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Artwork submitted by: Lotte
Petricone, Clarkstown Central School
District, NY
Lesson written by:
Judy Decker
Unit: African Art - Sculpture - African American
Art
Lesson Plan: Arm and Face Casts - body
art
Grade Level: Middle School (adaptable to high
school)
Click here for Lotte Petricone's
adaptation - See how she broke it down
  
Summary: Students cast their
face and/or arm for a temporary sculpture installation. They
paint it with patterns and symbols that reflect their cultural
heritage. They get input from family members for symbols to reflect
ancestors. From Lotte: These artists brainstormed their own
interests, hopes, dreams and hobbies and searched the
Internet for images to use as reference/research. Back in
the art room, they cast their arms and a face mold in plaster, then
planned the painting for the sculpture, focusing on expression of
their identity and the Principle of Design, Unity.
Note: This was an on-going
project for Lotte's students. The entire unit took 6 weeks.
Preparation - Optional
installation idea: Decide if you want the installation to be all
on one (or two) 4 foot by 8 foot Dow foam insulation boards OR if
you want students to do individual works. Faces and arms will be
mounted vertically on board. For individual works - cut Dow board
into sections about 8 inches wide x 4 feet (experiment to see how
long they need to be). Individual works could be done on 1/2" thick
boards. A group installation would need to be 1" inch thick.
Optional: Draw oval where face will be mounted. Cut out oval with
scroll saw. This will reveal the INSIDE of the face cast (for
students to show what is inside their head with collage). If you do
not mount on Dow board, come up with some way to hang these
individually. You could secure a piece of corrugated cardboard
to back side with a hole cut big enough to slide over a T-pin on
your bulletin board. |
Objectives: Students will
- show awareness of characteristics of African
art
- cooperate with classmates to cast arm and
face - demonstrate craftsmanship in plaster addition
- design arm and face to show cultural heritage
- reflect on personal identity
- demonstrate understanding of elements and
principles of design
- demonstrate craftsmanship in painting
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Materials:
plaster gauze
petroleum
jelly
plastic dishes (cool whip size)
old t-shirts - plastic
trash bags
plastic face molds (optional)
black and white latex
paint (house paint is cheaper than acrylic)
acrylic
paints
paint markers, puffy paints (small squeeze bottles) -
permanent markers
Tacky glue (or hot glue)
Dow 1" foam board
(Optional)
Scroll saw (optional) |
| Vocabulary:
plaster addition - pattern/repetition -
concentric shapes - exaggeration - distortion - geometric - culture
- ritual - symbolism - identity - adornment |
| Resources:
Variety of African mask images - images of body
art and adornment from Africa (some good articles have been in
National Geographic)
Images of arm face casts by Ben Jones http://xroads.virginia.edu/~UG01/hughes/face_arm.html (no
longer on line)
http://www.westga.edu/~rtekippe/slides1201/jonesblack.html
Images of other African American artists showing
inspiration from art of Africa (find some books on Contemporary
African American art. I have seen some with Ben Jones work
shown).
Body
Art: A Means of Self Expression - from African Conservancy Gallery
Body
Art: Marks of Identity - from various world cultures
Who Am I? Web Quest
- by Lotte Petricone Brainstorm
sheet - by Lotte Petricone
Images of Ndebele painting (this is optional for
painting background Dow foam board)
Some tips and photos for mask
making
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Instruction/Motivation:
- Present some introductory activities on
African Masks (see the Ceramic
Mask lesson plan) - show examples of body adornment (in
various African cultures - and other cultures). Discuss the
concept of culture and how art reflects culture
- Show some examples of African American art -
discuss inspiration from art of Africa (especially Ben
Jones). Contact Judy Decker for
brief bio of Ben Jones
- Review/demonstrate casting
process
Note: Get parent permission for casting the
students face and/or arm. some student may have a slight allergy to
the plaster. If in doubt, use the plastic face molds for those with
highly sensitive skin.
I covered the student with a large
trash bag (hole cut for head) -- and also wrapped plastic wrap to
cover the hair. Do not cover nostrils. Some have used straws - but I
though that would be uncomfortable - I just used tiny strips around
the nose. I used petroleum jelly on the face - but some use damp
paper towels over the face. You just won't get as much
detail. |
Procedures:
- Students look at and discuss
significance/purpose of African masks - understand meaning -
discuss similarities/characteristics (at least one day
introduction to African art). Look at body adornment in various
cultures.
- Student look at African American Art and see
connections to African art - look for similarities. Also look at
influence of African art on Modern Art.
- Students fill out a "brainstorm"
sheet for listing things about the student's identity
- Students research design/art in their own
culture (see
Web Quest) - symbols - textiles - imagery. Learn about the
beliefs and values of their ancestors. Optional: Learn about the flora and
fauna of the homeland - the landscape. Make a mini journal of
their findings - including sketches. Make a tracing of oval shape
for face and an outline for arm to do some planning - this can be
on going through the lesson and can change. Use of images on line
in this case falls under "research".
- Decide if you will have students do face cast
- arm cast - or both. Students will work in pairs to cast face and
arm. Wear old T-shirt to do arm. Stretch arm out on table - keep
it flat. Only cast the top side of the arm - all the way up to
shoulder. Do not wrap around to underside of arm. Use petroleum
jelly on arm. Apply at least two layers of plaster gauze. See
resources above for face cast.
- For individual works - glue and mount onto
strips of Dow board. Mount face and arm vertically (optional) Seal
arm and face around edges with strips of plaster gauze. For a
group work, it might be easier to paint the face and arms first,
they carefully mount to the 4' x 8' boards and touch up. Work on
drawings while plaster is drying. Work can be mounted directly on
wall instead of Dow board.
- When plaster is completely dry -paint with
base coat. Keep it simple. Chose black or white for base coat.
Work on designs while paint is drying. Plan designs for background
board, too. These can be inspired by wall paintings of Ndebele and
other wall paintings in South Africa.
- Transfer designs to face and arm casts. Black
permanent markers can be used on white surface. White paint
markers on black (or use gold and/or silver metallic
markers)
- Paint patterns - designs and symbols with
acrylic paint. Permanent markers work well on white surface for
details. Paint markers can be used on black surface for details.
Embellish with squeeze paints (middle school students love using
these) - just use for pattern and line.
- If you are doing the cut out for the face on
the Dow board - students can collage materials on the inside of
the face - "What's inside my head?" " What issues are important to
me?"
- Decide if entire mounting board needs to be
covered with gauze. Paper mache would be much cheaper. Paint
mounting board. You could leave these solid white or black for
contrast - OR paint with bolder patterns/geometric designs (See
Ndebele painting). If mounting on one or more 4' x 8' Dow
boards, come up with a way to hinge these together so they are
displayed free standing so people can walk around them and see the
back side. On the back side, there could be an outline of the arm
below the cut-out of the face and that could be collaged as well.
The cut out of the arm could be a tracing done on poster board and
glued to the display board. Arm could be collaged first - then cut
out.
- Student write a reflection on their work.
What do the motifs mean? How do they express culture? What have
they learned about their ancestors?
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Evaluation: Student reflection and modified
rubric
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Assessment
Rubric |
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Student
Name:
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Class
Period: |
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Assignment:
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Date
Completed: |
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Circle
the number in
pencil that best shows how well you feel that you
completed that criterion for the assignment.
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Excellent
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Good
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Average
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Needs
Improvement |
Rate
Yourself |
Teachers
Rating |
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Criteria
1
Student showed evidence of research in developing
designs to reflect culture |
10
- 9 |
8
- 7 |
6
5 4 |
3
- 2 - 1 |
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Criteria
2
Student showed craftsmanship in plaster addition
- worked cooperatively with partner to make face and/or
arm cast |
10
- 9 |
8
- 7 |
6
5 4
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3
- 2 - 1 |
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Criteria
3
Student showed understanding of elements and
principles of design - showed skill in painting
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10
- 9 |
8
- 7 |
6
5 4
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3
- 2 - 1
|
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Criteria
4
Effort:
took time to
develop idea & complete project? (Didnt rush.) Good
use of class time? |
10
- 9 |
8
- 7 |
6
5 4
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3
- 2 - 1
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Criteria
5
Craftsmanship
Neat, clean & complete? Skillful use of the art
tools & media? |
10
- 9 |
8
- 7 |
6
5 4
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3
- 2 - 1
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Total:
50
(possible
points)
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Grade:
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Your
Total |
Teacher
Total |
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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 |
4.
Understanding the visual arts in relation to history and
cultures |
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 |
| |
Students
generalize about the effects of visual structures and
functions and reflect upon these effects in their own
work |
Students integrate visual, spatial, and temporal
concepts with content to communicate intended meaning in
their artworks |
Students know and compare the characteristics of
artworks in various eras and cultures |
Students
compare multiple purposes for creating works of
art |
Students
compare the characteristics of works in two or more art
forms that share similar subject matter, historical
periods, or cultural context |
| Students intentionally take advantage of the
qualities and characteristics of art media, techniques,
and processes to enhance communication of their
experiences and ideas |
Students
employ organizational structures and analyze what makes
them effective or not effective in the communication of
ideas |
Students use subjects, themes, and symbols that
demonstrate knowledge of contexts, values, and
aesthetics that communicate intended meaning in
artworks |
Students describe and place a variety of art
objects in historical and cultural contexts |
Students
analyze contemporary and historic meanings in specific
artworks through cultural and aesthetic
inquiry |
Students
describe ways in which the principles and subject matter
of other disciplines taught in the school are
interrelated with the visual arts |
| |
Students
select and use the qualities of structures and functions
of art to improve communication of their ideas |
|
Students analyze, describe, and demonstrate how
factors of time and place (such as climate, resources,
ideas, and technology) influence visual characteristics
that give meaning and value to a work of art |
Students
describe and compare a variety of individual responses
to their own artworks and to artworks from various eras
and cultures |
Note: you can relate this lesson to music
and social studies... as well as family and consumer
science (if you bring in textile
design) | |
Lesson Plan for the Arts
Clarkstown Central School District
NOTE:
Lotte did not place emphasis on body art. She focused on masks and Ben
Jones's work. Her main objective was to develop painting skills.
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Teacher: Lotte Petricone
Activity/Unit: Who Am I? Personal Identity in a Sculpture
Grade: 8
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Rationale for Teaching Lesson:
Students will create an arm & face
relief sculpture incorporating designs which express their
personal identity: past, present and future, after looking at
and discussing the art of Ben Jones and body art in other
cultures.
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Lesson Objectives:
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1. To look at and discuss the art of Ben
Jones and some of his influences in African masks and body art
through a PP presentation
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2. To understand what a relief sculpture is
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3. To use a Web Quest to search the Internet
for images that can be used as reference for the sculpture
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4. To develop skills in plaster relief
sculpture
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5. To use the Elements of Art, Form, Shape,
Color, Texture and Line; and the Principles of Design, Variety
and Pattern to express themselves in a relief sculpture
personal identity: past, present and future
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6. Design a plaster cast sculpture of arm and face to show personal
identity: past, present & future
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New York State Learning Standards:
Standard 1: Students will actively engage in the processes
that constitute creation and performance in the arts and
participate in various roles in the arts.
Standard 2: Students will be knowledgeable about and make use
of the materials and resources available for participation in
the arts in various roles.
Standard 3: Students will respond critically to a variety of
works in the arts, connecting the individual to other works and
to respond to other aspects of human endeavor and thought.
Standard 4: Students will develop and understanding of the
personal and cultural force that shape artistic communication
and how the arts in turn shape the diverse cultures of past and
present society.
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How the Standards are addressed in this
lesson:
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1. Creation of relief sculpture with plaster
and acrylic paint.
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2. Webquest for visual references for
personal identity sculpture.
Development of visuals representing personal identity
using references. Skill in using plaster casting methods to
create a sculpture. Skill in painting with acrylic paint.
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3. Looking at and discussing the art of Ben
Jones and body art from other cultures.
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4. Understanding how artist Ben Jones is
influenced by other art, and how an artist develops ideas.
Creating a plaster relief sculpture influenced by Ben Jones, but
personally expressive.
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Lesson Procedures:
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Lesson Segments:
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Materials:
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1. PP
presentation of Ben Jones and African influences on his art (1
Class) Brainstorm
Sheet for HW
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1. PP presentation
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2. Students research design/art in their own
culture - symbols - textiles imagery using Webquest.(2
classes)
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2. Webquest
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3. Casting of Face and Arm. (4-5 classes)
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3. Plaster gauze, tin foil, old t-shirts -
plastic trash bags, face molds
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4. Drawing of Design of Arm and Face (4-5
classes)
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4. Tracing of Arm and Face, Webquest
research printouts
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5. Intro to painting technique & color
expression
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5. Acrylic paints, medium, permanent
markers, Tacky glue (or hot glue)
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6. Drawing
and Painting of Relief Sculpture (12-15 classes)
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6.
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7. Mounting string behind sculpture
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7. String or twine, tacky glue, spring
clamps
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Segment 1: PP presentation of Body Art
Teaching Style:
Guided Practice Use PP
- Use PP to discuss the art of Ben Jones and
some of his influences in masks and of other cultures
- Summarize and show demo.
- Introduce project, discuss brainstorm sheet
for HW
- Remind Computer Lab tomorrow
Independent Practice
Brainstorm
Sheet for HW
Assessment Method: Verba
Modifications:
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Segment 2: Webquest for design/art in our
culture
Teaching Style:
Guided Practice
- Introduce Webquest:
- Students research visual references for their
personal identity using the Webquest
Independent Practice
Assessment Method: Webquest rubric
Modifications:
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Segment 3: Casting
Teaching Style:
Guided Practice
- Cast face using mask:
- Cover
mask with tin foil, wrapping around the edges
- Use large sheets of plaster: Fold in half, and
lay over one side of the face mask, smoothing out.
Do the same with the other side.
Add any small pieces you need to make it two layers
everywhere.
- Work in pairs to do arm. Stretch arm out on
table - keep it flat. Only cast the top side of the arm -
all the way up to shoulder. Do not wrap around to underside
of arm. Use tin foil on arm so it can be removed easily.
Apply at least two layers of plaster gauze making smooth as
possible, using big sheets folded in half. Reinforce where
necessary. Use
small pieces on fingers.
5.
Make a tracing of oval shape for face and an outline for
arm to do some planning - this can be on going through the
lesson and can change.
Independent Practice
Assessment Method: Verbal
Modifications:
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Segment 4: Designs for Arm & Face
Teaching Style:
Guided Practice
- Work on designs while paint is drying.
- Use visual references.
- Begin with line drawings but think about
the color.
- Use color pencils to indicate the color.
Independent Practice
Assessment Method: Verbal
Modifications:
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Segment 5: Intro to painting
Teaching Style:
Guided Practice
- Discuss
acrylic paint and the possibilities within the medium.
- Discuss
brushes big and small, flat and round
- Demo
painting techniques: flat, opaque, dry brush, twirling the
brush to retain a point.
- Review
color mixing: primary, secondary, intermediate.
- Discuss
the expression of color and how it can communicate to the
viewer.
Independent Practice
Assessment Method: Verbal
Modifications:
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Segment 6: Transfer of Design, Painting
& Collage
Teaching Style:
Guided Practice
- Draw
designs to face and arm casts. Black permanent markers can
be used on white surface. White paint markers on black (or
use gold and/or silver metallic markers)
- Paint
patterns - designs and symbols with acrylic paint. Permanent
markers work well on white surface for details. Paint
markers can be used on black surface for details.
Independent Practice
Assessment Method: Artist Statement and
Rubric
Modifications:
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Segment 7: Mounting (teacher!)
Teaching Style:
Guided Practice
- Mounting
string behind face and arm:
- Cut
& knot string to the right length
- Set
into a BIG blob of tacky glue
- Clamp
into place
- Let
dry overnight before hanging
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