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Lesson Plans

Re: Sculpture ideas

[ Thread ][ Subject ][ Author ][ Date ]
KPRS (kprs)
Fri, 16 Aug 1996 05:11:54 -0700

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> Hi:
> I don't know the physical location of your school, but I have a
> project that is cheap, well received by both doers and school population
> alike. It does depend on student's ability to "gather" materials. First
> of all, my students spend a great deal of time with proposals, and theme
> statements. This piece I am about to suggest is usually done as a group
> project (2 or more kids) but has been done with single students as well.
> Sometimes I give specific instructions, either in terms of theme or in
> terms of what can go into the piece. Then they develop a concrete theme,
> justify it, write about it, see if they can get any reference materials
> from past or present, then do thumbnail sketches, then execute it.
> Example: We are situated next to a woods and resevoir area. With
> permission of the administration, and janitors (this is always important)
> we planned medium free standing sculpture in the school hallways. (I
> suggest this to be put up just a couple of days--I talk to kids about the
> TEMPORARINESS of the actual art and the PERMANENCE of ideas). I gave
> them the restriction of 6 sticks and 3 rocks. From there they went out
> and dragged in large pieces of wood, and a variety of rocks. As a group
> (or singularly) they started thinking ideas out. (Storage for me was not
> problem, I am upstairs, and we just put the rocks and sticks out of the
> window onto the roof---so there janitors!) In about 8 days, they were
> free standing sculpture all over the school. Part of the planning
> process was to change a part of the school with your work. Some of the
> pieces were painted, some were suspended from the ceiling with fishing
> wire, some were attached to the walls. One piece was in the cafeteria,
> as a response to teen suicide, one piece was in a corner of the hall, and
> down both sides, a statement on ecology. When students rounded an out of
> way stairwell they were greated with a freestanding painted "tyedyed"
> piece that brought smiles with it's whimsy. Important in the execution
> are small white cards with titles (like in galleries) and artists names.
> In this manner, the audience is well aware that these are art pieces, and
> can respond directly to the piece, and find the artists in school and
> respond to them.
> Another successful piece that I have done requires only paper and
> pencils. (oh and scissors and glue too) This is a piece that reinforces
> their ongoing learning on the proper proportions of the human face, the
> use of value, and creative problem solving. We search through magazines
> for faces, or bring in a pictures (sometimes they like this best). I
> teach that copying is no big whoop, any xerox machine can do that, but
> taking something, and changing that into something else is ok. So what
> we essentially do is grid a large white piece of paper into 2" squares,
> and then we grid a piece of tracing paper in 1/2" squares and put it over
> the picture we have chose, then we draw the picture into the 2" squares,
> square by square (a gridding enlarging technique-quite common). Then
> using their knowledge in value, they very carefully make sure they use
> all ten values in rendering the photo. Next we take white paper and make
> enough 2"cubes to be able to place the 2" squares on (you see, you will
> be cutting up the photo and placing a 2" square on a 2" square). So now
> you should have blocks with face parts only on one side, with the other 5
> sides blank. Now they take this as raw material for a sculpture. They
> glue them into place. I encourage tumbling, rearranging, curving,
> mismatched etc. on the reconstructing of the faces.
> Any of this help?
> San D