My Approach to teaching Sculpture

Vince’s notes for the Sculpture lesson with 10-12 year olds.

(Following notes were made from the Alberta Education Art Curriculum guide)

Analyzation of Form

· Construction ( general structures)

· Form-Function (abstraction of complex forms)

· Visual/physical effects

· Environmental effects

· Symbolic/emotional impact of object

Appreciation/ Interpretation

· Style affects emotional impact

· Physical and implied relationships

· Symbols, references, themes

· Literal forms. Representations

Transformation of objects to suit the needs of the physical/logical application (construction) and the emotive impetus of the final form.

Does it look & FEEL the way it should?

ELEMENTS OF THE LESSON

Development of technique

· Tools/ techniques for a specific structural or aesthetic purpose

· Completion of work (is it intact?)

· Pattern & design to hold interest and attention,(eye-catching, use of colours)

· Integration and unity.

PROVOKATION

· Movements, impersonating the creature

· Books, perhaps the Hercules movie? TOYS

ASSESSMENT

· Completion- have all materials been used? Is there any exposed wire?

· Cohesion- do the appendages fit together? Is the structure intact?

· Complexity- what level of detail is shown? Was the subject thought through?

· Proportion- Does the structure support itself? Is the creature consistent with the students aim?

· Dynamism- Is there a sense of movement or action? Is it interesting to look at?

· Creativity- Has the student developed their own ideas?

MY GOALS

· Problem solving

· Working with tools

· Conceptualizing space

· Inventing dynamic forms, illusion of movement

· Technical growth with various sculpting materials

· Link imagination with progressive thought

· Have fun

TIME LINE

1. Toys effectively:

a. Interest each and every student

b. Remove status in the classroom (equate all students to each other)

c. Act as a model

d. Create fun environment

2. Books/Pictures will:

a. Introduce topic

b. Satisfy curricular requirement

c. Spark visualisation and imagination process

d. Hopefully, direct creativity

3. Movement/play

a. Energizes class, it’s fun

b. Equates student status, again

c. Observe physical relationships in figures

d. Develop practical, expressive poses

4. Introduction of Principles of Art/Elements of Composition

a. FREEZE!! All students in a position, point out examples of principles,

b. Examine various postures to display balance, line, Shape, Mass, etc

5. Hand out Coat hangers

6. Safety Talk

7. Hand out tools to share

8. Set armatures

a. Explain that to achieve proper mass and strength, that flat-skeletal armatures are not desired. Instead, armatures should be more frame-like

b. Point out some, but not all, practical issues, such as having a base, or supporting limbs

c. Set out the general shape, and motion of the piece.

9. Wrap with thin wire

a. This will achieve a sense of mass

b. And provide a support for the plastesine skin

c. Observe or introduce various techniques for handling the much more versatile material

10. Apply skin and details

a. Plastesine affords details such as

i. Texture

ii. Facial expressions

iii. Small structures: fingers, buttons etc.

iv. Mistakes ; )

b. May be applied in many ways, children should discover multiple techniques from each other and experimentation