Jenni Braeuner

1.      Unit Goals

To create a mobile, foam sculpture and animal sculpture.

To demonstrate knowledge of Alexander Calder and his artwork.

To demonstrate knowledge of physical and visual characteristics of sculpture.

To demonstrate knowledge of balance, shape and form in their own artwork.

To develop appreciation for artwork in three-dimensional form.

2.      State and National Standards

National:

Content Standard 1: Understanding and applying paint, plaster strips, cutting and gluing

Content Standard 2: Using knowledge of structures and functions in foam and newspaper

Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas for mobiles and robots

Content Standard 4: Understanding the visual arts in relation to Alexander Calder

Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

State:

1.1 Demonstrate the use of knowledge in select media, techniques and processes by creating three products: mobile, plaster animal sculptures and foam robot sculptures.

2.1 Develop an awareness of the elements of design and the principles of composition through their application via discussion, note-taking and the making of these projects.

2.2 Create and evaluate art works that exhibit various sensory and expressive qualities by study of the balance and whimsical expressiveness of Alexander Calder, lively plaster animals, imaginative foam robots and evaluating the works of peers.

2.4 Apply problem-solving skills that lead to solutions to specific visual art tasks such as balancing mobiles, plaster animals and foam robots.

3.      Student Characteristics

Students should have a basic understanding of art.  Students should be able to use multiple mediums to create artwork.

This particular school is very diverse with students of all backgrounds and abilities.  This school’s population is 80 percent white, 17 percent African-American, 2 percent Hispanic and one percent other minorities.  52 percent of students are eligible for free or reduced lunch.  There are no students with disabilities in this particular class. 

This age group is just discovering their individuality and this reflects in their work.  Lowenfeld describes this stage as pseudorealistic, or age of reasoning. Visual children think of their work how others would relate to it.  They understand how color changes in different external conditions.  Nonvisual children base their work on their emotional relationships with the outside world. They use color as a tool to reflect an emotional reaction.    

4.      Unit Introductory Procedure/s

Questions regarding student knowledge of sculpture will begin the presentation. Students will be asked to think about the types and kinds of sculpture they have seen. They will be asked to ponder the definition of sculpture.

Students will view a PowerPoint on the history of sculpture and artists that produce it such as Greek and Roman, Alexander Calder and Claus Oldenburg.

Students will take notes from the PowerPoint.

Discuss elements and principles of sculpture such as color, form, balance and movement.

5.      Materials and Media for the Unit

      For Lesson One:

PowerPoint on Alexander Calder to examine images of wire sculptures

Wire hangers to bend and use as a foundation for the sculptural pieces

Construction Paper to cut and make designs that will hang on sculptures

String to hold the cut out designs onto the hanger form

Scissors to use for cutting

Pencils to draw out the designs

For Lesson Two:

Newspaper, for both armature and table covering

Masking Tape to stabilize armature

Plaster Strips to cover armature

Bucket or bowl to hold water

Water to wet plaster strips

Paper towels to clean up

Tempera Paint to color plaster to look like animal

Paint brushes to apply paint

Examples of student animal sculptures

Images of animal sculptures made by artists

Books and visuals of a variety of animals to assist students with ideas

Vocabulary Words for Lesson Two

Form: an enclosed three-dimensional space

For Lesson Three:

Foam to use as form of robot

Glue to connect foam

Plastic knives to cut foam

Paint to color foam to look like robot

Paint brushes to apply paint

6.      Assessment and Evaluation of Learner Understanding

Informal during classroom work

After demonstrating techniques, the teacher will supervise the students to ensure they apply and execute the techniques correctly. 

Formal at completion of artwork and lesson

Students will be assessed according to a general unit rubric based on whether they stayed on task, showed craftsmanship and creativity and how well they followed instructions.

7. Related Assessment to the Outcomes Stated in the Goals

      Students will be evaluated on their ability to produce a mobile, plaster animal sculpture and a foam robot.

      Students will be evaluated on how well they demonstrate knowledge of Alexander Calder and his work by creating a mobile.

       Students will be assessed on their knowledge of the physical and visual characteristics of sculpture by manipulating the elements and principles of art.