Arts LIFT 2012 - Feed My Sheep

Before

 After

For the past two weeks I have been a part of a wonderful community art project called, "Feed My Sheep" sponsored by a program called, Arts LIFT. Arts LIFT, The University of Akron's award-winning summer arts apprenticeship program for students in the Akron Public Schools has collaborated with nationally recognized sculptor John Comunale to create a series of steel gates for the entrance of the Feed My Sheep Garden at the First Congregational Church, 292 E. Market St., in Akron’s University Park neighborhood.

Today was our final day of working on the community project.

Check out more pictures of the development of this project by visiting the Arts LIFT Facebook page.

Lesson - Modern Sculpture with Hose

Grade Level: Art I/Studio Art/3-D/Sculpture

Overview:

The students will use thick wire or a metal coat hanger to create a form that demonstrates movement. The will cover the form with hosiery to make it a solid form. From there, the students will choose at least one more element and principle of art and design to add to the exterior of the sculpture. They will attached the form to a base with glue, and then choose a color to paint the sculpture. The students will keep in mind the elements and principles when they color the sculpture. They can consider a texture, value, or pattern to the form.

Objectives:

The student will be able to…
Knowledge:

• Use excellent craftsmanship by thoroughly painting, showing no glue, no hose, no wire and no wood through his/her modern sculpture.
• Illustrate 2-4 thumbnail sketches of ideas with color for his/her modern sculpture.

Skill:

• Display evidence of at least one other element & principle of art.
• Arrange the wire to show a clear evidence of shape/form in his/her sculpture.

Value:

• Verify his/her artistic choices by completing the personal reflection worksheet.
• Identify 3 images of modern sculpture chosen by student and print them out for class discussion.

Ohio Department of Education Standards:

• Standard 1: Student Choice and Vision - Students’ emerging interests are at the core of visual literacy and an arts curriculum that promotes voice and ownership in learning.
• Standard 2: Critical and Creative Thinking – Students coordinate artistic processes to imagine, create, realize and refine ideas in both conventional and innovative ways.
• Standard 3: Authentic Application and Collaboration - Students engage in artistic production individually and collaboratively to address genuine local and global community needs.

Vocabulary:

• Line
• Shape/form
• Color
• Value
• Texture
• Space/perspective
• Pattern
• Rhythm/movement
• Proportion/scale
• Balance
• Unity
• Emphasis
• Abstract
• Freeform
• Henry Moore
• Modernism

Materials:

• Thick wire or wire coat hanger
• Block of wood for base
• Knee high hose
• Acrylic paint
• Wire cutter
• Nail and hammer
• Scissors
• Hot glue gun
• Various materials for texture

Instruction:

1. Have overhead projector ready with connection to computer to show modern sculpture.
2. Have wood blocks pre-drilled with 2 holes per block.
3. Students will be seated in their assigned seats
4. Have two samples of final projects available.
5. Have rubric printed for students before they begin so they know what they will be graded on.
6. Remind students of procedures and classroom rules to make the classroom rule smoothly and effectively.
7. Introduction: Discuss modernism, show Henry Moore sculpture, and discuss the elements and principles of art in the work.
8. Discussion of what modernism is. Ask students, “Who can tell me what the work modern means?” Rejecting realism, make new, work that experiments with form and draws attention to the processes and materials.
9. Transition: “Let’s look at modernism in sculpture.” Show Henry Moore work.
10. Discussion of what makes his work modern.
11. Discussion of elements and principles of art in modern sculpture.
12. Ask students, “What elements and principles of art do you see in his sculptures?”
13. Transition: “Our next project is going to be inspired by modern sculpture.”
14. Homework: “Do some additional research of modern architecture for homework, and bring in 3 images that you like, and we will discuss them as a class. Be sure you identify the title and the artist for each.”
15. “We will use these 3 examples as well as your own creativity to create modern sculptures.”
16. When students bring in examples, lead a discussion with the class on what elements and principles of art are evident in the work, and why they liked these particular examples.
17. Transition: “I will go over a demonstration of how we will create the modern sculptures.”
18. Go over materials the class will use.
19. Have pre-cut with 2 holes to use as a base for the sculpture. Use hammer and nail to create one or two holes in the block of wood.
20. “First you will use wire cutters and pliers to cut off the hook end of a wire hanger. Make sure you bend the wire to straighten it out a little bit before starting the form.”
21. “Once you have the hook cut off and straightened, put the ends of the wire into the holes in the wood.”
22. “Come see me for the next step, which is gluing the wire to the base.”
23. “Once the wire is set up, you may begin bending and twisting the hanger to achieve the desired shape.”
24. “Like modern sculpture, shape and form are at the forefront of the design. Make sure you keep this at the forefront of your sculpture.”
25. “Once you have the form, we will need to give it a surface. Pull the hose over the top of the wire, then down over the wire form, and over the wooden block.”
26. “You will cut the extra hose from the bottom of the wooden block, and hot glue the hose underneath the base.”
27. “You need to be under my supervision during this step.”
28. “When you have the shape and form complete, this is where you can start to get even more create. We will paint the surface with acrylic paint.”
29. “You will need to incorporate at least one more element and principle of art to your sculpture.”
30. “What could you do to the surface to incorporate more elements and principles of art?”
31. Apply paint like Jackson Pollock, add texture with various materials like string, beads, sand, gesso, etc, apply value to the color you paint the sculpture, add pattern, rhythm.
32. “Do you have any questions about the process?”
33. Transition: “Before you get started on your sculpture, you will use your 3 examples and your own creativity to sketch 2-4 thumbnails of your ideas for your sculpture. Make them big enough that you can add color and detail.”
34. “When you have the thumbnails completed come see me so you get credit and I will approve them so you can start the sculpture.”
35. Students will work on project.
36. Closure: When the students are almost completed with their project, introduce the Reflection Worksheet.
37. “When you are done with your sculpture, get a Reflection Worksheet from me to discuss your sculpture.”

Formal Assessment/Evaluation of Objectives:

• The student’s final sculpture will be their summative assessment that will be graded with a rubric.
• The student’s will be evaluated during the project at checkpoints to make sure they are on track, and this will be the students’ formative assessment.

Extensions/Curricular Connections:

• Advanced students can create multiple sculptures showing transformation (abstract to realistic, size/scale, etc).
• Students can apply various objects to the sculpture such as beads, string, and anything else to make their sculpture have texture or a collage quality.
• To simplify the assignment, the teacher will glue the wire into the base for the student.

Resources:

Books:

• Read, Herbert. Modern Sculpture: A Concise History.
• Elsen, Albert E. Origins of Modern Sculpture: Pioneers and Premises

Web Sites:

• Henry Moore, http://www.henrymoore.com/art.shtml
• More artists, http://www.modernsculpture.com/sculpture.htm

Projector and Computer: to show websites, images, and artists