Jenni Braeuner

1.      Subject Area

Seventh Grade, Second Period,

Four 45-minute class periods

Lesson One of Sculpture Unit

2.      Unit Title and Unit Goal(s)

Sculpture 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 develop appreciation for artwork in three-dimensional form.

Tennessee state standards

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

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.

2.4 Apply problem-solving skills that lead to solutions to specific visual art tasks by designing and constructing a mobile sculpture that has balance and movement.

3.2 Use subjects, themes and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meanings in artworks.

3.      Instructional Objectives

Middle school students will

·         View a PowerPoint presentation on Alexander Calder’s work in order to gain knowledge of the expressiveness of sculptural mobile forms and discuss how his artwork relates to theirs

·         Create a mobile using construction paper, string, scissors and a wire hanger to demonstrate knowledge of balance and movement in sculpture.

4.      Materials/Media

PowerPoint on Alexander Calder to examine images of wire sculptures

Wire hangers to bend and use as a foundation for the sculpture

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

String to hold the cut out designs onto the hanger form and demonstrate balance and movement

Scissors to use for cutting

Pencils to draw out the designs

5.      Instructional Procedures

1.      Set

Following the introduction of the unit, the teacher will present a PowerPoint based on the life and work of Alexander Calder.

The teacher will then lead the class in a discussion on balance, movement and mobiles.

2.      Key Questions

Have you ever felt like you were off balance?

How did you feel?

What is balance?

When you are not balanced, what happens?

Can art have balance? How so?

What shapes do you notice around you?

What shapes do you see the artwork of Alexander Calder?

What colors do you see around you?

What colors do you see in Calder’s work?

Do you think the colors in Calder’s work have meaning?  If so, what?

What materials did Alexander Calder use in his mobiles?

How do his sculptures have movement?

Can a work of art move?

3.      Classroom Strategies-

Day One

Teacher

1.      Shows the class a PowerPoint on the life and art of Alexander Calder.

2.      Displays Calder’s “Snow Flurry.”

3.      Asks: “What do you think this piece is called?”

4.      Asks: “What makes you think that?”

5.      Asks: “What materials do you think the artist used?”

6.      Tells the class the title is “Snow Flurry.”

7.      Asks: “What gives this piece balance?”

8.      Asks: “What gives this piece movement?”

9.      Discusses the concept of kinetic sculpture.

10.  Discusses the concept of balance.

11.  Instructs students to create a mobile using paper, scissors, string and wire hanger

Student

1.      Answers the questions of the teacher that are posed.

2.      Examines the “Snow Flurry” example and discusses its shapes, balance and kinetic sculpture.

3.      Gathers materials (see materials list) from supply table.

4.      Draws and cuts desired shapes for mobile.

5.      Continues working until five minutes before class dismissal.

6.      Cleans-up scraps prior to dismissal.

Day Two

Teacher

1.      Reviews the previous day’s project asking students about concepts of sculpture.

2.      Asks what kinds of shapes the students cut.

3.      Asks student’s to retrieve shapes.

4.      Assigns table monitors to distribute paper and scissors.

5.      Monitors class to be sure student’s stay on task.

6.      Works with students one to one as needed.

7.      Makes herself available for student questions.

8.      Reminds students to be aware of the principle of balance.

Student

1.      Gets mobile shapes.

2.      Participates in distribution if assigned.

3.      If not assigned, sits at table until paper and scissors are distributed.

4.      Draws and cuts shapes for mobile.

5.      Gathers strings for hanging.

6.      Ties shapes to hanger if needed and considers balance.

Day Three

Teacher

1.      Reviews concept of balance and movement in kinetic sculpture.

2.      Asks student’s to retrieve shapes

3.      Assigns table monitors to distribute paper and scissors.

4.      Monitors class to be sure students stay on task.

5.      Works with students one to one as needed.

6.      Makes herself available for student questions.

Student

1.      Answers the questions of the teacher that are posed.

2.      Gets mobile shapes

3.      Participates in distribution if assigned

4.      If not assigned, sits at table until paper and scissors are distributed.

5.      Draws and cuts shapes for mobile.

6.      Gathers strings for hanging.

7.      Ties shapes to hanger if needed.

Day Four

Teacher

1.      Help students hang work around the classroom.

2.      Helps students examine the principles of mobile sculpture.

3.      Asks: “Which mobile is balanced?”

4.      Asks: “Which mobile has movement?”

5.      Asks: “How do you know?”

6.      Describe in what ways this work is balanced.

7.      Describe in ways this work has movement.

8.      Encourages discussion and examination of each mobile sculpture.

9.      Instructs students to write reflect on their work in written form. 

Student

1.      Hangs work around the classroom.

2.      Answers the questions of the teacher that are posed.

3.      Examines each others work for the demonstration of the concept of balance

4.      Examines each others work for the demonstration of the concept of movement

5.      Compares their work to the concepts of Calder’s by reflecting, discussing and analyzing.

6.      Reflects in written form.

4.      Practice and Review

Students will use terminology learned in previous classes, to incorporate into their work. The students will be able to apply the previous skills and techniques acquired into this project. Each student will have a handout to keep and refer to for future lessons, in order to assess themselves as well as use when planning future projects.

5.      Learner Involvement-

 Students will be involved in the discussion in class.  The student will investigate the shapes, balance and movement found in Calder’s sculptures.  Students will explore and discuss the visual aspects of Calder’s work compared to their own mobiles.

6.      Learning Environment-

Students will sit in their assigned seats at their table. Each table has 3-4 students. The table leader will be responsible for getting the tables supplies for the day. Each table will have 4 pencils, one roll of string, 4 pairs of scissors and various colors of construction paper.  The supply table will have wire hangers to tie shapes to when complete.  Table leader is responsible to get supplies as needed. Low talking is limited to other students at the table. The teacher is constantly going around the room, offering assistance to each group of tables. Students are reminded to monitor their use of balance and movement and how they are being applied to their mobile.

7.      Closure

The lesson will close with a review of the vocabulary and techniques we have learned and applied in the artwork. The students will have an informal discussion at the end the class with a review and summary of what we did and why we did it.  The students will compare their images to that of Calder’s work to see if they may find similarities or contrasts.  Each table manager will be responsible for taking materials back to supply table. 

8.      Alternative and /or supplemental activities

Even though there are no students with disabilities, some students may need help cutting shapes from paper and tying to hanger.  English is a second language to a few students, so demonstrations and demonstrations will need greater detail.

Individual needs will be met and addressed as needed.  Teacher will work one-on-one with these students to ensure learning and understanding are happening.

Students will be working individually, but at the same table with three other students, so peer learning will also be present.

More advanced students can add more layers to mobile when finished.

6.      Evaluation

1.      Informal:

Students will be informally assessed by participation, oral questioning, effort and following directions.

Written reflection questions include:

Is my work balanced?

Does my work have movement?

What would I differently?

What did I like most about this project?

What did I like least about this project?

2.      Formal:

Students will be graded by a rubric based on how well they stay on task, follow directions and show craftsmanship and creativity.

3.      Self-Reflection:

What did the students have trouble with in this project?  (Grasping certain concepts?  Motor functions in construction?) Were they successful in achieving balance? Did students succeed in achieving movement? How many sculptures were both balanced and had movement? What can I do to revise this lesson in order to all of my students to succeed?

Ask students what their favorite part of the assignment is.

What did they learn?

7.      Re-teaching

A review will be given to any student who was absent, or seem to be getting off task. Student feedback will be asked and taken into account when teaching the lesson again.

The teacher may talk more in depth about the concepts of center of gravity and inertia, or other physics concepts. 

Students will be informed that more exploration of the properties of sculpture will be explored in the next lesson