Tim's+Lesson+Plan+3-D+Abstraction

 **Abstraction from Life - Form and Space **  **Guiding Question ** ** · ****How do artists use material qualities and characteristics of sculptural forms to convey symbolic ideas? **  **Learning Goal ** ** · ****Students will draw abstractions of a familiar object as the basis for creating a unique, evocative sculpture. **  **Prerequisites ** · Understanding of the elements and principles of design ** · ****Familiarity with additive and subtractive sculpture techniques ** ** · ****Experience in looking at artwork and discussing artistic intent and techniques, content, and interpretation **  ** · ****Understanding of the concepts of abstraction, formalism and symbolism **  ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Petah Coyne- texture, emotional impact of color, texture, and evocation/ambiguity ** ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Anish Kapoor – surface, importance of negative space ** ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Barbara Hepworth- shifts in material and texture ** ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Constantin Brancusi- connection between representational object and abstracted form, importance of the base ** ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Martin Puryear – abstract natural forms ** **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; font-weight: normal;">- ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Artists who create sculptures whose forms suggest ideas but leave it to the viewer to come to their own conclusions about the work. ** <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> ** <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Introduction ** <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Share with students that abstraction in art, at its core, is based on recognizing the expressive power of shapes and forms found in the world around us. Many artists have found their creative voice in simplifying and reconfiguring – or transforming - the forms of complex objects to symbolize ideas and express formal compositional relationships. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Ask students to consider the following questions before looking at a diverse group of sculptures. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Encourage students to make sketches of the sculptures in their journals/sketchbooks as they view and discuss them, responding to the questions above. Ask students to also jot down notes that summarize the ideas shared in their discussions alongside their drawings. = __**<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; text-decoration: none; text-underline: none;">Activity ** <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; text-decoration: none; text-underline: none;"> __ = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Have students select an object whose form they find compelling from a teacher-provided set of familiar natural and mass-produced found objects (for example, simple tools, hat and shoes, a small, fallen tree branch, seashells, seedpods). Ask students to run their fingers over the entire surface of their object, becoming an expert on all its surfaces, curves and angles, thinking about the essence of the object. Ask students to identify which aspects of their object’s form they are drawn to - twists, jagged edges, interplay of shapes? <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">After students have had an opportunity to become intimately familiar with the form of their object, instruct them to continue their observations and analysis of its form to create a series of sketches. Beginning with an accurately representational sketch, students should continue drawing, making alterations to the form of their object in each progressive sketch until the final image is completely transformed and bears little resemblance to the original object. Alterations can be made by simplifying the shapes and forms of their object and by rearranging them. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Once students have completed their transformational sketches, they will choose sketch one to become the basis of their sculpture. Encourage students to engage in self, peer, and teacher critiques to guide their choice of the most compelling sketch to sculpt. **<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">Journal/sketchbook entries should be consulted and updated to inform and record the evolution of the work. **  <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Students will next create a dynamic, engaging maquette based on their selected sketch. The form of the maquette may suggest associations with an idea or emotion but ultimately should not directly represent something identifiable. The expressive or symbolic reference should be subtle. For example, a student may wish to evoke the idea of rainfall through a rhythmically textured surface, or by creating a series of vertical lines within their sculptural form. Students’ selection of media and technique should be based on the goal of creating a form different from that of the original object. Possible media and techniques include: · <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Hand building in clay · <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Casting plaster into boxes, balloons, bags, or sand, then carving and assembling pieces · <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Constructing with found objects · <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Cutting and assembling wood, metal, paper, cardboard, and/or foam <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Encourage students to include the following features in their work, referring to design qualities they observed and discussed when viewing exemplary works by Coyne, Kapoor, and others: · <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">interaction of positive and negative shapes and spaces · <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">textural shifts on the surfaces of forms · <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">development of form on all sides of the sculpture · <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">construction of a base for their sculpture that is appropriate for the piece <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> Ask students to focus on transformation of their original object, emphasizing aspects of sculptural form they find compelling and minimizing or eliminating aspects they find less interesting. Ensure ongoing critiques of works-in-progress, including teacher feedback, to heighten students’ awareness about which aspects of their maquette are becoming successful and which aspects need further development. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Ask students to present a written or oral summary of the evolution of their work with a classmate, in small groups, with you, or as a presentation to the entire class. Students’ summaries should address the following: ** ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Which aspects of your original object did you find most interesting? ** ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">How did you transform your original object into abstract drawings? ** ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Describe the sketch you made that became the plan for your maquette. ** ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Were there any ideas or emotions you were hoping your sculpture would evoke? How did you work to achieve this effect? ** ** · ****<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">How was your maquette different than your drawing? How did your ideas change through the process of creating your sculpture? ** <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">As students present their work, ensure that they receive positive and constructive feedback to help them understand which approaches to abstraction and transformation were most successful. Each student should understand how their approaches could be further developed toward more effective sculptural representations. Have students document a summary of feedback in their journal/sketchbook and create a digital image of their sculpture for inclusion in their digital portfolio. ** <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;"> <span style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"> **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Emerging **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">: Students attempt to create a sculpture that transforms a selected object into an abstract form. They may have some difficulties with creating an abstract form; their sculptures may be very similar to their selected object, overly simplified, or a random combination of disparate forms. Some awareness of the elements of design is demonstrated, but there may be little understanding or investigation of their application to 3-D design principles. <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Artistic decisions and composition may be somewhat erratic. Technical competence may appear awkward. <span style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">limited in scope. Technical competence is being developed and refined. There is some evidence of the individual artist’s voice or vision. Decision-making and intent are evident in the activation of physical space. The work demonstrates imaginative and purposeful ideas. Craftsmanship and technical competence are present. Artistic decisions are coherent and the form is engaging. <span style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt;"><span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="margin: 0in 0in 0pt 0.25in; mso-layout-grid-align: none; mso-list: l8 level1 lfo9; text-indent: -0.25in;">** · **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">This lesson may be adapted for 2-D design by having students work with processes such as photography, digital imaging, collage, and/or printmaking to create a finished composition or series of compositions based upon one or more of their object sketches. Direct students to focus on purposeful decision making about how to apply the elements and principles of art as they investigate the concept of abstraction. Students should demonstrate transformation of an object through abstraction as they address 2-D design issues. <span style="font-family: 'Arial','sans-serif'; font-weight: normal;"> <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;"> <span style="margin: 0in 0in 0pt 0.25in; mso-layout-grid-align: none; mso-list: l8 level1 lfo9; text-indent: -0.25in;"> · <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">This lesson may be adapted for drawing by having students choose one or more of their object sketches as the basis for a finished drawing or series of drawings (black and white or color). Direct students to focus on mark making, use of light and shadow, line quality, rendering of form, surface manipulation, and creating an illusion of depth as they explore the concept of abstraction in their work. Students should demonstrate transformation of an object through abstraction using drawing techniques. <span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 11pt;"> <span style="color: #231f20; font-family: 'Arial','sans-serif'; font-size: 11pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">AP Studio Art Lesson Plan Draft Tim Mullane **
 * <span style="font-family: 'Arial','sans-serif';">Inspirations **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">How do we respond to the objects we see in the world around us?
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">How do we think about an object that we have no name for? **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Does glass mean something when it isn’t a window or bottle? **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">Does a material have symbolic or emotional meaning? Do shapes and forms? Where do these meanings come from? **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">What ideas do the materials and forms of each sculpture evoke in your mind? **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">How is the experience of touching wood different than touching metal? **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">A **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">re their parts of sculpture that invite touch? How?
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">How is intent of the artist communicated via the form and media of the sculpture? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">How does the sculpture relate to the viewer’s body; draw the viewer in, push them back, or both?
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; font-weight: normal;">How does visual balance differ from physical balance? **
 * <span style="font-family: 'Arial','sans-serif';">Proficient: **Students create a sculpture that transforms a selected object into an abstract form. Students successfully abstract characteristics of their selected object through simplification and rearrangement of shapes and forms. There is successful use of the elements of design; investigation of 3-D design principles is
 * <span style="font-family: 'Arial','sans-serif';">Advanced: **Students create a sculpture that transforms a selected object into an evocative abstract form which alludes to a symbolic representation of an idea or emotion. The elements of design are used successfully to investigate 3-D design principles through the concept of abstraction. Technical competence is excellent. Strong evidence of the individual artist’s voice or vision is apparent. Artistic decisions may demonstrate experimentation and/or risk-taking while the sculptural form is engaging and dynamic in the round.