Unit Lesson: Hands On Art Studio: Sculpting with Mixed Media

Grade Level:Eighth Grade

(Class of 25-30 Students)

Cynthia PonterTLED 408

Old Dominion University

Eighth Grade Sculpting with Mixed Media Unit

Lesson Plan 1: 2 days-45 min.

Topic: Pop Art Portrait- Mixed Media Rendering

SOLS:

Visual Communication and Production8.8 The student will select elements of art and principles of, including the following, to express meaning in works of art:

1) Color- contrasting relationships2) Value3) Proportion4) Unity5) Variety

Analysis, Evaluation, and Critique8.15 The student will analyze how visual organization in works of art

affects the communication of ideas.

Objective:

Inspired by the Pop Art style, students will design and construct a portrait of a celebrity, athlete, musician or singer, using mixed media.

Essential Knowledge and Skills:

1) Learn about the Pop Art Movement and artists Andy Warhol and Roy Lichtenstein.

2) Analyze and Recognize the style of Pop Art (Color, Design, Shape, Texture, Line, etc.)

3) Demonstrate your knowledge and skills of drawing, painting, and collaging.

4) Evaluate and Critique your final portrait.

Materials:

• Computer and PowerPoint Presentation• YouTube video http://www.youtube.com/watch?v=-IxcJsXyWtQ• Bristol Board sheets• Pencils • Various Colors of Markers• Newspapers and Magazines• Scissors

• Neon Paint• Paint Brushes• Sink and Paper Towel Accessibility • Painting Palettes• Water Cups• Found Objects (string, plastics, flowers, beads, sticks, cotton, fabric, etc.) • Glue/Hot Glue

Vocabulary:

• Pop Art • Andy Warhol • Roy Lichtenstein • Mixed Media Class Procedures:

1) List 5 & Rank: Pop Art employs portraiture of celebrities, athletes, musicians, and singers, and personifies them in a style of abstract expressionism, bold neon colors, black lines of emphasis and renders them in a cartoony way. List 5 celebrities, athletes, musicians, or singers you would like to design in the Pop Art style.

2) Show students the YouTube video: http://www.youtube.com/watch?v=-IxcJsXyWtQ

3) Table Topics: In groups, students will discuss major themes and design styles of Pop Art.

4) Show students PowerPoint of Pop Art and influential Artists. Showreproductions of Warhol’s Campbell’s Soup Cans and MarilynMonroe Portrait, and Lichtenstein’s comic book technique of“Whaam!”. Students must be able to be able to discuss anddifferentiate between Warhol and Lichtenstein.

5) Based on their List 5 and Rank, students will choose their top choice individual to create a mixed media portrait. 6) Hands On: Students will first sketch out a rendering of their subject in pencil. Final portrait will be on Bristol Board. Inspired by the Pop Art style, students will design and construct the portraiture. Students must include color, collaging, and mixed media/found objects. 7) Gallery Walk: Students will walk around the classroom and examine the work of their classmates. There will be a short class discussion of everyone’s’ work.8) Clean Up: Place works of art on drying racks; wash brushes and

palettes; put all materials in appropriate storage places; clean upany trash or paper clippings from floor; wipe of counters; etc.

Homework:

1) Journal Entry: Students will make a journal entry reflecting on this assignment. Students should include answers to the following questions:

a. Did you like this project? Why or why not?b. Why did you choose the individual you portrayed in your

project?c. What were some successes and failures during your art

making process?d. Did you have a favorite amongst your classmates? Why?

2) Students will complete a matching activity worksheet prepared by the teacher. Based on the PowerPoint presentation and the

knowledge gained in lecture and class discussion, students will have to match the work of art to the artist.

Assessment:

1) Teacher will monitor student progress, focus, and participation.

2) Teacher will gauge student understanding during the end of class discussion and journal entries.

3) Students will be graded on application of knowledge from the Pop Art style; use of variety or color, collaging, and mixed media application; and submission and reflection of journal entries.

Artwork:

“Whaam!”, Roy Lichtenstein

Marilyn Monroe, Andy Warhol

Eighth Grade Sculpting with Mixed Media Unit

Lesson Plan 2: 2-3 days- 45 min.

Topic: Scrap and Junk Art- Whimsical Metal Sculptures

SOLS:

Visual Communication and Production8.11 Student will create a three-dimensional works of art by combining a variety or techniques and processes.

Analysis, Evaluation, and Critique8.17 The student will communicate how personal experience influence

critical interpretations and evaluations of works of art.

Objective:

Motivated by Norfolk, Virginia’s scrap metal artist Sam Hundley, students will create a metal sculpture that reflects a scene or theme inspired from fairy tale or short story.

Essential Knowledge and Skills:

1) Learn about scrap metal artist Sam Hundley.2) Identify and discuss his techniques and themes. 3) Execute skills of metal work organization and adhesion, and

found objects and mixed media application. 4) Defend and Discuss your final product. 5) Demonstrate group-working skills and solve the problem of

creating one piece of artwork for a group of students.

Materials:

• Computer and Sam Hundley’s Website http://samhundley.com/• Tooling Foil (assorted colors)• Scissors • Sculpture Wire• Pliers• Found Objects (fabrics, plastics, beads, odds and ends metal parts) • Goop Adhesive • Hot Glue

Vocabulary:

• Figurative sculpture • Incising • Adhesion

Class Procedure:

1) Think, Pair, Share: Recall some fairy tales or short stories that you know. Why were you drawn to these stories? Why do you remember them? In small table groups, students will think, pair, and share on this topic.

2) Show students Sam Hundley’s website. 3) Quick Writing: Students will write down simple notes about

observing Sam Hundley’s art. Students should answer the questions:

a. What character/object can you relate to most? Why?b. What shapes do you notice most in his art?c. Sam Hundley is a scrap metal artist, but what other

materials did you see in his work?d. How did Sam Hundley attach his objects together?

4) Teacher Demonstration: Teacher will show students adhesion techniques: metal to metal, metal to wood, metal to plastic, wood to plastic, etc.… wire wrapping, hot glue and goop application.

5) Hands On: In table groups, students will create a 3- D metal sculpture based whimsical scene or theme inspired from a fairy tale or short story. Students will use the materials provided: tooling foil and found objects. Students will use their knowledge of adhesion techniques: wire wrapping, hot glue and goop application.

6) Gallery Walk: Students will walk around the classroom and examine the work of their classmates. There will be a short class discussion of everyone’s’ work.

7) Clean Up: Students will place works of art on cooling rack. Materials will be returned to their storage places. Counter tops will be wiped down.

Homework: 1) Writers Notebook and Story Impressions: Each student will

write a fictional story based on their work of art. Students should include a story title, character name, and plot. Students should also write about successes and failures during the art making process:

a. Do you like working in groups? Why or why not?b. Did you group come up with a cohesive idea and work

together harmoniously? Why or why not?c. If any, what would you have changed about this project?

Assessment:

1) Teacher will monitor group progress, focus, cooperation and participation.

2) Teacher will measure student understanding during the end of class discussion.

3) Students will be graded on application of knowledge from Sam Hundley’s style; use of metal and found objects, creativity of organizing materials to reflect a fairy tale or short story, and submission of writing notebooks.

Artwork:

Sam Hundley

Eighth Grade Sculpting with Mixed Media Unit

My Demo! Lesson Plan 3: 2 days- 45 min.

Topic: Judith Scott Installations- Sculpting Sans Sight

SOLS:

Visual Communication and Production8.11 Student will create a three-dimensional works of art by combining a variety or techniques and processes.

Analysis, Evaluation, and Critique8.17 The student will communicate how personal experience influence

critical interpretations and evaluations of works of art.

Objective:

Inspired by Judith Scott’s art and plight, students will create a 3-D sculpture without their sense of sight.

Essential Knowledge and Skills:

1) Identify and discuss the artist Judith Scott and her art. 2) Develop hand-building skills.3) Convey and identify the personal theme in their sculpture. 4) Observe, analyze, and discuss the work of classmates.5) Notate experience and reflection of the art making process and

end result in journal.

Materials:

• Blind Folds• Found Objects (feathers, cloth, beads, yarn, popsicle sticks, metal, etc.) • Model Magic• Computer and PowerPoint Presentation• YouTube Video http://www.youtube.com/watch?v=DA4I6Q0x60s

Vocabulary: • Assemblage • Fibers • Pattern • Found Objects

Class Procedure: 1) Preparation: Teacher will have gathered all found objects so

students don’t know what they are. Teacher will have a box with lid for each student. Each box will hold all materials (model magic, found objects, etc.)

2) Table Topics: Introduce images of Judith Scott’s work (no lecture or background knowledge yet). Students will then describe and discuss her work. What do they notice? What emotions does her work convey?

3) Teacher will introduce the artist. Judith Scott was deaf, mute, and had Downs syndrome. She couldn’t communicate through speech, so she used her art.

4) Hands On: Students will blindfold themselves and teacher will place box of materials in front of each student. Students will then feel around for the objects inside the box and create a sculpture using their imagination and inspiration from the objects.

5) Sketch to Stretch: Students will take off their blindfolds and observe what they have made. They will make a sketch of their sculpture in their journal and also draw a scene their sculpture would be placed in.

6) Gallery Walk: Students will walk around the classroom and look at their classmate’s sculptures. There will be a small class discussion about everyone’s work.

7) Clean Up: Students will place sculptures in drying cabinet and put all unused objects back in the boxes so teacher can collect them. Floor and tabletops should be clean.

Homework:

1) Journal Entry: Students will notate their thoughts and reflections, successes and failures of this activity. Students must apply their new vocabulary.

2) Students will answer the following questions:a. Do you think Judith Scott used her art to talk, since she

couldn’t physically talk herself? What do you think she is trying to say?

b. What would you do if you woke up one day, and one of your senses was gone? (Hearing, Sight, Smell, Taste, Touch)

c. Do you think you can still create art without your sight?

Assessment:

1) Teacher will monitor each student’s participation in the activity.2) Teacher will measure each student’s skill and difficulty level in

creating their sculpture. Also, teacher will evaluate each student’s use of found objects.

3) Students journals will be graded for vocabulary usage and completing the guided questions.

Artwork:

Judith Scott

Eighth Grade Sculpting with Mixed Media Unit

Lesson Plan 4: 1-2 days- 45 min.

Topic: Sandy Skoglund and Surrealism- Visual Pun Sculptures

SOLS:

Visual Communication and Production8.6 The student will communicate ideas, experiences, and narratives

through the creation of original works or art, using selected media.

Analysis, Evaluation, and Critique8.15 The student will analyze how visual organization in works of art

affects the communication of ideas.

Objective:

Guided by the dreamlike quality of Surrealism, students will create a mosaic on canvas that conveys a pun or play on words.

Essential Knowledge and Skills:

1) Interpret a visual a pun or play on words. 2) Exhibit craftsmanship in mosaic technique and painting skills3) Identify and Describe Sandy Skoglund’s art and Surrealism.

Materials:

• Colored Construction Paper• Colored Tissue Paper• Glue• Newspaper• Tempera Paint• Brushes• Sink and Paper Towel Accessibility• Computer and PowerPoint• Canvas

Vocabulary:• Surrealism • Mosaic • Sandy Skoglund • Pun

Class Procedure:

1) Word Sorts: Students will be given an envelope with varying vocabulary of the Surrealist Movement. Students will group the

vocabulary as they see fit. Afterwards there will be a class discussion about the vocabulary. Some examples are: visual, juxtaposition, dream, and reality.

2) Using the PowerPoint, teacher will introduce Surrealist artist Sandy Skoglund and some of her works.

3) Quick Writing: Students will jot down notes and observations from Skoglund’s works.

4) Teacher will introduce puns and play on words. 5) Table Topics: Students will discuss puns and play on words that

they are familiar with. 6) Teacher Demonstration: The mosaic technique using

construction paper, tissue paper, newspaper clippings, and paint.7) Hands On Wins: Guided by the dreamlike quality of Surrealism,

students will create a mosaic on canvas that conveys a pun or play on words.

8) Clean Up: Students will place canvases on drying rack. All paper clippings and scraps will de discarded in the trash. Materials will be put away in proper storage places. Floor and tabletops will be clean.

Assessment:

1) Students will be graded on their knowledge of the surrealist art movement and Sandy Skoglund and her works.

2) Teacher will monitor student’s participation and knowledge of creating a mosaic.

3) Students will have used different mediums to create their mosaic.

4) Students will have successfully created a visual pun.

Artwork:

Raining Popcorn, Sandy Skoglund

Eighth Grade Sculpting with Mixed Media Unit

Lesson Plan 5: 3-4 days- 45min.Topic: Jean Dubuffet and Art Brut- Styrofoam Sculptures

SOLS:

Visual Communication and Production8.8 The student will select elements and principles of design, including the following, to express meaning in works of art:

1) Color- contrasting relationships2) Value- shading3) Proportion- scale, ratio relationships4) Unity- harmony5) Variety

Analysis, Evaluation, and Critique8.16 The student will analyze the uses and impact of persuasive

techniques (selection of images, design, type, media) in print and contemporary media.

Objective:

Students will design and create a Styrofoam sculpture inspired by Jean Dubuffet’s abstract and non-objective art.

Essential Knowledge and Skills:

1) Master the qualities of abstract and non-objective art.2) Identify and discuss artist Jean Dubuffet.3) Successfully plan out a detailed sketch of their sculpture.4) Exhibit craftsmanship of cutting and building Styrofoam.

Materials:

• Sketchbooks• Drawing Pencils• Computer and PowerPoint Presentation• Lots of Styrofoam• Styro Cutter/ Exacto Knives (Cutting will be done outside) • Black Acrylic Paint• Hot Glue gun & Glue sticks• Paint Brushes• Sink and Paper Towel Access Vocabulary:• Abstract Art • Non-objective Art • Jean Dubuffet • Contrast

Class Procedures:

1) Teacher will show students the PowerPoint Presentation on Jean Dubuffet and his works.

2) Table Topics: Students will discuss his works. What do you see? Is there a theme to each piece? What colors does he use? What emotions do you feel from his works?

3) Teacher will discuss abstract art, non-objective art, and contrast. 4) Sketch to Stretch: In their sketchbooks, students will draw a

design inspired by Jean Dubuffet and abstract art. These design will then be applied to their larger Styrofoam sculpture.

5) Teacher Demonstration: On how to cut Styrofoam and how to glue it. All Styrofoam cutting will have to be done outside in a well-ventilated area. Teacher will have a sign out sheet for Exacto Knives and Styro Cutters.

6) Hands On Wins: In groups of two, students will decide on a final sketch to be sculpted. Students will transfer their sketch onto their Styrofoam. Inspired by Jean Dubuffet, students will create Styrofoam sculpture that displays an abstract theme and high contrast using black acrylic paint.

7) Gallery Walk: Students will display their works for observation. There will be a class discussion on success and failures during the project.

8) Clean Up: Students will place sculptures in a designated drying area. All scraps and trash must be swept and disposed. All floors and tabletops must be clean. Exacto Knives and Styro Cutters must be returned and signed back in. All other materials will be returned to proper storage areas.

Homework:

1) Journal Entry : Students will write a reflection on their project. The following questions should be addressed and answered:

a. How was your experience working with your partner?b. Did you plan your sketch out well that it showed an

understanding for the sculptural design? c. How and where did you add the black paint to add/show

contrast? d. What problems, if any, did you encounter while cutting the

Styrofoam and gluing it together?e. Do you like you final product?

Assessment:

1) Teacher will monitor student participation and group efforts.

2) Teacher will check off student sketchbooks and discuss any design flaws or problems.

3) Teacher will test the student’s knowledge of abstract and non-objective art.

4) Teacher will assess the student’s knowledge of understanding and applying the mediums, knowledge of structure and functions, and reflection upon the project and characteristics and merit of their work.

Artwork:

Group of Four Trees, Jean Dubuffet