Sculpture Course Syllabus
1 Trimester - .5 Credits
Recommended Grade Level: 9-12
Prerequisites: Introduction to Art
Course Description:
This class will be an introduction to the elements, principles, and media used to create art three-dimensionally. Students will use problem solving and a variety of natural and synthetic materials. Students will learn to use sculptural production methods including modeling, mold making, carving, and fabricating in various materials (this may include cloth or soft sculpture and Paper Mache). Students will explore traditional and contemporary techniques that can be used to express themselves through three-dimensional art works.
Materials Required:
· *Lead or drawing pencils (-#2 Pencils are fine, MECHANICAL PENCILS ARE NOT FINE!)
· *Eraser (preferably, white polymer, but gum erasers are ok)
· *Ruler, Sharpie(s), Scissors, A container for your materials (pencil pouch, box, etc.)
· *Masking Tape
· *Super Glue
· *Newspapers
· *Milk Carton
· *Other materials needed for sculptural pieces will be required and you will be asked to bring them in before the project begins.
Class Rules:
· Respect others.
· Respect each other’s work and materials. Do not touch!
· Bring materials to class with you every day.
· BE ON TIME! If you are being held by another teacher, ask him or her to call me when the bell rings, NOT after I’ve posted my attendance. At the sound of the tardy bell, I will shut and lock and my classroom door. You will have to get a note from an administrator to be allowed in.
· Listen to instructions and follow directions. Do not talk while I am talking.
· No students are allowed in my office or on my computer, SO DO NOT ASK!
· You are not allowed to store your things in here during the day (sports equipment, PE clothes, drinks, etc.).
· Obey all rules as laid down in the student handbook.
· Only one student will be allowed to leave the room at a time to go to the restroom and you must take the hall pass. A reminder: The 10/10 rule.
Student Grades:
Student grades will be based upon a possible final grade of 100%. Projects and Assessments/Writing will equal 90% of your final grade and the Final Exam will equal 10% of your final grade. That grade is broken up in the following manner:
*Completed Projects/Assignments: 80%
My goal is that we complete 6-8 major sculptural projects in this class. Each project will take anywhere from one to three weeks to complete, including presentation of project, power point, examples, famous artists that inspire the project, student planning time, completion, and critique. I am stressing that even a few unfinished projects will drastically alter your grade, if not fail you completely. You have to be prepared to work every day and have your materials with you!
*Assessments/Writing: 20%
This grade is based on formative and summative tests that we may have in class, as well as any writing assignments that you are given to complete. RTI assessments will be placed in this score as well.
Sketchbook: Before each project you will be required to complete thumbnail sketches as a plan for what you will be doing. These thumbnails are formative assessments and will be scored in this section. Also, you will be given specific research problems to complete in your sketchbook. There is a table in the syllabus that describes these assignments.
*Final Exam (Portfolio): 100%-10% of final grade
The final exam will reflect the techniques, terminology, and other content that we will cover throughout the class.
MISSED WORK: Students that miss an assignment are expected to make up the assignment upon return to class, if not at home.
Finished projects must be turned in BY THE DUE DATE. If an assignment is not completed by the due date, the student is expected to complete it outside of class, and a percentage will be deducted, depending upon how late the work is.
The following Rubric will be utilized to grade student work, unless a different one is given before an assignment begins. The Three C’s Artwork Grading RubricConcept: This includes idea/idea development and correctness of criteria included- 33%
Creativity: This refers to the usage of the elements and principles of design; originality of thought-33%
Craftsmanship: This refers to the skillful use of the art materials; clean lines-34%
ALIGNMENT OF NATIONAL CORE ARTS STANDARDS (2014) WITH
THE KENTUCKY ACADEMIC STANDARDS FOR THE ARTS (2016)
Artistic Processes
Creating
Definition: Conceiving and developing new artistic ideas and work. / Performing/Presenting/Producing
Performing (Music, Dance, and Theatre): Realizing artistic ideas and work through interpretation and presentation.
Producing (Media Arts): Realizing and presenting artistic ideas and work.
Presenting (Visual Arts): Interpreting and sharing artistic work. / Responding
Definition:
Understanding and evaluating how the arts convey meaning. / Connecting
Definition: Relating artistic ideas and work with personal meaning and external context.
Anchor Standards
Students will:
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work. / Students will:
4. Select, analyze, and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work. / Students will:
7. Perceive and analyze artistic work.
8. Interpret meaning in artistic work.
9. Apply criteria to evaluate artistic work. / Students will:
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.
Unit 1, Week 1: Introduction to 3D Design
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
1. I can use three materials: masking tape, white paper, and a cardboard base, and the processes of tearing, cutting, bending, or folding to create a relief sculpture.
2. I can use the Three C’s rubric to rate and comment upon the relief sculpture of one of my peers.
3. I can review and discuss the 3D Design course syllabus and my expectations for learning in this class.
4. For Monday, students will need newspapers, glue, and something to round their mask with (bowl, balloon, aluminum foil, plastic wrap, masking tape, etc.)
Unit 1, Week 2/3: Purposes for Creating Art-Paper Mache Newspaper Masks
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
1. Students can identify the purposes for creating artwork and differentiate in art pieces after viewing a power point with examples and definitions.
2. Students will begin designing newspaper masks where the imagery and the words on the newspaper must be incorporated into the mask design. Students will choose a specific purpose to help them organize their design.
3. Students will use a variety of materials to begin constructing their newspaper mask upon that will provide a curved surface.
4. Students will use glue to layer and attach the newspaper to the curved surface.
5. Students will add additional words and details to the dried masks to enhance the purpose they have chosen to construct with. Students will title their masks to indicate the chosen purpose.
6. Students will complete a peer review of one other piece of art from the class.
**Next project is Plaster Carved Sculpture-Students will need to bring in small, empty milk cartons!!!
Unit 1 Potential Resources
· Purposes for Creating Art power point
· Newspapers
· Three Cs Rubric
· Project Response Worksheet (WHST.11-12.2, RST.11-12.1, RST.11-12.2, RST.11-12.4)
· Argumentative Writing Essay: Artwork Critique (WHST.11-12.1, WHST.11-12.4, WHst.11-12.5)
· Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)
Unit 2, Weeks 3/4: Methods for Creating 3D Forms-Plaster Carved Sculptures
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
1. Students will bring in small, empty milk cartons.
2. Students will define and provide an example for each method of creating 3D forms.
3. In small groups, students will share the outcome of their homework research over Henry Moore.
4. Students will look at the examples of Plaster Carved Sculptures online and discuss the project criteria.
5. Students will mix label their milk cartons with their name and then mix the plaster of paris to harden.
6. Students will create thumbnail sketches for an open plaster sculpture.
7. Students will remove the plaster of paris from the cartons and mark the plaster where they will be carving material away.
8. Students will carve their open sculptures from the plaster, keeping the plaster wrapped in damp paper towels and then in plastic wrap or tired plastic bags to maintain moisture in between carvings.
9. Once carving is finished, students will use sandpaper to smooth out their sculptures.
10. The final step is to apply muslin and then milk to buff the sculptures.
11. Students will be involved in a whole-class critique session.
*Possible substitution- Clay in the place of plaster
Unit 2, Weeks 5/6: Elements and Principles of 3D Design-Multiples Assemblage
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
1. I can identify and list the elements and principles of design as seen in famous pieces of 3D art after viewing a power point with definitions and examples.
2. Using brainstorming and thumbnail sketches, students will design an assemblage that will use 300 or more pieces of a common household object (ex: screws, toothpicks, etc.) to create a sculpture that emphasizes pattern and rhythm. (Objects may be painted beforehand if preferred).
3. After bringing in materials, students will begin assembling the materials on some type of base.
4. Students will assemble their household materials to emphasize pattern and rhythm.
5. Students will assemble their household materials to emphasize pattern and rhythm.
6. Students will assemble their household materials to emphasize pattern and rhythm.
7. Students will present their assemblage to the class and will complete a project response worksheet over their own assemblage, applying a title based on their piece.
*Possible substitution-Functional Lamp Assemblages
Unit 2 Potential Resources
· Methods for Creating 3D Forms Power Point
· Power point Elements and Principles of 3D Design
· Research over Henry Moore and Louise Nevelson
· Louise Nevelson Power point
· 3D Terminology handout
· Self-Critiques: Project Response Worksheet (WHST.11-12.2., RST.11-12.1, RST.11-12.2, RST.11-12.4)
· Performance Assessment: Rubrics based on 3 C’s (Concept, Creativity, Craftsmanship)
· Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)
Unit 3, Week 7: Subtractive Sculpture using Clay
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
1. Students will describe, analyze, interpret, and judge one piece of sculpture by Renaissance artist, Michelangelo.
2. Students will use the Argumentative Writing Assignment to complete a finished, peer reviewed writing assignment.
Unit 3, Week 8: Diorama of Interior/Exterior Space
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
1. Students will view power points and additional images of Frank Lloyd Wright’s architectural work, both interiors and exteriors.
2. Students will use show boxes, copy room box lids, etc. to create a complete and detailed diorama of an interior or exterior space that utilizes elements of Frank Lloyd Wright’s style.
3. Students will complete peer reviews of at least one other student’s work.
Unit 3, Weeks 9/10: Transforming Environments
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
1. In small groups, students will brainstorm, and plan a way to transform part of the school environment. Groups will build models of the transformations to submit to the administration for approval.
2. Once/if approved, the groups will complete the in school transformations.
3. Students will display descriptions of the transformations next to the pieces, including artist names, title, date, and materials.
Unit 3 Potential Resources
· Scholastic magazines specific to Frank Lloyd Wright, Michelangelo, and Christo and Jean Claude
· Internet Art Sources: Artcyclopedia.com, artchive.com, moma.org, etc.
· Three C’s Rubric for grading
· Project Response Worksheet (WHST.11-12.2, RST.11-12.1, RST.11-12.2, RST.11-12.4)
· Argumentative Writing Essay: Artwork Critique (WHST.11-12.1, WHST.11-12.4, WHst.11-12.5)
· Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)
Unit 4 Big Idea: Careers in Art-Functional 3D Sculpture-Lamp Design and Creation
Potential Resources
· Internet search engines
· http://www.theartcareerproject.com/ - PROVIDES DETAILED INFORMATION AND SEARCHES SPECIFIC TO CAREERS, SCHOOLS, SPECIFIC CITIES, AND INTERVIEWS WITH WORKING ARTISTS
· Artist websites
· Scholastic Art magazines
· Careers in Art videos
· Printed artists’ statements
· Artists Statement Writing Assignment
· Artist Interview
· Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)
Unit 4, Week 11:
Anchor Standard 4: Select, analyze and interpret artistic work for presentation.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Anchor Standard 7: Perceive and analyze artistic work.
Anchor Standard 8: Interpret intent and meaning in artistic work.