Bas-Relief Aluminum Sculpture

WHAT IS A RELIEF SCULPTURE?

Relief is a sculptural technique where the sculpted elements remain attached to a solid background of the same material. The term relief is from the Latin verb relevo, to raise. To create a sculpture in relief is to give the impression that the sculpted material has been raised above the background plane

Relief sculptures are more common than other types of sculptures for the following reasons:

A relief sculpture can portray a far wider range of subjects than a statue because of its economy of resources. For instance, a battle scene, that, if sculpted in the round, would require a huge amount of space and material, can be rendered much more easily in relief.
Because a relief is attached to its background surface, problems of weight and physical balance do not arise - unlike in statues and other freestanding sculptures where weight and balance can be critical.
Because reliefs are carved directly onto walls, portals, ceilings, floors and other flat surfaces, they are ideally suited to architectural projects - typically the greatest source of sculptural commissions - for which they can provide both decorative and narrative functions.

Assyrian low relief, "Lion Hunt of Ashurbanipal", North Palace, Nineveh

3 basic TYPES OF RELIEF SCULPTURE

1. Bas-Relief (low relief): where the sculpture projects only slightly from the background surface

Bas-Relief (French for low-relief) is a form of surface ornamentation in which the sculpted projection is very slight or shallow. The background is very compressed or completely flat, as on most coins, on which images are typically in low-relief.

Coins are the most well know examples of bas-reliefs

A Persian relief from the Qajar era in Iran

Bas-relief from the Ishatar Gate of Babylon

2. High Relief: where the sculpture projects at least half or more of its natural circumference from the background, and may in parts be wholly disengaged from the ground, thus approximating sculpture in the round.

High relief involves the undercutting of at least the most prominent figures of the sculpture so that they are rendered at more than 50 percent in the round against the background. However, the degree of relief may vary across a composition, with prominent features such as faces in higher relief.

3. Sunken Relief: where the carving is sunk below the level of the surrounding surface and is contained within a sharpely incised contour line that frames it with a powerful line of shadow. The surrounding surface remains untouched, with no projections.

Sunken-relief, also known as intaglio or hollow-relief, describes an image that is carved into a flat surface, with the images usually mostly linear in nature. This form is most famously associated with the art of Ancient Egypt, where strong sunlight and resulting heavy shadow is present most of the time. Included in this category is picture-writing (hieroglyphs), which was used to inscribe images on stone monuments and Egyptian reliefs. Hieroglyphs are also seen in various kinds of metal and wood inlay.

ASSIGNMENT 1: Aluminum Foil Texture rubbings

Materials you will need:

Aluminum foil
Q-tip
Pen or pencil
Sheet of paper

Lesson Objectives: To learn about bas-relief and to learn about various textures and surfaces

Language Objectives: Students should keep the words relief sculpture and bas-relief in mind as well as texture, line, pattern, shapes and forms.

Instructions:

Students will cut out a small sheet of aluminum foil. If the foil is too thin or is of a lower quality, the student may need to fold it in half to prevent tearing or holes
Students will use a Q-tip to create 7 texture rubbings of various small items found throughout their home
These items may include: coins, leaves, keys, keychains, or any other type of small obect that can leave an impression on the aluminum foil. Students can also do texture rubbings of concrete floor, wooden fencing or any other objects that have an interesting texture.
Once these 7 textures are on your aluminum foil, place the foil on a sheet of paper and make a list. Write down the 7 items that you got an impression of. Take a picture of the foil with the list of what is being represented and submit to the google classroom.
IF A STUDENT DOES NOT HAVE ACCESS TO THE GOOGLE CLASSROOM OR DOES NOT HAVE ACCESS TO A CELL PHONE WITH A FUNCTIONING CAMERA: Student will tape or glue the aluminum foil paper with their 7 texture rubbings to the sheet of paper and submit the foil with the paper with the list of the 7 rubbings to the school packet.

Note: Here is a quick video I made about doing this assignment. Sorry about the poor quality, it was really late at night so its a bit dark. I made the mistake of using really thin aluminum foil. I suggest that you fold your aluminum foil piece in half to make it thicker and so it wont wrinkle as much and so it wont tear as easy. Please find a place in your house with good lighting. I will try to remake this video once I have more time.

PROJECT 1: HOBO NICKEL project

What is a Hobo Nickel?

A hobo nickel is a generic term for an art form involving coin modification
They are called hobo nickels because nickels were the preferred coin to modify due to their size, thickness and cost. This art form was a popular past time amongst hobos in the early 20th century.
This form of art came about during the 1850s during the release of the seated liberty coin in the United States. Artist and craft people at the time commonly altered the image of lady liberty and made it appear as if she was seated in a potty and thus this art form was originally called "potty coins".

Who is Paolo Curcio?

Paolo Curcio is an artist who is famous for creating modern day hobo nickels.

He uses real coins and infuses his designs with things from film, television and popular culture
Here are a few of his images:

Materials needed:

Students will need a small sheet of aluminum foil. It is pest to take a small sheet of foil and fold it in half (perhaps several times) to create a greater thickness. This depends on the quality of your aluminum foil.
Students will need a ball point pen preferably one that has a cap. The cap is good for creating thin, sharp lines. The ball point pen is great for gliding down your aluminum foil and wont tear the foil as much as a pencil. You can also use the butt end of the pen to create round engravings.
Students will need a sheet of paper to draw your designs on. Your sketchbook or regular computer paper will do. If you dont have either then any paper will suffice
Students will need a q-tip for smoothing your image.
Students will need a paper towel folded in half or anything that can create a cushion for your aluminum foil
Students will need a round object to trace such as a jar lid, or a can
Students will a small piece of cardboard to attach your coin to in the end to keep your coin strong and sturde
Students will need scissors to cut the piece of cardboard
NOTE: IF STUDENTS DO NOT HAVE SCISSORS OR CARDBOARD, THEN JUST MAKE SURE YOU TAKE A PICTURE OF YOUR IMAGE. JUST MAKE SURE YOUR IMAGE STAYS INTACT AND DOESN'T CRUMBLE UP.

INSTRUCTIONS:

Students will trace a round object such as a jar lid or a can onto their sketchbook (or sheet of paper or whatever surface the student is using to sketch
Students will draw their images on the round circle that you just traced on your paper.
Once your sketch is complete, you will trace your image onto aluminum foil using a ball point pen (if your pen does not have a cap, a tooth pick, a stretched out paper clip or anything that can leave a thin mark will do). Simply put your sketch on top of the foil and go over it with your pen. Make sure that you have something to cushion the foil underneath.
Students will use a q-tip to smooth areas and the cap of the pen to create thin lines when needed. Use the front and back side of the foil to pop things out from the back and to flatten things out from the front. So on and so forth as needed.
The image should pop out and be 3-dimensional like a bas-relief sculpture
The image should include at least 4 textures.
If students have scissors and cardboard at home then wrap your artwork around a round cardboard cutout to make your image appear like a coin.
See the section below on the premise of the project for full project details.
OPTIONAL: Students can color their coins using markers, sharpies, ink, acrylic paint, etc. It is up to the students. Coloring your bas-relief sculpture is not necessary. You do not have to go buy supplies if you do not have them. This is completely optional if students have the material on hand.
ADVICE (also optional): Sometimes it is difficult to take a photograph of an artwork on aluminum but adding texture to an otherwise flat area can help to see the image better. Try experimenting with different textures; trace a concrete floor or a wooden texture to create a more interesting surface.

Example of my process.

1. Trace a circular object such as a lid on your sketchbook/sheet of paper

2. Trace the circular object on a piece of cardboard. After tracing cut out your cardboard circle

3. Create an awesome design on your circle

4. If the aluminum foil you have is too thin, fold in in half SEVERAL times to make your paper thicker. The thicker the paper, the better. Thin paper will tear and give you problems

5. Lay your aluminum foil over a folded napkin or paper towel or anything that creates a cushion.

6. Place your sketch on top of the aluminum foil and trace using a ball point pen.

7. Once you have the impression of your image on the foil, you will need to trace the image again directly in your aluminum foil using the ball point pen

8. Use the butt end of your pen to pop out areas you want to pop out. When you make an impression on one side, it becomes raised on the other side. Make sure you flatten areas you want flat and pop out areas you want to pop out

Here is the image I made before I wrapped the aluminum foil on the cardboard cirlce to make it look like a big coin.

I thought a flat background looked too boring to I gave some of the background a semi rough texture by stippling on the foil
My image is of an alien dressed as the Statue of Liberty.
Please note that any words you might write might be backwords when you pop them out so pay close attention to wording.
After this, I can use markers, or sharpies to add color to the image.
The aluminum foil can be difficult to photograph. Please find a place in your home with good lighting.

PREMISE OF THE PROJECT:

It is the future! The world has been taken over by some other-worldly/paranormal entities. To celebrate their victory over humanity, they have created a commemorative coin

Lesson Objective:

Students will design a large coin to commemorate the conquest of humanity by some other worldly force. You must create a bas-relief image of an other worldly conqueror.
Create a coin in the style of the artist Paolo Curcio
Students must incorporate at least 4 different textures
The coin must help portray some sort of story
The image must contain some sort of background
It is no longer "The United States of America" so you must change the name of the country to reflect the conquest of humanity

Questions: After creating your large hobo nickel, students must answer the following questions about their work:

1. What did you use to create the shape of your hobo nickel? (for example the lid of a preggo sauce jar, the lid of a tin Pirouette wafer container, a soup can, etc...)

2. What story are you trying to portray in your coin? Who conquered the Earth? Explain your story using complete sentences

3. Who is depicted in your coin? Describe your specific conqueror using complete sentences.

4. What is the name of the new country created by your conquerors?

5. Describe your different textures

*After completing your image and answering the questions, take a picture of your image and upload it to google classroom. You can submit the answer to the questions as a word document or simply answer the questions in the "add private comment" section under the submit button.

If you do not have access to google classroom or to a cell phone with a working camera, submit your answers and your project to the school in a school folder packet when you go submit your work.

TEKS by Level from the TEA website: http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117c.html#117.302

Art I: (2) Creative expression. The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

(A) create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

Art II: (2) Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

(A) create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

Art III: (2) Creative expression. The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

(A) create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;

Art IV: (2) Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

(A) produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works;

Sketchbook Assignments

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