Submitted by: Christina
Despinis, Student teacher for Maria Lengauer
UNIT: Sculpture - plaster subtraction - abstraction -
figurative sculpture
Lesson: Abstract Figure in Motion - Plaster Subtraction
Grade Level: High School (adaptable to middle school and
advanced students)
Click images for larger views See
some in progress photos
Enduring
Idea:
The process of Abstraction utilizing form and movement
and inspired by the works of Constantin Brancusi, Henry Moore and
Barbara Hepworth.
Lesson
Title:
Abstract Partial Human Figure in Plaster
Grade
or Class:
11th & 12th Grade Combined |
7th & 8th Period
Time
Allotment: 20
Periods/ 50 minute periods
Motivation:
Brancusi, Hepworth and H. Moore
Idea process: examine a figure in motion, define
line of gesture, zoom in on specific area of figure,
generalize or simplify forms, Make clay Marquette for model
to follow
Technique: Subtractive method, chiseling
Materials:
Flat head screwdrivers for chiseling
(from dollar store!) as make shift chisels (or real chisels if
budget allows), plaster rasps, riffler rasps, sandpaper, solid
plaster blocks (poured into empty cartons and plastic containers
– like ½ gallon Deli containers)
Finish: metallic spray paint, shoe polish, clear
gloss
Lesson
Vocabulary and Criteria (student handout - Word document
file)
Assessment
- Student Self Reflection and Rubric (student hand out)
OVERVIEW
Lesson Summary
Students will identify and critique the work of Barbara Hepworth and
Constantin Brancusi by their works as motivation for creation of a
plaster sculpture. The plaster sculpture will be complete by
implementing the subtractive sculpting method. Form and movement
will be concentrated on because of the dominance of the two
elements in Hepworth and Brancusi’s work.
Artists | Artworks | Artifacts
- Barbara
Hepworth
- Hepworth, Barbara – Carving – 1931
- Hepworth, Barbara – Pierced Form – 1931
- Hepworth, Barbara – Reclining Figure - 1933
- Hepworth, Barbara – Holed Stone – 1959 – white
alabaster
- Hepworth, Barbara – Mother and Child – 1934 –
Cumberland alabaster
- Constantin Brancusi
-
Brancusi, Constantin – Maiastra (bronze) - 1912
- Brancusi, Constantin – Endless Column – 1935-1938
- Brancusi, Constantin – The Newborn (bronze) –
1916-1918
- Brancusi, Constantin – Torso of a Young Man –
1917-1922
- Brancusi, Constantin – The Kiss – 1909
- Brancusi, Constantin - Bird in Space, 1923 Marble; (with base) H. 56-3/4,
Diam. 6-1/2 in. 44.1 x 16.5 cm) Bequest of Florene M. Schoenborn.
- Brancusi, Constantin - Bird in Space (L’Oiseau dans l’espace),
1932–40. Polished brass, 151.7 cm high, including base. Peggy
Guggenheim Collection.
-
Henry
Moore
- Moore,
Henry Chaco mol Rain Spirit (Toltec-Maya)
900-1000 A.D.
- Moore,
Henry – Reclining Figure – 1929
- Moore,
Henry – Reclining Figure – 1936
- Moore,
Henry – Reclining Figure – 1929
- Moore,
Henry – Reclining Figure – 1929
- Moore,
Henry – Reclining Figure (detail) – 1936
- Moore, Henry – Suckling Child –
1927
Key Concept
Students
will distinguish that Abstract Art is reduced or simplified form
from objective resources. Abstract
artists select and then exaggerate or simplify
the forms
suggested by the world around them (from ArtLex).
The students will be able to compare the process in which famous
artists have endured to emphasize form and movement.
National Standards for Visual Arts
Education
- NA-VA.K-4.1 Understanding and Applying
Media, Techniques, and Processes
- NA-VA.K-4.2 Using Knowledge of Structures And Functions
- NA-VA.K-4.3 Choosing and Evaluating a
Range of Subject Matter, Symbols, and Ideas
- Pennsylvania Academic Standards for Arts &
Humanities
- 9.2.3.A
Explain the historical, cultural and social context of an
individual work in the
arts.
- 9.3.3.A
Explain and apply the critical examination processes of
works in the arts.
- 9.3.3.B
Determine and apply criteria to a person’s work and works
of others in the arts
- 9.3.3.E
Examine and evaluate various types of critical analysis of
works in the arts.
Interdisciplinary Connection
Mathematics, Language Arts, English, Social Studies
PERFORMANCE TASK ASSESSMENT
Objects and achievement
assessed:
-
Students identify and describe abstract
art, modern art, Henry Moore, Barbara Hepworth, and Constantin
Brancusi during teacher-guided discussion.
-
Students create sketches of project
proposal that is approved by teacher.
-
Students’ ability to identify the
difference between visual of Abstract Art and visuals of Realistic
Art.
-
Students ability to form clay into a
model
-
Students ability to carve plaster into a
sculpture that follows their clay maquette
- Achievement measured by
-
Students
response to Barbara Hepworth, Henry Moore, and Constantin
Brancusi’s pieces of Art
-
Observation
of students actively participating in discussion
-
Studio
Project Critique Participation
-
Studio
Project Small Group Critique Sheet
-
Studio
Project Rubric
- Self
Reflection & Assessment
SEQUENCE OF ACTION
Motivation
Who here knows what the word
Abstract means? In what other way do you use abstraction other
than Art? How do those other applications relate to the definition
of Abstract? How when in mathematics do you use Abstraction? In
Algebra for instance you use abstraction quite frequently.
Now, in these pieces, the artist sends a clear message of
what the representational form is - not the meaning or purpose.
What is abstract art? How would you describe the characteristics
of Abstract Art?
Present a visual on a board
20”X30” of samples of artwork by Barbara Hepworth and
Constantin Brancusi Compare and Contrast artwork. Only name,
medium and year of artwork. Discuss about the work critically
within the design only of the pieces themselves. Review elements
and principles of design by having the students identify in the
pieces. Speak about Brancusi and his motivation from Ancient
Pre-Columbian Art and other ancient civilizations. Describe the
translation of realistic human figures to abstract human figures.
Compare and contrast Brancusi’s reclining figure sculptures to
realistic reclining figure images. Teacher notes to the students
that form and movement are to two emphasized elements in both
Hepworth and Brancusi’s work. In addition they will be assigned
a research paper on Henry Moore learning of his life, motivation,
materials he worked with, and reflection. This assignment is to
reinforce abstract sculpting processes and his connection to
Hepworth and Brancusi.
Hand out an informational packet
of Barbara Hepworth and Constantin Brancusi in addition to two
resource sheets of human figures. Present a visual board of images
of figures with dynamic gestures and movement. By using tracing
paper overlaid on the human figure image, demonstrate abstraction
through simplification. Using the first layer of tracing paper, draw the gesture
(line of movement) of the figure with a black permanent marker for
better visibility. Once the gesture is drawn, in another color,
block in the general shapes of the body’s muscles. Use a second
sheet of tracing paper on top of the first; draw an abstraction
using the forms of the muscles and the gesture of the movement for
direction. Have some students demonstrate on the tracing paper how
to do the exercise. Do not have students write down the steps
while observing demonstration. Be sure to have instructions
written on the board before hand. Only a part of the figure is to
be used. The size of the plaster block is not suitable for a full
figure abstraction. The students will identify the forms and
directional movements of the gestures. After demonstration of the
process, each student will use tracing paper and complete a
minimum of 3 different processes of abstraction.
Development
The teacher will review the students’ sketches for
completion. Then the teacher will console with them individually
of any problems that maybe foreseen. The students review
information of the presentation board observations the day prior.
Review verbally through discussion what the Elements and
Principles of Design are and on what two elements the project is
to be focused. Once the students have the design approved they are
then given a demonstration of how to draw on their plaster block.
Using the chalkboard to draw a top view of a block and top view of
a design. Draw line parallel from the outside edge of the shapes
to the edge of the top. Project the lines vertically on the side
of the block. By using a pencil for measuring of proportion, draw
where on the side the section of that form will be located within
the projected vertical lines. If that shape has an end that is the
outside edge of the plaster; it is to be marked with an X to
indicate an area of not to remove material.
Once drawing is
complete, the students will receive a sculpting demonstration. In
the sculpting demonstration students will be shown how to use the
tools supplied for them and the safety issues that are inherent of
the material. First the teacher will use a screwdriver in place of
a chisel and will remove material by hammering the screwdriver
with a wooden, or rubber mallet. By holding the screwdriver from
the medal area and not the actual handle due to risk of injury
from hammer. Remind the students numerous times to always carve
away from their bodies and body parts such as wrists, fingers, and
knuckles.
The following tool to demonstrate in the use of the
small hand rasps and the large rasps. Define what a rasp is and
its purpose. Demonstrate the tools in succession of working from
general to specific.
Once the demonstration is complete the
students are informed of the setup and cleanup procedures per
table (Each table has 2 people). In order to setup students are to
bring 2 goggles, 1 size of each screwdriver, 1 type of each rasp,
newspaper from their cubby, plaster block, 2 hammers, clay
maquette, and their sketches to their seats. Students begin
carving away material by working from general to specific. Once
their period is ending within 5-7 minutes, the students then must
return all of the tools and goggles to their respective areas in
their appropriate bins; place their clay Maquette, plaster
sculpture, and newspaper in their cubby.
During the studio time of
students working on their sculptures, use one to two class periods
for the students to use their knowledge of Henry Moore in a game
of Jeopardy. The jeopardy game is a PowerPoint Presentation in
which the students are interactive and cooperative with their
peers. Have the class split into three groups total. Each group is
given a distinctive type of noise mechanism to chime in. The rules
of the game are for the team to choose a category and a price. The
first team to chime in may answer but must say their answer in a
form of a question. If the answer is in correct, not in a form of
a question or no answer is given at all then that team looses that
categories amount of money from their score. Whichever team wins
receives a small prize of pencils.
After the game, the following
class period is to return to the routine of setup, work, and
cleanup for plaster sculpting.
Once the deadline of the project is reached, then a
critique is to be completed. For the critique each student will be given a number. They are to write
their name on the back and place it in front of their sculpture at
their seat. The students will be given a small group critique
sheet. The students are then to be counted off into groups of 3.
Once they meet they will walk around the whole classroom and
choose the piece in which best fits the questions. This will take
a whole class period. The following class period the critique
sheets will be distributed back to the students. The students will
bring their sculptures and numbers to the middle of the classroom
on the table. The class will share their responses of what piece
they chose for each question. The class will discuss what they
learned through their process of subtractive sculpting the
materials’ properties and inherent issues. After the critique
students will be given a self-reflection & assessment sheet to
complete and hand in to the teacher.
Culmination
A PowerPoint Presentation of Henry Moore will be given to
the class. Asking the students questions about what they recall of
Henry Moore from their research paper assignment. In addition each
student will be given a timeline of Henry Moore’s life. The
students will highlight the events that the teacher instructs them
to for a future exam. Reviewing Henry Moore’s sculptures through
chronological order supports the connection of the artist’s life
to their work. Be sure to discuss his motivations, inspirations,
and World War I in which he was a soldier. After the Henry Moore
review, each student will be given a base that is approximately
3.5 x 3.5 x 2 inches. The students are to sand the blocks to round
off the edges use 30 grit to begin with then 100, and 220. For any
pieces that may have holes or cracks be sure to use wood putty.
Once the block is sanded and smooth paint should be distributed in
palettes and brushes. After the block is painted, the sculpture
should be spray-painted bronze. After 2 coats of color spray, a
lacquer clear spray should be used in order to seal the sculpture.
Antique patina is achieved by applying shoe polish. The sculpture
is to be hot glued to the base for completion. The sculptures are
now ready to be displayed.
Teacher research and Preparation (links were all active at time of lesson 9/2006)
Instructional Resources
-
Vocabulary Handout (Word document file)
-
Image Resource Packet
-
Self Project Evaluations
-
Project Criteria/Rubric
-
20” x 30” Presentation Board of
Barbara Hepworth
-
20” x 30” Presentation Board of
Constantin Brancusi
-
40” x 30” Presentation Board of Henry
Moore
-
20” x 30” Presentation Board of Henry
Moore
-
20” x 30” Presentation Board of
Realism Transformation into Abstraction
-
Example of work in progress plaster
sculpture
Student Supplies
-
Cast Plaster Block
-
Goggles
-
Screwdrivers of various sizes
-
Various sizes of rasps
-
Project Self Reflection & Assessment
-
Research Paper Assignment: Henry Moore
-
Brancusi, Hepworth and Moore Informative
Sheet
-
Project Criteria/Rubric
-
Example of work in progress plaster
sculpture
-
Acrylic Paint
-
Spray Paint
-
Paint Brushes
-
Palettes
Some Middle School Suggestions:
From Bunki Kramer:
I
use a
medium-sized coffee can and a bucket. I use two cans plaster, two
cans
vermiculite (very fine chips),
mix, and add two cans warm water into bucket.
One table is covered in
newspaper with 5 kids standing around the table.
When the plaster starts
setting up, I pour (it's like mud) out 5 piles. The
kids pick up the piles in
their hands quickly
and make them into round
balls. They set the balls on
the back cabinet and wash their hands first in
another bucket of water to get
the chips off and then in the sink. I like
this method because the kids
can take their ball back to their seat while
another set of students gets
to form their balls. While the balls are drying
(getting hard), they can hold
them in their hands and feel the plaster
getting clammy, cold and then
WARM as the chemical reaction starts taking
place with the friction of the
molecules. It's a great science tie-end. All
the while the other students
are working on another project. I can pour for
35 kids in one 45 minute
period. I've found it is also much more interesting
to work from a circle than
from a tradition square or rectangle. Make about
5-6 extra balls just in case.
I
also save this project for when we have fairly nice weather
because I take
them out under a tree to do
the carving so we don't have a dust-covered
classroom. They also bring out
their own chairs. Carvings are kept wrapped
individually in newspaper
while in the room so I never have any dust
problems to worry about.
We
carve with little paring knives I found on sale at Target (Wal-Mart,
Kmart -like stores or restaurant
supply stores...cheap)....3 for $1. When all
the carving is done, I set
them high up on top of the big cabinets for 2-3
weeks to bone dry. We then
sand with medium grade sandpaper. We give it a
final quick-dip into a bucket
of water to whisk off the final dust. Quick
dry again. Paint if you want
to, give it a milk rub, or seal with clear
spray paint.
From Carolyn
Roberts:
When
I do plaster carving with my high school students, I premix the
plaster and
vermiculite (I use
approximately 1-1/2 cups plaster to about 1/2 cup
vermiculite...doesn't crumble
so bad) into plastic bags. Students
take a
bag, dump into plastic bucket,
add the two cups of
WARM water and they
stir....then pour into their
plastic bag and manipulate into a ball shape.
But
the best part is what's left in the bucket and we use them for the
"splats".
I run my hand around the bottom of the bucket and scrape up
the
extra plaster mixture that is
beginning to harden. I
take the handful and
drop it onto the newsprint
with a little "splat".
When hardened, we use
these to carve "relief
flowers" and we use the little paring knives that we
buy at the dollar
store...either 2/$1 or 3/$1.
The "flower splats" are the
most popular...and they're SO
beautiful!
