Friday, April 17, 2015

Wire Balance Sculptures with Calder





OBJECTIVE: Students will observe and create kinetic balance in artwork. After studying the artist Calder, Students will Plan and create a wire and foam core sculpture in perfect balance 

INTRODUCTION: (Anticipatory set): 
Art Link: 
Think, Pair, Share on balance 
In your sketchbook: draw an example of balance in nature (organic balance) 
How have we used Balance in our artwork to date 

KEY VOCABULARY: Mobile, Armature, Stable, Kinetic Movement, Actual Movement, Balance and emphasis

MATERIALS: 
14 gauge wire (Dick Blick)
7x11 piece of Foam Core
1 Large Rock: Lowes Large Beach rock $10 a bag
Blue, Red, White, Black and yellow Acrylic Paint. 

Artists/Art History: Alexander Calder  (1898 – 1976)
Expressionist Movement 
Studied mechanical engineering
Famous for inventing the mobile
Alexander Calder also created paintings, lithographs, toys, tapestry and jewelry.
1930's and 1940's trace the sculptor's early roots in Surrealism. 
Random and spontaneous expression was emphasized as a way to release the subconscious impulse into art. 
Calder used continuous line drawing which he adapted to his innovative wire sculptures such as "Goldfish Bowl”

Project Requirements: 
Plan and create balance sculpture with actual movement in the style of Calder
Sketchbook: 
Plan design of the sculpture. Consider: 
Wire structure
Color
Shape
Balance
Final Project
Stable is balanced and well structured
Shape Disks are in the style of Calder and well painted
No paint strokes present, shape disks, and rock
Sculpture is balanced from all sides
Sculpture has detail and precision (stable, wire, paint, balance)
Sculpture has actual kinetic movement

Assessment: 
Informal: Small group written critique
Formal: Artist Statement
Formal: Grading final sculpture

CA STANDARDS: 
1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
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 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

Modifications: 
English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding
Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques
Accelerated Learner: Expand on skills learned to create a unique project. 
Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project

Scaffolding adaptations: 
Students will revisit Balance and emphasis from previous learning. We will use similar visuals to refresh earlier learning.  Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. 

INSTRUCTION: 
Students will receive details about Calder, Balance, Stables and Mobiles

DIRECT INSTRUCTION:
Day 1: Power Point Presentation Op Art
Opening: Art Link: Balance
Draw a picture of balance in Nature 
Draw a second example of balance using shape and line
How have we used balance in class to date
Critique: Describe, analyze, interpret
Discussion: Alexander Calder & Impact on culture
ART HISTORY: 
The mobile is a kinetic sculpture delicately balanced or suspended components with actual movement
Kinetic: moving parts, depends on motions for the effect
Powered by
Wind
Motor
Viewer
Indirect Instruction
Video of the circus
Describe what you saw. 
What thoughts do you have on this artwork?
Given the opportunity, what aspect of the circus would you want to interact with directly? 
How does this work relate to Calder’s Mobiles? 
Teacher Models: 
Movement and Art History
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
DIRECT INSTRUCTION:
Alexander Calder  (1898 – 1976)
Expressionist movement
Studied mechanical engineering
Famous for inventing the mobile 
He also created paintings, lithographs, toys and jewelry
Calder’s stationary sculptures are called stabiles
1930's and 1940's trace the sculptor's early roots in Surrealism. 
Random and spontaneous expression was emphasized as a way to release the subconscious impulse into art. 
Calder used continuous line drawing which he adapted to his innovative wire sculptures such as "Goldfish Bowl.” 

Balance gives viewers the feeling that all parts of the work are in equilibrium  
All paintings and sculptures in galleries and museums are balanced in some way.  
Two basic forms of balance 
symmetrical 
asymmetrical
Symmetrical
To determine the basic balance of an artwork, draw an imaginary line down the center
If what happens on one side generally happens on the other, we say the work is symmetrical.  
The illustration above simplifies symmetry’s basic organization.
Asymmetrical balance will also give a sense of equilibrium
The organization is more complex.  
Just as you and your heavier seesaw partner had to figure out how to arrange yourselves on the seesaw
The artist must play with the specific elements to bring them into balance.
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 Plan and create a wire and foam core sculpture in perfect balance 

Day 2: Art Link 
Quiet writing in sketchbook
Calder: What did he invent?
Why was he dissatisfied as an artist early in his career?
Name and describe one activity from the video?
What makes his sculptures special?
Sketchbook Planning
Students receive handouts on Calder and Rock
Students plan their wire sculptures
Plan Shapes
Plan Balance

Day 3: Sketchbook Planning 
Once approved
Student will receive 
Rocks
Wire
Foam Core 
Studio: Begin to construct sculptures

Day 4: Art Link: http://whitney.org/WatchAndListen/Artists?play_id=856
Take notes for artist statement
important to note how the circus influences his body of work

Studio: Continue to Balance 









2 comments:

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  2. I am a writer who lives in Sacramento and not far from McClatchy. I enjoy your lesson plans because they help me write curriculum for an educational company wit locations all around the world.

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