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:
Assyrian low relief, "Lion Hunt of Ashurbanipal", North Palace, Nineveh
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
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.
Materials you will need:
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.
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.
What is a Hobo Nickel?
Paolo Curcio is an artist who is famous for creating modern day hobo nickels.
Example of my process.
Here is the image I made before I wrapped the aluminum foil on the cardboard cirlce to make it look like a big coin.
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
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;