Goal (Terminal Objective):

Students will create quick figure sketches that convey movement and weight.

Introduction and Motivation (Set):

Students will view exemplars of sculptures by the French artists Edgar Degas, Auguste Rodin, and Henri Matisse. Teacher will elicit responses from students about the movement conveyed by the exemplar designs and the placement of weight in the figures. The teacher will direct student attention to the use of line, mass, form, and texture, as well as the individuality expressed in each example.

Objective:

Each student will create a series of quick sculptural studies of classmates posing to display a variety of active movements.

National Standards:

Visual Arts Grades 5-8 Content Standard 1: Understanding and applying media, techniques, and processes

Visual Arts Grades 5-8 Content Standard 2: Using knowledge of structures and functions

Visual Arts Grades 5-8 Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

Purpose:

Students will use exaggerated movement and design elements to express gesture and weight in their subjects. Students will view and examine works of Edgar Degas, Auguste Rodin, and Henri Matisse. Students will create sculptural products.

New Vocabulary:

Three-dimensional, figurative sculpture, gesture, movement, weight, exaggeration, form, texture, sculpture

Materials:

Art Prints

#22-3000 Bright White Air-Hardening Clay

#66-5625 Washable Fluorescent Set

#66-5420 Acrylic Set

#22-8811 Acrylic glitter glaze

#23-9111 11 ct. Sculpting Tool Set

Matt board, cardboard

Time:

This lesson may be modified from one to five hours, depending upon the size and complexity of expectations.

Introduction and Motivation (Set):

View a variety of examples of sculpture. View photos of snowmen, use literary visuals and narratives. Discuss the varieties of clay explaining development process between air­ dry clay and glazed ceramic fired clay. Explain the air dry process. View model and discuss building process as well as the limitations of the material. Discuss giving character to the snowman and the various accessories or details the snowman might hold or wear to symbolize a holiday.

Instruction:

Teacher will demonstrate the rendering of shapes and textures in the compositional sketch of a snowman. Teacher will demonstrate translating sketch into a clay sculpture. Teacher will identify additive and subtractive processes during the clay building demonstration.Teacher will demonstrate the slab technique for the base of the sculpture. Teacher will demonstrate the coil building technique to construct the two balls of the snowman.Teacher will demonstrate attaching the two balls. Teacher will demonstrate the pinch pot technique to create the snowman head. Teacher will demonstrate adding details to enhance the design of the snowman.
Teacher will demonstrate painting the dried clay sculpture.

Activities:

(1) Guided Practice:

1. Students generate several sketches of asnowman.
2. Students will select one sketch to be constructed in a sculpture of asnowman.
3. Students will roll a slab of clay for the base of the sculpture. Place slab on a wood or piece of cardboard for support.
4. Students will use the coil method of clay building to form the base ball of
   

   the snowman sculpture and firmly attach to the slabbase.

   the snowman sculpture and firmly attach to the slabbase.

   
5. After adding several coils, student will give more spherical shape tothe bottom ball of snowman.
   
6. Students use clay coil building technique to form second ball of snowmanand place on bottom ball of snowman, attachingfirmly.
   
7. Students continue to add details to enhance the character of thesnowman.
   
   
   
8. Students will paint their snowman and cover with Sargent GlitterGlaze.
   
   

Students will compose a narrative about their snowman.

(2) Independent Practice and Check for Understanding: Teacher circulates among working students visually recording students demonstrating understanding of objectives and provides reinforcement.

(3) Closure:

For the language arts connection, publish a book of stories about the snowmen constructed in the class.

Evaluation:

Level One — The finished Snowman Sculpture very successfully demonstrates the student’s understanding of Sculpture as an art form. The student can very successfully identify the additive and subtractive process of clay building. The snowman sculpture very successfully uses at least four detail additions to create the character of the snowman. The snowman sculpture very successfully utilizes the three clay building techniques: slab, coil, and pinch pot. The student has shown a high level of
craftsmanship and technical skill. The student very successfully completed a narrative about the snowman.

Level Two —The finished Snowman Sculpture successfully demonstrates the student’s understanding of Sculpture as an art form. The student can successfully identify the additive and subtractive process of clay building. The snowman sculpture successfully uses at least two detail additions to create the character of the snowman. The snowman sculpture successfully utilizes the three clay building techniques: slab, coil, and pinch pot. The student has shown a good craftsmanship and technical skill. The student successfully completed a narrative about the snowman.

Level Three — The finished Snowman Sculpture adequately shows the student’s understanding of Sculpture as an art form. The student makes an attempt to identify the additive and subtractive process of clay building. The snowman sculpture uses at least one detail additions to create the character of the snowman. The snowman sculpture adequately utilizes the three clay building techniques: slab, coil, and pinch pot. The student has shown average craftsmanship and technical skill. The student completed a narrative about the snowman.

Level Four — TThe finished Snowman Sculpture does not demonstrate the student’s understanding of Sculpture as an art form. The student makes no attempt to identify the additive and subtractive process of clay building. The snowman sculpture does not use detail additions to create the character of the snowman. The snowman sculpture adequately does not use all of the three clay building techniques: slab, coil, and pinch pot. The student has shown poor craftsmanship and technical skill. The student has not completed a narrative about the snowman.

Tips:

Keeping hands moist while constructing the sculpture and allowing slow drying will limit the amount of cracks in the clay.

Notes:

Assist students to identify sculpture in their environment.

Extension:

Surface may have three-­dimensional objects glued onto it to enhance the visual interest.

Resources:

http://en.wikipedia.org/wiki/Sculpture
http://www.artlex.com/ArtLex/s/sculpture.html
http://42explore.com/sculpture.html