Students at work
Gallery walk activities
SECTION ONE
TITLE OF LESSON: Let’s Think History: Introduction to Relief Sculpture
GRADE LEVEL: 9-­‐12
NUMBER OF CLASSES NEEDED: Three+ class periods
LESSON OVERVIEW: Students will learn about relief sculpture by being shown a variety of examples throughout history, and then creating their own relief sculpture using paper. The primary goals of this lesson are for students to understand what relief sculpture is and for them to explore the possible ways that paper can be used in creating relief sculptures. Student works in progress
SECTION TWO
DESIRED UNDERSTANDINGS:
1. What a relief sculpture is and how a material as everyday and simple as paper can be used to create a relief sculpture. 2. That artists throughout history have been creating relief sculptures
3.
4.
That sculptures (and art in general) communicates about the people who made them and the cultures in which they existed/exist
How to make their own relief sculpture using paper
ESSENTIAL QUESTIONS: •
What might sculptures, and art in general, tell us about the times, the places, and the cultures they come from?
•
What does your sculpture tell people about you, your time, your place, your culture?
SECTION THREE
WHICH VISUAL ARTS CURRICULUM FRAMEWORKS DOES THIS LESSON ADDRESS?
• 1.9 Demonstrate the ability to create 2D and 3D works that show the knowledge of unique characteristics of particular media, materials, and tools. • 2.17 Create artwork that demonstrates facility in selective use of elements and principles of design to establish a personal style
• 5.10 Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work
SECTION FOUR
EVIDENCE OF UNDERSTANDING AND LEARNING
1. Students will attentively view PowerPoint presentation associated with this lesson and actively participate in discussion about artworks displayed (historical, modern, and contemporary).
2. Students will create their own well-­‐crafted relief sculpture using a cardboard background, and a variety of papers, scissors, and adhesives (glue or tape). 3. Students will participate actively in a gallery walk and related activity (organizing their sculptures into groups based on what their sculptures look like and how they relate to one another’s work)
4. Students will provide thoughtful written responses to questions posed about the work they have created.
5. Students will use materials safely and responsibly.
6. Students will remain on task throughout lesson activities.
SECTION FIVE:
THE STEPS TO TEACHING THIS LESSON
INTRODUCTION-­‐ To begin this lesson I will show the students the related PowerPoint presentation (see attachment), which introduces sculpture as it appears through history, then moves on to de]ine what relief sculpture is, and show some examples of relief sculpture throughout history up through contemporary times. The difference between high and low relief will be highlighted, as will attention to the various ways of representation throughout history. I will then tell students that they will be creating their own relief sculptures using cardboard as a backing, and paper to create the forms of the sculpture. Students will be encouraged to explore the possibilities the material in creating various heights, shapes, and lines. I will also impress upon them that their sculpture, as well as anything else they create, is an expression of themselves and communicates information about who they are. I will ask them to keep the essential question, “What does your sculpture tell people about you, your time, your place, your culture?” in mind as they create their sculptures. DEMONSTRATION-­‐ I will show them a few ways of creating three dimensional objects by folding and manipulating paper (e.g. accordions, rolls, waves). I will also show them a few examples of how cutting paper can create 3-­‐dimensional forms. Additionally, I will point them to the scissors we have that create a variety of textured edges. GALLERY WALK-­‐ Once most students are to the point of completion or near completion of their paper relief sculpture I will have them put the sculptures out on the tables for a gallery walk so that they can view one another’s work. I will then have them gather all of the sculptures onto one table give them a few moments to collectively group the sculptures how they believe they ought to be displayed. I will tell them to keep in mind the formal and expressive elements of the sculptures, as well as the question, “What do these sculptures say, and how do they ‘talk’ to each other?”
REFLECTION ACTIVITIES-­ • Gallery walk
• Students will complete self-­‐re]lection handout
TEACHER REFLECTION-­ So far this lesson has been rather engaging and successful. Students have seemed to enjoy the exploratory nature of the project. Even when a few of them thought they might be ]inished, they took easily to the suggestions I made that I believed might make their sculptures even more interesting. In hindsight, I wonder if the sculptures would have been even more successful if I had asked students to be more mindful of their color choices and of color theory in general. It may have been even more interesting (and worthy of display) if I’d asked students to limit themselves to only one or two colors. I will say, however, that my main concern with this lesson was that they gain understanding of art history and of a particular type of sculpture (relief). I quickly saw when giving my PowerPoint presentation that almost none of the students had no idea what relief sculpture was, so I thought it most important that they learned what it was in a hands-­‐on way.
Another reason that I want them to understand this is that the next sculpture they will be making will also be in a relief format, but more of an assemblage piece. I felt that their making a relief ]irst out of paper would be good scaffolding for this project. SPECIAL NEEDS CONSIDERATIONS-­ •
Students with ]ine motor issues will have assistance with cutting, folding, and applying adhesive. •
Students will be allowed extra time to complete projects if necessary. •
Students with cognitive disabilities will receive proper assistance with written re]lection activities. ELL ESL CONSIDERATIONS-­ Language in PowerPoint and written re]lection questions can be translated if necessary, or students can complete questions with help of ELL teacher. COMMUNITY BRIDGING-­ Sculptures will be displayed in hallway display case, along with a de]inition of what a relief sculpture is. MATERIALS LIST:
computer
SmartBoard
Enough cardboard for each student to have a background (20+ pieces)
Variety of papers
Scissors/X-­‐Acto knives
Glue
Tape
writing utensils
SELF-­REFLECTION AND RUBRIC:
HANDOUT:
Name:
Date:
PAPER RELIEF SCULPTURE: Re]lection
1. Is your sculpture a high or low relief sculpture? Both? Neither? Is it one more than the other?
2. Do you feel like it is ]inished? Why or why not?
3. What do you think is most successful about your sculpture? Least successful? 4. What could you do to make it even more successful?
5. Do you feel like your sculpture ended up in the right place when the class grouped them together? Why or why not?
6. What does your sculpture tell people about you, your time, your place, your culture?
RUBRIC:
CRITERIA
Attentively viewed presentation and actively participated in related discussion
Created well-­‐crafted paper relief sculpture Participated actively in a gallery walk and related activity Provided thoughtful written responses to re]lection questions Used materials safely and responsibly.
Remained on task throughout lesson activities.
Exceeds
Meets
Below
Didn’t do