Course  Title:  Sculpture  II    Length  of  Course:  One  Trimester  

Teacher  Name:  Kari  Halker-­‐‑Saathoff  E-­‐‑mail:  karih@stma.k12.mn.us  

www.stma-­‐‑art.com  

                     Sculpture  II    

   

Material list 1. Passbook 2. Pencils and erasers 3. A check or cash for $15.00. The check should be made out to STMA. 4. A paint shirt 5. Miscellaneous found objects 6. Sketchbook/folder/binder 7. Plastic bags

Electronic Devises You will get an assigned number/storage unit for your cell phone. Your phone needs to be in the storage unit when the bell rings. You may pick up your phone after you have cleaned up (last 5 minutes of class). You may kindly remind me that we have 5 minutes left and I will finish what I am saying and excuse you to grab their phones). School Policy on electronic devices

Originality and Plagiarism

Originality and creativity are essential components of this course. Students will not make direct use of another artist's work and call it their own; this violates copyright laws and is plagiarism, and will result in an automatic failure for the project, and possibly the class. Students are encouraged to work only from personal photographs that they have taken. Other artist's work may be used as a reference for personal artwork, but the work being referenced should be altered to such a degree that the original artist's intent is in no way recognizable in the student's work. Copying and

duplicating of another artist's work and calling it your own is cheating and fraudulent, and is not permissible in this course.

Philosophy Visual Arts maintain a rich body of knowledge that enables students to understand their world and its cultures. Visual Arts develop critical thinking, original ideas, and creative problem-solving. Visual Arts provide a unique and powerful language in which students engage in artist practice by creating, responding, presenting, and connecting while cultivating their artistic voice. Learning Targets I can…

• Create artwork that expresses an idea and demonstrates learning. • Create a collection of artwork. • Read, reflect, revise, and analyze artwork based on feedback. • Find and generate original artistic ideas. • Understand and appreciate art and art history.

Terminology

(Sensory) Elements (Formal) Principles o Value o Color o Form (3-D) o Space o Texture o Line o Shape (2-D)

o Balance o Unity (harmony) o Rhythm (pattern, repetition) o Variety (or contrast) o Movement o Emphasis (dominance/point of

interest) o Scale (proportion)

 Academic  Expectations    

1. The  artwork  will  consist  of  a  relationship  to  aesthetics,  art  history,  art  criticism,  and  studio  work.  The  majority  of  your  grade  will  result  from  your  project  work.  All  students  must  follow  the  project  objectives  and  must  complete  by  the  final  deadline  given  —  excused  absences.  

 2. All  students  must  have  a  pencil  and  eraser.  

 

3. Work  habits.  All  students  must  work  during  class  time,  and  try  to  participate  in  class  discussions.  That  will  be  part  of  your  grade.  

 4. BE  CREATIVE  AND  ORIGINAL!  

 5. Grading  Scale:  

   

         

         Behavior  Expectations    1. Be  in  your  assigned  seats  at  the  bell  and  quiet.  Remain  in  your  seats  until  

attendance  has  been  taken,  and  directions  for  the  day.    

2. You  will  not  leave  the  room  without  permission  from  the  teacher.  You  will  not  enter  the  other  art  room  without  permission  or  purpose.  

 3. The  profane  or  indecent  language  will  not  be  tolerated  in  my  classroom.    

 4. No  eating  or  drinking  will  be  allowed  in  the  classroom.  

 5. You  must  be  working  during  class  time  –  do  not  misuse  the  time  given  to  

work  on  your  projects.  All-­‐‑time  in  class  is  to  be  used  for  your  art  only.      

6. Maintain  a  quiet  working  atmosphere  –  no  talking  across  the  room,  loud,  unnecessary  noise,  or  wandering  from  table  to  table.  

 7. Clean  up  your  work  area  and  art  tools  is  mandatory;  please  do  not  leave  a  

mess.  You  are  responsible  for  keeping  tools  and  your  work  area  clean.    

8. Do  not  touch  other  student'ʹs  work,  and  vandalism  will  not  be  tolerated.    

100  -­‐‑  94   A    93  -­‐‑  90   A-­‐‑  89  -­‐‑  87   B+  86  -­‐‑  83   B  82  -­‐‑  80   B-­‐‑  79  -­‐‑  77   C+  76  -­‐‑  73   C  72  -­‐‑  70   C-­‐‑  69  -­‐‑  67   D+  66  -­‐‑  63   D  62  -­‐‑  60   D-­‐‑  59  -­‐‑  0   F  

 9. Insubordinate  behavior  will  not  be  tolerated.  

 10. YOU  MUST  HAVE  YOUR  STUDENT  PASS  BOOK  AT  ALL  TIMES!    

 

Expectations:

• Continual work in class (USE the class time that is available!) • Work  outside  of  class  time  (you  will  NOT  be  able  to  complete  all  the  work  this  

class  entails  during  class  time  only!)  • Keeping  your  work  and  material  organized  and  clean  (Sketchbook/  binder/  

portfolio)  • Exploring  new  and  creative  themes  (not  hashing  and  rehashing  old  or  the  

same  concepts)  • Exploring  new  mediums  that  you  may  not  be  familiar  using.  • Challenge  yourself  to  work  outside  your  comfort  zone  in  art.  • Persevere  through  struggles  during  the  art-­‐‑making  process  • Seek  out  extra  help  and  guidance  if  needed  (other  students  or  me)  • Demonstrate  skill,  craftsmanship,  and  effort  during  the  art-­‐‑making  process  

(show  respect  for  your  work!)  • Begin  to  understand  that  art  isn'ʹt  made  in  a  vacuum.  That  art  is  influenced  by  

history  and  the  world  around  us  and  you!  • Critiques  are  an  essential  part  of  the  art-­‐‑making  process  • Understand  that  being  able  to  describe  and  discuss  your  work  using  proper  

terminology  is  an  integral  part  of  being  an  artist.  

BE  CREATIVE  AND  ORIGINAL    

Recommendations:  

• Look  at  artwork  daily  (artwork  is  not  created  in  a  vacuum)  o Professional  

§ Books  § Internet  § Museums  

o Each  other’s  work  

§ Get  ideas  from  one  another  o Unique/Creative  work  

• Talk  about  art  • Use  your  sketchbook!!!!  • Create  your  own  work  that  is  not  due  for  this  class!!  

o Work  begets  work  • Visit  the  local  museums  and  galleries  

o MIA  (Minneapolis  Institute  of  Art)  o MCAD  (Minneapolis  College  of  Art  and  Design)  o Walker  (Loring  Park  Area/Downtown  Minneapolis)  o Weisman  (University  of  Minnesota)  o Gallery  360,  Mpls.  

   

Sculpture  II  Course  Outline:  

*Learning  Targets:  On-­‐‑going  throughout  the  trimester*  I  know  and  understand  the  Elements  and  Principles  of  Design.  

I  know  how  to  use  and  respect  materials  in  art.  I  know  and  understand  what  a  critique  is  and  the  process  of  critique.  

I  can  analyze  artwork,  and  I  know  how  artists  find  influences  and  develop  a  personal  voice  in  a  variety  of  media.  

I  can  create  artwork  that  expresses  an  idea  and  demonstrates  learning.  I  can  revise  my  artwork  based  on  feedback  and  reflect  on  my  artwork.  

I  understand  the  importance  of  a  clean  art  room.  I  can  clean  up  after  myself  and  help  others.  

 Unit#1  –  week  1:  Class  Introductions  and  Expectations  

• What  is  Sculpture?  (Review)  • Elements  and  Principles  in  class  (Textbook  pages  3-­‐‑21)  (Review)  • Review  Saftey  • Demonstrations  of  materials  and  techniques  • Unit  I:  Clay  Sculpture  

       

  Sculpture  II  

Assignment One: Illustrating a moment in your day   Learning Targets:  

I  can  create  a  clay  model  reflecting  a  moment  in  my  day.   I  understanding  how  to  implement  the  elements  and  principles.  

I  understand  the  modeling  process.   I  know  how  to  slip  and  score  pieces  of  clay  together.  

I know how to use and respect materials in art.    Week  #2  -­‐‑  3    Read  chapter  2  on  Modeling  and  complete  the  worksheet.  

• Begin  SKETCHBOOK  assignment:  1.  list  20  moments  in  your  day.  2.  Select  5  of  moments  and  create  a  quick  sketch  of  that  moment.    3. Show  then  to  a  friend  and  get  feedback.  4. Revise  one  and  draw  your  moment  in  three-­‐‑dimensional  terms  by  

sketching  multiple  views  (minimum  of  3).  • Get  approval  and  begin  sculpting.  • Complete,  Assess,  and  Critique.  

 Reflections  Questions:  

1. What  drew  you  into  this  moment,  and  what'ʹs  important  to  tell?  2. Are  you  liking  what  you'ʹre  doing  in  your  clay  sculpture?  If  so,  what  can  you  

change  to  make  it  better?  3. What  would  you  name  your  sculpture?  4. Any  changes  from  your  original  drawing?  

 

   

Learning  Target:  Reed  Sculpture       My  reed  sculpture  will  emphasize  Line,  Volume,  and  Space.  

I  can  compare  and  analyze  wire  sculpture  from  history.   I  know  and  understand  the  influence  of  artist  Alexander  Calder.  

I  understanding  how  to  implement  the  elements  and  principles.   I  can  develop  a  Reed  Sculpture.  

I  know  how  to  use  and  respect  materials  in  art.    

Unit#2–  week  #3  -­‐‑  4  •    LINE  and  Space    • Introduction  and  reading  on  Alexander  Calder.  • Begin  SKETCHBOOK  assignment    • Perspective  &  Space:  How  to  create  an  illusion  of  depth  using  space.  • Begin  Unit  #2  –  Reed  Sculpture.    

 Reflections  Questions:  

• Is  your  sculpture  becoming  realistic  or  abstracted?  • What  is  going  well,  and  what  isn'ʹt?  Have  you  asked  for  help?  • How  is  your  project  different  from  others?  • What  would  you  name  your  sculpture?  • Any  changes  from  your  original  drawing?  

           

   

Learning  Target:  Off  the  Wall  (tape)   I  understand  and  applying  media,  techniques,  and  processes.  

I  know  and  understand  what  Bas  relief  sculpture  and  it’s  place  in  history.   I  can  describe  how  different  materials,  techniques,  and  processes  cause  

different  responses.   I  can  intentionally  take  advantage  of  the  qualities  and  characteristics  of  art,  media,  techniques,  and  process  to  enhance  communication  of  their  experiences  

and  ideas.   I  can  select  and  use  the  qualities  of  structures  and  functions  of  art  to  improve  

communication  of  their  ideas.    Unit#3  –  week  #7-­‐‑8    

•  Unity,  Emphasis,  Variety,  Color,  Space,  and  Scale.  • Begin  SKETCHBOOK  assignment    • Personal  voice  and  narrative  • Begin    -­‐‑  Off  the  Wall  Sculpture.  • Complete,  Assess,  and  Critique.    

 Reflections  Questions:    

• Have  you  selected  and  use  the  qualities  of  structures  and  functions  of  art  to  improve  communication  of  your  ideas?  

• What  is  going  well,  and  what  isn'ʹt?  Have  you  asked  for  help?  • How  is  your  project  different  from  others?  • What  would  you  name  your  sculpture?  • Any  changes  from  your  original  drawing?  

 

   

   

   

Learning  Target:  An  Expressive  Self-­‐‑Portrait  Bust     I  can  create  an  Expressive  Self-­‐‑Portrait  Bust      

I  understand  how  color  can  change  a  sculpture.   I  know  there  are  many  types  of  sculpture.  

I  know  that  there  are  a  wide  variety  of  materials  used  in  sculpture.   I  know  how  to  implement  the  elements  and  principles  of  design  into  my  

sculpture.   I  know  how  to  model  clay  to  create  a  bust.  

I  know  and  understand  the  artist  throughout  history  who  created  busts.    Unit#4  –  week  #9  -­‐‑  10  

•  Elements  and  Principles    • Introduction  and  reading  portraits  in  clay.  • Begin  SKETCHBOOK  assignment    • Personal  voice  and  narrative  • Begin    -­‐‑  An  Expressive  Self-­‐‑Portrait  Bust  Sculpture.  • Complete,  Assess,  and  Critique.    

 Reflections  Questions:    

• Is  your  sculpture  looking  like  you?  Why  or  why  not?  • What  is  going  well,  and  what  isn'ʹt?  Have  you  asked  for  help?  • How  is  your  project  different  from  others?  • What  would  you  name  your  sculpture?  

• Any  changes  from  your  original  idea/drawing?        

Learning  Target:  Casting   I  can  do  a  hand  and  milk  carton  casting  

I  know  and  understand  what  casting  is  from  history.   I  understand  the  artistic  influence  of  Auguste  Rodin.  

I  can  describe  how  different  materials,  techniques,  and  processes  cause  different  responses.  

I  can  intentionally  take  advantage  of  the  qualities  and  characteristics  of  art,  media,  techniques,  and  process  to  enhance  communication  of  their  experiences  

and  ideas.   I  can  select  and  use  the  qualities  of  structures  and  functions  of  art  to  improve  

communication  of  their  ideas.    

Unit#5  –  week  #11  –  12    

• Elements  and  Principles    • Introduction  and  reading  Auguste  Rodin  • Begin  SKETCHBOOK  assignment    • Personal  voice  and  narrative  • Begin    -­‐‑  Assemblage  Sculpture.  • Complete,  Assess,  and  Critique.    

 Reflections  Questions:    

• Does  your  casting  have  a  personal  voice  why  or  why  not?  • What  is  going  well,  and  what  isn'ʹt?  Have  you  asked  for  help?  • How  is  your  project  different  from  others?  • What  would  you  name  your  sculpture?  • Any  changes  from  your  original  idea/drawing?  

Below is the grading rubric that we use for all of the final sculpture assignments.      

               

At the end of every project, we do a written and verbal critique. Below are the

questions that we expect students to answer and discuss.

STMA Art Critique Elements: Line, Shape, Texture, Form, Color, Space, Value Principles: Balance, Contrast, Rhythm, Repetition, Pattern, Emphasis, Unity, Variety, Movement

***Use Complete Sentences with proper grammar, punctuation, and spelling.

1. DESCRIBE/ READ THE WORK: What media was used for the artwork? Describe the content using the appropriate elements:

2. ANALYZE THE WORK: (Make sure to include the corresponding elements!)

What is the dominant principle? Read and identify how this principle is applied in your work?

3. INTERPRET THE WORK: (WHAT WAS COMMUNICATED? Interpretation, the Art of Seeing Art process, combines our descriptions and analysis with our previous knowledge and any information we have about the artist and the work. Interpretation allows us to draw conclusions about the image.) What is the meaning, mood, feeling, or function of the artwork? Is there a personal voice? Explain. What do you think the intention of the artist was?

4. EVALUATION: (WHAT DO YOU THINK OF THE ARTWORK?) Is it a successful piece of art? Why? What could have been done differently to make it better?