Submitted by: Cyndi Koppelman,
Saline High School, Saline, Michigan
UNIT: Linear Sculpture - 3D Design
Lesson: Linear Toothpick Sculpture
Grade Level: High School (adaptable to middle school)
  
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Purpose:
To create a free standing linear sculpture composed of units.
Objectives:
Student
will
- design modular unit using two or
more toothpicks - construct as many modular units as
possible with 100 toothpicks
- design sculpture made from
modular units
- show awareness of art vocabulary
- critique works of art
Materials:
toothpicks
- 100 per student - zip lock bags
wood glue (or Elmer's glue)
masking tape
Styrofoam blocks, plaster gauze
spray paint (assorted colors)
Optional: wood for bases, electric
drill, drill bit
Emphasis:
Line,
negative space, movement, and repetition.
Procedure:
Discuss the
how artists communicate visually in their work using the elements
of design. The elements of design should be used as the building
blocks of the structure you are trying to create. The elements of
design are form, space, texture, space, line, color and value.
Optional: Show examples of sculptures built from modular units.
Show examples of linear sculpture.
Line
is a mark made by a moving point. It directs a visual path from
one point to another. In sculpture, line can define the solid
mass- it serves as the outline. We perceive the “edges” of the
surface as lines. In fact, these edges are planes, and this term
should be used to refer to sculptural forms.
Space refers to the area around, within, and
occupied by the three-dimensional object, as well as the way these
areas interact. The sculptor must consider the positive space as
well as the negative space (the area around and within the
structure) when planning a sculpture.
Movement
is the sense of motion created by the angles or planes to further
the sculptural idea. It may be categorized as implied movement,
optical movement, actual movement, and sequence. A strong sense of
movement can be created in a sculpture through the use of diagonal
edges or planes. Opposing, asymmetrical paths of movement will
challenge the viewer’s sense of balance and can be used to
dramatically affect the sculpture. Viewer movement, even if it
only involves the eyes, is a necessary part of experiencing art.
Pattern is the repetition of texture, forms, colors, or
other design elements. Such recurrence of visual elements helps to
unify the artwork and creates a sense of structure. Pattern, if
used in a regular and planned way, may also emphasize the main
idea. If used in an unplanned or random way, it can add a sense of
energy and provide a variation on a theme that is unexpected and
exciting.
Assignment
- Students
will be given approximately 100 toothpicks (pre-counted in a
zip lock bag)
- Students
will begin by gluing two, three or four toothpicks together
creating a unit. The unit can be a geometric shape such as a
square or triangle or as simple as two toothpicks glued side
by side. Make some thumbnail sketches of sculpture plan using
unit.
- The
student will then create as many units as possible using all
the toothpicks. It should be noted that construction of the
units couldn’t be done quickly. The wood glue will take
approximately 30 minutes to dry.
- Once
all units have been created students will begin to create a
three dimensional form using all the units. The form created
must show movement, repetition, negative space, and line.
- The
base for the sculpture will be Styrofoam. Plaster wrap will be
added to the Styrofoam to make the base sturdier and to keep
the Styrofoam from disintegrating when spray-painted.
- Once
the sculpture is created and the Styrofoam base has been
plaster wrapped with entire sculpture will be spray-painted
all black, white or red. More than one coat may be needed to
completely cover the sculpture.
- Critique
finished work. Discuss what is successful with each work.
Assessment: Sample
Rubric from Marianne Galyk
|
Assessment Rubric
|
|
Student Name:
|
Class Period:
|
|
Assignment:
Linear
Toothpick Sculpture
|
Date Completed:
|
|
Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
|
Excellent
|
Good
|
Average
|
Needs
Improvement
|
Rate
Yourself
|
Teacher’s
Rating
|
|
Criteria 1 –
Thumbnail sketches/ planning
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Criteria 2 –
Construction of modular units - uniformity
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Criteria 3 –
Sculpture design and construction
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good
use of class time?
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Total:
50
x
2 = 100
(possible
points)
|
Grade:
|
|
|
|
|
Your Total
|
Teacher Total
|
Student Comments:
Teacher's Comments
National Standards (standards
covered would depend on how much discussion there was)
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
6.
Making connections between visual arts and other
disciplines
(connections to math)
|
| Students
apply media, techniques, and processes with sufficient
skill, confidence, and sensitivity that their intentions
are carried out in their artworks |
Students
demonstrate the ability to form and defend judgments about
the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art |
Students
reflect on how artworks differ visually, spatially,
temporally, and functionally, and describe how these are
related to history and culture |
Students
identify intentions of those creating artworks, explore
the implications of various purposes, and justify their
analyses of purposes in particular works |
|
| Students
conceive and create works of visual art that demonstrate
an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use |
Students
evaluate the effectiveness of artworks in terms of
organizational structures and functions |
|
Students
describe meanings of artworks by analyzing how specific
works are created and how they relate to historical and
cultural contexts |
|
| |
Students
create artworks that use organizational principles and
functions to solve specific visual arts problems |
|
Students
reflect analytically on various interpretations as a means
for understanding and evaluating works of visual art |
(Advanced)
Students synthesize the creative and analytical principles
and techniques of the visual arts and selected other arts
disciplines, the humanities, or the sciences |
|
