Title: Sculptural Symbol
Grade Level/Course: Art 1
Measurable Objectives:
1. Create a sculpture by layering and adhering material or objects
2. Create original artwork that communicates ideas through theme
Essential Questions/ Aesthetic Discussion/ Criticism Potential/ Relevance: How can a sculpture be used to represent identity? Is it more difficult to represents symbolic identity 3-Dimentionally than 2-Dimentionally? Easier? Why? Does actually shaping something with your hands to represent yourself mean something to you?
Resources and Materials:
http://ceramicartsdaily.org/ceramic-art-and-artists/ceramic-sculpture/a-couple-of-cool-clay-sculpture-techniques/
http://www.wishfulnals.com/famous-clay-sculpture-artists/
Materials:
Clay
Newspaper
Spray bottle with water
Wedging board if needed
Slip
Fork
Clay tools
aprons if needed
glaze if you choose to incorperate
Activities/Sequence:
Anticipatory Set:
Teacher will show students a power point presentation of several sculptural artists.
Objective:
Students will create a 3-D sculpture from clay using a symbol of their identity.
Guided Practice:
Teacher will demonstrate proper wedging technique for students, as well as discussing the importance of safety while using the clay tools. He/she will then briefly demonstrate the beginning steps to hand building a sculpture. Teachers own finished example should be used to show students what the quality of their final projects should resemble.
Independent Practice:
Students will pick a symbol they relate to. This can be an animal, and object, something in nature, etc. Students will research the symbol and write a paragraph about why they chose that symbol and how they relate to it. They must get the teachers approval before they can begin forming their sculpture.
Art Production:
1. Students will pick the symbol they wish to recreate. Make sure they understand that they can't just pick something incredibly simple (Ex. A mushroom) and build a small, simple sculpture from it. If they choose an animal, it needs to be in a position and/or have an expression that matches their personality. If they choose something like a mushroom, it needs to involve something on it that makes in more in depth (ex. intricate designs that relate to the person).
2. Teacher will cut the amount of clay proportionate to the sculpture they are building for each student.
3. Students will wedge the clay to make sure all the air bubbles are out and it's easy to work with.
4. Students will build their sculptures while teacher monitors their progress and assists as needed.
5. When sculpture is complete, it will be fired.
6. Glaze can be used to further decorate and bring the sculpture to a finished quality if teacher desires.
Assessment:
Students will be graded with a rubric with a zero-ten grading scale. This will be based on attention to detail, sticking to the theme, origionality, craftsmanship, and completion.
Grade Level/Course: Art 1
Measurable Objectives:
1. Create a sculpture by layering and adhering material or objects
2. Create original artwork that communicates ideas through theme
Essential Questions/ Aesthetic Discussion/ Criticism Potential/ Relevance: How can a sculpture be used to represent identity? Is it more difficult to represents symbolic identity 3-Dimentionally than 2-Dimentionally? Easier? Why? Does actually shaping something with your hands to represent yourself mean something to you?
Resources and Materials:
http://ceramicartsdaily.org/ceramic-art-and-artists/ceramic-sculpture/a-couple-of-cool-clay-sculpture-techniques/
http://www.wishfulnals.com/famous-clay-sculpture-artists/
Materials:
Clay
Newspaper
Spray bottle with water
Wedging board if needed
Slip
Fork
Clay tools
aprons if needed
glaze if you choose to incorperate
Activities/Sequence:
Anticipatory Set:
Teacher will show students a power point presentation of several sculptural artists.
Objective:
Students will create a 3-D sculpture from clay using a symbol of their identity.
Guided Practice:
Teacher will demonstrate proper wedging technique for students, as well as discussing the importance of safety while using the clay tools. He/she will then briefly demonstrate the beginning steps to hand building a sculpture. Teachers own finished example should be used to show students what the quality of their final projects should resemble.
Independent Practice:
Students will pick a symbol they relate to. This can be an animal, and object, something in nature, etc. Students will research the symbol and write a paragraph about why they chose that symbol and how they relate to it. They must get the teachers approval before they can begin forming their sculpture.
Art Production:
1. Students will pick the symbol they wish to recreate. Make sure they understand that they can't just pick something incredibly simple (Ex. A mushroom) and build a small, simple sculpture from it. If they choose an animal, it needs to be in a position and/or have an expression that matches their personality. If they choose something like a mushroom, it needs to involve something on it that makes in more in depth (ex. intricate designs that relate to the person).
2. Teacher will cut the amount of clay proportionate to the sculpture they are building for each student.
3. Students will wedge the clay to make sure all the air bubbles are out and it's easy to work with.
4. Students will build their sculptures while teacher monitors their progress and assists as needed.
5. When sculpture is complete, it will be fired.
6. Glaze can be used to further decorate and bring the sculpture to a finished quality if teacher desires.
Assessment:
Students will be graded with a rubric with a zero-ten grading scale. This will be based on attention to detail, sticking to the theme, origionality, craftsmanship, and completion.
For my project, I chose a tree. This is due to my grandmother. She would often tell me I was strong and sturdy, and had my roots firmly planted in the ground (family is very important to me). Trees are great because they all have something unique about them. Sometimes they stand out with their leaves and flowers, other times they're bare and sad looking. They face a lot of trials from weather and such, but stand strong against them as best they can. That's the kind of person I consider myself to be. But because I thought the tree alone was too simple, I added the spot in the middle with the heart. This symbol is because I put my heart out there a lot for everyone to see, but through experience, I've learned it's something you have to protect.