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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.

Do Now(s): 1.       

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 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