Modular Unit Repetition

Modular Unit Repetition

Objective: Use toothpicks to create a modular sculpture. Create a series of modular units and combine 20 together to make a free-standing, 3-dimensional form. 

Key Vocabulary: 

Modular: employing or involving a module or modules as the basis of design or construction.

Modular Sculpture: created by joining together standardized units (modules) to form larger, more complex compositions. In some works the units can be subsequently moved, removed and added to – that is, modulated – to create a new work of art, different from the original or ensuing configurations.

Repetition: The Art principle of repetition simply means the reusing of the same or similar elements throughout your design. Repetition of certain art elements in design will bring a clear sense of unity, consistency, and cohesiveness.

Unity: refers to a set of compositional strategies used by an artist to make the parts of the artwork work together as a whole through visual relatedness. Unity always expresses a shared commonality within a painting or sculpture or textile. 

Non-objective art is not meant to look like anything (so don’t turn your toothpicks into a flower or cat!) but it also shouldn’t look like a random hot mess, either! •

ARTIST: Bean Finneran (1947-     ) 

American artist who was born in Cleveland, OH
Their work has featured in numerous exhibitions at key galleries and museums, including the Crocker Any Museum. 

Attended Goucher College, Baltimore, MD, University of Michigan, Ann Arbor, MI, Museum School, Boston Museum of Fine Arts, MA, Massachusetts College of Art, Boston, MA

The constructions are abstract rings, lines, cones, circles but often evoke real things: sea anemones, coral reefs, haystacks or wind-blown grasses.   

“I work with a simple elemental form, a curve made from the most basic natural material, clay. I make and build with hundreds or thousands of these forms. The clay curve connects me to time, the earth, the elements, and human culture.” —Bean Finneran

The sculptures cannot be moved without taking them apart and reconstructing them. 

sculptures are built curve-by-curve and disassembled one by one. 

This process of continual and possible change and transformation connects me to the natural world along with the ordered chaos that comes from organizing thousands upon thousands of individual elements into a form. 

CA Art Standards: 

1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

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.

4.4 Articulate the process and rationale for refining and reworking one of their own works of art.

5.0 Develop competencies and creative skills in problem-solving, communication, and management of time and resources that contribute to lifelong learning and career skills.

Project Requirements: 

Sketchbook: Complete observational sketches in your sketchbook. Revisit the work of by artist Sol Lewitt and research the artist Bean Finneran.

Final Project: You will construct 20 of the same modular unit BEFORE combining all 20 into one sculpture. View the modules from several angles as you build. Consider the space created in between the toothpicks. How do light and shadow affect your module?

Students will need a 100 (or more) toothpicks (flat or round) in plain wood. Wood glue ONLY. Hot glue is not allowed as it leaves blobs.  

Sculpture must be at least 4”x4”x4” and be free-standing. 

Can be attached to a base (such as wood, cardboard, or foam core) 

Can be painted one color 

Units should be glued on hard movable surface (book, sketchbook) covered with wax paper. 

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. 

Additive wooden sculpture with Barbara Spring

Lesson Objective 

Work with elements of art: Form, Shape, Color

Work with principles of Art: Balance 

Create a additive wooden sculpture in the style of Barbara Spring

Key Vocabulary: 

Additive: Is the process by which material is shaped and built up to create the desired image.

Achromatic:  Any color that lacks strong chromatic content is said to be unsaturated, achromatic, or near neutral. Pure achromatic colors include black, white and all grays; near neutrals include browns, tans, pastels and darker colors. Near neutrals can be of any hue or lightness.

Color Scheme: color scheme is the choice of colors used in design for a range of media. 

Assemblage: An assemblage is a sculpture constructed from found objects. Typically an assemblage does not disguise the original objects used, rather it either tries to show them in a new light, or forms a figurative sculpture from the collection of shapes.

Materials: 

Variety of wooden sticks

Craft Sticks

Tooth Picks

Coffee Stirrers

Wood chips

Brown craft crinkle

Glue:  white or wood

Focus Artist: 

Barbara Spring

Video for projection presentation: https://www.youtube.com/watch?v=CJcmv-3aUys

Project Requirements: 

Create a wooden cake in the style of Barbara spring using additive sculpture and assemblage. 

Assessment: 

Informal: Large group Oral Critique

Formal: Artist Statement

Formal: Grading final sculpture

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.

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.

4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

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 Shape, Color and Form 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. 

DIRECT INSTRUCTION:

Art Link: 

Small Group Critique Barbara Spring’s A La Carte 

Describe

Analyze

Interpret

Large Group Critique 

INTRODUCTION: Barbara Spring Video

OBJECTIVE: Create Wooden cake using various wood pieces for structure and decoration

Students will understand new vocabulary as is relates to visual art

Students will discover review the elements of Shape, color and Form. They look at the artwork of Barbara Spring and use additive and assemblage techniques to create cake form with neutral/achromatic color format 

Discussion:

ART HISTORY: Barbara Spring 

Barbara Spring (1916- 2011)  94 years old

An exceptional wood sculptor, 

Barbara Spring's career began in 1935 in her native England 

She studied at the Gravesend School of Art in Kent and the Central School of Art in London. 

Her exhibits in this country span from 1962 to present.

Actively worked at the studio she built in 1972 next to her home in Big Sur. 

"Barbara is Magic.” "She can give an ordinary face so much emotion." says Greg Hawthorne of the Hawthorne Gallery, where much of her work is exhibited. 

She pokes fun at the human frailties of her characters, their pettiness, self-importance and self-doubt

Spring's gentle sense of humor makes them sympathetically engaging. 

Her keen observation of human nature and genius for creating the subtlest nuances are further enhanced by punning titles like "Major Faupar" and "Upton O'Goode".

Watch Video

Key Vocabulary:

Additive: Is the process by which material is shaped and built up to create the desired image.

Achromatic:  Any color that lacks strong chromatic content is said to be unsaturated, achromatic, or near neutral. Pure achromatic colors include black, white and all grays; near neutrals include browns, tans, pastels and darker colors. Near neutrals can be of any hue or lightness.

Color Scheme: color scheme is the choice of colors used in design for a range of media. 

Assemblage: An assemblage is a sculpture constructed from found objects. Typically an assemblage does not disguise the original objects used, rather it either tries to show them in a new light, or forms a figurative sculpture from the collection of shapes.

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

Activity: 

Using 24 craft sticks, students build triangle shape for cake base

Using various wood “toppings”

Student decorate the top of the cake using achromatic color palette. 

FINAL PROJECT: 

Rubric Project: Create Wooden cake using various wood pieces for structure and decoration

Students will understand new vocabulary as is relates to visual art

Students will discover review the elements of Shape, color and Form. They look at the artwork of Barbara Spring and use additive and assemblage techniques to create cake form with neutral/achromatic color format 

Students will be assessed on: 

Effort in Class: Studio, Daily Art Link and Discussions 

Additive wood construction precise and cake like. 

Use of a neutral color palette for construction and toppings How sculpture looks from ALL sides

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)