Submitted by: Tim
Hunt, John
Paul II High School, Plano, Texas
Unit: Sculpture - 3 D Design
Lesson: Styrofoam Sculpture
Grade level: High School
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Objective: To
create a sculpture in-the-round influenced by Jean Dubuffet
sculptures.
Guiding Questions:
- How did Jean
Dubuffet make models for his large scale resin sculptures?
- What did Jean
Dubuffet do to create contrast and interest?
- What is abstract
art? What is non-objective art?
- Who were some
Dubuffet's contemporaries (sculptors)? What methods did they
use?
Procedure:
Students need to
research the artist Jean Dubuffet and check out his large
sculptures that are black and white. Students will sketch out 3
different plans of action for similar sculptures in their sketch
book. Students will
work with the teacher to come up with the best design. Take
white Styrofoam and cut out the design. Paint the edges and
pattern/lines with black acrylic paint. Glue the Styrofoam
pieces together with low temp hot melt glue.
Critique student work.
compare and contrast to work of Jean Dubuffet.
Write a reflection about
their work.
Alternate Procedures:
Demonstrate proper use
of cutting tools and have students experiment.
Have students explore
different ways of attaching the Styrofoam pieces. Tell them they
are to make a model for a monumental piece. They are to use
primarily organic shapes to create a non-objective or abstract
sculpture. Plan sculptures on paper. Select best idea to
cut from Styrofoam. Create interest by adding black paint
accent. Assemble pieces (use slotting and glue methods. Slotted pieces
will need to be glued in place). AFTER the art making, show work
of Jean Dubuffet and compare and contrast. Show images of
Dubuffet carving Styrofoam with hot wire (these can be found on
line and in books). Dubuffet made models for his sculptures from
Styrofoam. Have students research more on art of Dufuffet and
his contemporaries.
Supplies:
Sketchbook
Pencil
Styrofoam (Home Depot or Lowe’s or from packing)
Styrofoam cutters (battery and/or electric*)
Black acrylic paint
Hot melt glue gun and low melt glue
Paint brushes
Reference Sculptures:
The
Gossiper II (le Deviseur II)
Tower
of Lace (Tour dentellìere)
Artist:
Jean
Dubuffet
Evaluation:
Did you use the 4 C’s
in your design? (good Composition, Extreme Concept, good
Craftsmanship, and Catch the Viewer’s Eye).
*Note: Use electric or
battery operated Styrofoam cutters in a well-ventilated area.
Tim usually has a box fan pulling the fumes out of the room.
Fumes from melting Styrofoam are toxic. If possible, you might
want to do cutting outside.
Rubric: Adapted
from Marianne Galyk
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Assessment Rubric
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Student Name:
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Class Period:
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Assignment:
Styrofoam
Sculpture
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Date Completed:
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Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
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Excellent
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Good
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Average
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Needs
Improvement
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Rate
Yourself
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Teacher’s
Rating
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Criteria 1 –
Planning sketches and thoughtful and show understanding of
sculptural design
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10
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9 – 8
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7
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6 or less
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Criteria 2 –
Sculpture shows understanding of elements and principles
of design - appealing from all sides (in the round)
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10
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9 – 8
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7
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6 or less
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Criteria 3 –
Paint adds contrast and interest.
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10
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9 – 8
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7
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6 or less
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Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good
use of class time?
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10
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9 – 8
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7
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6 or less
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
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10
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9 – 8
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7
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6 or less
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Total:
50
x
2 = 100
(possible
points)
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Grade:
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Your Total
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Teacher Total
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Student
Comments:
Teacher
Comments:
National Standards: (standards covered depend on how much class
discussion and research students do)
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
4.
Understanding the visual arts in relation to history and
cultures |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
| Students
apply media, techniques, and processes with sufficient
skill, confidence, and sensitivity that their intentions
are carried out in their artworks |
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|
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Students
identify intentions of those creating artworks, explore
the implications of various purposes, and justify their
analyses of purposes in particular works |
| Students
conceive and create works of visual art that demonstrate
an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use |
Students
evaluate the effectiveness of artworks in terms of
organizational structures and functions |
Students
apply subjects, symbols, and ideas in their artworks and
use the skills gained to solve problems in daily life |
Students
describe the function and explore the meaning of specific
art objects within varied cultures, times, and places |
Students
describe meanings of artworks by analyzing how specific
works are created and how they relate to historical and
cultural contexts |
| |
Students
create artworks that use organizational principles and
functions to solve specific visual arts problems |
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Students
analyze relationships of works of art to one another in
terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such
conclusions to inform their own art making |
Students
reflect analytically on various interpretations as a means
for understanding and evaluating works of visual art |
