Sculpture I Curriculum Victor Central Schools Acknowledgements Shawn Duckworth Senior High Art Teacher Marysue HartzHoltz Senior High Art Teacher
May 11, 2015
Sculpture I Curriculum Victor Central Schools
Acknowledgements Shawn Duckworth Senior High Art Teacher Marysue Hartz-‐Holtz Senior High Art Teacher
New York State Learning Standards for the Visual Arts (Note: performance indicators for 9-‐12 grade level only, see “NYS Standards Art.doc” in
Staff Shared à Art Department Folder) Standard 1: Creating, Performing and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. Commencement Performance Indicators:
• create a collection of art work, in a variety of mediums, based on instructional assignments and individual and collective experiences to explore perceptions, ideas, and viewpoints
• create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images
• demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition
• reflect on their developing work to determine the effectiveness of selected mediums and techniques for conveying meaning and adjust their decisions accordingly
Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Commencement Performance Indicators:
• select and use mediums and processes that communicate intended meaning in their art works, and exhibit competence in at least two mediums
• use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation
• interact with professional artists and participate in school-‐ and community-‐sponsored programs by art organizations and cultural institutions
• understand a broad range of vocations/avocations in the field of visual arts, including those involved with creating, performing, exhibiting, and promoting art
Standard 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Commencement Performance Indicators:
• use the language of art criticism by reading and discussing critical reviews in newspapers and journals and by writing their own critical responses to works of art (either their own or those of others)
• explain the visual and other sensory qualities in art and nature and their relation to the social environment
• analyze and interpret the ways in which political, cultural, social, religious, and psychological concepts and themes have been explored in visual art
• develop connections between the ways ideas, themes, and concepts are expressed through the visual arts and other disciplines in everyday life
Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. Commencement Performance Indicators:
• analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey
• examine works of art and artifacts from United States cultures and place them within a cultural and historical context
• create art works that reflect a variety of cultural influences
Victor Central School District K-‐12
Commencement Outcomes World-‐Ready Graduates
Effective Communicators Students will:
• Read, write, listen and speak purposefully and critically in a variety of situations. • Communicate in multiple ways, including through the arts. • Understand and perform in a variety of group settings and diverse populations. • Work collaboratively as an effective member of a team.
Quality Producers Students will:
• Produce relevant, innovative, high quality products that reflect originality and excellence.
• Prioritize, plan, and manage for optimum results. Complex Thinkers Students will:
• Identify problems and use effective strategies to reach solutions. • Use critical and creative thinking strategies and skills in a variety of situations. • Take risks when tackling challenging problems.
Life-‐Long Learners Students will:
• Develop and apply effective study skills. • Use state-‐of-‐the-‐art technology communications networks to access, manage,
integrate, evaluate, and create information in order to function in a global society. • Modify and/or influence thinking, attitudes and/or behaviors to function in a multi-‐
cultural society. • Be driven by curiosity and a desire to know.
Essential Understandings and Benchmarks for Art 9-‐12: Regardless of the course, these are all encompassing at the 9 – 12 Levels
Essential Understandings:
• Art is a vehicle for communicating an idea. • Assessment in the visual arts needs to be an objective process despite its subjective
nature. • The end product is created with craftsmanship in mind in order to create a
professional product, whether aesthetic or utilitarian. • Artwork is created today as a result of the work that was created in the past.
Benchmark 1: The Elements of Art Line, Shape, Color, Value, Texture, Space, & Form The Students Will:
• Recognize the elements within a work of art • Apply the elements as a tool for creating a work of art with the intention of
strengthening their work • Describe the use of each specific element within the context of a work of art
Benchmark 2: The Principles of Design Balance, emphasis, variety, movement, proportion, contrast, unity, rhythm, pattern, repetition, & harmony The Students Will:
• Recognize the principles of design within a work of art • Apply the principles of design as a tool for creating a work of art with the intention
of strengthening their work • Understand the concept of a principle and how it differs from an element
Benchmark 3: Color Competency 12 Step Color Wheel, Additive (RGB) Color Wheel, Subtractive (CMYK) Color Wheel, Tints, Shades, Tones, & Color Schemes: Monochromatic, Analogous, Complimentary, Triadic, Warm, and Cool The Student Will:
• Be able to identify the 12 step, additive, and subtractive color wheels within their appropriate contexts
• Manipulate color through the use of various artistic media • Expand their knowledge of color beyond the color wheel through understanding
tints, shades, and tones • Learn a variety of techniques for mixing, blending, and layering colors • Know the components of color: hue, value, and intensity • Understand that color can impact the mood and meaning of a work of art • Know and be able to apply six common color schemes: Monochromatic, Analogous,
Complimentary, Triadic, Warm, and Cool
Benchmark 4: The Creative Process Brainstorming, Concept Mapping, Thumbnail Sketching, In-‐Process Critiques, Diversity in Potential Outcomes, Critical Thinking & Creative Problem Solving The Student Will:
• Learn strategies for critical thinking and creative problem solving • Understand that creating a work of art is a process that requires the development of
an idea and the revisions of that idea that lead to the creation of a visual piece • Learn how to generate ideas through techniques such as brainstorming, concept
mapping, and thumbnail sketching • Understand that a work of art is a problem that can result in an endless amount of
possible outcomes Benchmark 5: Critiquing Compare and contrast, reflection, and constructive criticism The Student Will:
• Analyze artwork using the language of visual art including vocabulary terms, the elements of art, and principles of design
• Have the confidence to make informed, objective statements about their own work and the work of their peers
• Reflect on the processes and products created as a form of self assessment Benchmark 6: Quality, Craftsmanship, and Care for Materials Preparation, Art Process, Presentation, Organization, Cleanup The Student Will:
• Demonstrate respect for classroom materials in order to maintain the organizational structure of the physical environment
• Understand that creating a quality product requires time, effort, and patience throughout the creative process
• Recognize that developing an investment in their work while avoiding careless mistakes is integral to the creation of a quality product
Benchmark 7: Art Criticism and Aesthetics Feldman’s Model for Art Criticism, Formalism, Expressionism, Imitationalism, & Functionalism The Student Will:
• Learn how to formally analyze a work of art • Describe specific qualities of a work of art based on Feldman’s Model of Art
Criticism • Recognize the key aesthetic characteristics of Formalism, Expressionism,
Imitationalism, & Functionalism Benchmark 8: Media Literacy Computer Usage Goals, and Introductory Media Experience Expectations The Students Will:
• Develop a basic skill set using the following digital media formats: computers, digital cameras, scanners, and a drawing tablets in conjunction with an industry-‐standard software format
• Be exposed to a variety of visual arts media Benchmark 9: Art History Breadth in Art History Timeline, Depth in Modern Art (Since Impressionism) The Students Will:
• Understand the visual arts in relation to history and cultures • Analyze common characteristics of works of art and artifacts across time periods
and among cultural groups to identify influences • Identify the characteristics of the major art movements since the invention of
photography • Create works of art that incorporate art history into their own creative processes • Appreciate the rich history of art, its evolution throughout time, and how it
continues to impact the art they create today • Recognize specific Modern Art Movements
Philosophy of Art Education Victor Central School District
Art is a language that allows the student to express individuality and communicate ideas about self and the world through the use of visual symbols and images. The need to create has been an essential part of human nature since the beginning of times. It enriches the human experience on many levels (functional, decorative and spiritual), and can serve as a format for historical documentation and social commentary. Art is a natural vehicle for nurturing problem solving, decision-‐making and self-‐evaluation opportunities along with other higher order thinking skills. Art education seeks to develop creative, sensitive and artistically literate individuals who may grow emotionally, aesthetically and intellectually through active expression or reflective appreciation of the arts. The study of art from other cultures heightens the student’s aesthetic awareness, sensitivity and respect for other views, values, and traditions as well as their own. Study of the visual arts provides students with the opportunity to develop a critical and intensely personal view of them in relation to the world. As an integral part of the life-‐long learning process that extends beyond the classroom, art connects with the other disciplines to create a collective experience. Experiences in art help to educate the while child while nurturing the individual strengths of each student. Learning cooperatively in a common environment encourages growth of self-‐esteem and self-‐confidence. Development of sensitivity to the needs and feelings of others balances with responsibility for one’ s own personal well being in the art room. Students learn tolerance for one another and an ability to consider taking new points of view. New challenges in the art room support the skill of risk-‐taking, which leads to a lifetime of successful personal and professional growth.
Sculpture I Units 1st Marking Period: Weeks 1-‐10 Unit # 1 – Introduction to Sculpture (1 week) Unit # 2 – Modeling (1 week) Unit # 3 – Construction – Introduction (8 weeks) 2nd Marking Period: Weeks 11-‐20 Unit #4 – Carving (4 weeks) Unit #5 – Casting and Molding (3 weeks) Unit #6 – Final and Assessment (2 weeks)
Sculpture I Timeline (1/2 Year course meeting 2-‐class blocks every 4 days)
1st Marking Period
Introduction to Sculpture
Modeling
2nd Marking Period
Construction
Carving
Casting and Molding
Final and Assessment
Sculpture I – Unit #1 Introduction to Sculpture (1 week)
NYS Learning Standards for the Arts: 2 and 3 VCS Commencement Standards: Effective Communicators and Complex Thinkers Essential Understandings:
1. Sculpture and three-‐dimensional design have evolved through time. 2. Current sculpture artwork and careers are a result of what was created and
developed in the past. 3. Organization, planning and documenting are critical to the process of creating
artwork. Terminal Objectives: The Students Will:
1. Be introduced to the history of sculpture and three-‐dimensional design. 2. Understand the significance of sculpture as an art form and career in the arts. 3. Create a working organizer to brainstorm, plan and document processes for the
course. Task Analysis: The Students Will:
• Identify that sculpture is the art of using materials to transform an idea into a three-‐dimensional form.
• Examine a slideshow presentation of a historical overview/timeline of sculpture examples from a variety of movements, concepts and time periods.
• Examine a slideshow presentation of potential and related careers in the field of sculpture.
• Review and complete a vocabulary handout that includes: sculpture/sculptural, three-‐dimensional, freestanding, in-‐the-‐round, modeling, construction, carving, casting, and assemblage.
• Understand that sculptures are created for many reasons; to send a message or communicate, to beautify their surroundings, to express cultural beliefs, or as a therapeutic expressional experience.
• Learn about sculpture safety in addition to respect and care for the sculpture studio, materials and tools.
• Develop an awareness for common assessment, craftsmanship, and work ethic expectations both inside and outside of the classroom.
• Create a graphic organizer and course binder for working with a sketchbook to brainstorm, plan, and document processes.
Relevant Activities:
1. Develop a course introduction presentation and handout outlining sculpture examples, forms, and processes.
2. Develop a presentation on the historical overview and timeline of sculpture, as well as careers in sculpture.
3. Complete a vocabulary sheet based on introductory sculpture terms and processes. 4. View examples and discuss the artist’s purpose and meaning in the creation of
sculptural works of art. 5. Develop presentation and handouts based on critical vocabulary, tools,
maintenance, and safety for the sculpture studio. 6. Create graphic organizer/binder for brainstorming, idea development, planning,
and process documentation.
Relevant Resources:
• Book: Beginning Sculpture by Arthur Williams • www.sculpture.org
Sculpture I – Unit #2 Modeling (1 week)
NYS Learning Standards for the Arts: 1, 2 and 3 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:
1. Form, content and technique are the fundamentals of sculpture. 2. Observation and planning is required to develop a successful sculpture expressing
the artist’s ideas. Terminal Objectives: The Students Will:
1. Be able to demonstrate their understanding of the fundamentals of sculpture through discussion and creation.
2. Be able to document and share their steps through the technical and creative process.
Task Analysis: The Students Will:
• Identify the three fundamentals of sculpture: form, content, and technique. • Review the sculptural concepts: free-‐standing, relief, and kinetic. • Review and complete a vocabulary handout that includes: modeling, form • Learn how to translate ideas into product through the use of a heightened visual
awareness. • Reflect on the development of the creative process and the challenges of translating
a 2D image into a 3D form. • Create a new 3D form using a natural object as inspiration. • Develop an awareness for common assessment, craftsmanship, and work ethic
expectations both inside and outside of the classroom. • Determine positive habits of creating and working with a sketchbook for
brainstorming, planning, and process documentation. • Demonstrate their understanding and ability to collect visual information and
references from their surroundings, and then successfully apply use of imagery into their final artwork.
Relevant Activities:
1. Develop a presentation and handout based on the suggested critical concepts, elements and principles of design, sculptural fundamentals and vocabulary terms.
2. Review the right brained concepts of observational drawing (drawing what you see, not what you know).
3. Demonstrate and practice drawing 3D objects from nature in their sketchbooks focusing on observational drawing techniques.
4. Provide and opportunity to actually “feel” the third dimension while using modeling clay.
5. Demonstrate and practice using modeling clay to transfer their 2D drawing into a 3D form.
6. Check for understanding of expectations and techniques through class discussions and sharing.
7. Culminate in class discussion, where teacher and students reflect on creative processes, challenges and techniques.
Relevant Resources:
• Book: Beginning Sculpture by Arthur Williams • www.sculpture.org
Sculpture I – Unit #3 Construction – Intro (8 weeks)
NYS Learning Standards for the Arts: 1, 2, 3 and 4 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:
1. Construction processes are used in the creation of sculpture. 2. Understanding the artwork that was created in the past has an impact on the work
that is created today. 3. Observation and planning is required to develop a successful sculpture expressing
the artist’s ideas. Terminal Objectives: The Students Will:
1. Be able to demonstrate their understanding of construction processes, materials and techniques through discussion and creation.
2. Examine work throughout art history and apply concepts to their own work. 3. Be able to document and share their steps through the technical and creative
process. Task Analysis: The Students Will:
• Examine a presentation of construction-‐based sculpture examples. • Compare and discuss the materials and techniques associated with construction
processes in sculpture – focus on wire and reed. • Review and complete a vocabulary handout that includes: construction, contour
line, abstract, light sculpture, line, shape, form, space, balance • Discuss and demonstrate safety aspects when using sculptural materials and tools. • Demonstrate and practice different techniques for manipulating, attaching, creating
a strong connection of parts, and structural support with wire and reed by using pliers, wire cutters, scissors, utility knives, and other tools as necessary.
• Explore the processes and techniques of contour line sculptures with wire and reed. • Implement the steps for designing and planning a variety of linear sculptures
including brainstorming, conceptual exercises, research, sketching, and making connections.
• Analyze and discuss contemporary and historic artwork as it relates to projects in this unit.
• Understand that a well-‐planned design concept is essential for creating a successful outcome.
• Reflect on the development of the creative process. • Submit an artist’s statement describing, analyzing and interpreting their artwork.
• Develop an awareness for common assessment, craftsmanship, and work ethic expectations both inside and outside of the classroom.
• Determine positive habits of creating and working with a sketchbook for brainstorming, planning, and process documentation.
• Demonstrate their understanding and ability to collect visual information and references from their surroundings, and then successfully apply use of imagery into their final artwork.
Relevant Activities:
1. Develop a presentation highlighting sculptural concepts in relation to construction. 2. Develop a presentation and assignment handout outlining project theme,
requirements and expectations for each unit project. 3. Share and discuss artworks from contemporary and historic artists as they relate to
projects introduced. 4. Introduce and review safety practices specific to tools and materials used in
construction unit. 5. Experiment with the processes and techniques of creating a linear sculpture using
the materials of wire and reed. 6. Create a visual organizer and references for brainstorming, idea development and
planning specific to construction-‐based projects. 7. Develop a variety of construction-‐based projects focusing on the elements and
principles of line, form, shape, space, and balance: a. Whimsical animal – inspired by Elizabeth Berrien, Lisa Fedon, and Corinne
Okada Takara using wire and tissue paper b. Abstract bust – inspired by Picasso using wire, nylons and wood bases c. Abstract luminaria – inspired by William Leslie and Niara Isley using reed
and tissue paper 8. Check for understanding of expectations and techniques through class discussions
and sharing. 9. Record and reflect on the processes used in each technique in their sketchbooks. 10. Assess and reflect upon their work and the work of their peers through class
critiques and aesthetic discussions based on the formal qualities of their artwork. Relevant Resources:
• Book: Beginning Sculpture by Arthur Williams • www.sculpture.org • http://www.papersunlightsculpture.com/ • http://corriecroft.com/artists.htm
Sculpture I – Unit #4 Carving (4 weeks)
NYS Learning Standards for the Arts: 1, 2, 3 and 4 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:
1. Carving processes are used in the creation of sculpture. 2. Understanding the artwork that was created in the past has an impact on the work
that is created today. 3. Observation and planning is required to develop a successful sculpture expressing
the artist’s ideas. Terminal Objectives: The Students Will:
1. Be able to demonstrate their understanding of carving processes, materials and techniques through discussion and creation.
2. Examine work throughout art history and apply concepts to their own work. 3. Be able to document and share their steps through the technical and creative
process. Task Analysis: The Students Will:
• Examine a presentation of carving-‐based sculpture examples. • Compare and discuss the materials and techniques associated with carving
processes in sculpture – focus on soap, plaster, foam and wood. • Review and complete a vocabulary handout that includes: carving, relief,
subtractive, maquette, form, shape, space (negative and positive), texture, volume, and balance
• Discuss and demonstrate safety aspects when using sculptural materials and tools. • Demonstrate and practice different subtractive techniques for removing and
forming material with hammers, chisels, rasps, files, planes, saws, sand paper, and other tools as necessary.
• Explore the processes and techniques of relief and abstract sculptures with soap, plaster, foam and wood.
• Implement the steps for designing and planning a variety of carved sculptures including brainstorming, conceptual exercises, research, sketching, and making connections.
• Analyze and discuss contemporary and historic artwork as it relates to projects in this unit.
• Understand that a well-‐planned design concept is essential for creating a successful outcome.
• Reflect on the development of the creative process.
• Submit an artist’s statement describing, analyzing and interpreting their artwork. • Develop an awareness for common assessment, craftsmanship, and work ethic
expectations both inside and outside of the classroom. • Determine positive habits of creating and working with a sketchbook for
brainstorming, planning, and process documentation. • Demonstrate their understanding and ability to collect visual information and
references from their surroundings, and then successfully apply use of imagery into their final artwork.
Relevant Activities:
1. Develop a presentation highlighting sculptural concepts in relation to carving. 2. Develop a presentation and assignment handout outlining project theme,
requirements and expectations for each unit project. 3. Share and discuss artworks from contemporary and historic artists as they relate to
projects introduced. 4. Introduce and review safety practices specific to tools and materials used in carving
unit. 5. Experiment with the processes and techniques of creating a carved sculpture using
the materials of soap, plaster, foam and wood. 6. Create a visual organizer and references for brainstorming, idea development and
planning specific to construction-‐based projects. 7. Develop a variety of carving projects focusing on the elements and principles of
form, shape, space (negative and positive), texture, volume, and balance: a. Soap Carving – inspired by Inuit soapstone carvings, Chinese jade carvings,
Thai flower carvings, religious and cultural amulets, and the artists Dimi Dumo and Lester Gaba
b. Abstract Figure in Motion – inspired by Constantin Brancusi, Barbara Hepworth, and Henry Moore using plaster blocks
c. Monumental structure (maquette) – inspired by Jean Dubuffet using construction foam
d. Wood Block Carving – inspired by Asian woodblock printing and block print fabrics from India using flat pieces of wood.
8. Check for understanding of expectations and techniques through class discussions and sharing.
9. Record and reflect on the processes used in each technique in their sketchbooks. 10. Assess and reflect upon their work and the work of their peers through class
critiques and aesthetic discussions based on the formal qualities of their artwork. Relevant Resources:
• Book: Beginning Sculpture by Arthur Williams • www.sculpture.org • http://www.dimidumo.be/ • http://www.dimidumo.be/Lester%20Gaba%20text%202.htm • http://soapcarvingart.com/ • http://www.dubuffet.com/
Sculpture I – Unit #5 Casting and Molding (3 weeks)
NYS Learning Standards for the Arts: 1, 2, 3 and 4 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:
1. Casting and molding processes are used in the creation of sculpture. 2. Understanding the artwork that was created in the past has an impact on the work
that is created today. 3. Observation and planning is required to develop a successful sculpture expressing
the artist’s ideas. Terminal Objectives: The Students Will:
1. Be able to demonstrate their understanding of casting and molding processes, materials and techniques through discussion and creation.
2. Examine work throughout art history and apply concepts to their own work. 3. Be able to document and share their steps through the technical and creative
process. Task Analysis: The Students Will:
• Examine a presentation of casting and molding based sculpture examples. • Compare and discuss the materials and techniques associated with casting and
molding processes in sculpture – focus on tape, plaster and metals. • Review and complete a vocabulary handout that includes: casting, installation,
collaboration, figurative, volume, form • Discuss and demonstrate safety aspects when using sculptural materials and tools. • Demonstrate and practice different casting and molding techniques and processes
for creating 3D works of art using materials and tools with regard to the facilities available.
• Explore the processes and techniques of installation and figurative sculptures with tape, plaster and/or metals.
• Implement the steps for designing and planning a variety of cast and molded sculptures including brainstorming, conceptual exercises, research, sketching, and making connections.
• Analyze and discuss contemporary and historic artwork as it relates to projects in this unit.
• Understand that a well-‐planned design concept is essential for creating a successful outcome.
• Reflect on the development of the creative process. • Submit an artist’s statement describing, analyzing and interpreting their artwork.
• Develop an awareness for common assessment, craftsmanship, and work ethic expectations both inside and outside of the classroom.
• Determine positive habits of creating and working with a sketchbook for brainstorming, planning, and process documentation.
• Demonstrate their understanding and ability to collect visual information and references from their surroundings, and then successfully apply use of imagery into their final artwork.
Relevant Activities:
1. Develop a presentation highlighting sculptural concepts in relation to casting and molding.
2. Develop a presentation and assignment handout outlining project theme, requirements and expectations for each unit project.
3. Share and discuss artworks from contemporary and historic artists as they relate to projects introduced.
4. Introduce and review safety practices specific to tools and materials used in casting and molding unit.
5. Experiment with the processes and techniques of creating cast and molded sculptures using the materials of tape, plaster and/or metals.
6. Create a visual organizer and references for brainstorming, idea development and planning specific to casting and molding projects.
7. Develop a variety of casting and molding projects focusing on the elements and principles of volume, form and balance:
a. Packing Tape Figures – inspired by Mark Jenkins using packing tape and various other materials as design requires
b. Plaster Masks – inspired by the Venetian Carnival, Mardi Gras, Masks of Asia, Africa and Mexico, and theater masks by Semmerling & Schaefer using plaster
c. Metal Casting – jewelry and sculptural forms using centrifugal and gravity casting methods
8. Check for understanding of expectations and techniques through class discussions and sharing.
9. Record and reflect on the processes used in each technique in their sketchbooks. 10. Assess and reflect upon their work and the work of their peers through class
critiques and aesthetic discussions based on the formal qualities of their artwork. Relevant Resources:
• Book: Beginning Sculpture by Arthur Williams • www.sculpture.org • http://maskartists.com/ • http://www.indigoarts.com/main.html • http://www.xmarkjenkinsx.com/outside.html
Sculpture I – Unit #6 Final Project and Assessment (2 weeks)
NYS Learning Standards for the Arts: 1, 2, 3 and 4 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:
1. Various forms of process methods in sculpture – focus on multiple methods within final work of sculptural art.
2. Historic through contemporary applications of sculptural works and techniques. Terminal Objectives: The Students Will:
1. Be able to demonstrate their understanding of a variety of process methods by creating a final product using multiple techniques.
2. Be able to identify, understand and then relate techniques seen in examples into their own final sculptural forms.
Task Analysis: The Students Will:
• Examine a presentation of sculptural examples that incorporates multiple processes and techniques.
• Review and complete course vocabulary handout. • Implement the steps for designing and planning a sculpture project using multiple
processes and concepts covered throughout Units 2-‐5. • Demonstrate their understanding and ability to collect visual information and
references, and then successfully apply use of research and imagery into their final work or piece.
• Combine design and exploration experiences and exposures to create a final sculptural project.
• Demonstrate and apply understanding of multiple sculptural techniques and processes.
• Understand that a well-‐planned design concept is essential to creating a successful sculptural end product.
• Be assessed on their comprehension and application of sculptural concepts, vocabulary, techniques and processes covered throughout the course in written form.
• Reflect on the development of the creative process. • Develop an awareness for common assessment, craftsmanship, and work ethic
expectations both inside and outside of the classroom. • Determine positive habits of creating and working with a sketchbook for
brainstorming, planning, and process documentation.
• Assess and reflect upon their work and the work of their peers through class critiques and aesthetic discussions based on the formal qualities of their artwork.
Relevant Activities:
1. Develop a presentation and assignment handout outlining a conceptually based project theme, requirements and expectations that implement multiple sculptural processes and techniques.
2. Check for understanding of expectations and techniques through class discussions and sharing.
3. Create visual organizer and references for brainstorming, idea development and planning specific to a final project.
4. Develop a culminating final project with a conceptual theme: a. Kinetic/Sound/Light Sculpture – based on artist or culture b. Plaster Mask – based on culture or event c. Social Messages – environmental, social, political statement d. Procession of the Species – annual community arts based earth day
celebration 5. Review, implement and assess for understanding processes and vocabulary covered
throughout the course. 6. Culminate in class critique, where teacher and students reflect on strong points,
dynamic qualities, and offer constructive criticism including suggestions for improvements.
Relevant Resources:
• Book: Beginning Sculpture by Arthur Williams • www.sculpture.org • www.procession.org/index.php