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©2009 www.funartlessons.com
Strike A Pose! Mixed-media sculpture
A FunArtLessons.com
ART UNIT
By Kari Wilson
48 page Art Unit appropriate for students age 8-16 in art classes, scout groups,
recreation classes, after school clubs, independent study, home school settings
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©2009 www.funartlessons.com
Included in this PowerPoint
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About the Author
FunArtLessons.com art unit
components
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How to use this Power Point:
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book or slideshow
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National Standards
I Can Statements:
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learning goals and objectives
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Lesson Sequence Chart
Materials List
Art Words: vocabulary
Student Gallery
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“I Can” statements*
Guiding Question
Project Description
Journal Response Topics
Research Task*
ArtStart activities
Project Directions
Assessment Guide*
Self-Critique*
Artist’s Statement*
©2009 www.funartlessons.com
*Copy master included.
About the Author
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Kari Wilson has been an educator for over twenty years, teaching first
through sixth grades as well as middle school language arts and social
studies. Her current passion is teaching art at a public middle school in
Grand Rapids, Michigan. Kari's own education includes a Bachelor of Fine
Arts from San Francisco State University, a Master of Fine Arts from the
University of Arizona, and a Master of Education, along with teaching
credentials.
Kari stepped out of the classroom for several years to serve as a Curriculum
Associate in a large California school district, where she developed a
variety of programs from “Back to School with Basic Health and Safety” to
“The Achievement Club,” a program designed to help struggling readers.
This program received the Golden Bell award from the California School
Boards Association. As a member of the California History Social Science
Project (CHSSP), Kari was involved in the development and implementation
of numerous social studies units. Kari’s unit, Child Work in Colonial Days,
was published by the UCLA branch of CHSSP.
Kari has continued exploring her interest in history as a recent participant in
a Gilder Lehrman summer institute at the Woodrow Wilson Presidential
Library, where she engaged in research for the development of a series of
civics lessons which include integrated art activities. These lessons on the
Core Democratic Values, as well as her other curriculum units for preschool
through 10th grade, are available online at FunLessonplans.com, a
companion site to FunArtLessons.com.
©2009 www.funartlessons.com
FunArtLessons Art
Unit Components
Guiding Question
The Project
The guiding question provides “food for thought” to help
connect the project to a larger philosophical discussion.
Journal Response Topics
Students write responses in their sketchbooks and share with
partners and group mates. This process helps enrich class
discussion and helps students plan their project.
Art Start
ArtStart is a series of independent activities which provide
exercise in basic art skills and concepts needed for the unit
project. Students work independently in their sketchbook the
first 10-15 minutes of class.
Slides provide step-by-step instructions. During project work
days demonstrate additional skills or methods as they become
necessary. The Lesson Sequence chart provides a basic time
frame for the project. During project work days circulate
assisting students with methods, techniques and ideas.
Assessment
Use the “I Can” slide and worksheet to help students track their
learning. Use the Interactive Assessment Guide to engage
students in analyzing the ways in which their art and work
habits meet the project criteria. The self-critique questions ask
the artist to reflect on the art-making process. Answers can be
rewritten on the form provided to create an Artist’s Statement.
Exhibition
Research
The research component encourages students to explore
cultural, historical and environmental connections between the
unit project and the world beyond the classroom.
It is important for students to have the opportunity to display
their work to complete the process of communication in which
artists are engaged. Instructions are provided for students to
create a gallery information card, write an artist’s statement
and find an appropriate venue for display.
©2009 www.funartlessons.com
How to use this PowerPoint
Book or Slideshow: Use this document as a Book, a slideshow, or both, depending on your resources.
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If you have a computer and digital projector in your classroom:
Read the Teacher Section directly on the computer screen as you plan your lessons. Then,
display the Student Section ArtStart sketchbook activities and step-by-step project
instructions as a slideshow for your class. Print out only the student worksheets, as
needed.
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If you do not have a digital projector in your classroom:
Read the Teacher Section on the computer screen as you plan your lessons. Photocopy
Student Section pages to use as hand-outs. Use the step-by-step project instructions to
plan the project and guide your demonstrations.
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If you do not have a computer in your classroom:
Print entire document and use as you would any hard-copy, teacher resource publication.
Make photocopies of Student Section pages to use as handouts.
©2009 www.funartlessons.com
This Lesson Meets National Standards
This lesson addresses the following standards established by the National Art Education Association:
Content Standard
Achievement Standard
Understanding and applying media,
techniques, and processes
Students select media, techniques, and
processes; analyze what makes them
effective or not effective in
communicating ideas; and reflect upon
the effectiveness of their choices
Choosing and evaluating a range of
subject matter, symbols, and ideas
Students use subjects, themes, and
symbols that demonstrate knowledge of
contexts, values, and aesthetics that
communicate intended meaning in
artworks
Understanding the visual arts in relation
to history and cultures
Students know and compare the
characteristics of artworks in various
eras and cultures
©2009 www.funartlessons.com
What your students will learn
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Your students will learn about art,
themselves and the world in this unit.
They will also have fun! The “I Can”
statements are a kid-friendly way of
presenting the learning goals and
objectives of this unit, all of which
have been aligned with the National
Art Education Association Standards.
Have students write each “I Can”
statement in their sketchbooks as
they gain new skills.
Or, photocopy the “I Can” statements
check-off sheet in the student section
so that students can track their
progress.
I can:
•
Name four famous sculptors.
•
Describe a sculpture each has
created.
•
Explain the elements of art that are
used successfully in a sculpture.
•
Name three materials commonly
used in sculpture.
•
Name 3 methods of creating a
sculpture.
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Use mixed media and photography
to create a sculpture.
©2009 www.funartlessons.com
Lesson Sequence
ACTIVITY SEQUENCE REFLECTS A DAILY
55 MINUTE CLASS PERIOD.
ADJUST THIS SCHEDULE TO FIT YOUR UNIQUE TEACHING SITUATION.
Day 1
Day 2
Day 3
Day 4
Day 5
Slides 20- 26
Slides 27-30
Slide s 31-32
Slide 33
Slides 34-38
•Journal Response
1
•Art Start 2
•Art Start 3
•Art Start 4
•Art Start 5
•Introduce
vocabulary
•Journal
response 2
•Introduce project
& guiding
Question
•Art Start 1
•Research
Slides 14-19
•Show student
gallery images
•Share research as time allows
in small groups
•Review
“I Can” statements
©2009 www.funartlessons.com
•Take digital
photographs,
print out
Lesson Sequence
Day 6
Day 7
Day 8
Day 9
Day 10
Slides 40-42
Slide 43-44
Slide 45
Slide 46-48
Slides 49-50
•Cut out and
paint
photographs
•Begin
assembling
sculptures
•Work on
sculptures
•Finish
sculptures
•Fill out SelfCritique
•Fill out
Assessment
Guide
•Write Artist’s
Statement
based on
critique
•Discuss choices
in building
sculpture
•Gather ‘found
objects’
•Make Gallery
Cards
©2009 www.funartlessons.com
•Display work
Materials and Supplies
Gather a
variety of
objects which
can be easily
glued
together such
as cardboard
mailing tubes,
small boxes,
fabric and
wood scraps.
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Digital cameras, computer, printer
Card stock, cardboard
Acrylic paint in metallic colors, brushes
or metallic crayon or markers
Wood scraps, cardboard
“Found objects”
Scissors, glue
©2009 www.funartlessons.com
Art Words
Introduce vocabulary as you begin the project. Reinforce terms during ArtStart activities. Invite students to write vocabulary words and definitions in their
sketchbook. Encourage students to use Art Words as they answer journal responses and discuss art work.
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Texture
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The way something feels through touch, or
looks as though it may feel when touched.
Form
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The shape of an object that has the threedimensions of height, width and depth.
Line
Something that is flat with the dimensions
of height and width.
Three-dimensional
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A mark characterized by length as in the
path made by a moving point.
Two-dimensional
Occupying or giving the illusion of 3
dimensions of height, width and depth.
Figurative
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Representational; showing recognizable
objects such as a human figure.
©2009 www.funartlessons.com
Student Gallery
Recycle a discarded library book.
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Gold Plane
Even gum wrappers could be a ‘found object.’
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Silver X
Start with a small box and some wood scraps.
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The King’s Roll
A tower built with an old yarn cone, toilet paper and wood scraps.
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Kamy’s Stage
Photograph and wood scraps will soon be put together.
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From Toasters to Honey Bears
Everyday objects take on a new luster when metallic paint is added.
©2009 www.funartlessons.com
©2009 www.funartlessons.com
STRIKE A POSE!
Student Section
Mixed-Media Sculpture
The Project Mixed-Media Sculpture
Make a sculpture with digital photographs, found
objects and metallic paint. Imagine yourself as a
classic sculpture. Strike a pose!
©2009 www.funartlessons.com
What you will learn
You will learn
about art,
yourself and
the world in
this unit. You
will also have
fun!
Write each “I
Can”
statement in
your
sketchbook as
you gain new
skills.
I can:
• Name four famous sculptors.
• Describe a sculpture each has created.
• Explain the elements of art that are used
successfully in a sculpture.
• Name three materials commonly used in
sculpture.
•
Name 3 methods of creating a sculpture.
• Use mixed media and photography to create
a sculpture
©2009 www.funartlessons.com
Strike A Pose
Name
What you will learn
I can:
 Name four famous sculptors.
 Describe a sculpture each has created.
 Explain the elements of art that are used successfully in a
sculpture.
 Name three materials commonly used in sculpture.
 Name 3 methods of creating a sculpture.
 Use mixed media and photography to create a sculpture
©2009 www.funartlessons.com
Art Start 1
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Discobolus of Myron, bronze
Copy of a Greek original, 460bc
Try this pose. Does it
seem realistic?
Use charcoal or crayon
and quickly draw the
basic line of the figure
without the arms. What
letter does it form? This
is a common line in
ancient sculpture.
Sketch the shape of the
figure and add the
arms.
©2009 www.funartlessons.com
Guiding Question
How does figurative sculpture reveal inner
characteristics such as bravery or grace?
©2009 www.funartlessons.com
Brainstorm Activity
Journal response #1
Think about
unique skills,
abilities or
notable
behaviors and
actions.
What are
some of your
best skills,
abilities or
behaviors?
What would
others say
about you?
1.
2.
List three qualities about a
friend, parent or celebrity you
admire.
List three qualities about
yourself.
©2009 www.funartlessons.com
Art Words
Use Art Words as you answer journal responses and discuss art work.
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Texture
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The way something feels
through touch, or looks as
though it may feel when
touched.
Form
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The shapes of an object that
has the three-dimensions of
height, width and depth.
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Occupying or giving the
illusion of 3 dimensions of
height, width and depth.
Figurative
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A mark characterized by
length as in the path made by
a moving point.
Something that is flat with the
dimensions of height and
width.
Three-dimensional
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Line
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Two-dimensional
Representational; showing
recognizable objects such as
a human figure.
©2009 www.funartlessons.com
Art Start 2 Strike a Pose!
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Do you wish you could take
flight? Spread your wings. Try
this pose of the Greek Goddess
of Victory, Nike.
Can you find “S” curves in this
sculpture?
Draw Nike in oil pastel. Use a
darker hue to show the TEXTURE
of feathers in the wings and the
fabric blown by sea breezes.
Add a head, if you like!
©2009 www.funartlessons.com
Winged Nike of Samothrace,
marble, ca. 190 BC
Classic Sculpture
Work with a partner. Use the internet to find out more about these two sculptors.
Michelangelo Buonarroti
Auguste Rodin
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Who was he?
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Who was he?
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When and where did he live?
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When and where did he live?
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Who did he work for?
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Who did he work for?
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How did he learn his craft?
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How did he learn his craft?
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Why is he famous?
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Why is he famous?
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What are some of his most famous artworks?
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What are some of his most famous artworks?
©2009 www.funartlessons.com
Classic Sculpture
NAMES
Work with a partner. Use the internet to find out more about these two sculptors.
Michelangelo Buonarroti
Auguste Rodin
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Who was he?

Who was he?

When and where did he live?

When and where did he live?

Who did he work for?
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Who did he work for?
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How did he learn his craft?
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How did he learn his craft?
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Why is he famous?
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Why is he famous?

What are some of his most famous artworks?
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What are some of his most famous artworks?
©2009 www.funartlessons.com
Art Start 3
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“David” by Michelangelo, 1504
Try out this pose. Would you
be as calm as David if you
were about to fight Goliath
with just a slingshot?
Use a light color of pastel on
dark paper to capture the
highlights and shadows which
reveal the muscular FORM on
this luminous marble sculpture.
David is dressed for school in
these red boxer shorts. They
aren’t part of the original
sculpture!
©2009 www.funartlessons.com
Brainstorm Activity
Journal response 2
Archeologists
use the term
mobiliary art
to describe
small
paleolithic
sculptures, such
as bone or
stone carvings,
which could be
easily moved
or transported.
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Why have people, since the Paleolithic
era, made representations of the human
figure in painting and sculpture?
©2009 www.funartlessons.com
Art Start 4
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Try this formal ballet
pose. How long can you
hold this position?
Draw the dancer in
charcoal and pastel as
Degas did in the study
sketch to the right. Think
about the basic SHAPES
that form this figure.
©2009 www.funartlessons.com
Little Dancer aged fourteen years,
wax, linen, muslin, satin
Edgar Degas, 1880
Art Start 5
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The Thinker, bronze
Auguste Rodin, 1902
©2009 www.funartlessons.com
What do you suppose he’s
thinking about? Try out this
pose. Do you feel
thoughtful?
Take turns holding this pose
for a partner. Draw each
other in charcoal or crayon.
Try to capture the angled
LINES formed by the folded
limbs.
This sculpture mirrors the
shape of another. Can you
guess which one?
©2009 www.funartlessons.com
LET’S GET STARTED ON THE
ART PROJECT
Follow the steps outlined in the next few slides to create a
sculpture with digital photographs.
Step One Make a photocopy of this slide to use with the next step!
©2009 www.funartlessons.com
©2009 www.funartlessons.com
Step Two Strike a Pose! Take a digital photograph.
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Choose one of the five sculptures studied.
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Stand against a plain background with good lighting.
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Have a partner use a digital camera to photograph you in the pose.
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Now it’s your turn. Take a couple of pictures until you’re sure you have a good one. Help your
partner pose to match the sculpture.
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Tip: Be careful not to “cut off” the feet or top of the head when you frame the picture in
the camera’s view finder.
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Tip: Use “portrait” framing – hold the camera vertically – for each of the poses shown
below.
Step Three Download and print out your photo.
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Print your photograph in black and white on
heavy paper such as card stock. You may want
to make several copies for this project in a
variety of sizes.
©2009 www.funartlessons.com
Step Four Trim your photos.
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Cut your photographs out carefully around the
outside edge so that just your figure shows without
any background.
Use a craft knife for small areas. The more carefully
you cut out the figure, the more ‘sculptural’ it will look.
©2009 www.funartlessons.com
Step Five Use metallic paint.
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Paint a thin layer of metallic,
acrylic paint to give your
photos the look of bronze,
steel, copper, marble or
plaster, typical materials for
sculpture.
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If your photographs curl
flatten them under a stack of
books when dry.
©2009 www.funartlessons.com
Step Six Plan your sculpture.
Think about an inner characteristic that you could express in your sculpture. How will
you do that? How will you create a three-dimensional sculpture which incorporates a
two-dimensional photograph? Make some sketches.
Here are some ideas for moving from a two-dimensional photograph to a threedimensional sculpture:
 Glue your photo figures around a section of cardboard mailer tube or on each side
of a shoebox. Paint the background.
 Photograph yourself from the front and back. Mount your finished images on the
front and back of a piece of cardboard folded as a “sandwich board” display.
 Use small blocks of foam packaging material to mount your photos above the
surface of a dark colored mat board. Experiment with different heights above the
board.
 Use wood scraps, wood glue and your photographs to construct an interesting form.
 Use a ‘found object’ as a pedestal or base for your sculpture. See the next slide for
some ideas.
©2009 www.funartlessons.com
Step Seven Find an object.
Marcel Duchamp was a French artist and part of
the Dadaist movement in the early 1900’s.
He used everyday objects in his art such as
a bicycle wheel mounted on a stool, 1913.
Many sculptors incorporate everyday objects in
their sculptures. These are referred to as
“found objects.” Look around your home for
discarded objects with interesting shapes.
Here are some ideas:
Old shoes, games and puzzle pieces, a broken
sporting equipment, old cd’s, stuffed
animals, discarded kitchen items, broken
electronics, even a toilet paper roll!
Toy toaster, gift bags, honey bear, and yarn cones
make interesting shapes for sculptures.
©2009 www.funartlessons.com
Step Eight Begin!
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Gather together your found object,
photographs and additional materials
that you might want to use in creating
your sculpture, such as cardboard,
scissors and glue, and paint and
brushes.
Don’t forget newspaper to cover your
work surface!
Start by arranging your materials and
objects until you find a form that is
pleasing to you.
Remember, your sculpture will need to
be structurally sound, so be sure that it
can stand up on its own!
©2009 www.funartlessons.com
Step Nine Putting it all together.
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You will need to find a
way to affix your
photograph, ‘found object’
and other materials
together.
If your items are porous
materials such as fabric or
paper you will be able to
use white glue.
If your items are nonporous such as metal or
plastic then you may need
to use hot glue or craft
glue.
The photographs were glued along the top edge
on two sides of a block of wood with white glue.
Small pebbles were glued on the sides of the
wood with hot glue.
©2009 www.funartlessons.com
Step Ten Paint
You may want to paint your
sculpture all one color. This can
help emphasize the form of your
sculpture and will give the illusion
that it is created out of bronze or
marble such as the famous
sculptures we looked at during
the Art Start activities.
You also may want to add
additional color with paint or
other materials. In the photo to
the right the student is using oil
pastel on top of metallic paint.
©2009 www.funartlessons.com
Interactive Assessment
Guide
Directions: Circle each category where you feel you have earned a “3”. For each category where you feel you have earned a 1 or
2 make notes in the boxes to explain why.
Strike A Pose!
3
Wow
All Criteria Met
Sketchbook
I Completed 5 sketches with care
and attention to detail.
I Completed journal response #1 &
2 thoughtfully and neatly.
Photographs
I Used 1-2 photographs in my
sculpture. Photographs successfully
show one of the sculptures studied.
Photographs are painted carefully.
Found Object
I included a “Found Object”. It
relates to the human characteristic I
want to express in my sculpture.
Effort
I always used class time wisely. I
completed each part of the
assignment to the best of my ability.
Citizenship
2
Good Job!
Most Criteria Met
I was careful with supplies and
equipment. I cleaned up after
myself and helped others. My
attitude was enthusiastic and
respectful.
©2009 www.funartlessons.com
1
Keep Trying!
Some Criteria Met
Interactive Assessment
Guide
Name
Directions: Circle each category where you feel you have earned a “3”. For each category where you feel you have earned a 1 or
2 make notes in the boxes to explain why.
Strike A Pose!
3
Wow
All Criteria Met
Sketchbook
I Completed 5 sketches with care
and attention to detail.
I Completed journal response #1 &
2 thoughtfully and neatly.
Photographs
I Used 1-2 photographs in my
sculpture. Photographs successfully
show one of the sculptures studied.
Photographs are painted carefully.
Found Object
I included a “Found Object”. It
relates to the human characteristic I
want to express in my sculpture.
Effort
I always used class time wisely. I
completed each part of the
assignment to the best of my ability.
Citizenship
2
Good Job!
Most Criteria Met
I was careful with supplies and
equipment. I cleaned up after
myself and helped others. My
attitude was enthusiastic and
respectful.
©2009 www.funartlessons.com
1
Keep Trying!
Some Criteria Met
Make a Gallery Card
Directions: Make a gallery card to put next to your sculpture
in a display case or elsewhere such as atop a bookshelf in
your library. Here’s a sample:
Title: “Thinking about the THINKER”
Name: Jacob Van Dyke
Date: October 5, 2008
Media: Cardboard, wood scraps, digital photographs
©2009 www.funartlessons.com
Art Self-Critique
Name
(Kri-teek: to discuss a creative work giving an assessment of its successful qualities.)
Directions: Look carefully at YOUR work of art. Answer each question in complete
sentences.
1.
2.
3.
Describe your artwork. What is the subject matter? Tell about the materials you
used, describe details such as form, line, and color.
Describe the “Big Idea” in your artwork. What would you like the viewer to think
about when they look at your work?
Choose an element or principle of art that is used successfully in your artwork. How
has it contributed to your artwork?
©2009 www.funartlessons.com
Name
Date
Class
Art Self-Critique
(Kri teek: to discuss a creative work, giving an assessment of its successful qualities.)Art Self-Critique
Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use 4 vocabulary terms: texture, form, line, two-dimensional,
three-dimensional, figurative. Circle each vocabulary term you use.
1. Describe your artwork. What is the subject matter? Tell about the materials you used, describe details such as shape, line, and texture.
2. Describe the “Big Idea” in your artwork. What would you like the viewer to think about when they look at your work?
3. Choose an element or principle of art that is used successfully in your artwork. How has it contributed to your artwork?
©2009 www.funartlessons.com
©2009 www.funartlessons.com
THANK YOU FOR USING THIS
FUNARTLESSONS.COM ART UNIT!
The End