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How we see the world,
My point of view versus your point of view

We will talk in class about what perspective is and how it is different for different people.

Then we will walk out to the sculpture and stand in a circle around it, perhaps holding hands and describing what we see.
Main goal: discuss perspective of individuals and then broaden this perspective based on looking at the meeting sculpture....shapes and how we see things differently based on who we are.  Each child will look at the sculpture from their own perspective, find their favorite side of the sculpture. Look at it and describe it from where they are, hold hands in a big circle, take a step to the left, how did that change your perspective?

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Symbolizes two fantasy worlds encountered.

The artist got a big wish fulfilled by involving LEGO Technic figure, created in a proper scale with legal permission from the LEGO Company.
Bronze and concrete.

Acquired 2001

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Remember the story? - written by the poet and pilot Antoine Saint-Exupery - about imagination, sincerity and knowledge of human nature. Here are some of the characters.
The first group of sculptures from 1996 stands at Fuglebjerg school.

Acquired 2010

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The bench is no. 2 of a total of 7 versions. Is machined from a block of aluminum, the top is inlaid corian in narrow recessed grooves that make the surface nice to sit on. The paint is black automobile paint.
The sculpture is like several other of Cronhammar works created in the borderland between art, design and architecture.

Acquired 2011

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Blue-Rønne granite and galvanized iron.
Jens Chr. Jensen things Locater - materials in many of his smaller sculptures and assemblages are creative cultural history.

Acquired in 2004

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Granite.
The large, monumental sculpture park's first work.
Niels Peter Bruun believes that a sculpture must challenge the space and the viewer. And he says "Nothing is indestructible, but the stone continues nevertheless to something more than, say, a delicate watercolor".

Acquired in 1991

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Polished steel.
The sculpture invites the shape and reflections for interaction.

Acquired in 2012

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The bronze and granite.

The artist creates both classic sculptures and contemporary there with grotesque forms expressing criticism of bad qualities, lust for power and the like as well as several of Andersen's fairy tales.

Acquired in 1993

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Granite and bronze.
"Have the woman" was the artist's neighbor, Sigrid. Sigrid was occupied by soil and plants and was the model for several of Lotte Olsens sculptures.

Acquired in 1997

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Bronze on granite base.
For many years, Prince Henrik been preoccupied with fabulous animal in both the poem and the sculpture's three-dimensional shape.

Acquired in 2016

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Granite and Corten steel. Right from childhood was Thorkild Hoffmann busy sculptures. He has never forgotten how he played on and around Kai Nielsens sculptures. Has worked extensively with blue Ronne granite and black, Swedish diabase. Now he buys also stone from China, including Black Pearl with a beautiful dark color.

Acquired in 1996

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Granite and copper. The animals on the ark visions different depending on the weather! There is magic in the sculpture.

Acquired in 1992

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by Gundhild Rudjord and Esben Lyngså Madsen

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by Gundhild Rudjord and Esben Lyngså Madsen

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Earthenware and iron. Dimensions: 240x220 cm. A disk-structure which is also known to Gaudi. Used computer technology in the construction. Manufactured Tommerup Ceramic Workshop, Northern Europe's largest of its kind.

Acquired in 2004

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Granite.
The sculptures have long been polished by many children downs. Was part of the big summer exhibition in 1993.

Acquired in 1993

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Balancing Act consists of a series of sculptures, created on the occasion of the UN Decade of Education for Sustainable Development. Balancing Act is a symbol of the balance that sustainability requires. Often holds figures only right balance, but stands up, which indicates that we can find a sustainable balance if we work hard.

Acquired 2011

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Bronze.
Divan is Sculpture Park's most central seat and the warmest summer.
Many of the artist's works appear as architectural character of the room. The artist works include with computer art and reliefs in a versatile material.

Acquired in 1994

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Corten steel. Beautiful example of minimalism - in large size. The sculpture is a nice playground for children in summer and winter.

Acquired in 1993

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Painted stainless steel.
The sculpture invites naturally to interaction of the single telescope of about two meters, giving a look to it, kissing the yellow head.
In China, yellow a distinguished color. Once it was the color reserved for the emperor. Yellow is considered to be China's main color, and it symbolizes the sun, gold, health, cheerfulness and power. Yellow is therefore a friendly color and has nothing to do with jealousy and deceit to do that here in the West.

Acquired in 2016

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The sculpture is called colloquially "Pyramids" of the many children who attended and their families. Between the two parts is ceramic sculpture stepping stones, one for each part in the work's genesis and decorated by each one.

Acquired 2008

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How we are different, things look different from different angles

Look for specific shapes and letters, do you recognize anything?

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Which side do you like best? Take a picture of it - does it resemble anything? A boat, a shoe, a mug?

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Bring in five black bags/suitcases, one per table, with different materials in it.

Tell the children we’ll find out what we have inside the suitcase. But they cannot see these, only feel.

Have children feel inside the suitcase, blindfolded.

Have children describe what they are feeling: the texture, the temperature, what color do they think it is.

Have the children go out around school to try to find the same material as in their bags/suitcases.

Gather. Share. Open the bags/suitcases. Compare.

Show children the sculpture picture. Ask: what does it look like? what do you think it feels like? how tall do you think it is? Is it heavy? List all the children's predictions and bring along the sculpture hunting.
Go sculpture hunting!

Sing along: We're going on a sculpture hunt, we're going to catch a big one. What a beautiful day! we're not scared!
Oh no! Dog poo! Sticky stinky poo! We can't go under it, we can't go through it, we have to go over it!

Continue with the lyrics, making them up as we walk, looking for our sculpture. When we find it, have the children see if their predictions about texture, temperature, height, were correct. Document findings.

Invite the children to create their own sculptures. Have them collect and choose the materials they want from outside.

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Starting the lesson out with a mirror game, where they have to stand in front of each other in pairs and then they have to mirror each other and copy their movements.
It is a mime game, so there is no voices.

2 people is standing in front of the mirror, and then they have to draw themselves with what they are seeing - So it could be Nelli with Birgir's arms.

Someone is standing in the middle and the others are around drawing him/her from the way they see,  to and then they have to show eachother their pictures, so that they can see that people are also 3D

Helps with self-awareness,  concentration, team work, social skills and creativity.

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Students work in groups of three. They gather around the sculpture and brainstorm ideas about who this woman is/was and what she does. Students can bring an electronic device that can capture QR-codes. There is a QR-code that can tell them some background information on who this woman was. So they should now have fact and fiction about this mysterious woman collected. 

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Students work in groups of three. They gather around the sculpture and brainstorm ideas about who this woman is/was and what she does. Students can bring an electronic device that can capture QR-codes. There is a QR-code that can tell them some background information on who this woman was. So they should now have fact and fiction about this mysterious woman collected. 

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They take notes in their journals. On one page they write down the story, they have imagined and on another page, they write down the information they got from the QR-code, which they scanned earlier.

The groups then go to the LEIS room and find a box of StoryStarter. Each group is then responsible for building the story about the mysterious woman out of LEGO and have a total of 3 scenes. One scene for each LEGO plate.

When done with building, they share their stories to the other groups and the other groups give them constructive feedback. They have time to contemplate and continue building. Afterwards, they share their final builds with the rest of the class.

Hopefully, the groups will give us multiple perspectives about who this woman is, and we can collect stories that have many different types of genres.

Students who are finished earlier can use StoryVisualizer to transfer the story to a cartoon.

At the very end, students then get to act out the story in front of the class based on the story they decided to build. All acts should have the woman as the protagonist.

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Lesson Plan
Wonder: Explore and discuss the bench sculpture and compare it to other benches in the Billund center area.

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Students are working in pairs. They are asked to create their own learner profile words. They can use these two sculptures just to have an idea and to get an inspiration about how it looks to be thinker and balanced.
Students  need to work with their partner to decide on their design. Each pair chooses a learner profile word to focus on and they need to build their own sculpture using wire.
In the end, we can display their sculptures in front of the balanced and reflective ones on wooden sticks so that they look similar to the original ones. Students can take a photo of their creation using forced perspective. Once everyone is done, students can go around and see what their classmates have made and they can give constructive feedback to each one of the sculptures.

This activity will help students to visualise and gain a deep understanding of the IB learner profile words. At the same time, they need to share ideas, develop their negotiationg skills and be creative to reach to their final product.

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Corten steel.
Good example of constructivism. In the painting the artist worked consistently with the black and white image.

Acquired in 1995

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Lesson plan for : "Healthy bodies on the horizon"Warm-up: run two laps around the sculpture. For extra challenge, run one more while doing squats and singing I’m beautiful!Stretching the legs where one leg will be resting on the granite as far up as you can stretch and the other foot planted on the ground. Reach the sky! Shake the sillies out!Main: Workout routine example: of 10 squats, 10 press ups, 10 sit-ups, 10 flute legs and 10 crunches. Have a dice representing each one of these activities and then, once landed, we would do that one. The remaining number on the dice will be the child’s choice for muscle to work on.Then, they can create their own routine making sure that are working all their muscles. Then, practice it with a colleague. Cool down: Heel stretch, full body stretch, dance around the sculpture. 

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Lesson plan for : "Healthy bodies on the horizon"Warm-up: run two laps around the sculpture. For extra challenge, run one more while doing squats and singing I’m beautiful!Stretching the legs where one leg will be resting on the granite as far up as you can stretch and the other foot planted on the ground. Reach the sky! Shake the sillies out!Main: Workout routine example: of 10 squats, 10 press ups, 10 sit-ups, 10 flute legs and 10 crunches. Have a dice representing each one of these activities and then, once landed, we would do that one. The remaining number on the dice will be the child’s choice for muscle to work on.Then, they can create their own routine making sure that are working all their muscles. Then, practice it with a colleague. Cool down: Heel stretch, full body stretch, dance around the sculpture. 

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Once open a time, there was a happy village in the kingdom of Billund, where everyone helped each other and cared for the community. One day the sneaky fox-lady came to the village and got jealous of all the happiness. She tempted the little prince, by telling him he could rule the kingdom all by himself by taking away all the hearts of the citizens. The little prince got convinced by the thought of all the power he could get. He started to collect the hearts one by one, and soon the Happy village turn into The heartless village - overshadowed by sadness and fear. The Prince soon regretted his choice since he was feeling lonely and misses the love from his dad, but the prince can't put back the hearts himself, he needs help from Queen/King of heart from the Kingdom of ISB. The defenders are the fox-ladys helpers, who doesn't what strangers to enter the village.

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Main goal: An early introduction to geometry: pyramids and types of pyramids (for example triangle based pyramid).

How:
The children will be invited to explore and see the pyramids.
The children will be asked to make two pyramids using their bodies and finding a way to connect it  (just like the sculpture).

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FYI! The Gym Door WAS OPEN!!...but always remember to carry your dis-alarm code before starting a Playful Experience Activity, unless you want to meet a Lego Security Officer!

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Rules:
There's a  Queen/King of heart from the Kingdom of ISB and there's defenders. (Fox-lady's helpers)
The defenders have to make a circle and hold each others hands around a sculpture (If alot of kids, 2 sculptures). The Queen/King has the sculptures heart and needs to put it back, so he needs to get through the defenders while they are trying to not let him through. If there's 2 sculptures there can be 2  Queens/Kings.

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The students should have a ipad/phone with a downloaded gps  quiz app.  Beforehand you create a treasure map of the sculpture park with a multiple choice question at each sculpture.
As a follow up you can ask them to focus on one particular sculpture and recreate the sculpture using materials in CS. (not actually get naked )
The choice comes with challenging them to get the quiz done as a time  trial, choosing who they work with and deciding amongst each other if the questions are answered correctly.
Wonder is found in the novelty of exploring the sculpture park, not just running through to get to the swimming pool.
Delight is in the competing, anticipation perhaps being silly. It is a naked woman and I have not been even slightly rude!

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Every wednesday we are going for a walk out of the school, we are using our Unit "Amazing me" Our goal is the  kids will be physical active, by using their bodies, imagination, having fun,to be social .  

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Every wednesday we are going for a walk out of the school, we are using our Unit "Amazing me" Our goal is the  kids will be physical active, by using their bodies, imagination, having fun,to be social .  

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They are playing hide and seek,
and using it for a climbing rack.
They are imaging that it is a dinosaur egg.
They are also lerning about coulors and shapes as well as using it as a cave.

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Activity 1.  Who Can find and recognise a square, a rectangle, a circle....

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Activity 1.  Who Can find and recognise a square, a rectangle, a circle....

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The children will start on the "Blue Square" and run to whatever shapes they recognise within the sculptures. They will have time to explore and climb on the shapes.

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22 September 2017

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Design your own type of bench sculpture to support a family of 10 Lego people.  Students give feedback to eachother about their designs.

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Throw the ball through the shapes (rectangle and circle) with a partner.

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Up one side, down the other..."how many sides does a triangle have?"

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Taking turns and taking risks!  Adriana was very focused when it came to her turn, it was tricky but she succeeded.

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Using materials you can find in the woods/creator space  create and test your bench. Students reflect on the process and consider what they would do differently next time.

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How many can fit?   Can you balance, do you need to hold on to each other? How can you support/help your friend?

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Activity 5. What shapes can you make with your body using the sculptures?

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Activity 5. What shapes can you make with your body using the sculptures?

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Case file the envelope with the clues and magnifying glass

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Case file the envelope with the clues and magnifying glass

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We start the lesson by reading aloud the letter from the CEO of LEGO Foundation. Five teams - each get an envelope with the letter and the pictures of all sculptures and the clues. They get magnifying glasses.  We then send the students outside in their teams - “You have 20 minutes to solve the case and return to the classroom”. After the treasure hunt back in the class:The students sit in their groups and we ask them:Who is the LEGO agent shaking hands with?Why are they shaking hands?Why have they turned into a sculpture?We ask the students to:Build the feeling you get when you see the sculpture (picture). We use Build to Express!Let the students present their buildings to each other and then we group them into various feelings. The students will see that we respond to works of art in various ways.  Remember to take pictures of the buildings The small gift is Liquorish pipes.At the end of the lesson we do a mindmap - what is art?  Extended lesson ideas: Math - Measurements, 1:5 scale.  English - write a story (e.g.Why are they shaking hands?)!

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We start the lesson by reading aloud the letter from the CEO of LEGO Foundation. Five teams - each get an envelope with the letter and the pictures of all sculptures and the clues. They get magnifying glasses.  We then send the students outside in their teams - “You have 20 minutes to solve the case and return to the classroom”. After the treasure hunt back in the class:The students sit in their groups and we ask them:Who is the LEGO agent shaking hands with?Why are they shaking hands?Why have they turned into a sculpture?We ask the students to:Build the feeling you get when you see the sculpture (picture). We use Build to Express!Let the students present their buildings to each other and then we group them into various feelings. The students will see that we respond to works of art in various ways.  Remember to take pictures of the buildings The small gift is Liquorish pipes.At the end of the lesson we do a mindmap - what is art?  Extended lesson ideas: Math - Measurements, 1:5 scale.  English - write a story (e.g.Why are they shaking hands?)!

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Adriana tried to make a triangle...but she needs a friend to help.  Ines made a rectangle with her body! She did this all by herself

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Adriana tried to make a triangle...but she needs a friend to help.  Ines made a rectangle with her body! She did this all by herself

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(Sorry, we thought it was a flower)

Materials:
chalk.
Prediction/recording sheet
pencils and paper/book

Task 1: How many children..?
- can fit on top.
- can fit underneath
- can fit on the flower itself
- can climb up whilst holding onto each other (don't break the chain)

Predict how many before each task, and note down the answer after.

Reflect on roles and comfort zones, their surroundings too.

Task 2: I see, I think, I wonder whilst sat on/under/around the sculpture use chalk to write down what you see/think/wonder.
Compare with others.
Use these ideas to pool into a word bank for poetry writing.

Try this in different seasons, and compare at the end of the year/compile into a class anthology.

In smaller groups:
Relay race a version of 'I see'.

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Class: M6
Subject: Art/English/Danish Hybrid

Starter:

Important: Do not give students the title of the sculpture. This lesson depends on individual perspective and should not be influenced by the artist's intention.

Ask students to walk around the sculpture and then to stand either in front or behind the sculpted head. Once divided into 2 groups, ask students to discuss amongst themselves why they chose to stand on this side.

Main:

1. Ask students to assemble in a semi-circle facing the sculpture. Sketch what you see, paying particular attention to texture and shadow.

2. Provide students with a small pad of Post-It notes. Students are to write adjectives which describe their response to the sculpture and stick them to the part of the sculpture they consider most applicable. These adjectives could refer to the physical appearance of the piece or the students' emotional response to the work. The teacher should take a photographic record of what the students write.

4. Return to the classroom. Students are to write a story in their Danish class about the figure of the sculpture. This should focus on what happened before the moment sculpted, the perspective of the baby in the piece and then what happens after the moment in the sculpture. The language focus should be on tense

Plenary

Lead the students in a discussion of how appearance affects how we perceive people in society and how individuals may have completely different perspectives. Do we perceive the sculpture as appealing or repulsive?

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Traditional Tales Unit
lesson plan:

We are going to talk about fabulous  animals in our unit about traditional tales.

We are going to take the children to the sculpture park to see the Prince Henrik`s “Fabeldyr”.

We will ask the children ”what do you see? What is it made of,” asking open ended questions.

We will document by taking pictures and videos.

In the classroom we will use pictures of different animal parts, cut out, to be stuck on, and printed in 3D, to make their own fantasy animals.

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Joyful:
- The opportunity to show their work to each other.
- The sculpture is playful in itself therefore it would encourage students to joke and laugh about what illustrations they could come up with.
Meaningful:
- It brings up social issues of how we see people differently. Therefore it makes us think differently.

Social Interactions:
- Discussing the sculture first and choosing where to place themselves in relation to the sculpture.
Group interaction by applying post it notes on the sculpture to describe the artwork.

Iterative:
In the process of writing and group reflection.

Actively Engaging.
By drawing illustrations for the sculpture telling a story about the character.

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On top

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Underneath

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Team work

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LessonplanUnit in P1Wonder:Walk with the children to the sculptureSit in a circle - I See I Think I WonderWhat can it be used for? Why is it here?Go and touch it. How does it feel?If you were Claus Andersen how would you have made it?Skill: we want the children to learn that a piece of furniture can be used for different things and purposesLadder is a bookshelf (show the picture) DelightCreate a sculpture that Fred the Frog can sit on, because he also would like to go to the sculpture park, and sit on a sculptureMaterials: free choice in creator space + LEGO circleThe children present their sculptureFred the Frog tries out all the sculptures

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LessonplanUnit in P1Wonder:Walk with the children to the sculptureSit in a circle - I See I Think I WonderWhat can it be used for? Why is it here?Go and touch it. How does it feel?If you were Claus Andersen how would you have made it?Skill: we want the children to learn that a piece of furniture can be used for different things and purposesLadder is a bookshelf (show the picture) DelightCreate a sculpture that Fred the Frog can sit on, because he also would like to go to the sculpture park, and sit on a sculptureMaterials: free choice in creator space + LEGO circleThe children present their sculptureFred the Frog tries out all the sculptures

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Ta Da!