Click images to see larger views

Rationale for Teaching Lesson:

Students will create a 3-D portrait of a person they either know personally, or to portray a social issue.  The sculpture will be made of a cardboard structure they make, sculpey elements, and objects from home.  It must have at least 3 textures (actual or implied). 

Objectives:

1. Students will learn about Marisol’s art work, by comparing ad contrasting several sculptures.

2. Students will learn about the sculptural technique of assemblage/cardboard sculpture

3. Students will learn about the Elements of Art FORM & TEXTURE (actual and implied)

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.

How the Standards are addressed in this lesson:

Standard 1: Use the Elements and Principles of Art to communicate a specific meaning through a sculptural portrait.  Know and use resources for developing and conveying specific ideas from text.

Standard 2: Develop skill using the medium of cardboard sculpture, and various materials to make a work of art that communicates something about a person.

Standard 3: Reflect on their work in writing using the language of criticism.

Standard 4: Understand how the artist Marisol works and gets her ideas, and how culture influenced her.

National Standards below

Do Now(s):

1.       

Materials:

1. Slide Discussion of Marisol’s work – focus on how the artist communicates in a 3-D portrait using visual clues, and how the sculptures might be made, what materials are used. (1 class)

Intro to project: 3-D Portraits of someone they know – can be personally or a public figure. 

PowerPoint presentation of Marisol’s sculpture, examples

2. Demo how to make main cardboard structure – Cutting, safety. (Approx. 3 classes)

Cardboard, asst. recycled containers, masking tape, Elmer’s glue, big scissors, x-acto knives

3.  Rubric - Go over criteria (1 class)

PP images, Xeroxes of Rubric.

4. Demo making faces from cut cardboard shapes. (1-2 classes)

Wire, newspaper, masking tape, wire cutters

5. Demo how to make arms and legs (Approx. 3 classes)

Cardboard, scissors, Elmer’s glue

6. Add a paper mache layer and/or plaster layer – some may want to add celluclay prior to this point (Approx. 3 classes)

Paper mache glue, plaster strips, newsprint

7. Add details to sculpture: textures and features with celluclay, how to use a glue gun to attach objects, Sculpey techniques to make objects and features. (Approx. 3 classes)

Celluclay, glue gun, Sculpey, texture plates, construction paper, drawing materials (color pencils, drawing pencils, crayons), yarn/string, fabric, paint

8. Color faces with drawing media, drawing of clothes, and any details they may want to add. Use gel medium to add on pictures. (Approx. 3 classes)

drawing materials (color pencils, drawing pencils, crayons, oil pastels)

9.  Rubric/Reflection (1 class or at home)

Reflection questions

Segment 1:  Slide Discussion of Marisol’s Sculptures (1 class)

Teaching Style: 

GUIDED PRACTICE.  Show sculptures, focusing on how the artist communicates in a 3-D portrait, materials used, how they are made.  Introduce project.  Show example.  Refer back to Marisol’s art.

CLOSURE: What are some visual clues Marisol used to make a portrait?  What should be included when you make a portrait?

Assessment Method: Verbal

Modifications:

Segment 2:  Demo – Main cardboard structure. (Approx. 3 classes)

Teaching Style: 

GUIDED PRACTICE.  Demo how to make the main cardboard sculpture:

1.       Take a pre-cut strip and either score it to make a rectangular form, or roll it gently to make a round form.  Use Elmer’s glue in the seam, and tape it securely.

2.       Trace the end pieces, and then cut out using either a scissor or xacto knife. Cut inside the line.  It may need to be trimmed to make it fit.  Tape to hold it securely.

3.       DISCUSS SAFETY!!!  How to use the knife, sign it out, make sure it is returned.

IND PRACTICE. Students begin to make the forms.

CLOSURE: Review the procedure for

Assessment Method:

Modifications:

Segment 3:  Rubric (1 class)

Teaching Style: 

GUIDED PRACTICE.  Rubric – go over criteria. 

IND PRACTICE: Continue to work on main sculpture.

CLOSURE: What are some of the things we have to remember to make an excellent sculpture?

Assessment Method: Verbal

Modifications:

Segment 4:  Demo making faces from cut cardboard shapes. (1-2 classes)

Teaching Style: 

GUIDED PRACTICE.  Demo – cut shapes from corrugated cardboard to make feature of the face and glue down with Elmer’s glue.  As an alternative, celluclay can be used to make the features.

IND PRACTICE: Students make faces, and attach to the body.

CLOSURE: Describe the process to make the face, and alternatives.

Assessment Method: Verbal

Modifications:

Segment 5:  Arms and/or legs (approx. 3 classes)

Teaching Style: 

GUIDED PRACTICE: Demo how to make wire wrapped arms/legs.

1.       Cut a piece of wire about three inches longer than you think you need.

2.       Take two pieces of newspaper and open them.  Fold diagonally. Start from the small point of the triangle, and roll to cover the wire.  Fold the ends down and tape.  Twist into position, and tape firmly to the body.

3.       Alternative – both arms and legs can also be made from pieces of wood, boxes, or cardboard.

INDIVIDUAL PRACTICE. Students add arms and legs to sculptures.

CLOSURE: Review choices for arms/legs.  Review procedure for wrapped wire.

Assessment Method: Verbal

Modifications

Segment 6:  Add paper maiche and/or plaster layer

Teaching Style: 

GUIDED PRACTICE: Demo Paper Mache layer - Dip strips of newsprint into glue, slide fingers over to make it thinner, and apply a thin layer.  Make sure paper overlaps. For arms holding sculpey or heavy objects, add a layer of plaster over the joints.

INDIVIDUAL PRACTICE: Students continue to work on sculptures.

CLOSURE: What do you need to remember when adding the paper mache layer?  When would you need to add plaster?

Assessment Method: Verbal

Modifications:

Segment 7:  Add details to sculpture: textures and features with Celluclay, how to use a glue gun to attach objects, Sculpey techniques to make objects and features. (Approx. 3 classes) Celluclay, how to use a glue gun to attach objects, Sculpey techniques to make objects and features. (Approx. 3 classes)

Teaching Style: 

GUIDED PRACTICE:  Demo celluclay.  Demo glue gun – safety! Use for adding objects or wood features.

IND PRACTICE. Students continue to work on sculptures.

CLOSURE: Review safety!

Assessment Method:

Modifications:

Segment 8: Color faces with drawing media, drawing of clothes, and any details they may want to add. Use gel medium to add on pictures. (Approx. 3 classes)

Teaching Style: 

GUIDED PRACTICE:  Add emphasis to features with various drawing media: pencils, colored pencils, crayons, oil pastels, watercolor.

IND PRACTICE. Students continue to work on sculptures.

CLOSURE:

Assessment Method:

Modifications:

Segment 7:  Drawings of faces

Teaching Style: 

GUIDED PRACTICE:  Demo face drawing – use proportion guidelines.  Discuss caricatures, and it not being real.  Students can use a photo if they want.  Discuss color pencil and blending color.

INDEPENDENT PRACTICE: Students continue to work on sculptures.

CLOSING: What are the proportions of the face?

Assessment Method:

Modifications:

Segment 8:  Make structure for faces, use gel medium to glue them on

Teaching Style: 

GUIDED PRACTICE: Use corrugated cardboard to create a neck and support for the cutout face.  Trace the face and cut out of corrugated cardboard.  Cut a rectangular strip from corrugated cardboard.  Bend the strip and hot glue it to the body.  Glue the face on the cardboard and hot glue that to the neck.

Assessment Method: Written reflection and rubric

Modifications::

  Segment 9: Reflection/ Rubric 9: Reflection/ Rubric

Teaching Style: 

GUIDED PRACTICE:  Go over directions for reflection and rubric.

IND PRACTICE. Students write a draft of the reflection in class and type at home. 

CLOSURE: Discuss answers.

Assessment Method: Written reflection/Rubric

Modifications: 

Segment 9:  Written reflection/Rubric

Teaching Style:  GUIDED/INDEPENDENT PRACTICE

1.       Introduce the reflection.  Students are by now familiar with the process.  The reflection is written in an essay format, answering specific questions about the project. 

2.       Grade work using the rubric(s) – check off the boxes, give yourself a number grade for both project and process.

3.       Put your folder together with the art on top, then the reflection, then the rubric, and then put it back into the table folder.

Assessment Method: Written reflection and rubric

Modifications

Excellent

20

Good

17

Adequate

14

Unsatisfactory

12

Score

Specific Portrait

The sculpture is a portrait that is very clearly a specific person, either a person you know or a public figure

The sculpture is a portrait that seems to be a specific person, either a person you know or a public figure

It is not entirely clear that this is a portrait of a specific person!

It is not clear at all if this is a portrait of a specific person

Visual Clues

The sculpture communicates very clearly “who” the person is by using visual clues – objects, hair, body language, details…

The sculpture communicates pretty clearly “who” the person is by using some of the visual clues – objects, hair, body language, details…

There are some visual clues- objects, hair, body language, details… but not enough, because there are a lot of questions!

There are no clear and specific visual clues!

Sturdiness

The overall construction is VERY sturdy! All the joints are very tight.

The overall construction is sturdy enough! Most of the joints are tight.

The overall construction is just holding together. Enough of the joints are tight so it is holding together.

The construction is NOT sturdy at all.  Many of the joints are loose, making it wiggley!

Balance

The construction is made so it is balanced in its position and doesn’t need any extra supports to hold it up!

The construction is made so it is almost balanced in its position, but may need a TINY bit of extra support.

The construction is made so it is not balanced in its position, but with extra support it can hold its position.

The construction is so unbalanced that it cannot hold its position even with extra support!

Painting & Collage Techniques

The sculpture has been very neatly finished by painting and/or collage techniques, and the artist choices make sense with who the portrait is about

The sculpture has been pretty neatly finished by painting and/or collage techniques, and the artist choices seem to make sense with who the portrait is about

The sculpture has been finished by painting and/or collage techniques, but it is a bit messy –  a few edges sticking up, or a spot or two of sloppy painting, - and/or the artist choices seem to make some sense with who the portrait is about

The sculpture has been finished by painting and/or collage techniques, but it is a very messy – edges sticking up, or sloppy painting, - and/or the artist choices don’t quite seem to make sense with who the portrait is about

Grade:

Excellent

Good

Adequate

Unsatisfactory

Score

Artist Statement  - 74

Artist has completed a thoughtful, honest, clearly and neatly typed reflection, that answers all the questions completely, in complete sentences, with no spelling/grammar mistakes (74)

Artist has completed a thoughtful and honest written reflection, but it may not be too neatly written, and/or could be expanded a bit, but still answers all the questions, in mostly complete sentences, with 1-2 spelling/grammar mistakes (64)

Artist has completed a written reflection, but it is sloppy, and may not be too clearly written, but could definitely be expanded quite a bit! – and does not answer ALL the questions completely, and may have 1 or 2 incomplete sentences, and/or several spelling/grammar mistakes

(58)

Artist has not completed a written reflection, or it is extremely sloppy, or many parts are missing, and/or there are many incomplete sentences, and/or many spelling/grammar mistakes

(50)

Do Nows  -26

The Do Nows have been neatly completed every day with correct answers, and no reminders (26)

The Do Nows have been neatly completed every day with almost all correct answers, and almost no reminders (22)

The Do Nows have been neatly completed almost every day with several incorrect answers, and/or a few reminders (18)

The Do Nows have NOT been neatly completed almost every day and/or mostly incorrect answers, and/or frequent reminders

(14)