Brought to you by
|
|
|
3-D Relief Painting
Submitted by: Tina Grimes, Defiance High School in Defiance, OH.
UNIT: 3-D Design - Painting
Lesson: Clayton
Pond inspired Relief
Grade Level: High School (adaptable to middle school)
  
Objectives:
Students will be able to:
- Explain
elements of relief sculpture. SO-1A8,
SO-1A19
- Create
a sculpture using foam core as media (elements of
"culture") SO-1A7
- Identify
characteristics of the art of Clayton Pond and Pop Art. PO-2A,
PO-2B, PO-2C
- Develop
skills in working with color. PO-1B
Materials:
15x20
cut foam core for base, plus various lengths/widths of foam core
for making relief pieces, acrylic paint, brushes, sketch paper,
pencils, utility knives, hot glue guns, and reference info on
Clayton Pond.
Note: corrugated cardboard or Dow board could be used.
Procedures:
- Review
relief techniques and media used to date.
- Introduce
the artwork of Clayton Pond with a background reading and
photo examples of his work. Compare to the Pop Art genre.
- Assign
students the task of creating a relief sculpture of an
everyday item, as inspired by the relief wood sculptures of
Clayton Pond.
- List
requirements: a) project will have a 15x20 foam core base;
subject must fill most of the space in relief; must have at
least 2 layers of relief; the object must be cropped; no part
of the composition should be painted with one flat
color—multiple colors (2 or more) are required; and careful
thought should be given to color choices and combinations to
enhance the finished design.
- Students
pick an everyday object that is found in the art room or at
school. Students should sketch ideas first in order to make
creative choices. Work will be a reflection on
"culture".
- Student
should sketch their chosen subject onto the base foam core to
plan for placement of the relief. Then draw the subject on
another piece of foam core and cut it out to be relief. Use
caution when cutting all pieces!
- Students
plan colors and then paint using multiple colors in each area.
No relief pieces should be glued until painting is complete.
- After
all pieces are painted and dry, students assemble the relief.
Note: some elements could be placed in higher relief using
foam core spacers.
Authentic Assessment
Students
will create a 15x20 relief sculpture, inspired by the work of
Clayton Pond, using two or more layers of foam core and two or
more acrylic paint colors in each area
in 3-7 class periods.
Resources:
Selected
Clayton Pond relief paintings A
Google search will bring up more images.
Assessment Rubric (adapted from Marianne Galyk)
|
Assessment Rubric
|
|
Student Name:
|
Class Period:
|
|
Assignment:
Clayton
Pond Inspired Relief Painting
|
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 – Drawing and planning
composition - drawing from observation
|
10
|
9 – 8
|
7
|
6 or less 6
|
|
|
|
Criteria 2 – Use of relief
elements - two or more layers
|
10
|
9 – 8
|
7
|
6 or less
|
|
|
|
Criteria 3 – Use of color and
pattern - color plan - all shapes with color variety -
unity.
|
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
|
Grade:
|
|
|
|
|
Your Total
|
Teacher Total
|
Student Comments:
Teacher Comments:
National Standards:
| 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 |
| 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
apply subjects, symbols, and ideas in their artworks and
use the skills gained to solve problems in daily life |
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 |
(Advanced)
Students describe the origins of specific images and ideas
and explain why they are of value in their artwork and in
the work of others |
Students
reflect analytically on various interpretations as a means
for understanding and evaluating works of visual art |
|
|
 |
|
