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Moore's Smooth Sculptures

Learn about Henry Moore's way of seeing shapes as you create your own simple, flowing sculpture.

  • Grade 4
    Grade 5
    Grade 6
  • Multiple Lesson Periods
  • Directions

    1. Sculptor Henry Moore was born in England in 1898. His sculptures are simple and flowing. Invite students to learn more about Moore and his work. Organize text and electronic resources for students to use during this research. Once the investigation is complete, provide time for students to share their learning with classmates.
    2. In preparation for creating their own sculptures in Moore's manner, students look closely at Henry Moore's sculptures to notice how simple and flowing his forms are. Ask students to observe their favorite animals, or analyze one in a photograph. If there is access to a live animal, wait until the animal is standing or lying quietly. Make a simple sketch of the animal with Crayola® Erasable Colored Pencils. Break down the forms seen into simple shapes. If using a photograph, focus on the largest part of the animal first, and simplify the shapes that are seen.
    3. Have students study their drawings. Connect the shapes to each other with curved, flowing lines.
    4. Students choose one color of Crayola Model Magic to make a simplified shape of the animal body. To add one shape to another, moisten the separate parts with fingers, then carefully seam them together, smoothing over the area joined.
    5. Add a few details with black and white Model Magic. Allow time to air-dry overnight.
    6. In preparation for displaying student sculptures, students write a summary paragraph reflecting their learning about Henry Moore and his sculptures. Encourage students, as well, to include how they incorporated Moore's style into the creation of their own sculptures.
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

    LA: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

    LA: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    MATH: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

    SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.

    SS: Identify and describe ways family, groups, and community influence the individual's daily life and personal choices.

    SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

    VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

    VA: Analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry.

  • Adaptations

    Possible classroom resource includes: The Drawings of Henry Moore by Andrew Causey

    Students write a summary paragraph to accompany their sculpture. In the paragraph, students explain how they followed Moore's smooth, flowing style. Display student sculptures in a public place for viewing.

    Students tour the display area containing their sculptures. Students select 4 or 5 sculptures of classmates to write comment cards on. The comments should be focused on how the sculpture follows Moore's technique.

    Encourage students to create a simplified human form by drawing a person, then making the body thinker and simpler than it looks in real life. Pose the human sculpture in different positions until the student finds one that is graceful and flowing. Smooth out any abrupt changes in the sculpture and display it with a summary paragraph.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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