Objectives:
The learner will
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Understand how an artist gets ideas
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Critique
works of art
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Use
a variety of sources to gain an understanding of a artist
and/or and arts form
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Combine
the elements of two or more arts forms to communicate ideas or
information
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Create
a work around a selected theme
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Integrate
planning- develop and use personal symbols/words
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Develop
skills: sculpture
and collage – plaster addition
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Understand
and use sculpture vocabulary
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Integrate
technology
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Create
a relief sculpture that demonstrates what is on a teenager’s
mind (students will be free to express ideas –concept of
censorship will be discussed in terms of offensive language or
ideas. “Sensation” exhibit will be mentioned)
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Materials:
Plastic
face molds
12"x18" newsprint
12"x18" Dow Styrofoam
(I used 1/2" thick)
window screen, masking tape
cardboard scraps
Styrofoam scraps, hot wire
X-acto knives
Small kitchen knives
Plaster gauze, water dishes
Acrylic gesso – 1” to 2” paint brushes
Magazines, newspapers
PC computers - Word® - Printer
Mod-Podge ( or any acrylic medium)
Hangers:
Cardboard scraps, hole punch, glue, strong fish line
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Evaluation:
- Originality
in form of sculpture – aesthetics of shapes, relief elements
and lines
- Craftsmanship
in plaster addition
- Effort
in finding words on own—aesthetes of placement of words
- Craftsmanship
in gluing
words
- Individual
critique
Sample Rubric: Adapted from Rubric by
Marianne Galyk
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Assessment Rubric
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Student Name:
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Class Period:
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Assignment:
Plaster
Relief Sculpture with a Message
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Date Completed:
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Circle the
number in pencil that
best shows how well you feel that you completed that criterion
for the assignment.
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Excellent
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Good
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Average
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Needs
Improvement
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Rate
Yourself
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Teacher’s
Rating
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Criteria 1 – Collection of words -
Brainstorming on meaning -written reflection
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10
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9 – 8
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7
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6 or less
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Criteria 2 – Aesthetics of relief
elements - unity - center of interest - plaster addition
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10
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9 – 8
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7
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6 or less
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Criteria 3 – Painting -
collage of words Optional added color with tissue paper
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10
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9 – 8
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7
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6 or less
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Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good use
of class time?
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10
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9 – 8
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7
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6 or less
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
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10
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9 – 8
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7
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6 or less
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Total:
50
(possible
points)
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Grade:
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Your Total
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Teacher Total
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Student
Comments:
Teacher
Comments:
Submitted by: Marica
Shannon, Mitchell Middle School,
South Dakota.
Marica's students also explored
carving/incising the Styrofoam as well as piercing. Shown are two
examples by eighth grade students. See
more on her school site.
National Standards:
| 1. Understanding and applying media, techniques,
and processes |
2. Using knowledge of structures and functions |
3. Choosing and evaluating a range of subject
matter, symbols, and ideas |
5. Reflecting upon and assessing the
characteristics and merits of their work and the work of others |
| Students select
media, techniques, and processes; analyze what makes them effective or
not effective in communicating ideas; and reflect upon the effectiveness
of their choices |
Students
generalize about the effects of visual structures and functions and
reflect upon these effects in their own work |
Students
integrate visual, spatial, and temporal concepts with content to
communicate intended meaning in their artworks |
Students compare
multiple purposes for creating works of art
(Students learned about Art Therapy as
career)
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| Students
intentionally take advantage of the qualities and characteristics of art
media, techniques, and processes to enhance communication of their
experiences and ideas |
Students employ
organizational structures and analyze what makes them effective or not
effective in the communication of ideas |
Students use
subjects, themes, and symbols that demonstrate knowledge of contexts,
values, and aesthetics that communicate intended meaning in artworks |
Students analyze
contemporary and historic meanings in specific artworks through cultural
and aesthetic inquiry |
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Students select
and use the qualities of structures and functions of art to improve
communication of their ideas |
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Students describe
and compare a variety of individual responses to their own artworks and
to artworks from various eras and cultures |
Uses
for Sheet Styrofoam
Sheet Styrofoam
is very inexpensive - and often free as packing materials. I used
sheet Styrofoam for many sculpture projects.
Here are some
suggestions for use by art education list members.
From Marvin
Bartel:
1. PAINTINGS. Seal it with gesso or water
base flat wall paint and use it to paint on. Most spray paint
or oil paint solvents will dissolve Styrofoam unless it is protected
first.
2. PRINTS. For printing, avoid lines. Try poking it down
with a ball point or pencil to make pointillist highlights.
2. SCULPTURE. Both free standing sculpture and relief work
comes to mind. It can be cut with sharp box cutter knives,
utility knives, a band saw, or with a hot wire (probably toxic
fumes). Assemble sculpture with white glue and tape. The
tape can be removed the next day.
I might browse the drywall tape department of a building supply
store for various texturing materials for walls with which to coat
the completed Styrofoam pieces. An assortment of dowel rods to
combine with the Styrofoam shapes could facilitate planar-linear
constructions and relief compositions with negative positive
interplay. Wheels would be fun.
I would Google the images of Louise Nevelson and Moholy-Nagy to
tickle my own thinking about the kind of questions to ask and
compositional choices to pose in order to get them thinking and
experimenting. I might requiring a concept such as IMAGES or
SHAPES in MOTION by using repetition with variation. I would not
show the Nevelson and Nagy work until after they had developed their
ideas and completed their pieces. This would facilitate an art
history and composition discussion to build on their own creative
work.
Currently, there is (was) a David Smith show at the Guggenheim. In
today's art world I suspect we would find more figurative work,
animals, symbols, and so on.
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