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Objectives:
- Synthesize
art concepts and skills in works that are personally,
socio-culturally and aesthetically meaningful.
- Exhibit
technical skills and an appropriate use of media.
- To
illustrate concepts imaginatively and creatively,
avoiding clichéd objects and obvious symbols.
Goals:
translate a concept into a 3D form utilizing appropriate
media
Materials:
Handouts, DVD
(Art:21), slides of student work, sketchbooks, thesaurus,
plaster,
clay,
wire, cardboard, found objects, and misc. sculpture
materials; criteria
sheet
- Alternate: Plastic
packaging tape along with found object/collage
Resources:
DVD
(Art:21)
Betye
and Alison Saars' sculptures
Activities:
- Introduce
project. Show slides of student work.
- Pose
questions to students about what they should consider
when coming up with ideas for their self-portrait.
(Describe and analyze themselves and how they relate to
the world). Think of symbols / actions that represent
each. Explain how to capture the essence of something,
rather than being literal or clichéd. Think of more
imaginative and creative ways of addressing topics.
- How
do you fit into society / school?
- How
do you relate or react to your family / peers?
- Do
you have any traditions your family follows? Do you
come from another country or culture? Does religion
play a part in your life?
- What
passions do you have? What liberates you? What
confines you?
- What
best represents you: Body, Mind, Spirit, or Society?
- Discuss
different media choices and how different materials
convey different meanings and emotions.
- Discuss
relief sculpture vs. sculpture in the round.
- Discuss
an artists’ relationship to the viewer. View slides
and ask questions about how students react to individual
pieces.
- How
will the viewer react to this piece?
- What
do you want the viewer to feel when interacting with
your work?
- Do
you want them to know it is about you specifically, or
about your meaning in a more ambiguous way?
- Watch
Art:21 DVD, answer questions based on the artists’
intention and meaning, cultures, traditions, and
background, and how they incorporated it all into their
artwork. Focus on the process of reaching an idea.
- Students
will fill two pages in their sketchbooks of words
describing themselves. Answer all the questions above
when brainstorming ideas. Use thesauruses to come up
with new words. Students can decorate, tone, collage,
etc. anything they want to pages. Must have a minimum of
100 words.
- Students
design 2 different sculptures based on written theme.
- Design
must include approximate dimensions, media to be used,
colors, and surface treatment.
- Each
design should include multiple views if it is a
sculpture in the round.
- Students
begin collecting materials and building sculpture.
Assessments: Students will receive a criteria sheet where they will grade
themselves from 1-20 on each of the following criteria:
- How
well does your choice of media relate to your subject?
How did you treat the surface? How effective did you use
media and color? Does your surface add interest or
detract from the finished piece?
- How
innovative / original is your design? Does your design
follow your proposal?
Does your design flow and hold the viewers’
attention?
- Evaluate
your form. Evaluate your use of movement. (energized or
static?) Balance and proportion. Is it freestanding?
Evaluate its strength and your craftsmanship.
- Evaluate
your use of time in class and the level of completion of
your work. Is it finished? Did you work in class every
day?
- Uses
this area to describe any other criteria you think I
should consider when grading and critiquing your work.
Metaphoric
Self-Portrait Sculpture –Student Guidelines
Fill
two pages in your sketchbook of words that describe you
(minimum of 100 words).
Some
questions to consider when coming up with ideas for your
self-portrait: (Describe and analyze yourself and how you
relate to the world). Think of symbols / actions that
represent each. Try to capture the essence of something,
rather than being literal or clichéd. Think of more
imaginative and creative ways of addressing topics.
1.
Who am I?
2.
What is my story?
3.
Where am I ?
4.
Do I belong?
5.
Why am I here?
6.
Where am I going?
7.
What am I learning?
8.
Is it relevant to what I know?
9.
How do I perceive the world?
Answer
the following questions along with your 100 words.
10.
How do you fit into society / school?
11.
How do you relate or react to your family / peers?
12.
Do you have any traditions your family follows?
13.
Do you come from another country or culture?
14.
Does religion play a part in your life?
15.
What passions do you have?
16.
What liberates you?
17.
What confines you?
18.
What best represents you: Body, Mind, Spirit, or
Society?
Also
keep the viewer in mind:
- How
will the viewer react to this piece?
- What
do you want the viewer to feel when interacting with
your work?
- Do
you want them to know it is about you specifically, or
about your meaning in a more ambiguous way?
And
finally, the media. Plaster, clay, wire, cardboard, found
objects, etc. How does the media you choose relate to your
subject / theme?
Design
2 different sculptures based on a written theme.
- Design
must include approximate dimensions, media to be used,
colors, and surface treatment.
- Each
design should include multiple views if it is a
sculpture in the round.
Student Critique
If you have not scored your work consistently in the 15 to
20 points range, now assess what its strengths and
weaknesses are, and how to rework the piece and raise it to
a 20. Explain your rationale in a paragraph below,
considering:
1.
Have you done anything special with the use of the
art elements (line, color, shape, texture, value)?
2.
What are some of the dominant shapes, expressive
forms, color schemes, and textures that carry significance
in this artwork?
3.
Is the work ordered/balanced? Or chaotic/disturbing?
What makes for the order or chaos? Would you use words such
as unity, variety, contrast, balance, movement, and rhythm
to describe formal characteristics of this work?
4.
Describe the quality of execution and technique.
What gives the work its uniqueness?
5.
Does the work evoke any feelings? To what do you
ascribe your feeling – the use if colors, shapes,
technique, theme?
6.
Is there “symbolism” used in the work to convey
meaning other than what one sees?
7.
What is your general impression of the work? What
did you want the viewer to think about? Did you successfully
get your message across?
Discuss if the work is a significant success, why or why
not, and support your judgment with evidence (Use this area
to describe any other criteria you think I should consider
when grading and critiquing your work.)
Assessment
- Rubric
Metaphoric
Self-Portrait Rubric
possible student
teacher
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1.
Materials well used; technique is excellent
How well does your choice of
media relate to your subject?
How
did you treat the surface? How effective did you use
media
and color? Does your surface add interest or detract
from the finished piece?
Evaluate its strength and your
craftsmanship |
20
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2.
Inventive / Imaginative
How innovative / original is
your design? Does your design
follow
your proposal? Does
your design flow and hold the
viewers’
attention?
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20
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3.
Evidence of thinking / clear visual intent
Did you challenge yourself? Does
your piece show evidence
of
research and investigation on yourself?
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30
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4.
Purposeful composition
Did you think about the elements
and principles of art and
design
when planning the composition of your piece?
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20
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5.
Awareness of style and format
Evaluate your form.
Evaluate your use of movement,
balance
and
proportion. Energized
or static? Is it freestanding?
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20 |
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6.
Sensitive / Evocative
Does your piece prompt memories
or images from the
viewer?
Is your piece an experience?
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20
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7.
Use of time / Dedication
Evaluate your use of time in
class and the level of completion
of your
work. Is it finished? Did you work in class every day? |
20 |
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Total:
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150
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