Course Title: Sculpture I Length of Course: One Trimester

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

www.stma-art.com

Sculpture I

COURSE DESCRIPTION A beginning sculpture course that concentrates on the development of sculptural ideas through the exploration of various materials and techniques. Several introductory lectures and demonstrations will take place with the bulk of the time dedicated to the completion of sculpture projects. Attention will be devoted to the historical and aesthetic contexts, with the emphasis on the development of a personal visual vocabulary and the cultivation of individual creative expression. LEARNING OBJECTIVES

1. Students will create artistic solutions that clearly express the understanding of principles of design and visual thinking.

2. Students will demonstrate knowledge of tools, materials, techniques, and processes.

3. Students will show the maturity of the concept and development of an individual creative voice.

4. Students will demonstrate critical thinking skills in Sculpture and Art History. 5. Students will complete work, with a high level of craftsmanship or academic

standards, presented in a professional manner. 6. Students will show a sense of commitment and take individual initiative and

ownership of projects and research. 7. Students will develop a body of original artwork in Sculpture.

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 themselves 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 personal 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

is taken, and directions for the day are given.

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's work, and vandalism will not be tolerated.

9. Insubordinate behavior 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

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't 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 I 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? • Safety rules • Elements and Principles in class (Textbook pages 3-21) • Demonstrations of materials and techniques • Discussion of how the artist gets their ideas. • Unit I: Clay Sculpture

Sculpture I

Abstraction of an Natural Object Learning Targets:

I can create a clay sculpture of an Abstraction of a Natural Object. I know the difference between Representational and Abstract art.

My clay abstraction sculpture will emphasize Line, Balance, Shape, Scale, Form, texture, and color.

I know how to slip and score pieces of clay together. I know how to use and respect materials in art.

Week #2 - 3 Select or bring in your natural object

• Line, Balance, Shape, Scale, Form, Texture, and Color. • Begin SKETCHBOOK assignment #1 (page 23). Draw your object in three-

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

Reflections Questions:

• What characteristics of the natural form are still present in your sculpture? • If you did not know, what the natural object was that inspired your sculpture,

would you be able to tell? • What would you name your sculpture? • Any changes from your original drawing?

Learning Target: Reed Sculpture My reed sculpture will emphasize Line, Balance, Scale, Form, Movement, Volume,

and Space. I can compare and analyze wire sculpture from history.

I know and understand the influence of artist Alexander Calder. I can develop a wire Sculpture.

I know how to use and respect materials in art.

Unit#2– week #4 – 6

• Line, Balance, Scale, Form, Movement, Volume, and Space • Introduction and reading on Alexander Calder. • Begin SKETCHBOOK assignment • Perspective & Space: How to create an illusion of depth using space. • Begin – Reed Sculpture. • Complete, Assess, and Critique.

Reflections Questions:

• Is your sculpture becoming realistic or abstracted? • What is going well, and what isn't? 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: Deconstructed Books I understand and applying media, techniques, and processes. I know and understand what a "Ready-Made" is from history.

I understand the artistic influence of Marcel Duchamp. 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. • Introduction and reading on Marcel Duchamp. • Begin SKETCHBOOK assignment • Personal voice and narrative • Begin - Book 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't? 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: Assemblage I can create an assemblage sculpture.

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

I know that there is 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 create an assemblage with recyclables. I know and understand the artist Louis Nevelson and Joseph Cornell.

Unit#4 – week #9 - 10

• Elements and Principles • Introduction and reading Louis Nevelson and Joseph Cornell.

• Begin SKETCHBOOK assignment • Personal voice and narrative • Begin - Assemblage Sculpture. • Complete, Assess, and Critique.

Reflections Questions:

• Is your sculpture becoming more like Nevelson or Cornell and why? • What is going well, and what isn't? 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't? 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?

CRITIQUES

• There will be two different group critiques (Sculpture I and Sculpture II) where the finished projects can be examined, critiqued, and graded.

• Students are required to present their finished work during the critiques in a coherent,

intellectual, and stimulating manner. Each student must be prepared to explain their work and to answer questions during these critiques.

• Attendance to every critique is mandatory, and missing any of the critiques will need to be made up within two days.

• Make sure the work is completely finished at the beginning of the critique.

• Professionally present your work. Do not just leave it on the first table you find. If it is

meant to be hanging, it should be hanging.

• Create a clean environment for your work by isolating it from all other objects.

• Think and prepare a proper presentation. Find constructive things to say about your work. Tell the class why you chose to do what you did, how you arrived at your solutions, what influenced your decisions, and how the work changed from the initial stages and why. Tell us what you would do differently if you had to do it all over again.

• Place your ideas in the historical/theoretical context. Indicate what artists have

influenced your art, what visual effect/style/idea you set out to execute, and how the final artwork relates to the original concept.