Jenni Braeuner

1.      Subject Area

Seventh Grade, Second Period,

Five 45-minute class periods

Lesson Two of Sculpture Unit

2.      Unit Title and Unit Goal(s)

Sculpture Unit

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 plaster animal sculptures.

      2.1 Develop an awareness of the elements of design and the principles of composition    through their application by discussion, note-taking and making a plaster animal sculpture.

      2.2 Create and evaluate art works that exhibit various sensory and expressive qualities with a lively plaster animal sculpture.

      2.4 Apply problem-solving skills that lead to solutions to specific visual art tasks like balancing the plaster animal sculpture.

3.      Instructional Objectives

Seventh grade art students will

Examine example images of animal sculptures in order to determine what poses create the most successful sense of balance and form, in addition to discussing the sense of balance they have with their bodies.

Create an animal sculpture using plaster strips, newspaper, tape and paint to demonstrate knowledge of form and balance. 

4.      Materials/Media

Newspaper, for both armature and table covering

Masking Tape for armature

Pre-made Plaster Strips to cover armature

Bucket or bowl for water

Water in containers to use at tables

Tempera Paint to color plaster to look like animal

Paint brushes to apply paint

Paper towels to clean up

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

5.      Instructional Procedures

1.      Set

The teacher will show past student examples of animal sculptures constructed from paper and plaster.

The teacher will discuss the concept of form. 

The teacher will discuss and demonstrate techniques to construct armature of sculpture.  Newspaper can be rolled up and taped to create long, thin body parts such as legs, arms and tails.

Key Questions

What is form?

Think about the armature of your body.  How is it made?

Compare and contrast balance in standing sculptures to mobiles. 

How will your animal be posed to make sure it stands?

What did you learn about constructing a mobile and demonstrating balance and movement that will help you to construct a standing sculpture of an animal?

2.      Classroom Strategies-

Day One

Teacher

1.      Sets up the classroom for a demonstration of making a sculpture.

2.      Displays past student work in front of the room.

3.      Asks: “How is this sculpture balanced?”

4.      Asks: “What other interesting poses could you try?”

5.      How is an animal’s body different from yours?

6.      How does that affect how we move?

7.      How does that affect how they move?

8.      Have you observed how they move? Sit? Lay down?

9.      Tells students to try making poses like animals.

10.  Discusses concept of form.

11.  Demonstrates how to make armature.

12.  Demonstrates how to apply plaster strips.

13.  Instructs class to create their own animal sculptures by looking at books and images to make sketches.

14.  Assigns table monitors to distribute newspaper and masking tape.

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

16.  Works with students one-on-one if needed.

17.  Makes herself available for student questions.

Student

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

2.      Examines the student examples and discusses its form.

3.      Makes poses like animals.

4.      Gathers books and images of animals from supply table.

5.      Makes sketches of animal sculpture.

6.      Participates in distribution if assigned.

7.      Begins constructing armature for animal sculpture.

8.      Continues working until class dismissal.

9.      Cleans up.

Day Two

Teacher

1.      Asks student’s to retrieve armatures.

2.      Assigns table monitors to distribute newspaper and masking tape.

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

4.      Works with students one-on-one if needed.

5.      Makes herself available for student questions.

Student

1.      Gets sketches and armatures.

2.      Participates in distribution if assigned.

3.      If not assigned, sits at table until newspaper and tape are distributed.

4.      Continues constructing armature.

5.      Continues working until class dismissal.

6.      Cleans up.

Day Three

Teacher

1.       Reviews concept of form.

2.       Asks student’s to retrieve armatures

3.       Assigns table monitors to distribute newspaper and tape.

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

5.       Makes herself available for student questions.

6.       Works one on one as needed to assist with taping and plastering

Student

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

2.      Gets armatures

3.      Participates in distribution if assigned

4.      If not assigned, sits at table until newspaper and tape are distributed.

5.      Continues to construct armature

6.      Covers armature in plaster strips if finished.

7.      Continues working until class dismissal.

8.      Cleans up.

Day Four

Teacher

1.      Reviews how to cover armature in plaster.

2.      Asks student’s to retrieve armatures

3.      Assigns table monitors to distribute newspaper, tape, water and plaster strips.

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

5.      Makes herself available for student questions.

6.      Instructs students to place sculptures in designated area to allow time for drying.

Student

1.      Gets armatures.

2.      Participates in distribution if assigned.

3.      If not assigned, sits at table until newspaper, tape, water and plaster strips are distributed.

4.      Continues to construct armature.

5.      Covers armature in plaster strips.

6.      Places sculpture in designated area.

7.      Continues working until class dismissal.

8.      Cleans up space.

Day Five

Teacher

1.      Verbally reviews how to paint on plaster.

2.      Asks student’s to retrieve sculptures.

3.      Assigns table monitors to distribute paint and brushes.

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

5.      Makes herself available for student questions.

Student

1.      Gets sculptures.

2.      Participates in distribution if assigned.

3.      If not assigned, sits at table until paint and brushes are distributed.

4.      Paints sculpture with tempera paint.

5.      Cleans-up.

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.

5.      Learner Involvement-

Students will be involved in the discussion in class.  The students will investigate the form and balance found in previous student artwork.  Students will explore and discuss the visual aspects of others’ work compared to their own animal sculptures.

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 newspaper, masking tape, plaster strips, water, paint and brushes.  Table leader is responsible to get supplies as needed. Low talking is limited to others at their 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 form and how they are being applied to their animal sculpture.

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 other students’ 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 forming newspaper and taping, and/or applying plaster strips.  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 make a more complicated pose.

6.      Evaluation

1.      Informal:

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

2.      Formal:

Students will be graded by a general sculpture unit 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 the students construct interesting compositions?  How many sculptures were balanced?  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 engineering and foundations.