Sculpture Unit Lesson Plan

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Unit Title and Theme: Exploring Identity through Sculpture

Finding meaningful links between students’ self-discovery and individual identity and the way they relate and interact with society as a whole, while building on their current knowledge of 3D art and introducing new ways to think of sculpture.

Key Vocabulary:UniversalIdentity
SymbolismDiversity
MetaphorTolerance
InterdependenceStereotypes

Discussion Topics:
Over-arching ideas that will be addressed throughout the unit…

Shared and Personal experiences
The United States as “tossed salad” vs. “melting pot”
Question importance: individual over group, or vise versa?
Explore the benefit of self-awareness and constructive expressions

Course Level/Learner Characteristics:

Grandview High School is an alternative program serving about 240 “at-risk” students in grades 9-12 in Milwaukee, Wisconsin. The course is a basic high school “Sculpture 101” and has just under 30 students enrolled from all four grades, ages 15-18+. Students in this course have had some art experience, but have not necessarily been selected because of any particular artistic strength.

These students have been labeled “at risk” and transferred to this alternative program for any number of reasons, but a large percentage of the population is school-age parents. Poor or irregular attendance tends to be the biggest factor in lack of academic success, not behavior issues or learning disabilities. 1.Lesson Number and Title: #2 - “All Different” (Paper Mache Monsters)

2.Objectives (with WI-DPI Academic Standards for Visual Arts)

Technical Skills:

 Use sketching to brainstorm ideas and create a rough blueprint for their creation. (C6, H4)  Use wire, newspaper and other materials to create a sturdy armature that acts as a foundation for their sculpture. (C8)  Use paper mache to create a 3D creature. (E3)

 Use paint and other embellishments to communicate desired characteristics. (E1)

Formal Content:

 Explore the idea of self-portrait through the use of symbolism and metaphor. (K1, G4)  Create a dynamic figure through a creative use of space that engages the viewer. (C1, E1)  Understand how color, pattern and texture can be used to aid the delivery of their concept. (C3)

Looking and Talking:

 Talk about individualism and the importance of celebrating our differences. (I1, L6)  Understand and use key vocabulary. (A2, D5)
 Compare the idea of portraiture throughout history. (G1, I5)  Discuss “non-traditional” self-portraits. (B3, I4)
 Look at the work of paper mache artist, Louie Rochon. (J10)

Expressive:

 Have time to think about what makes them unique. (L3)
 Brainstorm various ways their personality can be depicted and make judgments about what will be most effective. (L1)  Use mixed media to create and embellish a work that they feel describes who they are. (E5, J2,)  Share their findings with the class in critique. (C9, J10)

3.Integration with Other Subject Areas:

Art History: portraiture throughout time
Engineering: problem-solving to carefully balance their dynamic poses Biology: studying the physical characteristics of various animals to combine those qualities in their work English: Discuss the meaning of literary terms like metaphor & Discuss visually application in artwork

4.Motivation/Introduction:

Class will begin with a question: Is it more important to our society to emphasize our similarities or our differences? Students will take a few minutes to journal about this and then we will begin a short discussion. This will be followed by a PowerPoint presentation.

In this slideshow, students will get a quick history of portraits from Renaissance to Fauvism. Then they will see examples of non-traditional self-portraits, including sculptures and installation. The class will be introduced to their assignment, and have the opportunity to see paper mache art by...
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