LATE ADOLESCENCE
Late Adolescence Phase of Development (Y 11/12)
FRAGMENTED
FORM
After studying scupltures with fragmented forms, like Umberto Boccioni’s Development of a
Bottle in Space, 1912, Julio Gonzalez’s Woman Combing her Hair, 1936, David Smith’s Head, 1938,
and Pablo Picasso’s Goat Skull and Bottle, 1951, develop a body of work culminating in a
Cubism-inspired assemblage sculpture.
This exhibition is organised by
The Museum of Modern Art, New York
in collaboration with The Art Gallery
of Western Australia, Perth.
UMBERTO BOCCIONI (Italian, 1882–1916)
Development of a Bottle in Space, 1912 (cast 1931)
Silvered bronze
15 x 23 3/4 x 12 7/8” (38.1 x 60.3 x 32.7 cm)
The Museum of Modern Art, New York. Aristide Maillol Fund
Project/Lesson Planner – Visual Arts
fragmented form
pg 3 of 4
Late Adolescence Phase of Development (Y11/12)
Lesson/Activity: After studying scupltures with fragmented forms, like Umberto Boccioni’s Development
of aBottle in Space, 1912, Julio Gonzalez’s Woman Combing her Hair, 1936, David Smith’s Head, 1938,
and Pablo Picasso’s Goat Skull and Bottle, 1951, develop a body of work culminating in aCubism-inspired
assemblage sculpture.
ARTS IDEAS
Outcomes
Related tasks
Creating original ideas
•
Visit Van Gogh, Dalí and Beyond: The World Reimagined. Examine and discuss 3D
Cubist works in the exhibition, in particular Pablo Picasso’s Goat Skull and Bottle,
1951, Julio Gonzalez Woman Combing Her Hair, 1936, David Smith’s Head, 1938
and Umberto Boccioni’s Development of a Bottle in Space, 1912.
Interpreting the ideas of
others
•
In the classroom – discuss Cubism, looking particularly at what the artists were
aiming to achieve in making the 3D works and how they were constructed.
•
In journals, students make sketches of their favourite sculptures whilst in the
exhibition. Appropriately annotate sketches, recording thoughts about techniques,
materials and ideas being expressed.
Exploring arts ideas
•
In journals, brainstorm designs for sculptures, working through a range of different
ideas. Students should be encouraged to begin by working from life e.g. from
drawings of figures and/or still lifes.
Developing arts ideas
•
Using recycled materials, try out a range of ideas for assemblage sculpture, working
through problems of construction.
•
Photograph stages of development, place photos in journal and annotate.
•
Complete one or two A3-A2 size charcoal drawings from photographs, focussing
on using tone to illustrate form.
•
Prepare and present bodies of work for exhibition.
Presenting arts ideas
ARTS SKILLS AND PROCESSES
Outcomes
Using skills, techniques and
processes
Related tasks
•
Make one or two maquettes of final idea, photographing them at different stages
and placing annotated images in journal.
•
Build sculpture using cardboard, wire and recycled materials. Papier mâché can also
be used.
•
Sculpture should show the influence of Cubism, its form appearing fragmented and
varied as it is viewed from different angles.
•
For final surface of sculpture, use white tissue paper and papier mâché glue to
create a smooth, light surface, ready for painting.
•
Once dry, surface of sculpture can be altered, using textured paint, metallic paint,
painting of motifs using stencils, varnished etc.
•
At all stages of creating sculpture, take photographs, mount them and annotate
them in journal.
Using arts conventions
•
Explore conventions of sculpture e.g. three dimensional qualities, meaning works
need to be viewed from all angles.
Opens 22 June
Project/Lesson Planner – Visual Arts
pg 4 of 4
fragmented form
Using and adapting
technologies in the arts
Late Adolescence Phase of Development (Y11/12)
•
Use recycled materials effectively to create a sculpture that displays Cubist qualities.
•
Use paint and varnish skilfully to create a desired surface of sculpture.
•
Photograph work at different stages and place annotated photos in journal.
•
Clean up all tools and materials appropriately at the conclusion of each lesson.
ARTS RESPONSES
Outcomes
Responding to arts works
and experiences
Reflecting on arts works and
experiences
Evaluating arts works and
experiences
Related tasks
•
Discuss Pablo Picasso’s Goat Skull and Bottle, 1951, Julio Gonzalez Woman
Combing Her Hair, 1936, David Smith’s Head, 1938 and Umberto Boccioni’s
Development of a Bottle in Space, 1912. Focus on at the conceptual ideas
behind the 3D works and how and why they were constructed.
•
Discuss personal responses to the objects, asking students to make critical
judgements using art terminology.
•
Make notes in journal whilst looking at and discussing the artworks.
•
Complete formal analyses of two of the artworks using a visual analysis framework.
•
From formal analyses, construct a comparative analysis essay.
•
Students document their process and evaluate their finished work in the form
of an artist’s statement, in their journals using art language.
•
Class discussion of finished bodies of work using appropriate art vocabulary.
ARTS IN SOCIETY
Outcomes
Valuing the arts
Understanding historical and
cultural contexts in the arts
Understanding the economic
significance of the arts
Related tasks
•
Visit Van Gogh, Dalí and Beyond: The World Reimagined as a class and take a tour.
•
Back in the classroom follow up on visit, relating Cubist sculptural works in the
exhibition to the practical activity.
•
During visit, discuss the lives, theories and artwork of the artists working in the Cubist
style, paying particular attention to Pablo Picasso, Julio Gonzalez, David Smith and
Umberto Boccioni.
•
Discuss the connection between Cubism and the pursuit of artistic freedom at the time.
•
Discuss the way features of Cubist artworks locate them in a particular time, place and
culture.
•
Discuss the impact Cubism made on the development of modern art, in particular,
abstraction.
•
Complete a case study of one of the artists in the exhibition working in the Cubist style.
•
Discuss aspects of the exhibition in general, including curatorial, transport logistics,
designing and hanging and marketing.
•
Through debate and discussion, students should gain an appreciation of the
importance of an exhibition such as this in developing the cultural appreciation
of a community.
Opens 22 June