Resources: Discovering Art History, Gerald Brommer, Davis Pulication Scholastic Art issues/posters addressing sculpture, especially non-objective work Sculpture, A. Williams, 1995, Davis Publications The Art of Three-Dimensional Design, L. Wolchonok, 1959, Dover Publications. www.sculpture.org, International Sculpture Center |
Procedures: The teacher will * Introduce (or review) the concept of non-objective subject matter in two dimensional art using available prints, transparencies, books, and/or videos. * Develop and Lead students through a series of activities developed to introduce the concept of non-objective design as a structural focus to develop non-objective imagery adaptable to three-dimensional interpretation. * Develop a web search or similar independent student reserch activity on sculptors whose work is non-objective in naturea and varied in style and materials used. Indentify materials and tools available. * Demonstrate construction techniques appropriate for materials to be used. * Demonstrate proper and safe use of cutting utensils, plaster spackling, files, sand papers, and spray finishes. * Define requirements of project size and options for surface treatment. * Provide opportunities for students to reflect on, and assess, their finished product. The student will * View images presented by teacher and compare/contrast images of realistic and non-objective subject matter * Use a viewfinder approach to investigate and document design aspects of selected images, sketching 12+ collected images in their sketchbook * Select no less than three (3) of the collected images they feel have a good sense of composition based on variety of related shapes, spatial break up, pattern, movement, etc. * Use each of the three chosen miniature compositions, and will "drop the sides" of the contained image and explore expansion of their shapes and concepts in a variety of ways for new non-objective compositions. (Suggestion: use tracing paper to trace "starting" image and develop new/expanded arrangements on tracing paper to preserve the "starting point". * Select several of the newly expanded ideas and transforming them into layers with thickness and depth, developing their chosen ideas/compositions into 3D interpreations. * Concurrently, and independently, conduct web reserach work of identified sculptors whose work if non-objective in style. * Document research in sketchbooks with notes of viewed work and sketches or printed images * Select and critique the work of three of the viewed artists and submit those critiques on line through teacher's website or in manner defined by teacher. * Work with one of the dimensional interpretations to construct three dimensional units/forms and assemble those segments in manners demonstrated to portray their sculptural idea. Sculpture must be viewable from all sides and compositonally interesting and balanced. * Develop their structures using poster board, chip board, cardboard, tubing, styrofoam, ec. and employ scoring techniques, glue and tape as needed. * Apply 1-2 coats of gesso to their completed construction * Apply architectural spackling compound to gessoed sculpture, and will work for desired texture (rough, sanded, combination, manipulated by application, etc.) * Apply some finishing coat of "color" or faux finish to replicate the feeling of stone, concrete, natural materials as appropriate, smooth paster, etc. * Complete a self-evaluation of their work process and finished project. * Critique the work of their peers and explain the relationship of the completed projects to the work of studied artists and as maquettes for real sculptures. (see notes below). |
Non Objective Sculpture Research and Project |
This lesson is designed to introduce the concept of Three Dimensional Sculpture and the use of Non-Objective subject matter as a recognized theme in Art with my Art III students. This project is appropriate for students as many have limited experience with three-dimensional art forms, and also have a difficult time understanding and working with non-representational imagery. In this lesson students will: * View non-objective subject matter in art - particularly as applied to sculpture * Increase awareness of sculpture as an art form and recognize artists who work with non-objective themes in a variety of materials and approaches * Learn/apply new techniques to develop personal ideas based on design studies developed from recognizable images and appropriate for non-objective art work. * Translate their developed design studies into a three-dimensional form viewable from all sides using construction as a sculpture approach * Explore concepts, processess, techniques and materials for sculpture making. |
Procedures: The teacher will * Introduce (or review) the concept of non-objective subject matter in two dimensional art using available prints, transparencies, books, and/or videos. * Develop and Lead students through a series of activities developed to introduce the concept of non-objective design as a structural focus to develop non-objective imagery adaptable to three-dimensional interpretation. * Develop a web search or similar independent student reserch activity on sculptors whose work is non-objective in naturea and varied in style and materials used. Indentify materials and tools available. * Demonstrate construction techniques appropriate for materials to be used. * Demonstrate proper and safe use of cutting utensils, plaster spackling, files, sand papers, and spray finishes. * Define requirements of project size and options for surface treatment. * Provide opportunities for students to reflect on, and assess, their finished product. The student will * View images presented by teacher and compare/contrast images of realistic and non-objective subject matter * Use a viewfinder approach to investigate and document design aspects of selected images, sketching 12+ collected images in their sketchbook * Select no less than three (3) of the collected images they feel have a good sense of composition based on variety of related shapes, spatial break up, pattern, movement, etc. * Use each of the three chosen miniature compositions, and will "drop the sides" of the contained image and explore expansion of their shapes and concepts in a variety of ways for new non-objective compositions. (Suggestion: use tracing paper to trace "starting" image and develop new/expanded arrangements on tracing paper to preserve the "starting point". * Select several of the newly expanded ideas and transforming them into layers with thickness and depth, developing their chosen ideas/compositions into 3D interpreations. * Concurrently, and independently, conduct web reserach work of identified sculptors whose work if non-objective in style. * Document research in sketchbooks with notes of viewed work and sketches or printed images * Select and critique the work of three of the viewed artists and submit those critiques on line through teacher's website or in manner defined by teacher. * Work with one of the dimensional interpretations to construct three dimensional units/forms and assemble those segments in manners demonstrated to portray their sculptural idea. Sculpture must be viewable from all sides and compositonally interesting and balanced. * Develop their structures using poster board, chip board, cardboard, tubing, styrofoam, ec. and employ scoring techniques, glue and tape as needed. * Apply 1-2 coats of gesso to their completed construction * Apply architectural spackling compound to gessoed sculpture, and will work for desired texture (rough, sanded, combination, manipulated by application, etc.) * Apply some finishing coat of "color" or faux finish to replicate the feeling of stone, concrete, natural materials as appropriate, smooth paster, etc. * Complete a self-evaluation of their work process and finished project. * Critique the work of their peers and explain the relationship of the completed projects to the work of studied artists and as maquettes for real sculptures. (see notes below). |
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Vocabulary: Construction Contemporary Art Gesso Maquette Negative Space Non-objective Scoring Sculpture Sculpture-in-the-round Spackling Three-dimensional form Three dimensional space Viewfinder |
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Materials: Sketchbooks Viewfinders and magazines Tracing paper to assist with transfer of chosen viewfinder images and design development Single ply chip board, poster board, cardboard, paper towel tubing, dryer vent hose, lightweight woods, foam board, found object forms, styrofoam forms, etc. Rulers and scissors for scoring; Cutting blades Glue and Masking tape Gesso and Brushes Spackling compound; plastic palette knives or putty knives for application Files, Sand papers Colorants, spray paints, faux finishes, sealant, etc. |
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Resources: Discovering Art History, Gerald Brommer, Davis Pulication Scholastic Art issues/posters addressing sculpture, especially non-objective work Sculpture, A. Williams, 1995, Davis Publications The Art of Three-Dimensional Design, L. Wolchonok, 1959, Dover Publications. www.sculpture.org, International Sculpture Center |
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Goals addressed: This lesson addresses all State of NC and National Art Education Goals Goal 1 (sub goals 1-7): Develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art. (NC Goal) Goal 2 (sub goals 1-5): Develop skills necessary for understanding and applying media, techniques, and processes. Goal 3 (sub goals 1-6): Recognize, apply and evaluate the design principles used in composition. Goal 4 (sub goals 3-4): Choose and evaluate a range of subject matter and ideas to communicate intended meaning in artwork. Goal 5 (sub goals 1, 3-5): Understand the visual arts in relation to history and culture. Goal 6 (sub goals 1-8): Reflect upon and assess the characteriastics and merits of their work and the work of others. Goal 7 (sub goal2-3): Perceive connections between visual arts and other disciplines Goal 8 (sub goal 2): Develop an awareness of art as a profession (NC Goal) |
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Final Notes: Completed sculptures were used as a part of the semester exam for this class. For the exam we had a "Gallery Crawl" where students critiqued projects done by various classmates during the semester, answering questions presented. While several questions could have been answered using references to the sculpture pieces, two questions specifically dealt with the three dimensional work: 1. Select a three-dimensional piece of work (other than your own) and explain the characteristics of its form as compared to one of the artists you reserached in your web activity. 2. Select a sculpture (other than your own) and imagine it being much larger in size. How much bigger would it be? What materials would be used to create the piece? Where might your chosen sculpture be located? In what kind of environment might it be located? |
