CONTENT AREA: ART EDUCATION
GRADE/LEVEL:
9-12
COURSE TITLE:
SCULPTURE 1
COURSE NUMBER:
50.4611001
COURSE LENGTH:
SEMESTER
COURSE DESCRIPTION:
Sculpture 1 introduces three-dimensional art making including additive, subtractive and modeling
processes and a variety of media. Art criticism, art history, aesthetics and habits of mind developed
through work in the arts are incorporated.
PREREQUISITE(S): Introduction to Art or Art History 1 or Art History 2
MASTER LIST: STANDARDS AND ELEMENTS
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
a. Keeps a visual/verbal journal with course content, artistic growth, reflections
b. Brainstorms multiple solutions to a visual problem; uses thumbnail sketches and
visual/verbal notes to plan sculptures [QCC S.3, S.4]
c. Uses contour, gesture, value in drawing for various purposes (to portray animate /
inanimate subjects, show mass and movement, to create quick sketches, to record
ideas and planning sculptures)
d. Creates sculpture to serve a specific function (expressive, social, utilitarian) [QCC S.1]
e. Creates sculpture from formalist, emotionalist, and realist (from direct observation)
approaches [QCC S.1]
f. Uses technology to research creative possibilities and to create sketches for
sculpture [QCC S.6]
g. Uses concepts / ideas from other disciplines as inspiration for sculpture; makes
connections between other disciplines and sculpture [QCC S.7, S.8]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
a. Uses principles of design to organize elements to communicate meaning and unify
compositions - produces sculpture within constraints of selected problems
emphasizing open and closed space, selected principles and elements [QCC S.1]
b. Discusses and applies concepts such as activating negative space, visual weight,
paths of movement, non-centered focal point, variety within repetition [QCC S.1]
3. Understands and applies media, techniques, and processes [National Std. 1]
a. Creates sculptures from varied media to focus on these elements: modeling,
additive processes, subtractive processes, in-the-round / relief / bas relief [QCC S.2, S.10]
b. Practices studio safety, correct care and operation of equipment
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
4. Self-evaluates art learning and develops habits of excellence.
a. Self-evaluates in-progress and complete work using criteria such as stylistic quality,
craftsmanship, technical skill, goals of work [QCC S.12]
b. Sets high standards for craftsmanship and skill mastery in own artwork [QCC S.12]
c. Recognizes that sculpture uses a problems-solving process that translates to real-life
skills (idea generation, elaboration and refining the idea, execution of idea,
evaluation of result, refining product until goal is reached) [QCC S.3, S.4]
d. Discusses how study in sculpture benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers and life skills:
tolerance for ambiguity, judgment in the absence of rule; finding structure in
apparent disorder [QCC S.4]
e. Recognizes emerging elements of personal artistic voice [QCC S.13]
f. Works to find individual voice (creativity within guidelines); understands that
creativity is problem-solving within given parameters
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
a. Writes, reflects upon, revises throughout the course, personal answers to these
questions: What is art? Can everyday items be considered art? Why would we want
art in daily life?
b. Compares viewpoints of tribal and primitive societies for whom sculpture is part of
daily life with those of Western society in which sculpture is classified as art [QCC
S.13]
c. Verbalizes personal reaction to sculptures using descriptive vocabulary including
adjectives, analogies, metaphors
d. Makes informed aesthetic responses by relating own sculptures to work by master
artists [QCC S.15]
e. Develops and supports evaluations of sculpture based on specific
theories of art: Formalism, Imitationalism, Emotionalism, Functionalism,
Conceptualism [QCC S.14]
f. Discusses these ideas: What is beauty? What affects my personal aesthetic?
Recognize emerging personal aesthetic
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
a. Compares and contrasts sculptors' use of formal qualities (elements and principles)
to communicate meaning [QCC S.9, S.10, S.11]
b. Uses Feldman's method and Visual Thinking Strategies to "read" representational,
abstract and non-objective artwork; supports inferences with evidence within the
work [QCC S.11]
c. Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interpretation) [QCC S.9]
d. Verbalizes personal reactions to artwork using adjectives, analogies and metaphors
e. Analyzes the relationship of decorative and functional qualities in artwork from
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
diverse cultures. [QCC S.13,16]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
a. Traces major periods of art through sculpture and discuss how artists of each period
were influenced by their society [QCC S.17, S.18]
b. Identifies, compares and contrasts major male and female sculptors of differing
societies and backgrounds [QCC S.5, S.17, S.18]
c. Recognizes, compares and contrasts major sculptures, artists and sculpture styles
from varied cultures and eras. [QCC S.18]
d. Writes about sculpture's role as a visual record (primary source) of cultural,
political, scientific and religious history [QCC S.5]
e. Analyzes the relationship of decorative and functional qualities in artwork from
diverse cultures. [QCC S.13,16]
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 1: Introduction to Sculpture and the Additive Process
PACING: 4-5 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
•
•
•
•
Keeps a visual/verbal journal to reflect course content, artistic growth, reflections
Brainstorms multiple solutions to a visual problem; uses thumbnail sketches and
visual/verbal notes to plan sculptures [QCC S.3, S.4]
Uses contour, gesture, value in drawing for various purposes: to portray animate /
inanimate subjects, show mass and movement, to make quick sketches, to make
expressive mark-making in recording ideas and planning sculptures
Creates sculpture from a realist, direct observation, approach [QCC S.1]
Uses technology to research creative possibilities and to create sketches for
sculpture [QCC S.6]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
Uses principles of design to organize elements to communicate meaning and unify
compositions; produces sculpture within constraints of selected problems
emphasizing open and closed space, selected principles and elements of art [QCC S.1]
Discusses and applies concepts such as activating negative space, visual weight,
paths of movement, non-centered focal point, variety within repetition [QCC S.1]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on in-the-round additive processes
[QCC S.2, S.10]
Practices studio safety, correct care and operation of equipment
4. Self-evaluates art learning and develops habits of excellence.
Self-evaluates in-progress and complete work using criteria such as stylistic quality,
craftsmanship, technical skill, goals of work [S.12]
Sets high standards for craftsmanship and skill mastery in own artwork [S.12]
Works to find individual voice (creativity within guidelines); understands that
creativity is problem-solving within given parameters
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
•
•
•
•
•
Write, reflect on, revise throughout the course, personal answers to
thise issues: What is art? Can everyday items be considered art? What
is the difference between functional and decorative sculpture?
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Compares and contrasts sculptors' use of the elements and principles of design to
communicate expressive content or ideas. [QCC S.9]
Uses Feldman's method and Visual Thinking Strategies to"read" representational,
abstract and non-objective artwork [QCC S.15]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Traces major periods of art through sculpture and discuss how the art of each period
reflects society. [QCC S.17, S.18]
Identifies, compares and contrasts major male and female sculptors of differing
societies and backgrounds [QCC S.5, S.18, S.17]
UNIT RESOURCES:
Student textbook: Beginning Sculpture, Williams
Art Talk (Reproductions representing a wide range of sculpture styles and approaches)
Videos:
3-D Wizardry, by George Wolf- ISBN- ?
Claes Oldenberg. ISBN-0-7800-1919-9.
Women Artists, Double Diamond Press, 1-800-938-2737.
Book: Horses: The Art of Deborah Butterfield. ISBN- 0-8118-0138-1.
PowerPoint Lesson Links:
Female Sculptors
Claes Oldenberg and Coosje Van Bruggen
Scholastic Art Magazine. Class set on Claes Oldenberg and Deborah Butterfield.
SUGGESTED INSTRUCTIONAL STRATEGIES
Incorporate formative and summative self-assessment as an on-going part of all lessons/units.
Explicitly teach students how to self-assess processes and work. The goal is for students to grow
into independent learners and to monitor own journey to excellence.
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
Continue journal begun in earlier art classes.
Begin the semester asking each student to write own current answer to this question:
What is sculptural art?" Is a toothbrush or other functional object sculpture?
To encourage thought, use timed writing (students do 3-minute continuous writing)
Share thoughts; then write again.
Discuss when and why artists use realistic observation, and when and why they use abstract
approaches (Formalism, Realism, Expressionism); view famous sculptures from each approach.
PowerPoint lesson of contemporary, female sculptors to show breadth of the genre.
Discuss environmental, kinetic, realistic, abstract, and non-representational sculpture while
viewing.
Create an additive sculpture based on direct observation of an everyday object.
Full class session to model and practice 4-Step Criticism method Lesson Link
Subscribe to a class set of Scholastic Art magazine. File copies and use for lessons across the
curriculum.
Create a PowerPoint series on Claes Goldenberg's sculptures and Deborah Butterfield's early
assemblages.
Develop a guided Internet search for students to explore work of additional sculptors.
Identify a "favorite" and develop a journal page on the artist Lesson Link
SAMPLE ASSESSMENTS:
Rubric or criteria-based evaluation of additive sculpture
Journal page on "favorite" sculptor with rubric-based evaluation
Students employ Feldman's four-step art critique to evaluate another student's artwork
Teacher observation of daily participation in studio assignment and studio safety
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 2: Modeling
PACING: 4-5 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
Creates sculpture from formalist, emotionalist, and realist (from direct observation)
approaches [QCC S.1]
2. Uses formal qualities of art (elements and principles] to create unified composition and
communicate meaning [National Std. 2]
Uses principles of design to organize elements to communicate meaning and unify
compositions; produces sculpture within constraints of problems emphasizing open
and closed space, selected principles and elements of art [QCC S.1]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on: modeling in-the-round [QCC S.2, S.10]
4. Self-evaluates art learning and develops habits of excellence.
Discusses how study in sculpture benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers and life skills:
tolerance for ambiguity, judgment in the absence of rule; finding structure in
apparent disorder [QCC S.4]
Recognizes emerging elements of personal artistic voice [QCC S.13]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Verbalizes personal reaction to sculptures using descriptive vocabulary including
adjectives, analogies, metaphors
Develops and supports evaluations of sculpture based on theories of art -
Formalism, Imitationalism, Emotionalism, Functionalism, Conceptualism [QCC S.14]
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Uses Feldman's method and Visual Thinking Strategies to "read" representational,
abstract and non-objective artwork; supports inferences with evidence within the
work [QCC S.11]
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
•
•
•
Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interpretation)
Verbalizes personal reactions to artwork; develop descriptive vocabulary including
adjectives, analogies and metaphors
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Recognizes, compares and contrasts major sculptures, artists, and sculpture styles
from varied cultures and eras. [QCC S.18]
INSTRUCTIONAL RESOURCES:
Student textbooks: Beginning Sculpture, Williams and Experience Clay, Mackey
Art Talk (Reproductions representing a range of art styles and approaches in sculpture)
Video-Sculpture and the Creative Process- ISBN 1-56290-063-3
Teacher-made handouts and templates on modeling with clay and creating an armature. Handouts
on texture, form, and space. Lesson Link
Teacher Books: Making Ceramic Sculpture. ISBN- 1-57990-175-1
Hand built Ceramics. ISBN-1-57990-184-0
Terracotta. ISBN 0-8230-4102-6
SUGGESTED INSTRUCTIONAL STRATEGIES:
Discuss how artists use formal qualities (elements and principles) to show emotion in sculpture
Create modeled sculpture of clay, wax, or plaster with the following:
•
•
•
•
Accurate measurements
Craftsmanship
Proper, safe use of tools and materials
Emphasis on abstraction and communicating meaning
Art criticism with Token Response activity Lesson Link
Full class 4-Step criticism - small group or paired written criticism turned in as test grade
Compare and contrast PowerPoint information on Analytical and Synthetic Cubism in sculpture
Lesson Link
Recognize and analyze the abstracted qualities of major art styles / movements, Tribal art, Abstract
Expressionism, Surrealism and contemporary abstraction
Discuss the role of abstraction in sculpture in at least two cultures and time periods; compare and
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
contrast to contemporary sculpture
SAMPLE ASSESSMENTS:
Discuss when and why artists use realistic observation, and when and why they use
abstract approaches (Formalism, Realism, Expressionism)
Rubric or criteria-based evaluation of modeled sculpture
Feldman's 4-Step Process or Visual Thinking Strategies critique of another student's artwork
Sketchbook /journal check
Teacher observation of daily participation in studio assignment and studio safety
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 3: Casting
PACING: 2-3 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
•
Creates sculpture to serve a specific function (expressive, social, utilitarian) [QCC S.1]
Creates sculpture from formalist, emotionalist, and realist approaches [QCC S.14]
2. Uses formal qualities of art (elements and principles] to create unified composition and
communicate meaning [National Std. 2]
Produces sculpture within constraints of selected problems emphasizing selected
principles and elements of art; discusses and applies concepts such as activating
negative space, visual weight, paths of movement, non-centered focal point, variety
within repetition [QCC S.1, S.9]
Uses principles of design to organize elements to communicate meaning and unified
compositions [QCC S.6, S.11]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on casting, relief / bas relief [QCC S.2]
4. Self-evaluates art learning and develops habits of excellence
Recognizes emerging elements of personal artistic voice [QCC S.13]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Compares viewpoints of tribal and primitive societies for whom sculpture is part of
daily life with those of Western society in which sculpture is classified as art [QCC
S.13]
Verbalizes personal reaction to sculptures using descriptive vocabulary including
adjectives, analogies, metaphors
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Uses Feldman's method and Visual Thinking Strategies to "read" representational,
abstract and non-objective artwork [QCC S.15]
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
•
•
•
•
Evaluates the role of sculpture as a visual record (primary source) of cultural,
political, scientific and religious history [QCC S.5]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Trace major periods of art through sculpture and discuss how artists of each period
were influenced by their society [QCC S.17, S.18]
Writes about sculpture's role as a visual record (primary source) of cultural,
political, scientific, and religious history [QCC S.5.]
Analyzes the relationships of decorative and functional qualities in artwork from
diverse cultures. [QCC S.13,16]
INSTRUCTIONAL RESOURCES:
Student text: Beginning Sculpture, Williams
Art Talk (Reproductions of cast jewelry/ceramics representing a wide range of styles/
approaches)
Teacher-prepared handouts:
Creating a plaster low relief from a negative clay slab mold
Mixing plaster to the proper consistency
Sculpture websites: Casting, Slip Casting Lesson Link
Video: Sculpture and the Creative Process ISBN- 1-56290-063-3.
(end of video: discussion of lost wax method; informative for the students to see as college-level
approach to the casting process)
SUGGESTED INSTRUCTIONAL STRATEGIES:
Study cast sculpture from varied historical eras, geographic locations, and media
Create a cast, functional sculpture (slip, pewter, cuttlefish, plaster, cement).
o Difference between the positive and negative casts
o Mother mold.
o Craftsmanship of finished product
o Proper, safe use of tools and materials
o Emphasis on texture, form, space
o Emphasis on surface decoration
o Repetition to create unity
o Center-of-interest
Use Feldman's 4-Step Criticism in small - group or paired written criticism, test grade.
SAMPLE ASSESSMENTS:
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
Visual/verbal journal check
Student discussion/debate topic: functional vs. decorative art.
Select a common object such as a silver charm for a bracelet. Is it art?
Rubric or criteria-based evaluation of cast sculpture
Teacher observation of daily participation in studio assignment and studio safety
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 4: Subtractive Sculpture
PACING: 4-6 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
•
•
•
•
•
•
•
•
•
Creates sculpture to serve a specific function (expressive, social) [QCC S.1]
Uses concepts / ideas from other disciplines as inspiration for sculpture; makes
connections between other disciplines and sculpture [QCC S.7, S.8]
2. Uses formal qualities of art (elements and principles] to create unified composition and
communicate meaning [National Std. 2]
Produces sculpture within constraints of selected problems emphasizing, open and
closed space, selected principles and elements of art; discusses and applies concepts
such as activating negative space, visual weight, paths of movement, non-centered
focal point, variety within repetition [QCC S.1, S.9]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on: subtractive processes [S.2, S.10]
4. Self-evaluates art learning and develops habits of excellence.
Discusses how study in sculpture benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers and life skills:
higher order thinking skills valued by business such as tolerance for ambiguity,
judgment in the absence of rule; finding structure in apparent disorder [QCC S.8]
Recognizes emerging elements of personal artistic voice [QCC S.13]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Writes, reflects upon, revises throughout the course, personal answer to these
questions: What is art? Can everyday items be considered art? Why would we want
art in our everyday lives?
Makes informed aesthetic responses by relating own sculptures to work by master
artists [QCC S.15]
Discusses this issue: What is beauty? What affects my personal aesthetic?
Recognizes emerging personal aesthetic
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
•
•
•
Compares and contrasts sculptors' use of the elements and principles to
communicate meaning [QCC S.9, 10, 11,12]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Identifies, compares and contrasts major male and female sculptors of differing
societies and backgrounds [QCC S.5, S.18, S.17]
Recognizes compares and contrasts major sculptures, artists, and sculpture styles
from varied cultures and eras. [QCC S.18]
INSTRUCTIONAL RESOURCES:
Student text: Beginning Sculpture, Williams
Teacher-prepared handouts and materials on stone/plaster carving or woodcarving
Art Talk (Reproductions of subtractive sculpture, representing a range of art styles/ approaches)
Teacher books: Creating Soapstone. ISBN- 1-887374-13-2
Living Materials. ISBN- 052006452-6
The Encyclopedia of Wood Working. ISBN- 0-681-78109-2
Sculpture Principles and Practice. ISBN 0-486-22960-2
Sculpture in Stone. ISBN 0-7641-5424-9
SUGGESTED INSTRUCTIONAL STRATEGIES:
Create a subtractive sculpture. Options include wood, stone, plaster, aerated cement, unfired brick.
Considerations include:
o Accurate measurements
o Create a small additive model in clay "maquette" to be used with sketches as
reference for the final sculpture.
o Rough out general shape with flat chisel or band saw
o Craftsmanship of finished product
o Proper, safe use of tools and materials.
o Emphasis on balance and movement created with form and space.
Students use Feldman's 4-Step Criticism written in small group or pairs as test grade.
As a class, compare and contrast the subtractive sculpture of Louise Bourgeois and Isamu Noguchi;
Michelangelo and Henry Moore.
Students write a timed, 5-minute journal entry on this topic: How is sculpture in United States
viewed differently from that of cultures in which it is a part of daily life?
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
GRADE/LEVEL:
9-12
COURSE TITLE:
SCULPTURE 1
COURSE NUMBER:
50.4611001
COURSE LENGTH:
SEMESTER
COURSE DESCRIPTION:
Sculpture 1 introduces three-dimensional art making including additive, subtractive and modeling
processes and a variety of media. Art criticism, art history, aesthetics and habits of mind developed
through work in the arts are incorporated.
PREREQUISITE(S): Introduction to Art or Art History 1 or Art History 2
MASTER LIST: STANDARDS AND ELEMENTS
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
a. Keeps a visual/verbal journal with course content, artistic growth, reflections
b. Brainstorms multiple solutions to a visual problem; uses thumbnail sketches and
visual/verbal notes to plan sculptures [QCC S.3, S.4]
c. Uses contour, gesture, value in drawing for various purposes (to portray animate /
inanimate subjects, show mass and movement, to create quick sketches, to record
ideas and planning sculptures)
d. Creates sculpture to serve a specific function (expressive, social, utilitarian) [QCC S.1]
e. Creates sculpture from formalist, emotionalist, and realist (from direct observation)
approaches [QCC S.1]
f. Uses technology to research creative possibilities and to create sketches for
sculpture [QCC S.6]
g. Uses concepts / ideas from other disciplines as inspiration for sculpture; makes
connections between other disciplines and sculpture [QCC S.7, S.8]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
a. Uses principles of design to organize elements to communicate meaning and unify
compositions - produces sculpture within constraints of selected problems
emphasizing open and closed space, selected principles and elements [QCC S.1]
b. Discusses and applies concepts such as activating negative space, visual weight,
paths of movement, non-centered focal point, variety within repetition [QCC S.1]
3. Understands and applies media, techniques, and processes [National Std. 1]
a. Creates sculptures from varied media to focus on these elements: modeling,
additive processes, subtractive processes, in-the-round / relief / bas relief [QCC S.2, S.10]
b. Practices studio safety, correct care and operation of equipment
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
4. Self-evaluates art learning and develops habits of excellence.
a. Self-evaluates in-progress and complete work using criteria such as stylistic quality,
craftsmanship, technical skill, goals of work [QCC S.12]
b. Sets high standards for craftsmanship and skill mastery in own artwork [QCC S.12]
c. Recognizes that sculpture uses a problems-solving process that translates to real-life
skills (idea generation, elaboration and refining the idea, execution of idea,
evaluation of result, refining product until goal is reached) [QCC S.3, S.4]
d. Discusses how study in sculpture benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers and life skills:
tolerance for ambiguity, judgment in the absence of rule; finding structure in
apparent disorder [QCC S.4]
e. Recognizes emerging elements of personal artistic voice [QCC S.13]
f. Works to find individual voice (creativity within guidelines); understands that
creativity is problem-solving within given parameters
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
a. Writes, reflects upon, revises throughout the course, personal answers to these
questions: What is art? Can everyday items be considered art? Why would we want
art in daily life?
b. Compares viewpoints of tribal and primitive societies for whom sculpture is part of
daily life with those of Western society in which sculpture is classified as art [QCC
S.13]
c. Verbalizes personal reaction to sculptures using descriptive vocabulary including
adjectives, analogies, metaphors
d. Makes informed aesthetic responses by relating own sculptures to work by master
artists [QCC S.15]
e. Develops and supports evaluations of sculpture based on specific
theories of art: Formalism, Imitationalism, Emotionalism, Functionalism,
Conceptualism [QCC S.14]
f. Discusses these ideas: What is beauty? What affects my personal aesthetic?
Recognize emerging personal aesthetic
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
a. Compares and contrasts sculptors' use of formal qualities (elements and principles)
to communicate meaning [QCC S.9, S.10, S.11]
b. Uses Feldman's method and Visual Thinking Strategies to "read" representational,
abstract and non-objective artwork; supports inferences with evidence within the
work [QCC S.11]
c. Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interpretation) [QCC S.9]
d. Verbalizes personal reactions to artwork using adjectives, analogies and metaphors
e. Analyzes the relationship of decorative and functional qualities in artwork from
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
diverse cultures. [QCC S.13,16]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
a. Traces major periods of art through sculpture and discuss how artists of each period
were influenced by their society [QCC S.17, S.18]
b. Identifies, compares and contrasts major male and female sculptors of differing
societies and backgrounds [QCC S.5, S.17, S.18]
c. Recognizes, compares and contrasts major sculptures, artists and sculpture styles
from varied cultures and eras. [QCC S.18]
d. Writes about sculpture's role as a visual record (primary source) of cultural,
political, scientific and religious history [QCC S.5]
e. Analyzes the relationship of decorative and functional qualities in artwork from
diverse cultures. [QCC S.13,16]
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 1: Introduction to Sculpture and the Additive Process
PACING: 4-5 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
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Keeps a visual/verbal journal to reflect course content, artistic growth, reflections
Brainstorms multiple solutions to a visual problem; uses thumbnail sketches and
visual/verbal notes to plan sculptures [QCC S.3, S.4]
Uses contour, gesture, value in drawing for various purposes: to portray animate /
inanimate subjects, show mass and movement, to make quick sketches, to make
expressive mark-making in recording ideas and planning sculptures
Creates sculpture from a realist, direct observation, approach [QCC S.1]
Uses technology to research creative possibilities and to create sketches for
sculpture [QCC S.6]
2. Uses formal qualities of art (elements and principles) to create unified composition and
communicate meaning [National Std. 2]
Uses principles of design to organize elements to communicate meaning and unify
compositions; produces sculpture within constraints of selected problems
emphasizing open and closed space, selected principles and elements of art [QCC S.1]
Discusses and applies concepts such as activating negative space, visual weight,
paths of movement, non-centered focal point, variety within repetition [QCC S.1]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on in-the-round additive processes
[QCC S.2, S.10]
Practices studio safety, correct care and operation of equipment
4. Self-evaluates art learning and develops habits of excellence.
Self-evaluates in-progress and complete work using criteria such as stylistic quality,
craftsmanship, technical skill, goals of work [S.12]
Sets high standards for craftsmanship and skill mastery in own artwork [S.12]
Works to find individual voice (creativity within guidelines); understands that
creativity is problem-solving within given parameters
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
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Write, reflect on, revise throughout the course, personal answers to
thise issues: What is art? Can everyday items be considered art? What
is the difference between functional and decorative sculpture?
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Compares and contrasts sculptors' use of the elements and principles of design to
communicate expressive content or ideas. [QCC S.9]
Uses Feldman's method and Visual Thinking Strategies to"read" representational,
abstract and non-objective artwork [QCC S.15]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Traces major periods of art through sculpture and discuss how the art of each period
reflects society. [QCC S.17, S.18]
Identifies, compares and contrasts major male and female sculptors of differing
societies and backgrounds [QCC S.5, S.18, S.17]
UNIT RESOURCES:
Student textbook: Beginning Sculpture, Williams
Art Talk (Reproductions representing a wide range of sculpture styles and approaches)
Videos:
3-D Wizardry, by George Wolf- ISBN- ?
Claes Oldenberg. ISBN-0-7800-1919-9.
Women Artists, Double Diamond Press, 1-800-938-2737.
Book: Horses: The Art of Deborah Butterfield. ISBN- 0-8118-0138-1.
PowerPoint Lesson Links:
Female Sculptors
Claes Oldenberg and Coosje Van Bruggen
Scholastic Art Magazine. Class set on Claes Oldenberg and Deborah Butterfield.
SUGGESTED INSTRUCTIONAL STRATEGIES
Incorporate formative and summative self-assessment as an on-going part of all lessons/units.
Explicitly teach students how to self-assess processes and work. The goal is for students to grow
into independent learners and to monitor own journey to excellence.
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
Continue journal begun in earlier art classes.
Begin the semester asking each student to write own current answer to this question:
What is sculptural art?" Is a toothbrush or other functional object sculpture?
To encourage thought, use timed writing (students do 3-minute continuous writing)
Share thoughts; then write again.
Discuss when and why artists use realistic observation, and when and why they use abstract
approaches (Formalism, Realism, Expressionism); view famous sculptures from each approach.
PowerPoint lesson of contemporary, female sculptors to show breadth of the genre.
Discuss environmental, kinetic, realistic, abstract, and non-representational sculpture while
viewing.
Create an additive sculpture based on direct observation of an everyday object.
Full class session to model and practice 4-Step Criticism method Lesson Link
Subscribe to a class set of Scholastic Art magazine. File copies and use for lessons across the
curriculum.
Create a PowerPoint series on Claes Goldenberg's sculptures and Deborah Butterfield's early
assemblages.
Develop a guided Internet search for students to explore work of additional sculptors.
Identify a "favorite" and develop a journal page on the artist Lesson Link
SAMPLE ASSESSMENTS:
Rubric or criteria-based evaluation of additive sculpture
Journal page on "favorite" sculptor with rubric-based evaluation
Students employ Feldman's four-step art critique to evaluate another student's artwork
Teacher observation of daily participation in studio assignment and studio safety
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 2: Modeling
PACING: 4-5 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
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Creates sculpture from formalist, emotionalist, and realist (from direct observation)
approaches [QCC S.1]
2. Uses formal qualities of art (elements and principles] to create unified composition and
communicate meaning [National Std. 2]
Uses principles of design to organize elements to communicate meaning and unify
compositions; produces sculpture within constraints of problems emphasizing open
and closed space, selected principles and elements of art [QCC S.1]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on: modeling in-the-round [QCC S.2, S.10]
4. Self-evaluates art learning and develops habits of excellence.
Discusses how study in sculpture benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers and life skills:
tolerance for ambiguity, judgment in the absence of rule; finding structure in
apparent disorder [QCC S.4]
Recognizes emerging elements of personal artistic voice [QCC S.13]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Verbalizes personal reaction to sculptures using descriptive vocabulary including
adjectives, analogies, metaphors
Develops and supports evaluations of sculpture based on theories of art -
Formalism, Imitationalism, Emotionalism, Functionalism, Conceptualism [QCC S.14]
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Uses Feldman's method and Visual Thinking Strategies to "read" representational,
abstract and non-objective artwork; supports inferences with evidence within the
work [QCC S.11]
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
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Discusses the connection between artist's intent and viewer's interpretation (active
participation by the viewer to bring personal experience to interpretation)
Verbalizes personal reactions to artwork; develop descriptive vocabulary including
adjectives, analogies and metaphors
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Recognizes, compares and contrasts major sculptures, artists, and sculpture styles
from varied cultures and eras. [QCC S.18]
INSTRUCTIONAL RESOURCES:
Student textbooks: Beginning Sculpture, Williams and Experience Clay, Mackey
Art Talk (Reproductions representing a range of art styles and approaches in sculpture)
Video-Sculpture and the Creative Process- ISBN 1-56290-063-3
Teacher-made handouts and templates on modeling with clay and creating an armature. Handouts
on texture, form, and space. Lesson Link
Teacher Books: Making Ceramic Sculpture. ISBN- 1-57990-175-1
Hand built Ceramics. ISBN-1-57990-184-0
Terracotta. ISBN 0-8230-4102-6
SUGGESTED INSTRUCTIONAL STRATEGIES:
Discuss how artists use formal qualities (elements and principles) to show emotion in sculpture
Create modeled sculpture of clay, wax, or plaster with the following:
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Accurate measurements
Craftsmanship
Proper, safe use of tools and materials
Emphasis on abstraction and communicating meaning
Art criticism with Token Response activity Lesson Link
Full class 4-Step criticism - small group or paired written criticism turned in as test grade
Compare and contrast PowerPoint information on Analytical and Synthetic Cubism in sculpture
Lesson Link
Recognize and analyze the abstracted qualities of major art styles / movements, Tribal art, Abstract
Expressionism, Surrealism and contemporary abstraction
Discuss the role of abstraction in sculpture in at least two cultures and time periods; compare and
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
contrast to contemporary sculpture
SAMPLE ASSESSMENTS:
Discuss when and why artists use realistic observation, and when and why they use
abstract approaches (Formalism, Realism, Expressionism)
Rubric or criteria-based evaluation of modeled sculpture
Feldman's 4-Step Process or Visual Thinking Strategies critique of another student's artwork
Sketchbook /journal check
Teacher observation of daily participation in studio assignment and studio safety
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 3: Casting
PACING: 2-3 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
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Creates sculpture to serve a specific function (expressive, social, utilitarian) [QCC S.1]
Creates sculpture from formalist, emotionalist, and realist approaches [QCC S.14]
2. Uses formal qualities of art (elements and principles] to create unified composition and
communicate meaning [National Std. 2]
Produces sculpture within constraints of selected problems emphasizing selected
principles and elements of art; discusses and applies concepts such as activating
negative space, visual weight, paths of movement, non-centered focal point, variety
within repetition [QCC S.1, S.9]
Uses principles of design to organize elements to communicate meaning and unified
compositions [QCC S.6, S.11]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on casting, relief / bas relief [QCC S.2]
4. Self-evaluates art learning and develops habits of excellence
Recognizes emerging elements of personal artistic voice [QCC S.13]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Compares viewpoints of tribal and primitive societies for whom sculpture is part of
daily life with those of Western society in which sculpture is classified as art [QCC
S.13]
Verbalizes personal reaction to sculptures using descriptive vocabulary including
adjectives, analogies, metaphors
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
Uses Feldman's method and Visual Thinking Strategies to "read" representational,
abstract and non-objective artwork [QCC S.15]
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
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Evaluates the role of sculpture as a visual record (primary source) of cultural,
political, scientific and religious history [QCC S.5]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Trace major periods of art through sculpture and discuss how artists of each period
were influenced by their society [QCC S.17, S.18]
Writes about sculpture's role as a visual record (primary source) of cultural,
political, scientific, and religious history [QCC S.5.]
Analyzes the relationships of decorative and functional qualities in artwork from
diverse cultures. [QCC S.13,16]
INSTRUCTIONAL RESOURCES:
Student text: Beginning Sculpture, Williams
Art Talk (Reproductions of cast jewelry/ceramics representing a wide range of styles/
approaches)
Teacher-prepared handouts:
Creating a plaster low relief from a negative clay slab mold
Mixing plaster to the proper consistency
Sculpture websites: Casting, Slip Casting Lesson Link
Video: Sculpture and the Creative Process ISBN- 1-56290-063-3.
(end of video: discussion of lost wax method; informative for the students to see as college-level
approach to the casting process)
SUGGESTED INSTRUCTIONAL STRATEGIES:
Study cast sculpture from varied historical eras, geographic locations, and media
Create a cast, functional sculpture (slip, pewter, cuttlefish, plaster, cement).
o Difference between the positive and negative casts
o Mother mold.
o Craftsmanship of finished product
o Proper, safe use of tools and materials
o Emphasis on texture, form, space
o Emphasis on surface decoration
o Repetition to create unity
o Center-of-interest
Use Feldman's 4-Step Criticism in small - group or paired written criticism, test grade.
SAMPLE ASSESSMENTS:
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
Visual/verbal journal check
Student discussion/debate topic: functional vs. decorative art.
Select a common object such as a silver charm for a bracelet. Is it art?
Rubric or criteria-based evaluation of cast sculpture
Teacher observation of daily participation in studio assignment and studio safety
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
SCULPTURE 1
UNIT 4: Subtractive Sculpture
PACING: 4-6 weeks of 55-minute class periods
STANDARDS AND ELEMENTS:
ART MAKING
1. Creates artwork reflecting a range of concepts, ideas, subject matter [National Std. 3, 6]
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Creates sculpture to serve a specific function (expressive, social) [QCC S.1]
Uses concepts / ideas from other disciplines as inspiration for sculpture; makes
connections between other disciplines and sculpture [QCC S.7, S.8]
2. Uses formal qualities of art (elements and principles] to create unified composition and
communicate meaning [National Std. 2]
Produces sculpture within constraints of selected problems emphasizing, open and
closed space, selected principles and elements of art; discusses and applies concepts
such as activating negative space, visual weight, paths of movement, non-centered
focal point, variety within repetition [QCC S.1, S.9]
3. Understands and applies media, techniques, and processes [National Std. 1]
Creates sculptures from varied media to focus on: subtractive processes [S.2, S.10]
4. Self-evaluates art learning and develops habits of excellence.
Discusses how study in sculpture benefits one's future: 1) avocation: making,
collecting, volunteering 2) art-related careers 3) non-art careers and life skills:
higher order thinking skills valued by business such as tolerance for ambiguity,
judgment in the absence of rule; finding structure in apparent disorder [QCC S.8]
Recognizes emerging elements of personal artistic voice [QCC S.13]
AESTHETICS
5. Develops critical and creative thinking skills and perceptual awareness necessary for
understanding and producing art [National Std. 5, 6]
Writes, reflects upon, revises throughout the course, personal answer to these
questions: What is art? Can everyday items be considered art? Why would we want
art in our everyday lives?
Makes informed aesthetic responses by relating own sculptures to work by master
artists [QCC S.15]
Discusses this issue: What is beauty? What affects my personal aesthetic?
Recognizes emerging personal aesthetic
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
ART CRITICISM
6. Reflects on and assesses characteristics and merits of artwork [National Std. 5, 6]
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Compares and contrasts sculptors' use of the elements and principles to
communicate meaning [QCC S.9, 10, 11,12]
ART HISTORY
7. Understands the visual arts in relation to history and cultures [National Std. 4, 6]
Identifies, compares and contrasts major male and female sculptors of differing
societies and backgrounds [QCC S.5, S.18, S.17]
Recognizes compares and contrasts major sculptures, artists, and sculpture styles
from varied cultures and eras. [QCC S.18]
INSTRUCTIONAL RESOURCES:
Student text: Beginning Sculpture, Williams
Teacher-prepared handouts and materials on stone/plaster carving or woodcarving
Art Talk (Reproductions of subtractive sculpture, representing a range of art styles/ approaches)
Teacher books: Creating Soapstone. ISBN- 1-887374-13-2
Living Materials. ISBN- 052006452-6
The Encyclopedia of Wood Working. ISBN- 0-681-78109-2
Sculpture Principles and Practice. ISBN 0-486-22960-2
Sculpture in Stone. ISBN 0-7641-5424-9
SUGGESTED INSTRUCTIONAL STRATEGIES:
Create a subtractive sculpture. Options include wood, stone, plaster, aerated cement, unfired brick.
Considerations include:
o Accurate measurements
o Create a small additive model in clay "maquette" to be used with sketches as
reference for the final sculpture.
o Rough out general shape with flat chisel or band saw
o Craftsmanship of finished product
o Proper, safe use of tools and materials.
o Emphasis on balance and movement created with form and space.
Students use Feldman's 4-Step Criticism written in small group or pairs as test grade.
As a class, compare and contrast the subtractive sculpture of Louise Bourgeois and Isamu Noguchi;
Michelangelo and Henry Moore.
Students write a timed, 5-minute journal entry on this topic: How is sculpture in United States
viewed differently from that of cultures in which it is a part of daily life?
FULTON COUNTY BOARD OF EDUCATION Sculpture 1
