To increase students' environmental awareness, use insects as a theme for this kinetic structure. Inform students that there is both ecological balance found in nature and artistic balance that is seen in mobile structures. Insects are visually complex, show great variety, and have small body structures that lend themselves to close observation. Their countless numbers and variety offer endless possibilities. Their physical qualities have both a linear aspect and a three-dimensional form that shows volume.

Problem:
Students will create a model of an insect of their choice. The linear structure will be covered selectively with rice paper, exposing the interior structure as well as the exterior form of the selected insect.

Students will work cooperatively to combine these structures to create a series of five large mobiles that are site specific for public viewing.

Materials:
natural wicker reed, lightweight, round
white glue
white or natural color string
rice paper
10 lb. fishing line
1/4" wooden dowel rods, 36" long
1/4" steel rods, 5' and 6' long
"snap" fishing swivel

Start Up Activity:
Secure visual resources about insects and a video on Alexander Calder (An older, but excellent, video is Mobile by Alexander Colder, produced by the National Gallery, Washington, DC in 1979.) List the following goals to help students focus on the purpose, process, and content of the project.

Students will:
understand what kinetic sculptures are and how time affects viewers' perceptions of them.
Understand symmetrical and asymmetrical balance
understand the relationship of this project to art history as a result of their in-depth study of Calder ad his influence on other artists.
Understand the importance of art in public spaces.
Gain a greater understanding of three-dimensional structures.
Increase their awareness of the environment and the world of insects.
Understand that art functions as a means to increase knowledge in all content areas (Students will gain specific knowledge as a result of this project relative to the structure of insects.)

Process:
Students begin by researching the variety of insect forms, using the resources of the science department as well as the library and internet. As they begin their initial line drawings, show students the work of Alberto Giacometti and Henry Moore. Both sculptors offer a loose linear drawing style that exhibits a quality of created volume, which the artists later translate to their sculptures. Point out that the way Giacometti and Moore express volume in their drawings is quite different from the way they express it in their sculptures. Help them to understand the Moore uses large fluid forms to create mass, while Giacometti uses tall linear structures to imply volume and create a sense of power. During the opening phase of the project, show students a video that deals with the significant contributions of Alexander Calder. (A video will work better than still images because it shows the movement in Calder's work.)

Have students first look at insects as linear skeletal forms, while soaking the wicker reed in water for thirty minutes to insure bendability. Then have them develop the insects into small three-dimensional linear sculptures. Guide students to bent, cut, and tie the wicker with string. After each section is knotted together, have students apply white glue to the intersection, adding strength to the overall structure. As the insects take form, emphasize visual planes by gluing white rice paper over sections of these skeletal forms. Rice paper has both strength and durability. Using watered-down white glue over the rice paper planes after then have dried will add to the overall strength of the form. The addition of rice paper can be done symmetrically, but let students decide what they think would look best. Encourage students to cover about half of the structure as this will allow the viewer to appreciate both the linear aspects and the over-all form. For aesthetic reasons and to focus the viewer on the structure of each insect, leave the color of the materials natural.

When finished, have students begin the process of combining their individual units to form large mobiles. The individual three-dimensional projects are hung with 10 lb. fishing line from 1/4" wooden dowel rods, 36" long. Have students problem solve as a group to decide which six to eight insects to combine to produce each mobile structure. Use 5' - 6' steel rods (1/4") at the top part of the mobile. At the end of each dowel place a "snap" fishing swivel to create greater mobility. Remind students that balance, design, and movement are all important aspects of the final piece. Construct the combined units in the middle of the artroom. Have students work together to decide where to install the mobiles and then to obtain the necessary permissions. Large, open, vaulted ceiling spaces are ideal.

Student Choices:
specific subject and its development
overall final structure

Evaluation:
As students to examine their insect structure and evaluate it in terms of how closely it resembles the original visual example from which they worked.

Have students reflect on their progress. Ask:
Was your insect structure well constructed?
Can the viewer identify clear differences among the various insects?
How difficult was it to physically and visually balance each mobile?

Results / Observations:
Students worked through this problem well. Their major stumbling block, which occurred during the first three days of construction, involved the initial bending and tying of the wicker forms. Most students experienced a fair amount of frustration as they began in linear form. It was hard for student to conceptualize a complete three-dimensional model as the form was first being developed. Line by line, each piece of bent wicker was tied to form a shape and connect to another. After overcoming this hurdle, the rest of the project went smoothly. Students' work was placed on permanent exhibit in the school hallway leading to the new science wing. The location proved ideal as the high ceiling offered excellent light and it was an area frequented by students and visitors alike.

Conclusion:
Fifty high school students understood, developed, and worked cooperatively to create five large mobile structures. Students increased their awareness of the structure of insects and of balance in the environment as they created their mobiles. The balance and rhythm of students' completed pieces serves as a metaphor for the cooperative spirit that made it possible to create this large and complicated floating structure.