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Sculpture II Curriculum Victor Central Schools
Acknowledgements Shawn Duckworth Senior High Art Teacher Marysue Hartz-‐Holtz Senior High Art Teacher
New York State Learning Standards for the Visual Arts (Note: performance indicators for 9-‐12 grade level only, see “NYS Standards Art.doc” in
Staff Shared à Art Department Folder) Standard 1: Creating, Performing and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. Commencement Performance Indicators:
• create a collection of art work, in a variety of mediums, based on instructional assignments and individual and collective experiences to explore perceptions, ideas, and viewpoints
• create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images
• demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition
• reflect on their developing work to determine the effectiveness of selected mediums and techniques for conveying meaning and adjust their decisions accordingly
Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Commencement Performance Indicators:
• select and use mediums and processes that communicate intended meaning in their art works, and exhibit competence in at least two mediums
• use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation
• interact with professional artists and participate in school-‐ and community-‐sponsored programs by art organizations and cultural institutions
• understand a broad range of vocations/avocations in the field of visual arts, including those involved with creating, performing, exhibiting, and promoting art
Standard 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Commencement Performance Indicators:
• use the language of art criticism by reading and discussing critical reviews in newspapers and journals and by writing their own critical responses to works of art (either their own or those of others)
• explain the visual and other sensory qualities in art and nature and their relation to the social environment
• analyze and interpret the ways in which political, cultural, social, religious, and psychological concepts and themes have been explored in visual art
• develop connections between the ways ideas, themes, and concepts are expressed through the visual arts and other disciplines in everyday life
Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. Commencement Performance Indicators:
• analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey
• examine works of art and artifacts from United States cultures and place them within a cultural and historical context
• create art works that reflect a variety of cultural influences
Victor Central School District K-‐12
Commencement Outcomes World-‐Ready Graduates
Effective Communicators Students will:
• Read, write, listen and speak purposefully and critically in a variety of situations. • Communicate in multiple ways, including through the arts. • Understand and perform in a variety of group settings and diverse populations. • Work collaboratively as an effective member of a team.
Quality Producers Students will:
• Produce relevant, innovative, high quality products that reflect originality and excellence.
• Prioritize, plan, and manage for optimum results. Complex Thinkers Students will:
• Identify problems and use effective strategies to reach solutions. • Use critical and creative thinking strategies and skills in a variety of situations. • Take risks when tackling challenging problems.
Life-‐Long Learners Students will:
• Develop and apply effective study skills. • Use state-‐of-‐the-‐art technology communications networks to access, manage,
integrate, evaluate, and create information in order to function in a global society. • Modify and/or influence thinking, attitudes and/or behaviors to function in a multi-‐
cultural society. • Be driven by curiosity and a desire to know.
Essential Understandings and Benchmarks for Art 9-‐12: Regardless of the course, these are all encompassing at the 9 – 12 Levels
Essential Understandings:
• Art is a vehicle for communicating an idea. • Assessment in the visual arts needs to be an objective process despite its subjective
nature. • The end product is created with craftsmanship in mind in order to create a
professional product, whether aesthetic or utilitarian. • Artwork is created today as a result of the work that was created in the past.
Benchmark 1: The Elements of Art Line, Shape, Color, Value, Texture, Space, & Form The Students Will:
• Recognize the elements within a work of art • Apply the elements as a tool for creating a work of art with the intention of
strengthening their work • Describe the use of each specific element within the context of a work of art
Benchmark 2: The Principles of Design Balance, emphasis, variety, movement, proportion, contrast, unity, rhythm, pattern, repetition, & harmony The Students Will:
• Recognize the principles of design within a work of art • Apply the principles of design as a tool for creating a work of art with the intention
of strengthening their work • Understand the concept of a principle and how it differs from an element
Benchmark 3: Color Competency 12 Step Color Wheel, Additive (RGB) Color Wheel, Subtractive (CMYK) Color Wheel, Tints, Shades, Tones, & Color Schemes: Monochromatic, Analogous, Complimentary, Triadic, Warm, and Cool The Student Will:
• Be able to identify the 12 step, additive, and subtractive color wheels within their appropriate contexts
• Manipulate color through the use of various artistic media • Expand their knowledge of color beyond the color wheel through understanding
tints, shades, and tones • Learn a variety of techniques for mixing, blending, and layering colors • Know the components of color: hue, value, and intensity • Understand that color can impact the mood and meaning of a work of art • Know and be able to apply six common color schemes: Monochromatic, Analogous,
Complimentary, Triadic, Warm, and Cool
Benchmark 4: The Creative Process Brainstorming, Concept Mapping, Thumbnail Sketching, In-‐Process Critiques, Diversity in Potential Outcomes, Critical Thinking & Creative Problem Solving The Student Will:
• Learn strategies for critical thinking and creative problem solving • Understand that creating a work of art is a process that requires the development of
an idea and the revisions of that idea that lead to the creation of a visual piece • Learn how to generate ideas through techniques such as brainstorming, concept
mapping, and thumbnail sketching • Understand that a work of art is a problem that can result in an endless amount of
possible outcomes Benchmark 5: Critiquing Compare and contrast, reflection, and constructive criticism The Student Will:
• Analyze artwork using the language of visual art including vocabulary terms, the elements of art, and principles of design
• Have the confidence to make informed, objective statements about their own work and the work of their peers
• Reflect on the processes and products created as a form of self assessment Benchmark 6: Quality, Craftsmanship, and Care for Materials Preparation, Art Process, Presentation, Organization, Cleanup The Student Will:
• Demonstrate respect for classroom materials in order to maintain the organizational structure of the physical environment
• Understand that creating a quality product requires time, effort, and patience throughout the creative process
• Recognize that developing an investment in their work while avoiding careless mistakes is integral to the creation of a quality product
Benchmark 7: Art Criticism and Aesthetics Feldman’s Model for Art Criticism, Formalism, Expressionism, Imitationalism, & Functionalism The Student Will:
• Learn how to formally analyze a work of art • Describe specific qualities of a work of art based on Feldman’s Model of Art
Criticism • Recognize the key aesthetic characteristics of Formalism, Expressionism,
Imitationalism, & Functionalism Benchmark 8: Media Literacy Computer Usage Goals, and Introductory Media Experience Expectations The Students Will:
• Develop a basic skill set using the following digital media formats: computers, digital cameras, scanners, and a drawing tablets in conjunction with an industry-‐standard software format
• Be exposed to a variety of visual arts media Benchmark 9: Art History Breadth in Art History Timeline, Depth in Modern Art (Since Impressionism) The Students Will:
• Understand the visual arts in relation to history and cultures • Analyze common characteristics of works of art and artifacts across time periods
and among cultural groups to identify influences • Identify the characteristics of the major art movements since the invention of
photography • Create works of art that incorporate art history into their own creative processes • Appreciate the rich history of art, its evolution throughout time, and how it
continues to impact the art they create today • Recognize specific Modern Art Movements
Philosophy of Art Education Victor Central School District
Art is a language that allows the student to express individuality and communicate ideas about self and the world through the use of visual symbols and images. The need to create has been an essential part of human nature since the beginning of times. It enriches the human experience on many levels (functional, decorative and spiritual), and can serve as a format for historical documentation and social commentary. Art is a natural vehicle for nurturing problem solving, decision-‐making and self-‐evaluation opportunities along with other higher order thinking skills. Art education seeks to develop creative, sensitive and artistically literate individuals who may grow emotionally, aesthetically and intellectually through active expression or reflective appreciation of the arts. The study of art from other cultures heightens the student’s aesthetic awareness, sensitivity and respect for other views, values, and traditions as well as their own. Study of the visual arts provides students with the opportunity to develop a critical and intensely personal view of them in relation to the world. As an integral part of the life-‐long learning process that extends beyond the classroom, art connects with the other disciplines to create a collective experience. Experiences in art help to educate the while child while nurturing the individual strengths of each student. Learning cooperatively in a common environment encourages growth of self-‐esteem and self-‐confidence. Development of sensitivity to the needs and feelings of others balances with responsibility for one’ s own personal well being in the art room. Students learn tolerance for one another and an ability to consider taking new points of view. New challenges in the art room support the skill of risk-‐taking, which leads to a lifetime of successful personal and professional growth.
Sculpture II Units 3rd Marking Period: Weeks 21-‐30 Unit # 1 – Construction – Advanced (8 weeks) Unit # 2 – Assemblage – Introduction (2 weeks) 4th Marking Period: Weeks 31-‐40 Unit #4 – Assemblage – Continued (8 weeks) Unit #5 – Final and Assessment (2 weeks)
Sculpture II Timeline (1/2 Year course meeting 2-‐class blocks every 4 days)
3rd Marking Period
Construction – Advanced
4th Marking Period
Assemblage -‐ Introduction
Assemblage -‐ Continued
Final and Assessment
Sculpture II – Unit #1 Construction – Advanced (8 weeks)
NYS Learning Standards for the Arts: 1, 2, 3 and 4 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:
1. A variety of construction processes are used in the creation of sculpture. 2. Understanding the artwork that was created in the past has an impact on the work
that is created today. 3. Observation and planning is required to develop a successful sculpture expressing
the artist’s ideas. Terminal Objectives: The Students Will:
1. Be able to demonstrate their understanding of construction processes that expand on and explore new materials and techniques through discussion and creation.
2. Examine work throughout art history and apply concepts to their own work. 3. Be able to document and share their steps through the technical and creative
process. Task Analysis: The Students Will:
• Examine a presentation and further explore various construction based sculpture examples beyond Sculpture I.
• Compare and discuss the materials and techniques associated with advanced construction processes in sculpture – focus on cardboard, paper machie, wood and metals.
• Review and complete a vocabulary handout that includes: additive, line, volume, space, form, and including specific materials and tools used for each unit project.
• Discuss and demonstrate safety aspects when using sculptural materials and tools. • Demonstrate and practice different construction techniques and processes for
creating 3D works of art using materials and tools with regard to the facilities available.
• Explore the processes and techniques of installation, architecture, and humorous sculptures with cardboard, paper machie, wood and metals.
• Implement the steps for designing and planning a variety of construction-‐based sculptures including brainstorming, conceptual exercises, research, sketching, and making connections.
• Analyze and discuss contemporary and historic artwork as it relates to projects in this unit.
• Understand that a well-‐planned design concept is essential for creating a successful outcome.
• Reflect on the development of the creative process.
• Submit an artist’s statement describing, analyzing and interpreting their artwork. • Develop an awareness for common assessment, craftsmanship, and work ethic
expectations both inside and outside of the classroom. • Determine positive habits of creating and working with a sketchbook for
brainstorming, planning, and process documentation. • Demonstrate their understanding and ability to collect visual information and
references from their surroundings, and then successfully apply use of imagery into their final artwork.
Relevant Activities:
1. Develop a presentation highlighting sculptural concepts in relation to advanced construction methods and materials.
2. Develop a presentation and assignment handout outlining project theme, requirements and expectations for each unit project.
3. Share and discuss artworks from contemporary and historic artists as they relate to projects introduced.
4. Introduce and review safety practices specific to tools and materials used in advanced construction units.
5. Experiment with the processes and techniques of creating construction-‐based sculptures using the materials of cardboard, paper machie, wood and metals.
6. Create a visual organizer and references for brainstorming, idea development and planning specific to construction-‐based projects.
7. Develop a variety of advanced construction-‐based projects focusing on the elements and principles of line, volume, space and form:
a. Cardboard Architecture – inspired by Albert Paley’s Gates using cardboard b. Visual Puns – inspired by humor and ELA using paper machie c. Wood Carving – inspired by Folk Art or Oaxaca cultures using balsa wood
blocks and carving in the round d. Metals – jewelry and sculptural forms using a variety of metals and
attachment processes 8. Check for understanding of expectations and techniques through class discussions
and sharing. 9. Record and reflect on the processes used in each technique in their sketchbooks. 10. Assess and reflect upon their work and the work of their peers through class
critiques and aesthetic discussions based on the formal qualities of their artwork. Relevant Resources:
• Book: Beginning Sculpture by Arthur Williams • www.sculpture.org • http://www.albertpaley.com/ • http://www.thomaslangan.com/ • http://www.maryshelleyfolkart.com/ • http://iweb.tntech.edu/cventura/CzeslawOlma.htm • http://www.oaxacafinecarvings.com/
Sculpture II – Unit #2 Assemblage (8 weeks)
NYS Learning Standards for the Arts: 1, 2, 3 and 4 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:
1. Assemblage processes are used in the creation of sculpture. 2. Understanding the artwork that was created in the past has an impact on the work
that is created today. 3. Observation and planning is required to develop a successful sculpture expressing
the artist’s ideas. Terminal Objectives: The Students Will:
1. Be able to demonstrate their understanding of assemblage processes that explore new and unique materials and techniques through discussion and creation.
2. Examine work throughout art history and apply concepts to their own work. 3. Be able to document and share their steps through the technical and creative
process. Task Analysis: The Students Will:
• Examine a presentation of assemblage based sculpture examples. • Discuss and analyze how artists incorporate various existing objects and redefine
their purpose and meaning through the creation of new and unique works of art. • Compare and discuss the materials and techniques associated with assemblage
processes in sculpture – focus on found objects, fibers, paper, and recycled objects. • Review and complete a vocabulary handout that includes: readymade, functional,
utilitarian, environmental, assemblage, collage, and including specific materials and tools used for each unit project.
• Discuss and demonstrate safety aspects when using sculptural materials and tools. • Demonstrate and practice different assemblage techniques and processes for
creating 3D works of art using materials and tools with regard to the facilities available and specific to each unit project.
• Explore the processes and techniques of utilitarian, symbolic and recycled sculptures with found objects, fibers, paper, and recycled objects.
• Implement the steps for designing and planning a variety of assemblage sculptures including brainstorming, conceptual exercises, research, sketching, and making connections.
• Analyze and discuss contemporary and historic artwork as it relates to projects in this unit.
• Understand that a well-‐planned design concept is essential for creating a successful outcome.
• Reflect on the development of the creative process. • Submit an artist’s statement describing, analyzing and interpreting their artwork. • Develop an awareness for common assessment, craftsmanship, and work ethic
expectations both inside and outside of the classroom. • Determine positive habits of creating and working with a sketchbook for
brainstorming, planning, and process documentation. • Demonstrate their understanding and ability to collect visual information and
references from their surroundings, and then successfully apply use of imagery into their final artwork.
Relevant Activities:
1. Develop a presentation highlighting sculptural concepts in relation to assemblage methods and materials.
2. Develop a presentation and assignment handout outlining project theme, requirements and expectations for each unit project.
3. Share and discuss artworks from contemporary and historic artists as they relate to projects introduced.
4. Introduce and review safety practices specific to tools and materials used in advanced construction units.
5. Experiment with the processes and techniques of creating assemblage sculptures using the materials of found objects, fibers, paper, and recycled objects.
6. Create a visual organizer and references for brainstorming, idea development and planning specific to assemblage projects.
7. Develop a variety of assemblage projects focusing on redefining the meaning of already produced objects by combining and altering them into new and unique works of art:
a. Found Object Portraits i. Expressive portraits inspired by Peg Rothschild ii. Memory boxes inspired by Joseph Cornell and Louise Nevelson
b. Fairy Tale Tunnel Book – inspired by Grimm’s Tale and Aesop’s Fables c. Soft Sculpture – focused on creepy dolls/creatures and/or feared objects
becoming security objects using felt and found or recycled fabrics d. Recycled Object Art – bottle tops jewelry, book bags, magazine page frames,
bowls, and bags; aluminum can roosters, pinwheels, etc. 8. Check for understanding of expectations and techniques through class discussions
and sharing. 9. Record and reflect on the processes used in each technique in their sketchbooks. 10. Assess and reflect upon their work and the work of their peers through class
critiques and aesthetic discussions based on the formal qualities of their artwork. Relevant Resources:
• www.sculpture.org • http://artbypeg.com/ • http://peepwool.com/page/peepwool ; www.kreepydollfactory.com • http://www.etsy.com/shop/weirdbuglady • http://www.recycleforthearts.org/ ; http://www.recycledart.com/
Sculpture II – Unit #3
Final Project and Assessment (2 weeks) NYS Learning Standards for the Arts: 1, 2, and 3 VCS Commencement Standards: Effective Communicators, Quality Producers, Complex Thinkers and Life-‐Long Learners Essential Understandings:
1. Art may be used as a vehicle of self-‐expression. 2. Various forms of process methods in sculpture – focus on multiple methods within
final work of sculptural art. 3. Historic through contemporary artists use a variety of skills and processes when
they create sculptural work. Terminal Objectives: The Students Will:
1. Relate their personal interests and artistic styles into the work they create. 2. Be able to demonstrate their understanding of a variety of process methods by
creating a final product using multiple techniques. 3. Be able to identify, understand and then relate techniques seen in examples into
their own final sculptural forms by identifying and expanding on previous skills. Task Analysis: The Students Will:
• Review and complete course vocabulary handout. • Reflect on skills, concepts and processes introduced and explored throughout
Sculpture I and II. • Discuss how artists continually explore new ways of thinking and producing
artwork based on a common theme or development of personal style. • Examine a presentation of sculptural book examples that incorporate multiple
processes and techniques. • Implement the steps for designing and planning a sculptural book project using an
existing book as a basis while using multiple processes and concepts covered in Sculpture I and II for creation.
• Demonstrate their understanding and ability to collect visual information and references, and successfully apply use of research and imagery into their final work.
• Verbally explain their concept, direction and technical plan for final sculptural book product.
• Combine design and exploration experiences and exposures to create a final sculptural book project.
• Demonstrate and apply understanding of multiple sculptural techniques and processes.
• Understand that a well-‐planned design concept is essential to creating a successful sculptural end product.
• Be assessed on their comprehension and application of sculptural concepts, vocabulary, techniques and processes covered throughout the course.
• Reflect on the development of the creative process. • Develop an awareness for common assessment, craftsmanship, and work ethic
expectations both inside and outside of the classroom. • Determine positive habits of creating and working with a sketchbook for
brainstorming, planning, and process documentation. • Assess and reflect upon their work and the work of their peers through class
critiques and aesthetic discussions based on the formal qualities of their artwork. Relevant Activities:
1. Develop a presentation and assignment handout outlining a conceptually based sculptural book project that includes theme, requirements and expectations and implements multiple sculptural processes and techniques.
2. Check for understanding of expectations and techniques through class discussions and sharing.
3. Create visual organizer and references for brainstorming, idea development and planning specific to a final project.
4. Develop a culminating final project with a conceptual theme: a. Altered/Sculptural book – inspired by Brian Dettmer, Su Blackwell, Robert
The, Cara Barer, Jacqueline Rush Lee, Olafur Eliasson, Daniel Essig, and Isaak Salazar using existing books and any materials and processes explored throughout Sculpture I and II.
5. Individual teacher and student conferences to discuss concept, direction and technical plan.
6. Research, plan and create a final sculptural book where several stages are decided and planned before production begins…
a. Design concept connected to a previous unit b. Focus on artist inspiration c. Focus in concept, theme or story d. Focus on 3 elements and principles of design e. Processes, techniques and materials used
7. Create visual organizer and references for brainstorming, idea development and planning specific to a final project.
8. Individual in-‐progress teacher and student conference to check for proper and complete development of idea and plan, as well as relevance to the course of study and technical ability.
9. Review, implement and assess for understanding processes and vocabulary covered throughout the course by completing:
a. Written reflection b. Multiple choice test c. Visual documentation d. Class presentation or demonstration
10. Culminate in class critique, where teacher and students reflect on strong points, dynamic qualities, and offer constructive criticism including suggestions for improvements.
