extraordinary works of art.Theyschool setting.FIREWORKS OF GLASS THE ART OF DALE CHIHULY
INTRODUCTIONLESSON 1 —DALE CHIHULY:ARTISTStudents examine works by Chihuly andlearn how he became an artist.Theyexplore the ways Chihuly interacts withhis medium and experiments with colorand form.They also learn why teamworkis important in glassblowing and howChihuly helps at-risk young people.LESSON 3 —TOWER POWERStudents learn how Chihuly and his teamcreated and installed the Fireworks ofGlass Tower and Ceiling at TheChildren’s Museum ofIndianapolis.They choose a mediumDale Chihuly, Mazarine Blue Macchia WithSpanish Red Lip Wraps, 1981, 6" x 6" x 7".Chihuly Studioand design and build their own sculpture.CULMINATINGEXPERIENCE:INSTALL IT YOURSELF!LESSON 2 —INTENSE FRAGILITYStudents consider the physical propertiesWorking in teams, students anticipateof glass that allow it to be used as aand resolve the problems involved inmedium for works of art.They learndesigning an installation for a schoolabout glassblowing traditions andsetting.processes and create a virtual Macchia,one of Chihuly’s most colorful forms.T H E C H I L D R EN’S MU S EU M O F I NDI ANAPO L I S 20063
INTRODUCTIONWHAT WILL STUDENTSBE ABLE TO DO?GETTING STARTEDStudents willCreate a classroom environment that isUNIT GOALSCLASSROOMENVIRONMENT Develop skills in observation andrich in images of art glass, works by Daleinquiry as they examine the work ofDale Chihuly Read a biography of Chihuly and learnhow he works to help his community Learn how Chihuly continues toexperiment with glass as a medium forhis works Identify the properties that allow glassto be used in making both everydayobjects and works of art Trace the history and science of glassmaking Identify the steps in transforming glassinto works of artChihuly and sculptures made from avariety of materials. Include large andsmall works as well as installations.Establish a place in the classroom wherestudents can handle evocative items,including natural forms such as shells,gourds or seedpods and cultural objectssuch as baskets. Bring together a numberof similar items and create two or threeclassroom collections. One collectionshould include sculptures of differentmaterials, such as metal, wood, paperand glass. Create sketches inspired by classroomcollections Select a design element based on theirsketches and create a drawing or asculpture Examine the role of teamwork inglassblowing and creating large sculp-tures and installations of glass Discover the unique features of theFireworks of Glass Tower andCeiling at The Children’s Museum Create a sculpture and engage in planning an installation that can be viewedin the schoolA wooden folk art carving from Indiana; a wire motorcycle from Zambia, Africa; and a soapstonealligator from Kenya, Africa, are sculptures in the collections of The Children’s Museum.4FIREWORKS OF GLASS THE ART OF DALE CHIHULYAmerican Collection and Caplan Collection,The Children’s Museum of Indianapolispainting as the first step in planning a
INTRODUCTIONMUSEUM LINKSThe Fireworks of Glass Tower andCeiling at The Children’s Museumis Dale Chihuly’s largest permanentinstallation of blown glass. Only a visit inperson can truly convey the uniqueinteraction of form, color and light inthis work. Rising from the Lower Levelof the museum to the skylight in theroof, the Tower reaches a height of over43 feet, creating an explosion of colorthroughout the museum core. At itsbase, the Tower rests on a steel and glassCeiling filled with Chihuly glass formsthat immerse viewers below in colorKeep families informed about the unit ofstudy and let them know that the classwill be studying the work of Dale Chihuly.Inform them that students will be puttingtogether collections of objects found innature and objects made by humanbeings. Some adults might be willing topresent a personal collection in the class-room. Families may want to use this as anopportunity to visit a museum. Encouragethem to discuss artworks, such as sculp-tures, that they see outdoors and in othernon-museum settings.Adults can helpchildren to speculate about the materialsused to make these artworks, how theywere made and why they are importantLower Level of the museum allows visi-tors to identify Chihuly forms, constructtheir own sculptures and view aPlanetarium show of Chihuly’s glass-blowing process. For online, interactiveclassroom and family experiences relatedto Dale Chihuly and Fireworks ofGlass, visit The Children’sMuseum Web site at www.childrens-museum.org. For information about glassand glassmaking, see the Web site of theCorning Museum of Glass atwww.cmog.org.The Museum of Glass inTacoma,Wash., features Chihuly’s Bridgeof Glass and includes an interactiveVirtual Hot Shop at:www.museumofglass.orgto the community.At home, parents andgrandparents also can help studentsThe Fireworks of Glass Tower risesthrough the museum’s five-story central coreand contains 3,200 pieces of glass. TheCeiling below is made up of 1,600 glasselements.understand connections between art andscience by encouraging them to examinecommon materials and discussing howheating and cooling causes changes in thecharacteristics of substances.T H E C H I L D R EN’S MU S EU M O F I NDI ANAPO L I S 2006The Children’s Museum of Indianapolis, 2006FAMILYCONNECTIONSand light. An interactive gallery on the5
LESSON 1LESSON ONE —DALE CHIHULY:ARTISTIn this lesson, students viewphotographs of the Fireworksof Glass Tower at TheChildren’s Museum.Theygenerate questions about thesculpture and the artist, DaleChihuly, and discover how he hasbecome the modern maestro ofDetail from the Fireworks of Glass Tower.6FIREWORKS OF GLASS THE ART OF DALE CHIHULYThe Children’s Museum of Indianapolis, 2006glass.They learn how Chihulyworks with a team and how heuses his art to help children andyouths build character and asense of community. Studentsexplore the ways that Chihulyuses his skills and creativity as heworks.They use their own observational skills to create a sketchthat they want to use in designinga sculpture.
LESSON 1OBJECTIVESStudents will Use observation and inquiry skills toexamine images of artworks by DaleChihuly Generate questions about Chihulyand his work and use readingcomprehension skills to discoveranswers View images of the Fireworks ofFOCUS QUESTIONS Who is Dale Chihuly? What is he trying to accomplish? What is a maestro? How does Chihuly work with a team? How does he create his works of art in glass? Why is working with children and young people important to him?Glass Tower and explore thepersonal meanings of the workMATERIALS Based on clues in this work, generateLined and unlined paper for makingChihuly Notebooksand by whom the work was made Record what they know and whatthey want to know about DaleChihuly Read Chihuly’s biography and listwhat they have learned about theartist as well as additional questionsDale Chihuly, Tabac Baskets, 1980,7" x 17" x 18".Chihuly Studioquestions about where, when, howYOU WILL NEEDVISUAL AIDSTIMEThree to four class periods Detail of the Fireworks of Glass abstract multiplesin the glassblowing process Full-length view of the Fireworks of form organicworks to help people in the Images of objects from nature, such asthey want to answer Explain why teamwork is important Give examples of the way ChihulycommunityTowerGlass Towerseashells, plants and animals Examine the way that Chihuly’s works Images of objects made by humans, Start their own collections of natural Images of Chihuly blanket and basket Create a realistic sketch and an Images of Chihuly Seaforms and Basketsevolve as he experiments with a formor human-made objectsabstract sketch based on theircollectionsuch as basketscollections collection geometric glass glassblowing intermediatecolors maestro medium mold natural pattern primarycolors sculpture secondarycolors shape sketch Classroom collections of natural andconstructed objects Color wheel Map of the United States Student Handout — Biography: DaleChihuly/Dale Chi-who?-lyT H E C H I L D R EN’S MU S EU M O F I NDI ANAPO L I S 20067
LESSON 1EXPERIENCEChihuly StudioEXPERIENCE 1MEET THE MAESTROChihuly uses a variety of drawing media.INDIANA’S ACADEMIC STANDARDSVisual ArtsStandard 1: Responding to Art — History: 3.1.1, 4.1.1, 5.1.1Standard 3: Responding to Art — Criticism: 3.3.1, 3.3.3, 4.3.1, 4.3.3, 5.3.1, 5.3.3Standard 6: Responding to Art — Aesthetics: 3.6.2, 4.6.2, 5.6.2Standard 12: Careers and Community: 3.12.1, 4.12.1, 5.12.1Language ArtsStandard 2: Reading Comprehension: 3.2.2, 3.2.3, 4.2.1, 4.2.2, 5.2.3, 5.2.4Social StudiesStandard 5: Individuals, Society and Culture: 3.5.3, 3.5.58FIREWORKS OF GLASS THE ART OF DALE CHIHULY1
EXPERIENCELESSON 11PROCEDURES Have students read the biography Show students the photograph of thesilently and discuss what they haveFireworks of Glass Tower withoutlearned. Have each pair share at leastgiving the title or explaining what it is.one new item of information thatmoments to look at and think aboutthe image. Ask students:“What do you think thisis about?” Paraphrase or restatestudent’s comments without makingjudgments. Encourage students toparticipate in discussions and developindividual interpretations based on thework. After students have had opportunitiesto discuss the work and express theirthoughts, ask individual students toprovide evidence for their comments.Ask:“What clues in the work makeyou say that?” Use the photograph topoint out things students mention. Ask students what material they thinkthe work is made of and if they thinkthe work was created recently or longago. Discuss their responses. Ask students what questions they havethat can’t be answered by observingthe work. Unanswered questions mayinclude the name of the artist, whereand how it was made, why it wasmade, etc. Instead of answering all of the students’questions, encourage them to do theirown research. Record their questionson flip chart paper and refer to the listas the unit of study continues.Tell theclass they will be conducting an inquiryinto this artwork. Further observationsThe glow of hot glass lights the face of ayoung glassblower at Hilltop Artists inResidence.Photo courtesy of Brian SullivanAsk students to take a few quiet Show students the full-length photo ofthe Tower and explain that they areexamining images of a sculpture. Introduce students to the collection ofaddresses one of the questions theclass has raised. Let students knowthat they can learn more by visitingThe Children’s Museum Web site atwww.childrensmuseum.org or byvisiting Chihuly’s Web site atwww.chihuly.com Discuss with students what theylearned in Chihuly’s biography abouthis work in the Tacoma community,particularly his work with students atHilltop Artists in Residence.classroom sculptures and discuss thematerials used. Discuss ways thatsculpture is similar to and differentfrom other types of artworks. Explain that the Tower was designed byDale Chihuly, an artist who is famousfor his works of art in glass. Write Chihuly’s name on the chalkboard and ask students what theyknow about Chihuly based on thediscussion so far.After listing what theclass knows, ask:“What to you wantto know?” and list students’ responses. Tell students that they can find theanswers to some of their questions byreading Chihuly’s biography. Divide theclass into pairs. Provide each studentwith the handout Dale Chihuly/Dale Chi-Who?-ly on page 26.and research will help answer theirquestions.T H E C H I L D R EN’S MU S EU M O F I NDI ANAPO L I S 20069
LESSON 1EXPERIENCE1in adult life or not, these studentsdevelop skills and attitudes that changetheir lives for the better. Ask students:Why is teamworkimportant in glassblowing? Why doyou think teamwork is important toDale Chihuly? How does he help kidsand other people in the community?Two students at Hilltop Artists in Residence work as a glassblowing team in the school hot shop.Photo courtesy of Brian SullivanWhy do you think he does this?CHIHULY AND COMMUNITYChihuly’s work as an artist isdeeply influenced by his sense ofcommunity. As a young man hewatched European glassblowersand realized that their synchronized teamwork was an expres-sion of their membership in aclose-knit community that insome ways was like a family. Later,Chihuly applied this understandingto the creation of his own glassblowing teams and in his civicwork as well. Chihuly hascontributed a great deal to thedevelopment of Seattle andnearby areas. His efforts havehelped to spark an artistic,economic and social revival in hishometown of Tacoma,Wash.10 Discuss students’ responses to questions about teamwork and Chihuly’sprojects to help young people. Explainhow Chihuly has used his talents asan artist to help his community. Ask students what they would like todo to help other people at home andschool. If your school has a service-In 1994 Chihuly and two long-timecolleagues, Kathy Kaperick and CharlieParriot, founded the Hilltop Artists inResidence program in Tacoma’s Hilltopneighborhood. Here, Chihuly and fellowartists helped to convert a former industrial arts classroom in a local middleschool into a glassblowing studio.TheHilltop program reaches out to youngpeople at risk of dropping out of schoolor facing trouble with the law byproviding glass arts and alternativeacademic programs. Chihuly believes thatworking on glassblowing teams can helplearning program, discuss the differenttypes of projects that have beenplanned and carried out by students. Introduce the Chihuly Notebookand explain that it will be used torecord information and to plan theirartworks. Ask them to write theirnames on the inside of the frontcover and leave the cover blank for afuture artwork of their own. Have students use the first page towrite a paragraph about one thingthey would like to do to help theircommunity.these teenagers avoid gang membershipand crime as they become part of aconstructive and supportive communityof artists. About 500 young peopleparticipate each year in Hilltop programsthat help them learn the importance ofindividual responsibility and teamwork.Whether they decide to become artistsFIREWORKS OF GLASS THE ART OF DALE CHIHULY
EXPERIENCELESSON 12EXPERIENCE 2IN LIVING COLORIn this experience, students learn why light is important in viewing aglass sculpture and explore the ways that Chihuly experiments withLight, forms and color interact in the Fireworks of Glass Ceiling.INDIANA’S ACADEMIC STANDARDSVisual ArtsStandard 1: Responding to Art — History: 3.1.1, 4.1.1, 5.1.1Standard 3: Responding to Art — Criticism: 3.3.1, 3.3.3, 4.3.1, 4.3.3, 5.3.1, 5.3.3T H E C H I L D R EN’S MU S EU M O F I NDI ANAPO L I S 2006Photo by Teresa Rishel, Chihuly Studiocolor in his work.“I cannot understand it whenpeople say they don’t like aparticular color. How on earthcan you not like a color?”— Dale Chihuly, 199611
LESSON 1EXPERIENCEPROCEDURES Tell students that now, after findinganswers to some of their questionsabout Dale Chihuly, it is time toexamine his works of art more closely.Return to the images of the Tower. Ask students where they think theycould see this sculpture.After discussion, explain that it is at TheChildren’s Museum. Ask students what name they wouldgive to this artwork. Encouragestudents to come up with as manydifferent titles as possible.Ask them Have students think about how thetime of day, weather and season of theyear would make a difference in theway natural light interacts with a glasssculpture.Ask students:“Do you thinkit is possible that a glass sculpturemight look different each time you seeit? Why or why not?” Have students observe one of theglass objects from the classroomcollection as they experiment withdifferent light sources, such as sunlight,2 Discuss the different effects the lightsources have on clear and coloredglass. Have students record theirobservations in their ChihulyNotebooks. Explain to students that Chihuly isfascinated by the way glass,
Chihuly,and discover how he has become the modern maestro of glass.They learn how Chihuly works with a team and how he uses his art to help children and youths build character and a sense of community.Students explore the ways that Chihuly uses his skills and creativity as he works.They use their own obser-vational skills to create a sketch
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