Paper Quilling
3D & Craft Lesson for High School
Five—Hour and Thirty Minute Class Periods
Enduring Idea
Throughout times and across cultures, artists use
paper in a variety of ways to create a work of art.
LESSON SUMMARY
Yulia Brodskaya is a well rounded artist that started exploring with using paper
in unique ways. She discovered the technique that she later realized is called
quilling. By using the technique of quilling, Yulia creates inspiring artworks
with extensive detail. Throughout this lesson, students will be exploring the
work of Yulia and other various paper quilling artists. Students will experiment
creating different variations of paper quills, sketch an illustration that they
would like to complete and create a plan for their final piece using colored
pencils to coordinate with the paper quills. Students will use their sketch to
assist them in creating their final piece. Students are expected to learn patience
and extensive planning skills while completing their paper quill illustration.
ARTISTS & ARTWORKS
Yulia Brodskaya is a contemporary artist that uses the techniques of paper
quilling in some of her work. She expresses her fascination with paper and her
exploration of finding her way of working with paper.
KEY CONCEPTS
– Paper can be used in a variety of ways and is up to the artist to
discover how it can be used differently
– Artists define who they are through the subject matter that they
choose for a work of art
– Art takes planning, preparation, and patience to create a work
that is well executed with a concept
STANDARDS
PA STANDARDS: ARTS & HUMANITIES
9.1.12.A: Know and use the elements and principles of each
art form to create works in the arts and humanities.
Visual Arts—Elements (Color, Form/Shape,
ESSENTIAL QUESTIONS
– How can you use paper?
– How can your art define who you are?
– What steps should we take before
creating a final piece of art?
Line, Texture, Value) & Principles (Contrast, Emphasis, Movement, Proportion, Unity)
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to
produce, review and revise original works in the arts.
Visual Arts—Draw, craft, sculpt
9.1.12.E: Delineate a unifying theme through the production of a work of art that reflects skills in media
processes and techniques.
9.1.12.H: Incorporate the effective and safe use of materials, equipment and tools into the production of
works in the arts at work and performance spaces.
Evaluate the use and applications of materials.
Evaluate differences among selected physical space/environment.
Evaluate the use and apply safe methods for storing materials in the arts.
9.3.12.A: Explain and apply the critical examination processes of works in the arts and humanities
PA STANDARDS FOR OTHER DISCIPLINES
WRITING & LISTENING
1.5.12.C: Write with controlled and/or subtle organization.
1.5.12.F: Use grade appropriate conventions of language when writing and editing.
1.6.12.A: Listen critically and respond to others in small and large group situations.
SAFETY
10.3.9.C: Analyze and apply strategies to avoid/manage conflict and violence during
adolescence. (Could be depended upon the area of the school district)
INTERDISCIPLINARY CONNECTIONS
PA COMMON CORE
ENGLISH LANGUAGE ARTS
CC.1.4.11-12.F: Demonstrate a grade
appropriate command of the
conventions of standard English
grammar and spelling.
CC.1.4.11-12.J: Create organization that
logically sequences claim(s),
counterclaims, reasons, and evidence.
CC.1.5.11-12.A: Initiate and participate
effectively in a range of collaborative
discussions on grades level topics,
texts, and issues, building on
others’ ideas and expressing their own
clearly and persuasively.
CC.1.5.11-12.D: Present information, findings,
and supporting evidence, conveying
a clear and distinct perspective;
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
Students will be looking a the work of Yulia Brodskaya
and making connections to her artwork by having a class
discussion about her work and her background as well
as the time and planning it takes to create that type of
artwork and why an artist would choose to take that much
time to create something. We will also take the time to
discuss personality and expressing who you are and how
artists do that through subject matter, color choices, and
medium exploration.
At the end of the lesson, students will be writing a
reflection on their piece and the process of creating it by
discussing various items such as:
– Why did you choose your subject matter?
– Did things go as planned?
– What worked well? What did not?
– What things would you have done differently if
creating this piece a second time?
Students will also be using math skills during their lesson
by measuring and cutting appropriate length pieces of
paper to use while quilling. Students will be expected to
plan out the piece before hand, therefore students will
be working on skills that involve organization and time
management in order to get the project done in a timely
manner.
OBJECTIVES
The students will...
KNOWLEDGE
– Recall basic measuring skills by using a ruler to measure and cut
paper for quilling
– Identify and create various techniques of paper quilling
SKILLS
– Examine the work of Yulia Brodskaya through a power point
presentation and class discussion about her process
– Develop drawing and planning skills by creating thumbnail sketches
of artwork before creating final piece
– Demonstrate progression in craftsmanship and creativity by
completing a well crafted paper quilling artwork
DISPOSITIONS
– Develop and exhibit specific work habits, attitudes, and student
interpersonal skill while working on the project
– Demonstrate appropriate behavior for other’s personal space and
ideas while participating in class discussions and demonstrations
– Properly use and care for materials in the room
INSTRUCTIONAL PROCEDURES
DAY ONE
Motivation (20-30 minutes)
Students will be greeted at the door by the teacher and told to put their
books on the shelves and take their seats. On the table students will have a piece
of paper and lots of colored construction paper. Students will be asked to create
something out of the paper in the first 15-20 minutes of class using the paper in
front of them. They will be told to think about the properties of paper and how
it can be transformed into something else. Once all students have completed
this task we will take the opportunity to share what we have created and discuss
the thought processes behind what the students created.
Development (40-50 minutes)
From that discussion, we will begin to take a look at the work of Yulia
Brodskaya and discuss the technique of paper quilling through a power point
presentation. Some things we will talk about include: The process of her work
and the planning that goes into her work, the materials, colors, and subject
matter of her work, we will read her artist statements and analyze how it can
relate to us, and how artists make art for themselves. It is important for students
to learn how to express who they are through their art. They can do this through
the colors they use, the subject matter they choose, and the medium that they
create the art in. All of these items show the personality and interest of the artist.
After discussing paper quilling and the time and patience that it takes, students
will take the rest of class to practice different techniques on a worksheet that
has the different techniques labeled. The teacher will have an example of the
worksheet that the students can look at when creating this shapes. The teacher
ASSESSMENT
PRE-ASSESSMENT
The students will be assessed on
their knowledge of paper quilling
prior to the power point through a
quick class discussion. (Discussion
Checklist)
FORMATIVE ASSESSMENT
The teacher will assess students’
interpersonal skills, work habits,
and attitudes by completing the
Dispositions Teacher’s Log.
The students will be assessed
on project guidelines by the
teacher prompting questions
throughout the lesson. Exit Passes
and In Progress Critiques will be
completed if needed to check for
understanding.
SUMMATIVE ASSESSMENT
The teacher will determine
the students knowledge about
paper quilling, drawing and
planning skills, work habits, and
craftsmanship by completing the
Paper Quilling Rubric. (Attached at
the end of lesson)
SUPPLIES
– White Paper (Various sizes depending on student preference)
– Paper for Thumbnails
– Colored Pencils
– Large Variety of Colored Paper
– Scissors
– Glue
– Toothpicks
– Brushes
should demonstrate how to create each shape as a class. While they work, they
will be told to think about the subject matter that they would like to use for a final
piece. (Think about landscapes or objects)
Culmination (5 minutes)
At the end of class students will be asked which technique was their
favorite and which was the most difficult for them to complete. Students will be
given the opportunity to share the subject matter that they might be using for
their final piece. For homework: If students have not already thought of a subject
matter, they will be asked to do so for next class so that they are ready to move on.
DAY TWO
Motivation (5 minutes)
The teacher will greet the students at the door and have them put their
things on the shelves and take their seats. We will begin by discussing our
subject matters for our artwork. Students will have the opportunity to share
their subject with the class. The teacher will introduce the next step in the
project which is creating thumbnail sketches of their idea and then coloring it
to coordinate with the color paper that they will be using.
Development (80 minutes)
Students will be completing 3 thumbnail sketches for what they want
to do. Once they do 3 they will show them to the teacher and have a short
discussion about which one they are leaning towards. Once students have
chosen 1 or ideas from different ones then they will create a final sketch using
the colors they plan on using for the paper quilling and thinking about the
shapes that they want to use.
Culmination (5 minutes)
At the end of class, students will be asked to complete an exit pass and
state if they have any questions about quilling or how they are going to complete
something. Students will then put all their papers in the their folders for next class.
DAY THREE
Motivation (5 minutes)
The teacher will greet the students at the door and have them put their
things on the shelves and get their papers from their folder. The teacher will
begin the class by reviewing paper quilling and going over any of the questions
from the previous class period.
Development (80 minutes)
The teacher will go over what the students will be completing in class
today. The students will be starting their paper quilling project. Students can
lightly draw in pencil on their final sheet if they need something to look at
when gluing their image. Students should have completed a detailed sketch
before starting their final so that they have something to reference. By the end
of the class the students should be about 1/3 to half way done their final piece.
Students will be putting glue on a plate to dip their paper quill in to glue it onto
the final paper. Students may choose to do a larger image if they like.
Culmination (5 minutes)
The teacher will ask students about any concerns they are having with
the project. There will be a short discussion on making the quills and any tips
that students have found through beginning their piece that they might be able
to share to the class.
DAY FOUR
Motivation (5 minutes)
The teacher will greet the students at the door and have them put their
things on the shelves and get their papers from their folder and the project
from the drying rack. The teacher will review some of the tips that students
shared for how to complete the paper quilling. Students will begin working on
their projects in hopes of finishing them today.
Development (80 minutes)
The students will be working on finishing their projects. The teacher
will be around to help if needed. Students will be asked to try to finish their
projects today, or at least get close to finished.
Culmination (5 minutes)
Students will have a quick in progress gallery walk at the end of class to
TEACHER PREPARATION
RESEARCH
– Researched various artists for a
variety that use paper quilling
– Researched Yalia Brodskaya
– Researched ways of practicing
and planning for art projects
PREPARATION
– Created exemplars for students
to get an idea of what is expected
of them for this project
– Created assessment rubrics,
checklists, worksheets and
power-points
– Planned and practiced
demonstrations for each day
– Cut all necessary paper
WEBSITES
– Pinterest
– http://www.artyulia.com
see how everyones is looking so far. We will have a quick talk about how things
are going and what things are working well/need improvement.
DAY FIVE
Motivation (5 minutes)
The teacher will greet the students at the door and have them put their
things on the shelves and get their papers from their folder and the project from
the drying rack. We will begin by having a class critique about the final works.
Development (40 minutes)
The students will take part in discussing all the work done by the
students taking a look at what is working well, what needs improvement, whose
showcases various elements and principles of design, etc.
Culmination (45 minutes)
Students who need extra time to finish can do so after the critique.
Students who are done will have the have the rest of class to either begin
another paper quilling artwork, do brain teasers, or free draw.
MODIFICATIONS
– Provide handouts of power
points and instructions
– Students with low fine motor
skills can use a pencil to roll
their paper quills instead of a
toothpick
– Provide students with
extra help if needed after
demonstration
– Wear an amplifying device
if needed when talking to the
classroom as a whole
Paper Quilling
3D & Craft Lesson for High School
Five—Hour and Thirty Minute Class Periods
Discussion Checklist
DAY ONE: ( / / )
Intro to paper—see what students can do with it
Power point on Yulia Brodskaya (style, process, subjects)
Discuss paper quilling and what it is
How can an artist express themselves?
Demonstrate how to do paper quilling
DAY T WO: ( / / )
Review paper quilling and what it is
Discuss next step: (thumbnail sketches)
Discuss next step: choosing one and making a colored sketch
DAY TH REE: ( / / )
Discuss working on final piece
Can sketch onto paper before putting on paper quills
Demonstrate gluing onto paper with glue on a plate
DAY FOUR & F I VE (C r itiqu e) : ( / / )
What is working? What is needs improvement?
Why did you choose the subject matter?
Thoughts on paper quilling? Want to do it again? Never again?
Any works stand out?
NOTE S:
Paper Quilling
STUDENT NAME
______________________________________________
DATE
3D & Craft Lesson for High School
_________________________________
Grading Rubric
4 points
KNOWLEDGE
EXCEEDING:
Can the student create and identify
Going above
different paper quilling techniques?
and beyond the
expectations
C RAF TSM AN S HI P
Did the students drawing skills
improve? Did they complete all the
preliminary sketches? Did the student
take their time when completing all
EXCEEDING:
Going above
and beyond the
expectations
3 points
MEETING:
Doing exactly
what is expected
MEETING:
Doing exactly
what is expected
2 points
APPROACHING:
Close to being
able to do what is
expected
APPROACHING:
Close to being
able to do what is
expected
parts of the project?
1 point
BELOW:
Only doing some
of what is asked,
continue to work
harder
BELOW:
Only doing some
of what is asked,
continue to work
harder
ON TASK
Did the student consistently work
on his/her project? Was the student
focused on his/her work at all times?
Did the student portray appropriate
attitudes towards the teacher and
classmates?
(Refer to Dispositions Log)
ADDI TI ONAL CO MME N TS:
EXCEEDING:
Going above
and beyond the
expectations
MEETING:
Doing exactly
what is expected
APPROACHING:
Close to being
able to do what is
expected
BELOW:
Only doing some
of what is asked,
continue to work
harder
Paper Quilling
3D & Craft Lesson for High School
Five—Hour and Thirty Minute Class Periods
Exemplars & Student Work
Paper Quilling
Thumbnail Sketches
NAME
_________________________________
DATE
_________________________________
Please complete 3 thumbnail sketches exploring different subject matters and styles of paper quilling
to express something about you. You can choose between portrait or landscape. If you cannot think of
anything try making a list of things about you (things you like, hobbies, music, artists, etc.)
L IST T H IN G S A B OU T YOU
If you need to write down ideas first you can.
Feel free to look up images on your phone if
you need something to reference.
Paper Quilling
Techniques Practice Sheet
We will be practicing different techniques of paper quilling before completing our thumbnail sketches
for ideas. This will help you get ideas for what you will be capable of doing and get a head start on
brainstorming ideas and how you can create them.
Tight Coil
Loose Coil
Loose Scroll
Tear Drop
Curved Tear Drop
Eye (Marquise)
Leaf
Scrolled Heart
Half Circle
Arrowhead
V-Scroll
Square