Monday, September 2, 2013

Wire Sculpture with Alexander Calder


Art Link: 
What is Form
Compare and contrast Form to art we have created in the classroom

INTRODUCTION to lesson (Anticipatory set): 
Analyze the pillow artwork by Mathilde Roussel
Use Critique/discussion form to enhance conversation
Think-Pair-Share 
Group discussion about this work of art

OBJECTIVE: Using uncut Wire, create a piece of art inspired by Alexander Calder. Include Form Space and balance in the final work of art. 
Discuss with table form and space as pre-assessment
Discuss and practice drawing your final project on paper
Work closely with teacher before receiving wire
Students will understand new vocabulary as is relates to visual art: 
Form Space Balance Relief Sculpture 
Mobiles High Relief Middle Relief Ladder perspective
Low Relief Space shapes Free-standing sculpture
Linear perspective Mobile Kinetic Stabiles

CA STANDARDS: 
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

PURPOSE: complete a wire sculptue addressing elements and principles of art

INSTRUCTION: 
Students will discover review the elements of art, explore, form, space and balance, look at the artwork of Alexander Calder and create a wire sculpture piece as a final art project. 

MATERIALS: four feet of wire per student
Sketch paper
Pencils

DIRECT INSTRUCTION:
Power Point Presentation FORM
Pre-assessment: Sketchbook: 
How does this art effect you? 
Opening: Art Link: What is Form activity
Review: Elements of art 
Discussion: Form, Space, Balance
Space: Overlapping
Ladder perspective
Linear perspective
Form and Sculpture
Relief Sculpture
Free Standing Sculpture 
Space and sculpture
Review Principles of Art
Balance
Symmetry
Asymmetry
ART HISTORY: ALEXANDER CALDER
Expressionist
Began with wire circus
Invented Mobile
VIDEO: Calder’s Circus
Wire sculptures
Describe, Interpret, Analyze
Calder had plans in his sketchbook
Teacher Models: 
Form, Space and Balance throughout discussion 
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 

FINAL PROJECT: Students will create a wire sculpture in the style of Alexander Calder
Sculptures must be in the shape of a box and have objects inside
Wire may not be cut, students will solve the problem of the wire in its 
full length
Students will draw and submit three plans for their wire before receiving 
Wire. They must consider measurements, interior content Form,   Space and Balance. 





Op Art Wire sculptures



Art Link: 
What an Optical Illusion
How do artists create illusions in their work
Name three ways we have used illusions in our artwork

INTRODUCTION to lesson (Anticipatory set): 
How does this art effect you? 

OBJECTIVE: Create wire sculpture from found objects, finished in two colors to give the illusion of visual movement. 
Students will understand new vocabulary as is relates to visual art: 
Op Art Kinetic Optical Illusion Chromatic Achromatic
Negative Space Positive Space Complementary
Neutral Contrast Value Hue
Saturation

CA STANDARDS: 
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.
5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection).

PURPOSE: complete a wire sculpture with contrast that creates the illusion of movement

INSTRUCTION: 
Students will receive details about Op Art
Students will aid in instruction by researching one of nine artists and sharing the information with the class. 

MATERIALS: 
Wire Hangers
Wood block
Nylon sock
Acrylic paint
brushes

DIRECT INSTRUCTION:
Day 1: Power Point Presentation Op Art
Opening: Art Link: What is an Optical Illusion
Pre-assessment: Sketchbook: 
How does this art effect you? 
Review: Describe, analyze, interpret
Discussion: Op Art
History
Impact on culture
Objective of Op Art
Requirements to be considered Op art
ART HISTORY: Indirect Instruction
Each table will receive research paper on one of nine artists
Students will read, collect data and present one artist to the class as a
Group
Students will take notes in their sketchbook about each of the nine artists
MC Esher
Julian Stanczak
Josef Albers
Yaacov Agam
Jesus-Rafael Soto
Richard Anuszkiewicz
Bridget Riley
Frank Stlla
Victor Vasarely
Teacher Models: 
Optical illusion and art History
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 
Presentation assessment
FINAL PROJECT: Students will create a wire sculpture using op art style
Sculptures must be made from supplies received
Students will use two contrasting colors to achieve optical movement

Day 2: Color theory
Art Link: Prep for presentations
Student artist Presentations
Day 3:
Art Link: 
Favorite artist studied from day 2
Discussion:
Complete presentations
Rubric
Studio: Begin to construct sculptures
              Wire hanger into wood block
Day 4: Color Theory
Art Link: Compare and contrast Vasarely’s two works of art
One black and white, one in color. 
Studio: Artists construct their three piece wire sculpture. 
               Paint it with a glue mixture
                     1/3 Elmers glue 2/3 water
Discussion: 
Color Theory with Josef Albers
Day 5: Black and white study
Art Link: 
Studio: artists paint sculpture with glue mixture
Draw sculpture in sketchbook to study
Fill in sculpture study with black and white pattern
Day 6: Color study
Art Link
Studio: artists paint sculpture with glue mixture
Draw sculpture in sketchbook to study
Fill in sculpture study with a two color pattern
              Paint with acrylic paint
                 no blue tape allowed
MATERIALS: 
   Wood blocks (all shapes) two drilled holes that will hold wire hanger
   Wire hanger
   Glue 
   Water
   Paint brushes (small brushes for details)