Plaster Lesson Plan
Title of Lesson: Plaster and Perlite-Carved Abstract Forms with Negative
Space
Grade Level(s): High School Art, Level 2
Time Required: 6-10 hours of work time
1.
Overview of Lesson
In this project, students will carve into plaster using the subtractive
method. Students will remove plaster from a block to reveal an abstract,
organic form. The student will be thinking in terms of form, shape,
positive/negative space, and movement when carving all sides of the Plaster
and Perlite sculpture.
To participate in this project, the student will cast a plaster block that is
larger than the finished artwork. By adding Perlite to the plaster, the block will
retain more moisture, extending carving time between several class periods.
The student will methodically remove excess plaster until the desired form is
carved and refined.
Student: J.J. Johnson
An essential component for success in this project is keeping the plaster
moist in the “rough” carving stage. During and after each class session, it is
important to spritz the sculpture with water, wrap a moist paper towel around
all surfaces, and then tightly wrap the plaster sculpture in a plastic bag with all
air removed. Once the carving is complete, the plaster should be rotated in
open air for at least one week for drying purposes.
After placing a moist paper towel on their work area, the student can use
sandpaper to further refine their completely dry plaster sculpture. The paper
towel will help with collecting dust remnants.
IMPORTANT: No Plaster near a sink or a drain!
Student: Nathan Watts
I.
Objectives
Objective 1: The student will demonstrate the subtractive method of sculpture by methodically removing small amounts of
plaster until an organic abstract form with negative space is carved and refined.
Objective 2: The student will adhere to safety expectations and material use requirements while carving and participating in the
subtractive sculpture process.
Objective 3: The student will be able to discuss their artwork and the artwork of others in the class in terms of form, positivenegative space, and movement.
Author: Lauren Kolesar-Eatinger, Art Educator
ACTÍVA Products   |  [email protected]  |  www.activaproducts.com  |  903-938-2224
2. Texas Essential Knowledge and Skills (TEKS)
117.53 Art, Level II
(II.1) Perception: The student
develops and organizes ideas from the
environment
(B) compare suitability of art materials
and processes to express specific ideas
relating to visual themes, using precise
art vocabulary.
(II .2) Creative
Expression/Performance: The student
expresses ideas for original artworks
through a variety of media with
appropriate skill
(A) formulate multiple solutions to
expand personal themes that
demonstrate intent;
(B) apply design skills in creating
practical applications, clarifying
presentations, and defining choices
made by consumers
(II .3) Historical and Cultural
Heritage: The student
demonstrates an understanding
of art history and culture as
records of human achievement
(A) study a selected historical
period or style of art
I.
Vocabulary
Perlite—a light-weight volcanic product that is
used in potting soils. It retains water well and can
be mixed into plaster to lighten the density of a
plaster product
Positive Space—the shape of an object
(II .4) Critical Evaluation: The
student makes informed
judgments about personal
artworks and the artworks of
others
(A) select and critique artworks in
progress, making decisions about
future directions in personal work
Negative Space—an empty or void space or space
around a form
Organic—an irregular shape, or one that might be
found in nature, rather than a regular, mechanical
shape.
Subtractive Method—the act of removing material
Design
Elements/Principles
Form-- three-dimensional shape
that occupies space and has volume
Movement—the arrangement of
the parts of an image create a sense
of motion by using lines, shapes,
forms, and textures that cause the
eye to move over the work.
5. Materials
ACTÍVA Plaster
Perlite
Water
Mixing Bucket
Wooden Spoon/ Stir
Stick for Plaster only
Newspaper to cover
tables
Gallon Sized Plastic
Milk Carton or small
box coated in a thin
layer of petroleum jelly
Paring Knife, and other
metal utensils for
carving into plaster
Paper Towel
Plastic grocery bags: 2
per student
Spritz bottle with water
Optional: Sandpaper,
200 grit
Optional: a light coating
of watered down glue to
act as a varnish
Optional: nails, dental
tools, ceramic loop tools
Author: Lauren Kolesar-Eatinger, Art Educator
ACTÍVA Products   |  [email protected]  |  www.activaproducts.com  |  903-938-2224
6. Motivation/Introduction
The teacher will show examples of marble, clay, wood, and plaster sculptures that have been created with the subtractive method.
The teacher will demonstrate and review the properties of plaster with the class, establishing safety expectations for carving and
routine maintenance of the plaster block.
The teacher will share the quote: “Every block of stone has a statue inside it and it is the task of the
sculptor to discover it.” by Michelangelo
7. Instruction/Procedures
1. After showing examples of
subtractive sculptures and
demonstrating safety expectations, the
teacher will facilitate the process of
casting a block of plaster.
a. The student will cover their
work area in newspaper
COMPLETELY.
b. The student will cut the
opening from a gallon-sized milk
carton so that they have a blockshaped base. OR, the student will
lightly coat the inside of a box lid
with a thin layer of petroleum jelly.
c. The student will measure 4
cups Plaster and 1 cup Perilite into a
bucket and will add small quantities of
water, mixing extremely well until the
mixture resembles thin pudding.
e. The student will sketch ideas
for forms while the plaster is curing.
Draw ideas for the negative space
placement, curves, angles and changes
in depth for (1) the front face, (2) the
back face, (3) the top, (4) the left side,
and (5) the right side.
f. The student will remove the
plastic carton in approximately half-ahour. (Dispose of carton)
g. The student will rinse their
hands and all materials in a rinse
bucket prior to going to the sink area.
(the rinse bucket will be dumped
outside in the grass, daily)
* Note: the plaster will become quite
warm when setting up.
d. The student will pour the
plaster into a plastic milk carton,
tapping the container on the table,
gently,
to encourage trapped air
bubbles to rise to the surface.
2. The student will work little by little,
carving and scraping the plaster with
metal tools, like a paring knife, in
order to shape the outside organic
form and the internal negative space.
The student will work over newspaper
and a plastic bag in order to catch the
scrapings, being responsible to clean
the table, floor, and chair.
* As it is time to clean up, be sure to
spritz the surface of the plaster block
with water, wrap in moist paper towel,
and wrap tightly in a plastic bag.
Masking tape name tags distinguish
ownership.
3. The teacher will encourage students
to continue to remove plaster in small
amounts until the rough form is
finalized. The teacher will ensure
that students moisten the plaster
every 20 minutes with a light mist of
water to keep the plaster moist until
all carving is finalized.
8. Closure
The student will draw from a still life arrangement of stackable ring toys and round object sculptures.
Author: Lauren Kolesar-Eatinger, Art Educator
ACTÍVA Products   |  [email protected]  |  www.activaproducts.com  |  903-938-2224
9. Assessment
Objective 1: The student will use their hands to mold and shape five round objects and a base.
5
10
15
20
The round objects are similar in size, the opening is smaller than
the diameter of a circle, and/or rough edges and surfaces are
evident. The base does not have a bamboo skewer prior to
drying.
25
30
35
The round objects vary in size, have an opening the diameter of
a quarter or larger, and are smoothed with care. The base is a
semicircle shape and includes a bamboo skewer prior to drying.
Objective 2: The student will adhere to safety expectations and material use requirements while sculpting with CelluClay.
5
10
15
Required redirection with regards to use of materials. Lack of
personal responsibility when cleaning personal area: the floor,
the table, the chair area are not clean for the next class
member.
20
Avoided Celluclay reaching the sink area. Purposely utilized
materials to generate an round object sculpture. Personally
responsible for cleaning personal work area.
Objective 3: The student will be able to discuss their artwork and the artwork of others in the class in terms of positive-negative
space, balance, and movement.
5
10
15
Remarks during classroom discussion and critique do not reflect
an understanding of the vocabulary: positive-negative space,
balance, or movement.
Little to no participation in
discussion when prompted to contribute.
20
Uses the vocabulary: form, positive-negative space, and
movement when contributing to classroom discussion.
Participates in critique with thoughtful remarks.
Objective 4: The student will paint their sculpture with care and precision, using color that contributes to the overall impact of the
artwork.
5
10
15
Paint application lacks neatness and completion. The color
choice takes away from the overall impact of the artwork. The
viewer’s eye “gets stuck” in one area of unintended emphasis.
20
25
Paint is applied with even coats, care, and precision. The color
choice contributes to the overall impact of the artwork. The
viewer’s eye is invited to look over the entire form without
“getting stuck” in one area.
Total ________/100
Comments:
Author: Lauren Kolesar-Eatinger, Art Educator
ACTÍVA Products   |  [email protected]  |  www.activaproducts.com  |  903-938-2224