Sculpture I & II

Priority Keys MA MA represents a Major content area. Any concept labeled MA is something of central

Importance to the entire class/curriculum; it is a foundation or cornerstone of the course. Mastery of MA concepts is required for a student to succeed in a course.

I I represents Important content area. A little smaller than MA, I concepts must be

Mastered but are not necessarily cornerstones of a course or required in order to succeed throughout the course.

MI MI represents a Minor content area. Minor content areas are those that must be

Touched on briefly, introduced, but not thoroughly covered or mastered in order for Students to achieve success in a course or completion of state and national standards.

Interdisciplinary Links

HI History WR/LA Writing/Language Arts FL Foreign Language

M Mathematics FA Fine Arts H Health and Physical Education

GV Government GE Geography SC Science

T Theology TE Technology C Global Cultures

Resource Key

Tech Overhead Projector, Elmo with Projector and laptop, VCR Combination Tape and Disc, TV

D Discs: CD’s and DVD’s DEM Demonstration WB Workbook, Handout, Template

V Video Tapes Lab Supplies G Guidelines/ Assessment Sheet

S Samples SK Sketchbook VA Visual Aides: books, posters, transparencies,

Costumes

Week Objective Priority/Link Resource Assessment State Standard

1-2

Procedures: Conduct and Respect, Supplies location, Student Class Storage, Housekeeping Introduction to the Elements and Principles of Design Lab/Project: Create Pinwheel in 2 dimensions, then assemble pinwheel in 3 dimensions to create kinetic sculpture.

1C MA M/SC/T/FA 2A, 2B, 2E, 3B, 3C, 3D

Tech, S, G, VA, LAB colored pencils, WB, Lab, pins, pencils, pencil sharpeners

Note taking: Elements and Principles of Design, origin of Peace Pinwheel. Art Movements: Kinetic Art, Installation Art, Collaborative Art, Performance Art. Kanji Symbols. Art as a Spiritual Practice Questioning: Types of art embodied in the Peace Pinwheel. Functions of Art Questioning: Classroom discussion and analysis of Elements and Principles using Art Master Works as subject. Informal Assessment: Students and Teacher assess pinwheels using project guidelines.

NSS. 1.0 NSS. 4.0

Quiz: Terminology on Peace Pinwheel, Kinetic art, Collaboration, Installation Art, Performance Art as a spiritual practice, art as a gift to the community

COMMON MASTERY ASSESSMENT Peace Pin Wheel

MA FA 1A, 2A, 2E, 3B, 3C, 3D

Common Mastery Assessment: Installation of Peace Pin Wheels on The International Day of Peace, September 21st. Students go to grassy green to plant pinwheels, placing them in designs and saying a prayer together with people across the world.

Week Objective Priority/Link Resource Assessment State Standard

3-4-5 5

INTRODUCTION to Sculpture: Overview of history, media and technique, 2-D versus 3-D LAB/PROJECT: Black and white paper sculpture with black marker designs- 2-d to 3-d DRAWING: finished sculpture in ink, label and title DRAWING: one drawing using only geometric shapes to create a sculpture-one drawing using only organic shapes to create a sculpture-using vivid markers to color`

MA FA/HI GE/C/M 1A,2A

Dem S,WB,G,VA Lab: Black sharpie markers, white card stock paper, foam core for Bases, Glue, black acrylic paint , scissors

Guided Lesson: construction and transformation of paper sculpture Student and Teacher: assess sculpture using guidelines and the elements of design to talk about the art, demonstrate knowledge of the difference between geometric and organic shapes- creation of patterns, contrast,3-d form

NSS.1.0 NSS.2.0 NSS.3.0 NSS.4.0

6-7

SENSORY/PERCEPTION: LAB/PROJECT: Blind Clay First experience with clay-eyes closed, using other senses to explore medium-primitive man and early sculpture. With eyes closed- 2-3 tries at just poking and pulling and squeezing clay-eyes opened-do they see any potential images-group perception exercise- when something does emerge they then work to develop the image and add embellishments and let dry for 2 weeks before adding to a painted wooden base. SIMPLE EMBELLISHMENTS :adding Beads, feathers, mirror or glass pieces, gourd seeds, etc.

MA SC/LA/HI C,GE,T 1A,1C 2A,2B,2E

Dem, VA, S, G, D, Lab-ball of Clay, river sounds, sticks and smooth rocks, glass, feathers, beads, toothpicks, Gourd seeds, mirror pieces, etc. Paints, stains, etc.

ASSESSMENT: Discussion of experience. Use of elements as way of talking about the project. TEACHER ASSESSMENT: student participation, work habits and housekeeping. Group Critique and Appreciation of sculpture and drawings

NSS 1.0 NSS 2.0 NSS 3.0 NSS 4.0 NSS 5.0

DRAWING: of the finished object using shading techniques

7

FORMAL INTRODUCTION WORKING WITH CLAY: Students learn basic processes of working with clay: wedging, roughing out the shape when the clay is moist and carving when it is leather hard. Using slip and score technique to add clay to clay, adding texture, drying time, characteristics of green ware and bisque ware, ceramic glazes, firing, cold treatment

NOTE Taking and Questioning: Terminology of working with clay and information on Pacific Northwest additive clay project and finishes to be used later which are tied to Japanese Raku. Slab construction and cultural background, wedging and use of slip and score

7-8-9

9-10

10

(patinas and stains) Hand building: slab, pinch, coil techniques-additive and subtractive. LAB/PROJECT: Additive clay wall hanging based upon Pacific Northwest Native Tribal art and mythology, Hand building technique: slab Additive process: pieces of clay added to slab foundation shape Drawing of finished piece: Label or title Blind Clay Revisited: add paint or ceramic stains to dry clay project and glue to base Review for Midterm: All clay terminology, project information, study guide MIDTERM ASSESSMENT

MA FA/HI GE/T/SC C 1A,1B,1C 2A G MA

DEM S,VA,V G, LAB- Clay, Rolling pins, clay, boards, slip pots, Variety of tools and low fire clay, texture tools

Teacher Assessment: students participation, listening skills, workmanship, creativity, following instructions, responsible clean up and co-operation. Student and Teacher Assessment: using guidelines Group appreciation / critique: of finished work and drawing Note taking/ questioning: discussion reinforcing terminology, techniques and processes involved with clay work, Peace pinwheels and black & white paper sculptures STUDY GUIDE WRITTEN MIDTERM: Terminology compare and contrast blind clay project , paper sculpture and additive project demonstrate participation,

NSS 1.0 NSS 2.0 NSS 3.0 NSS 4.0 NSS 5.0 NSS.1.0 NSS.2.0 NSS.4.0

10-14

13-14

Lab/Project: Subtractive clay animal tile-carved low relief (bas relief) Hand building technique: slab Subtractive process: remove background layer of clay, creating 3 levels rounding shapes to imply form,( background, middle ground, foreground) Attached to a clay base, dried for 7-10 days, fired for 1-2 days, cooled for 1-2 days and painted. DRAW TILE-use shading ADDITIVE TILE REVISITED: Cold treatment: surface patina for Additive wall hanging over base coat of black acrylic paint. Patina

MA FA,HI,GE, SC,C 1A,1B 2A MA FA,C,HI, SC,GE 1A,1B

DEM, S,G,WB,VA LAB: low fire clay, clay boards, newspaper for desks, clay tools, toothpicks, slip, rolling pins, template and rulers DEM S,VA,G LAB: acrylic paint, metallic

work habits and housekeeping MIDTERM PRACTICAL: Work on project (blind clay revisited) and demonstrate participation, work habits and housekeeping Student and Teacher assessment: using guidelines, appreciation, critiques and Drawing. GUIDED LESSON: Creating a faux patina using paints and metallic surface treatments to mimic Raku and real patinas. Teacher grade for participation, quality of work,

NSS 1.0 NSS 2.0 NSS 3.0 NSS 1.0 NSS 2.0 NSS.3.0 NSS 4.0

14 15-16

to mimic Japanese Raku pottery glazes (Worked in as time permits due to clay firing demands etc.) ASSESSMENT EMPTY BOWLS PROJECT: Community hunger project. Using molds, each student will create a bowl which will be donated to the Food Bank fund raiser Art as a gift in one’s community-Social justice and Christian Service (Dates vary for this project)

2A MA FA,T 1A,1B,1C 2A,2B,2C,2E 3A,

paints and chemical treatments, Rub on shimmers and sealers Rubbing rags, rubber gloves, paint brushes, cleaning products. _______ DEM S,VA,G LAB: low fire clay, clay boards, rolling pins, clay tools toothpicks Texture tools-etc.

guidelines Group appreciation of project results, using elements and principles of design as a way of talking about art CRITIQUES: Quiz: processes used for patina/Raku 4 WEEK ASSESSMENT: QUIZ: Terminology covering additive, subtractive, bas relief, history and culture Guided Lesson: Create a unique bowl which people will receive for a donation at the FOOD BANK fund raiser. Demonstrate use of a mold and a clay slab to construct bowl. (Other materials beside clay are allowed-student choice) Teacher Grade: for participation, effort and quality of work

NSS 5.0 NSS 6.0 NSS.1.0 NSS.2.0 NSS.3.0 NSS.4.0

Week Objective Priority/Link Resource Assessment State Standard

17-18 16-18

PINCH POT: 2ND hand building technique-pinching LAB/PROJECT: create a pinch pot rattle with sound beads inside and incised designs on outside, no visible seam line showing, good construction using slip to join two pinch pots together-much have steam hole hidden in design, Shape is free choice (food items, cars, etc.) Decorate: rattles with acrylic paint as time allows (Timing varies as objects must dry for1l1/2 weeks, Fire for 2 days, cool for 2 days) MUSEUM VISIT: Students are given 3 weeks to visit the Nevada Museum of Art, on their own: this is not a field. Students experience a major art museum, learn how to view art, and are inspired by

MA, C, T , LA FA,C,T, LA,SC 1A,1B 2A MA HI,C,WR/LA FA 1A,1B,2A,2E

DEM, S,G,VA LAB: Pre-fired Clay peas (rattles), Tools, low fire clay, Boards and tools Acrylic paints and brushes Tech S,G Lab-bring paper and pencil and

Note taking/questioning: discussion reinforcing terminology, techniques and processes involved with clay work Guided lesson: demonstration of pinching, joining, inserting rattlers of clay steam hole, smoothing seams Student and Teacher assessment: using guideline, appreciations and critique. Does it make sound? ASSESSMENT: Student and Teacher assess museum project based on guidelines. Class Discussion: of Exhibit and their drawings etc.

NSS 1.0 NSS 2.0 NSS 3.0 NSS 4.0 NSS.1.0 NSS.2.0 NSS.3.0 NSS.4.0

18 19

the work of masters. (Timing varies) REVIEW for FINAL: Study Guideline FINAL ASSESSMENT

MA FA 1A,1B,2A

draw object from exhibit, student I.D.

QUESTIONING: Reading and discussion of study guide/answering questions. TERMINOLOGY : covering clay work, slab, pinch, wedging, slip, patina, museum exhibit, elements and principles, bisque ware, green ware, bone dry, leather hard, kiln, incised work, Japanese Raku, Pacific Northwest Tribal art, drying times, cooling times, porous, firing temperatures. WRITTEN FINAL: Terminology covering the above. FINAL PRACTICAL: Drawing of each finished project, reflective writing about experience and accomplishments and challenges met. ASSESSMENT : guidelines, participation, work habits, housekeeping.

NSS.5.0 NSS.6.0 NSS.1.0 NSS.2.0 NSS.4.0 NSS.5.0

SEM. 2 20-23 23

LAB/PROJECT: Story box/ replica of your room in clay: slab construction, art as story telling-sequential panels that advance the story, box must have fitted lid, uniform thickness of clay, subtractive method. 2nd choice: your room with all the details- 3 walls, outside must be decorated, as well as inside. Subtractive/additive/ 3-D handle on top of lid (Timing varies) Decoration: acrylic paints (as time allows) ASSESSMENT: Construction of Functional box

MA FA/WR/LA 1A,1B,2A MA FA,WR/LA 1A,1B,2A

DEM S,G,VA Lab: low fire clay, tools, slip, clay boards Acrylic paints, brushes, and spray sealer

Guided lesson: demonstrate construction, cutting lid, joining panels, squaring up corners and transferring their story images to each side, and carving away the background to establish the 1st level , shaping and carving the 2nd level and then the final level. Thumb nail sketches: story panels for all sides and top Student and Teacher assessment: using guideline, appreciation and critiques 4 WEEK ASSESSMENT: QUIZ: terminology, process, storytelling, history

NSS 1.0 NSS 2.0 NSS 3.0 NSS.4.0 NSS 5.0 NSS.6.0 NSS.1.0 NSS.2.0

24-28 26-28

INTRODUCTION to COILING and GLAZING: 3rd method of hand building with clay. Coils of clay used to create a vase and a bowl. Coils used as decoration as well as construction Hot Treatment-glazing and re-firing to achieve functional items that are able to hold water or food. Video and history of Mata Ortiz Pottery from Mexico

MA FA/SC/C/HI 1A,1B,2A

DEM S,V,TECH,G VA LAB: Low fire clay and glazes, clay boards, banding wheels, brushes, Clay boards Video on Mata Ortiz Pottery

Note taking/questioning :discussion reinforcing terminology, technique and processes involved with clay work –history and culture Guided lesson: demonstration of coiling, joining each coil, increasing and decreasing to achieve desired shape, decorative use of coils-open work and patterning. Glazing lesson: Glaze make-up –silica (turns to glass under fire) alumina (prevents the glaze from running off when fired) and flux (controls the melting temperatures) Application methods: Brushing, pouring, sponged, dipped, sprayed, splattered Student and Teacher Assessment: using guidelines, appreciation and critiques.

NSS.1.0 NSS.2.0 NSS.3.0 NSS.4.0 NSS.5.0 NSS.6.0

SCHOLASTIC ART AWARDS: Exhibit at the Nevada Museum of Art: Students are given 3 weeks to visit the Nevada Museum of Art, on their own: this is not a field trip.

MA FA/WR/LA/HI 1A,1B,1C 2A,2B,2C,2E

Tech G LAB- Bring pencil and paper –student I.D.

Assessment: Student and Teacher assess museum project based on guidelines Class Discussion of exhibit and students’ drawings of the exhibit Written reflection: on visit to museum

27 28

Students experience a major art museum, lean how to view art, and are inspired by the work of their peers ( middle and high school students’ award winning artwork-a Regional art competition and part of a national competition) MIDTERM REVIEW and study guide MIDTERM EXAM ---------------------------------------- OBJECTIVE: developing observation skills and understanding the human head form.

MA FA/WR/LA/ 1A,1B MA FA -----------------

G -----------------

Questioning: Reading and clarifying guidelines and terminology covering story boxes, coiling, glazing, Museum visit, cold treatment versus hot treatment, history and culture. WRITTEN MIDTERM: Terminology covering story boxes, coiling, glazing, museum visit, cold treatment versus hot treatment, history and culture MIDTERM Practical: Students work on project and demonstrate participation, work habits and housekeeping -----------------------------------------------------------------------------------------------

29-32 32 33-34

LAB/PROJECT: Clay portrait- a human head, neck and shoulders- modeled in clay. This is a cumulative project using the 3 hand building techniques: Slab, pinch, and coil. Glued onto a base, labeled and drawn. Surface treatment: Patinas using chemically reactive solutions and paints that contain metal shavings to achieve the look of real bronze, pewter, etc.: VIDEO: Sculpting the Human Head COMMON ASSESSMENT LAB/PROJECT: A geometric sculpture in clay; must repeat one shape 3 times and include at least one negative space creating a maquette of a sculpture for a park. Use of repetition,

MA FA/SC/C/HI/T 1A,1B, 2A MA FA/WR/LA 1A,1B,2A MA FA/M 1A,2A

DEM Tech, S,V,WB,G,VA C LAB Low fire clay, variety of clay tools, brushes and patina supplies, wood for bases G DEM,S,G,VA Lab Clay, metallic paints, wooden

GUIDED LESSON: Creating the facial features and hair, hollowing out the head, checking for uniformity of wall thickness, adding steam holes for venting steam during firing and adding supports for the drying stage. Slip and score features onto the head form and smoothing all seams. Note taking /questioning: reinforce terminology , process steps, history and culture Student and Teacher Assessment: using guidelines , appreciations, and critiques. 4 Week Mastery Assessment: Quiz on terminology Students write reflections on clay bust experience and draw them in realistic detail using shading, etc. ASSESSMENT: Student and teacher grade sculpture based on guidelines

35-37 37

movement, negative space, public art. Surface treatment: metallic paints: glue onto a base NEW MEDIA: Paper Mache and plaster gauze. LAB/PROJECT: Create a morphed animal consisting of parts from 4 different animals. Inspiration: Oaxacan wood carvings-Mexican folk art designs-animated figures

MA FA/C/GE/HI 1A,1B,2E

bases DEM,S,G,VA LAB, paper, glue, plaster gauze, tape, wire, paint, brushes

GUIDED LESSON: Create a morphed animal by wadding up newspaper and taping it tightly-adding wire or cardboard to add stability and extensions-cover with strips of newspaper dipped in water and glue. When dry, wrap with plaster gauze dipped in warm water to create strength and a smooth surface for paint. Coat with base coat of paint and add a variety of designs, repeated patterns, colors and mixed media additions (hair, eyelashes, fur, etc.) Student and Teacher assess finished project using guidelines Group appreciation of project, using elements and principles of design as way of talking about art-discuss folk art, culture ASSESSMENT: Student and Teacher grade creatures based on guidelines

REVIEW for FINAL and Study Guide

MA FA 1A, 2E

WB Questioning: terminology covering clay work, slab, pinch pot, wedging, glaze, slip, patina, storytelling, functional versus decorative work, museum exhibit, elements and principles, bisque ware, green ware

NSS.1.0 NSS.2.0 NSS.3.0

38

COMMON ASSESSMENT

bone dry, leather hard, kiln, incised, burnish, under glaze, Japanese Raku, Pacific Northwest Tribal art, drying times, cooling times, porous Oaxacan folk art, paper mache, plaster gauze Written Final: Terminology covering the above; students write reflections on their experience in 3-D/Sculpture-accomplishments and challenges – Students draw each of their projects (thumbnail size) Final Practical: Teacher grades for participation, work habits, housekeeping, and taking home all art work -

NSS.4.0