Docstoc

Grade CLAY WHISTLES C OCARINAS Grading Sheet Scoring Guide foam

Document Sample
Grade CLAY WHISTLES C OCARINAS Grading Sheet Scoring Guide foam Powered By Docstoc
					                                                             GRADE 8
                                                 Unit of Study – 3-Dimensional Art

UNDERSTANDING 3-Dimenstional Art through Modern Art (Sculpture)*
ENDURING UNDERSTANDING:
1. Sculpture is a 3-dimensional art form and serves as a means for expression.
2. Modern sculpture can exhibit similar organizational composition and design characteristics as those of 2-dimensional modern
       art.

ENDURING QUESTIONS:
1.    How does sculptural artwork differ from traditional media and techniques? How is it similar?
2.    What problems do sculptors have to solve in order to develop artwork in three dimensions?
3. What reasons might artists choose to make sculpture rather than use more traditional 2-dimensional media?

OBJECTIVES:
1. The student will create a sculpture using compositional concepts of modern (abstract) art.
2. The student will learn additive and subtractive processes of sculpture.
3. The student will describe, compare, and respond to modern abstract sculpture (works of Henry Moore, Barbara Hepworth, and
Jean Arp) as well as sculpture from other artistic periods.

CONTENT STANDARDS: VA8: 1b, 2c, 4b, 5b, 5d

Possible Instructional Strategies:
A. Art History- The students will look at a variety of artwork by Modern Abstract Sculptors, such as Moore, Hepworth, and Arp.
Compare their sculptures to some ancient sculptures, discussing similarities and differences. Classroom discussion will also
include comparisons of 2-Dimensional abstract art. Students will discuss how artists simplify forms and shapes to create
abstraction, as well as their use of subtractive and additive processes of creating sculpture.
B. Criticism- The students will discuss the artists’ use of negative space, simplicity of form, and texture. Students will analyze
which elements and principles of design are most important to the sculpture, including the necessity of being successful when
viewed from 360o. Students will discuss the artists’ use of additive and subtractive processes used in the examples.
C. Production- Students will create sketches of their sculptures, showing front view, side view, and top view. Students should be
encouraged to use negative space creatively, simplify their forms, and use an object from nature as the basis for their work. After
checking their sketches with the teacher, students will use modeling clay to create a small model of their sculpture using the
additive process. After model is checked by teacher, students will use 3”X3”X6” foam block to create their sculpture, using the
subtractive process. Sculpture can be sanded to smooth areas. Finished work is gessoed and painted with acrylic paint.
D. Aesthetics-Through class discussion and critiques, students will describe their use of negative space, form and texture. They will discuss the process in
achieving success in creating abstraction. In further discussion, students will elaborate on their use of additive and subtractive processes in their work, and
hypothesize about the use of different colors, textures, and changes in negative space. Students will also discuss the success of the composition of their
work from all viewpoints.

Possible Materials:
1. Print: Henry Moore: Reclining Figure; Visuals of other abstract sculptures by Arp, Hepworth and ancient
(Mexican/Precolumbian) sculptures; Examples of abstract 2-Dimensional artwork (i.e., Miro, Picasso, Leger);
2. Supplies: 9”x12” Drawing paper for sketches; modeling clay, newspapers; 3”x3”x6” foam block, sculpture tools, sand paper;
Safety respiratory masks for students. Acrylic paint, Gesso.

ASSESSMENT:
1. Student responses during discussion and critique (Art Criticism and Aesthetics) of their own work and others.
2. Student completion of project assessment.
3.      The students planning and completed project shows understanding of additive and subtractive processes, 3-dimensional concepts, and abstraction of a natural form;
4.      Work shows originality in use of form and negative space.


ENCLOSURES:
1.  Henry Moore handout
2.  Assessment form
3.  Scoring guide
    Henry Moore, English Sculptor; 1898-1986
              Henry Moore was born in England at the end of the                                 19th Century. He created sculptures from
    blocks of stone and wood, and also from metal, such as                                      bronze. His wooden and stone forms
    that he sculpted seemed as if they had been worn away by                                    wind or rain. His metal sculptures
    looked like melted, molten shapes. His early work, from the         Reclining Figure, 1935  1920’s, showed influences of pre-
    Columbian sculptures. During the 1930’s, he was influenced                                  by Picasso and other abstract artists. His
    art from that period consisted of simplified, rounded abstract pieces, with numerous indentations and holes and negative spaces.
                       One of the strongest influences on his work was used the world of nature, creating large abstract forms of animals
                       and rocks.

                            The year 1940 was a turning point for Moore. England was at war and Moore became an official war artist.
                      His sensitive, abstract drawings of huddled people escaping the Nazi bombings established him as a leading
                      English artist.
Family Group, 1942
                            His three favorite themes were mother-and-child and                                 family groups, reclining
                      females figures, and the abstract form within a form. The                                 motivation for his
                      “Family Group” was the pending birth of his daughter. He was                              obsessed with the idea of
    family.

        Moore’s didn’t like the shiny textures of his metal sculptures when they came                           back from the foundry, so
    he coated them with acids to make them dull. He spent hours rubbing them by                                 hand, until they appeared
    to have been worn down by thousands of hands touching them for years. He                                    preferred the softer, older
    look that the acids and rubbing created.

                                       Through Moore’s later works,                               including “Nuclear Energy,” his soft-
                                                                             Nuclear Energy,
                                 organic forms showed his interest in                             simplicity and hollow spaces. Moore
                                                                                  1964
                                 worked seven days a week on his                                  sculptures until his death in 1986, at the
                                 age of 85.




      Sheep Piece, 1971
                                                     SCORING GUIDE

                                                          Grade 8

                                        UNIT OF STUDY – 3-DIMENSIONAL ART

ADVANCED -     The student participates with enthusiasm in class discussions
               and critiques.
               The student’s sculpture and written assessment demonstrate
               a clear understanding of instructions, utilizes the elements and
               principles of design creatively, and demonstrate a strong
               understanding of sculptural processes and abstraction of form.

PROFICIENT -   The student participates in class discussions and critiques.
               The student’s sculpture and written assessment demonstrate
               satisfactory understanding of instructions, utilizes the
               elements and principles of design in a satisfactory manner,
               and demonstrate a satisfactory understanding of sculptural
               processes and abstraction of form.

BASIC -        The student does not participate in class discussions and
               critiques.
               The student’s sculpture and written assessment are
               incomplete, demonstrate poor understanding of instructions,
               does not satisfactorily utilize the elements and principles of
               design, and demonstrate a little understanding of sculptural
               processes and abstraction of form.
TASK: UNDERSTANDING 3-Dimenstional Art through Modern Art
(Sculpture)

Student work – Basic Level of Achievement
TASK: UNDERSTANDING 3-Dimenstional Art through Modern Art
(Sculpture)

Student work – Proficient Level of Achievement
TASK: UNDERSTANDING 3-Dimenstional Art through Modern Art
(Sculpture)

Student work – Advanced Level of Achievement
    Grade 8 “Abstract Sculpture”: Grading Sheet Unit: 3-D art
    IN PENCIL: Circle a score in each row that reflects your performance in each area of this assignment. Total your score at bottom of page.
    Be honest, and read each description before scoring work.
Fulfilled           1 2 3 4 5 6 7 pts.                   8 9 10 11 12 13 pts.                 14 15 16 17 18 19 pts.                  20 21 22 23 24 25 pts.
assignment        No evidence of subtractive           Little use of subtractive process      Mostly subtractive method; form         Used subtractive method, displays
requirements      process or negative space; not       or negative space; displays more       somewhat simplified, little             simplification of natural form,
                  simplified or abstract in form;      realistic than abstract                negative space; based on natural        negative space; detailed preliminary
Worth:            no clear sketch; no clay model       characteristics; 1-2 weak              form; somewhat detailed 1-2             sketches of 2-3 views; small clay
0- 25 points      not gessoed or painted.              sketches; clay model incomplete; sketches; clay model displays                 model using additive process;
                                                       gesso and paint does not cover         some additive process; gesso &          completely gessoed and painted;
                                                       sculpture completely;                  paint covers most areas;
Displays              0 1 2 3 4 pts.                   5 6 7 8 9 pts                           10 11 12 13 14 15 pts                        16 17 18 19 20 pts.
creativity        No thought or planning evident Little thought and planning in               Some planning and thought evident Excellent use of design principles
                  in creating negative space, in use creating negative space, in use of       in use of design principles -- good from 360o including; creative use of
Worth:            of design principles, subtractive design principles, subtractive            use of negative space, subtractive      negative space, subtractive process, &
0-20 points       process, & paint application,        process, & paint application, from     process, & paint application, from      paint application; work shows much
                  from all viewpoints.                 some viewpoints.                       most viewpoints.                        planning and thought.
Shows excellent          0 1 2 3 4 5 points                                    6    7 8 9 10 points                                 11 12 13 14 15 pts.
craftsmanship     Form carved with jagged edges, un-sanded,            Somewhat carved smoothly, sanded, paint             Carved smoothly, sanded, well-painted to
Worth:            paint does not cover the foam block well;            covers form with few exposed areas of the           cover all of form with no foam block exposed;
0-15 points       pieces of form loose or detached.                    foam block; form mostly secure.                     all sections secure.
Displays high            0 1 2 3 4 5 points                                    6    7 8 9 10 points                                 11 12 13 14 15 pts.
degree of         Surface displays 1-2 facets from some sides,         Surface displays 2-3 different facets from          Surface displays multiple facets from all
difficulty        0-1negative space; no detail in carving; no          some sides, 2 negative spaces; areas indicate       sides; form has several negative spaces; areas
Worth:            detail or textural elements added to painted         some detail/carving; few details or textural        indicate fine detail/carving; details or textural
0-15 points       surface.                                             elements added to painted surface.                  elements added to painted surface.
Written                  0 1 2 3 4 5 points                                    6    7 8 9 10 points                                 11 12 13 14 15 pts.
response          Answers reflect little or no understanding of        Answers show some understanding in use of           Answers show much understanding in use of
                  design elements & principles, creating               design elements & principles to create              design elements & principles to create
Worth:            abstraction, use of tools, additive and negative abstraction, use of tools in additive and               abstraction, use of tools in additive and
0-15 points       processes, and artists or cultures presented.        negative processes, artists or cultures             negative processes, artists or cultures
                  Some questions unanswered; no complete               presented. Some answers display thoughtful          presented. Answers display thoughtful
                  sentences.                                           reflection and complete sentences.                  reflection and complete sentences.
Approach to                   0 1        2 3 pts.                                4     5     6     7      pts.                           8     9      10 pts.
work              Off-task often, needed prompting to                  Engaged in work most of class time, listened        Engaged in work at all times, listened to and
                  participate in discussions; needed to be             at times and participated in some discussions, participated in all discussions, volunteered
Worth:            reminded to clean up; ignored suggestions,           cleaned area well; accepted some advice or          answers, cleaned area well; positive attitude;
0-10 points       negative attitude;                                   suggestions;


    Total Score ---                       Student:_____________/100 pts.                                          Teacher: ___________/ 100 pts.
    Comments:
Art Reflection & Assessment – Abstract Sculpture                              Unit: 3-D art        Grade: 8 Period: _______
Name: __________________________                               Due Date: ______________ Date Turned In: ___________________
Reflective writing: Use complete sentences and the vocabulary learned in this project. Answers should be complete and specific! This
written assessment will be part of your total grade for this assignment!

1.What were the specific requirements of this project?_____________________   6. What is abstraction? Why and how do artists create abstraction in their work?
_________________________________________________________________             _________________________________________________________________
_________________________________________________________________             _________________________________________________________________
                                                                              _________________________________________________________________
2.What materials and tools did you use?________________________________
_________________________________________________________________             7. Which artist(s) and/or cultures did you become familiar with during this
_________________________________________________________________             assignment? What did you learn about them? ____________________________
                                                                              _________________________________________________________________
3. What processes did you learn? Describe them.__________________________     _________________________________________________________________
_________________________________________________________________             _________________________________________________________________
________________________________________________________________              _________________________________________________________________


4.How does creating 3-D art differ from using 2-D media? What problems do     8. Did your project reflect your original sketches and clay model, or did you have
sculptors have to solve in order to make 3-D art?_________________________    to adjust your plans? Explain:_________________________________________
_________________________________________________________________             _________________________________________________________________
_________________________________________________________________             _________________________________________________________________
_________________________________________________________________
5.Describe your work. How did you choose color or texture? Explain how you
used space creatively, in your work. Which 2 principles of design are most
evident in your work and how did you use them?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________                                                                           Draw a sketch of
______________________________________________________                                                                                      your sculpture in
                                                                                                                                            the box at left.
______________________________________________________
_________________________________________________________________

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:46
posted:6/27/2010
language:English
pages:12
Description: Grade CLAY WHISTLES C OCARINAS Grading Sheet Scoring Guide foam