Non-Objective Pattern Sculptures with Sol Lewitt

Lesson Objective:  

Work with the elements of line and space 

Work with the art principles of pattern and unity

Create a 3-D composition

Use paper Construction

Key Vocabulary: 

Non-objective sculture

Free standing Sculpture

Unity

Materials: 

Note Cards in two sizes

Glue

Black Card stock base

Fine point black sharpies

Focus Artist: Sol Lewitt: Pattern and structures 

Also study: Revisit:  Dongo Artwork to review and connect. 

Project requirements: 

Drawing is non-objective and shows attention to detail

Drawings incorporate 20 different patterns 

Small Group Critique at Midway point

Sculpture is free standing and non-objective

Shows unity through repetition of color and shape. 

Assessment:

Informal: Small Group Critique

Formal: Final Grading

CA Art 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 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

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 pattern making and increase the final number of  paper rolls from 20 to 30. 

Scaffolding adaptations: 

Students will see several examples of each art element in different artwork shown in the power point. Notes on the elements of art will be taken throughout discussions for added understanding. Creating each side and Constructing the cube will be demo started in class using guided instruction. 

Day 1: 

Go Through Power Point Slides

Review: Dango Artwork to connect learning

Discuss Sol Lewitt’s artwork

Interpret line drawings as Principles and elements of design

State Project Objectives, Materials, Project Requirements, Due Dates

Plan ideas for patterns 

Day 2-4: Students will create 20 different patterns on 1/2 index cards

Day 3: Art Link: Peer Critique feedback on cards 

Focus on Line and pattern

Day 4: 

Art Link: Have students draw their ideas for construction

Roll 5 Cards to begin construction on Day 5

Day 5-8: Students will roll and construct sculptures. 

Day 6: Peer critique on cards and sculpture progress. 

Continue making cards throughout. 

Students who work quickly could be asked to create additional patterns on Cards

Students who work slowly will be checked-on regularly with possible adaptations of fewer then 20 notecards. 

Last Day of Sculpture: 

Art Link: Self Critique: 

Describe, Analyze, Interpret and Evaluate. Draw on your notes and the rubric to complete for 10 points. 

Complete Rubric and turn in sculpture. 

Evaluation: successful for all engaged students and all abilities of students. Wonderful outcome

20 pattern minimum is accomplishable in the 3 days of studio time. 

Organic Subtraction Sculpture with Ra Paulette

Lesson Objective 

Work with elements of art: Shape, Color

Work with Principles of Art: Unity 

Create an Organic Subtraction sculpture in the style of Ann Weber or Ra Paulette

Key Vocabulary: 

Organic Shape: Organic shapes and forms are typically irregular or asymmetrical. Organic shapes are often found in nature, but man-made shapes can also imitate organic forms.

Anthropomorphic:  Described or thought of as being like human beings in appearance, behavior.

Analogous Color: Analogous colors are groups of colors that are adjacent to each other on the color wheel, with one being the dominant color, which tends to be a primary or secondary color, and two on either side complementing, which tend to be tertiary.

Monochromatic: Are derived from a single base hue and extended using its shades, tones and tints. Tints are achieved by adding white and shades and tones are achieved by adding a darker color, gray or black.

Materials: 

Floral Foam

Clay Tools

Acrylic Paints in Analogous Colors 

White glue

Focus Artist/s: 

Ra Paulette

Ann Weber

Project Requirements: 

Subtract from a Floral Foam Block exploring organic shape and unity in the style of Ra Paulette and/or Ann Weber

Sketchbook: Students draw construction/color plans for each side of their Organic Subtraction sculpture and submit plans for approval. 

Final Sculpture: 

Organic shape and unity with Paulette/Weber influence apparent

Analogous/Monochromatic colors present on ALL sides final sculpture

Assessment: 

Informal: Written Self Critique

Formal: Artist Statement

Formal: Grading final sculpture

CA STANDARDS: 

1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.

1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.

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.

4.2 Identify the intentions of artists creating contemporary works of art and explore the implications of those intentions.

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.

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 Shape, Color and Unity from the earlier 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. 

Anticipatory Set: Art Link: 

Small Group Critique Ra Paulette’s Cave Carvings 

Describe

Analyze

Interpret

Large Group Critique 

OBJECTIVE: Introduce working artists exploring organic artwork in subtraction.  

Create Subtraction Sculpture from a Floral Foam Block exploring organic shape and unity in the style of Ra Paulette and/or Ann Weber

Students will understand new vocabulary as is relates to visual art

DIRECT INSTRUCTION:

Power Point Presentation Ra Paulette, Ann Weber

Pre-assessment: Critique Ra Paulette’s Cave Digging 

Opening: Art Link: Photo of Ra Paulette’s Cave Digging 

Small Group Discussion

Describe the work

Analyze the artwork

Interpret The artwork 

Large Group Discussion

Discussion: Art History:

Watch Video

ARTIST: Ra Paulette: 

Born in Chicago, grew up in Indiana

68 years old

He left school to join the Navy 

He hitchhiked around the country

Years spent in a cabin without electricity or running water

He moved to New Mexico in 1977

First cave was completed in 19

Manual labor is the foundation of my self expression.  

To do it well, is a “whole-person” activity, engaging mental and emotional strengths as well as physical strength.

When excavating the caves, I break down the movements into their simplest parts and reassemble them into the most efficient patterns to accomplish the task while maintaining bodily ease.  

Like a dancer, I “feel” the body and its movement in a conscious way.  

I’m fond of calling this “the dance of digging”,  and it is the secret of how this old man can get so much done.85

Ann Weber: 

Born Jackson, Michigan 1950

Lives and works in Emeryville, California 

1987 MFA, California College of Arts and Crafts  Oakland, California 

Studied

Inspiration: working with a palette of simple forms: cylinders and circles

Her sculptures are symbolic of male and female forms in the natural world under Viola Frey

Works from the landscape

Her shapes originate from natural forms

once enlarged they become almost anthropomorphic

KEY VOCABULARY: 

Organic Shape: Organic shapes and forms are typically irregular or asymmetrical. Organic shapes are often found in nature, but man-made shapes can also imitate organic forms.

Anthropomorphic:  Described or thought of as being like human beings in appearance, behavior.

Analogous Color: Analogous colors are groups of colors that are adjacent to each other on the color wheel, with one being the dominant color, which tends to be a primary or secondary color, and two on either side complementing, which tend to be tertiary.

Monochromatic: Are derived from a single base hue and extended using its shades, tones and tints. Tints are achieved by adding white and shades and tones are achieved by adding a darker color, gray or black.

Teacher Models 

Examples of vocabulary on the board throughout discussion 

Students take notes in their sketchbooks 

Teacher Monitors room throughout discussion

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion ensure comprehension and active note taking 

Various Activities Designed to check/enhance student comprehension

Ra Paulette Video

Students will watch video and take notes on Ra’s  Comments about his art

Activity: 

Sketchbook Drawing: Students will begin thinking about their ideas in their sketchbooks. 

FINAL PROJECT:  Subtract from a Floral Foam Block exploring organic shape and unity in the style of Ra Paulette and/or Ann Weber

Sketchbook: Students draw construction/color plans for each side of their Organic Subtraction sculpture and submit plans for approval. 

Final Sculpture: 

Organic shape and unity with Paulette/Weber influence apparent

Analogous/Monochromatic colors present on ALL sides final sculpture

Facial Proprotion and Self Expression with Frederic Bonin-Pissarro

Facial Proprotion and Self Expression with Frederic Bonin-Pissarro 

INTRODUCTION to lesson (Anticipatory set): 

Blind Contour Drawing: 

Draw the face across from you 

Grab all details Eyes, Nose, Mouth, ears, Hair, etc.

Two Minutes

Students will: Independently complete the activity

Discuss the completed activity with group members Share final drawing with group

Participate in class discussion on the activity

OBJECTIVE: Draw and shade each part of the face: Eye, Nose, Mouth, Ear. Students will gain knowledge in proportion of the face and complete a portrait using accurate proportion and self expression

Draw a face in Blind Contour for pre-assessment

Discuss and practice drawing each item of the face over five days

Practice drawing a complete portrait in pencil

Students will be able comprehend and use these terms in relation to drawing 

Pupil Cornea Highlights Shade Tint

Iris Sclera Tragus Tip Lateral side

Tear Duct Root Dorsum Columella Philtrum

Vermilion zone

CA STANDARDS: 

1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary         color, scale, expressive

2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
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. 

3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.

4.4 Apply various art-related theoretical perspectives to their own works of art and the work of others in classroom critiques.

5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

PURPOSE: Complete an accurate self-portrait while engaged in self-expression

INSTRUCTION: 

Students will be instructed on how to draw a segment of the face each day, beginning with the eyes. They will spend half the class in instruction and half the class practicing their new skills. Over the course of six days, they will learn the eye, nose, mouth, ear, and proportions of the face. They will complete a whole portrait in pencil before beginning their self expression, self portrait inspired by the artist Frederic Pissarro. 

MATERIALS: Sketch Books Drawing Pencils

Copy Paper Tag Board 12x18

Oil Pastels

DIRECT INSTRUCTION:

Day 1: Power Point Presentation EYE: 

Opening: In sketch Books, Blind Contour Face activity

Review: Happy Mistakes make better artists

HOLDING YOUR PENCIL

Discussion: Parts of the eye

Step by step of the eye 

Try each step in sketch book

Shading Techniques

ACTIVITY: Draw second eye next to first eye use mirror

Looking at subject as you draw it

MIRROR

Draw a partners eye from your table

CLOSURE: How are you feeling about drawing eyes? 

Teacher Models: 

Step by step of the eye 

Students simultaneously draw an eye in their sketchbooks

Shading the eye using mirror and finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second eye and partner eye

Day 2: Power Point Presentation NOSE 

Opening: In sketch Books, 

Think Pair Share: Eye activity Power Point

DISCUSSION: The parts of the nose

Step by step of the front nose using a mirror

Try each step in sketch book

Shading Techniques

Draw second nose next to first nose

Looking at subject as you draw it

MIRROR

DISCUSSION: Step by step of side nose 

ACTIVITY: Draw four rectangles and fill them with different noses

CLOSURE: How are you feeling about drawing the nose? 

                                           Like/dislike/rules/etc.

Teacher Models: 

Step by step of the front and side nose

Students simultaneously draw a nose in their sketchbooks

Shading the nose using mirror and finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout four nose drawing activity

Day 3: Power Point Presentation Ear

Opening: In sketch Books, Draw a nose from the visual directions

DISCUSSION: The parts of the EAR

Step by step of the ear from the front

Using a mirror

Draw your ear

As you see it from the front

Step by step of ear from the side

ACTIVITY: Draw second ear next to first ear

Draw a partners ear from your table

Try each step from the sketch book

CLOSURE: How are you feeling about drawing the mouth? 

                                           Like/dislike/rules/etc.

Teacher Models: 

Step by step of the ear from the front

Students simultaneously draw an ear in their sketchbooks

Students have a moment to try ear from the front

Step by step of the ear from the side

Students simultaneously draw a ear in their sketchbooks

Students have a moment to try ear from the side by drawing 

A partner’s ear

Shade the new ear finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second mouth and partner mouth

Day 4: Power Point Presentation MOUTH

Opening: In sketch Books, Draw a nose from the visual directions

DISCUSSION: The parts of the Mouth

Step by step of the mouth using a mirror

Try each step in sketch book

Shading Techniques

ACTIVITY: Draw second mouth next to first mouth

Draw two eyes, a nose and a mouth on the same plain

Time permitting: add Two ears

CLOSURE: How are you feeling about drawing the mouth? 

                                           Like/dislike/rules/etc.

Teacher Models: 

Step by step of the mouth

Students simultaneously draw a mouth in their sketchbooks

Shading The mouth using mirror and finding highlights and shades

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second mouth and partner mouth

Day 5: Power Point Presentation: Facial Proportion

Opening: Think-Pair-Share: facial proportion and features

DISCUSSION: Step by step of how features are placed on the 

Face based on proportion

Step-by step: Adding Hair

Visual Spacial learners: 4 quick visuals on face proportion

ACTIVITY: Students draw and shade a face (Two days)

Teacher Models: 

Step by step facial proportion

Students simultaneously draw proportion rules 

In sketchbooks

Check for Understanding: 

Monitor room During Step by Step Modeling in sketchbook

Monitor throughout second mouth and partner mouth

Day 7: Power Point Presentation: Artist: Frederic Bonin-Pissarro and 

Self-expression

Opening: Before and After: complete a blind contour sketch of the face across from you. Two minutes. 

Compare and contrast to previous Blind Contour face 

Let’s Talk about Art

Discussion on art and critique

Describe

Analyze

interpret

Art History: show work of Camille Pissarro

Impressionism movement

Father of impressionism: Monet? 

Pissarro

Frederic Bonin-Pissarro Portrait

Describe, Analyze, Interpret
Video

Artist Information

Self Expression

Self Portrait

Final Artwork assigned

PROCEDURES: Students complete a self portrait using mirrors, proportion and self expression

Step1: using a mirror and pencil, Draw a self portrait in proportion based on knowledge gained throughout previous discussions and practice. 

Step2: Complete Self Portrait using Oil Pastels and self expression