Lesson Plan
Morgan Hughes
Sculpture: Everyday Objects and Natural Forms
Grade Level: 10
Big Idea: Artists learn and appreciate the natural geographic formations of earth and use these influences to create an appealing work of art
Aim: To create a 3-D landscape or natural form utilizing the Principles of Design: Balance, Movement and Rhythm while using straws or buttons.
Rationale: Since students are questioning who they are and the environment around them this project allows them to see everyday objects from a different perspective, have a new appreciation for these materials, and the natural phenomenon and beauty that occurs in nature.
Behavioral Objectives
Learn about and apply the Principles of Design into a sculpture.
Discuss and learn about natural landscapes of the Giants Causeway and the Great Barrier Reef.
Analyze and Appreciate Tara Donovan’s biomorphic sculptures and how it relates to Nature and contains Balance, Movement and Rhythm
Utilize straws or buttons to create a 3-dimensional organic form or landscape
Learn to collaborate with peers
A. Knowledge of the Visual Arts: Students will learn about the Principles of Design and use this to analyze works of art
B. Art Production Skills: learn to construct and create a natural form or landscape using everyday materials
C. Valuing the Visual Arts: Students become aware and appreciate the particular natural forms in nature and use it as influence for their sculptures. They also gain an appreciation for Tara Donovan, a contemporary artist who uses nature and everyday objects to create appealing works of Art.
Materials: sketchbook, plastic straws, model magic, glue guns, glue, buttons, plastic straws, scissors, and cardboard
Resources: Images of Giants Causeway, the Great Barrier Reef video at http://video.nationalgeographic.com/video/player/places/parks-and-nature-places/oceans/oceans-barrier-reef.html, and Tara Donovan’s sculpture/installations
Motivation
Do Now: With a partner next to you right down in your notebooks the definitions or examples of principles of design we discussed previously in class
Display images of Giants Causeway
How did this interesting landscape form?
Where is it located?
What are some of the first things you observed about this landscape?
Discuss the facts and the myth behind Giants Causeway.
Show video of Great Barrier Reef (4 minutes)
How did this interesting landscape form?
How old is it?
Where is it located?
What are some of the first things you observed about this environment?
Show images of Tara Donovan sculptures and installations
How do you think Donovan was influenced by the images of nature we just looked at?
Using answers written from Do Now, ask questions about the Principles of Design
How does Donovan use balance in her sculptures?
How does she depict rhythm?
How does she infer movement?
What other Principles of Design does she use?
Procedure
Cut a piece of cardboard into an organic shape
Shape and place model magic over the cardboard
With scissors cut a straw and place it vertically into the model magic
Repeat these steps
Ask students how this work relates to the images we saw.
Plug in hot glue gun, inform students this will get hot and they must be careful
Cut another sheet of cardboard into an organic form
Begin to stack and glue buttons on top using the hot glue gun
Ask students how this work related to the images we saw
Ask students to begin sketching and brainstorming about the natural form or landscape they would like to create. They can experiment with both the buttons and straws to problem solve about what materials would best fit their purpose.
Differentiation Strategies & Methods
Tactile, Auditory, Visual and Inquiry based learning
Assessment
Formative:
Classroom discussion and participation is provided
Questions are asked and answered throughout lesson
Observe sketches and discuss what book formations they will use to create their final project
Scan room to make sure students are understanding, listening and following direction
Students record definitions and Principles of Design
Questions are asked about the relation between the procedure and images shown
Summative
Students are provided with rubric to stay on task
Critique will be provided after students experiment with materials to assist them in their final project
Last class will be a critique of finished organic forms or landscape
Closure:
How did the students creatively manipulate the materials given?
How were the students influenced by the examples and imagery provided in class?
How did students structure and formulate their sculptures?
NYS Learning Standards:
1.Creative Opportunities: Students create sculptures influenced by Tara Donnvan and the natural phenemomon formed on land and under water using specific everyday objects
2. Knowledge of the arts: Students observe and analyze nature and contemporary art and formulate their own sculpture based on this and 3 Principles of Design
3. Valuing the Visual Arts: Students learn how to connect science and contemporary art. They learn the steps of turning an idea into a finished product
NYC Blueprint Strands:
I. Art making: Students learn how to create an organic and appealing sculpture using everyday objects
II. Literacy in the Visual Arts: Students learn to discuss and describe what they are observing while writing definitions of the Principles of Art
III. Making connections through visual arts: Students recognize connections between science, nature and contemporary art
V. Community and Cultural Resources: The Barrier Reef video, images of Northern Irelands landscape show other perspectives of environments that exist on their planet shows and are challenged by the traditional, everyday book and realize working artists express themselves in a creative medium