Overview

Module Thirteen:
Sculptural Form

Time Frame: 20 hours
This module examines sculptural form as a means of communicating ideas. Students analyze a variety of sculptural works and explore materials, contexts, styles and sculptural traditions

Foundational Objectives

Vocabulary and Concepts

analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and life experiences
use analytical and critical thought to respond to art works and infer meanings based on the many contexts of visual art and global issues
initiate and develop ideas for art-making, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art

Aboriginal art
art for ritual, celebration and spiritual purposes
integration of the arts
realistic sculptures
mixed media
subtractive sculpture
architecture
monuments
abstraction and minimalist
non-permanent works of art
documentation
bas-relief

Common Essential Learnings

Resources

develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT)
understand and use the vocabulary, structures and forms of expression that characterize visual art (C)
develop their abilities to access knowledge (IL)
come to a better understanding of the personal, moral, social and cultural aspects of visual art (PSVS)

home/community
Arts Education: Visual Art Resource for Grades 9 and 10 (slide set)
Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM)
reproductions, magazine articles, art gallery catalogues
appropriate books listed in the bibliography
assorted media and found materials
any available supplies, such as drawing boards, photography equipment, video camera and VCR, computers and companion hardware/software
appropriate films/videos listed in the bibliography

Instruction

Assessment

discussion
questioning
brainstorming
creating visual art works
viewing art works (describe/analyze/ interpret/judge)
small group/whole group/individual work
journal writing
research

Student assessment in visual art is based on the foundational objectives. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques focusing on the students' creative and responsive processes, as well as on any culminating product. In visual art, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment.

The teacher should:

discuss objectives and assessment criteria with students
select criteria for assessment based on the foundational objectives and related learning objectives
observe and record students' ongoing development according to the selected criteria
design assessment charts
keep anecdotal records
keep cumulative records
observe students' contributions and commitment to individual and group experiences
discuss students' visual art experiences with them
listen to students' reflections on their own visual art experiences
assess student progress over time.

Module Thirteen:
Sculptural Form

From earliest times people have created sculptural figures and objects. In this module, students should look at a variety of cultures for examples of their sculptural works. They should also examine sculpture from early times to the present, to see how sculpture has evolved as an art form and to experience the great variety of three-dimensional works.

Sculpture can serve to commemorate people or events, or to glorify the state. Students may wish to embark on a study of sculptures created for such purposes. The students' own community may be a source of commemorative sculptures for study.

Sculptures of today can have a variety of functions. Contemporary artists explore the innate qualities of their materials, the elements of art, humour, social issues, etc. Whatever the material or function, sculptors create three-dimensional works for the strength and presence they possess.

Suggested Activities

Possible Resources

Sculpture from Around the World

The students will:

understand how historical, social and environmental factors and issues influence visual art and artists
research to understand the traditional and contemporary visual art of various cultures, past and present, including Aboriginal cultures
understand how visual art can transmit or challenge cultural values, ideas and beliefs
work effectively in a group

When people hear the word sculpture, they most often think of classical Greek or Roman figures, or of modern abstract steel sculptures. In fact, peoples from around the world have created sculptural figures and objects since earliest times. Depending on available resources, view and study the following:

traditional carvings from Africa
ceramic and carved sculptures from various dynasties in China
sculptures by Canadian west coast Aboriginal artists
carved figures from South America
Inuit carvings
relief sculptures and friezes from Ancient Egypt.

Examine materials, purposes, styles and cultural contexts. Have students in small groups research the sculpture of a country and time period of their choosing. Have them present their findings. Have them create sculptures in the materials and/or styles of their selected time and place.

Books, videos, slides and posters on African art, such as The Art of Africa (kit) from The Walch Multicultural Series

The Spirit of the Haida Gwaii (video)

Books, magazines, etc. on the art of wood or stone carving

Books, videos, magazines, slides, etc. of masks from a variety of cultures

Suggested Activities

Possible Resources

Realism

The students will:

use knowledge of theories of art in attempting to understand and evaluate art works
explore and understand the influence of technology on visual art
understand health and safety hazards and procedures in visual art and practise safe work habits

The Italian Renaissance was a time of growth and discovery. The printing press made knowledge more readily available. Artists studied and admired the work of classical Greece and hoped to imitate it. Sculptors like Michelangelo were constantly searching for the ultimate perfection in the human figure. In order to better understand the life and times of the artist Michelangelo, view a film or research his life and times. View other artists' works where realism is an important consideration. Examples of artists may include L. Ghiberti, Donatello, L. da Vinci, Raphael, etc.. Students may wish to attempt a realistic sculpture in the round or in bas-relief.

Books, magazines, videos, slides of art works from the Renaissance, such as Michelangelo, The Early Years (video) from The Michelangelo Series

Books, magazines, slides, etc. with examples of realism in sculpture

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #17A, 27A, 41B

Suggested Activities

Possible Resources

Monuments

The students will:

investigate the role and functions of visual art
investigate how artists use metaphor, symbol, juxtaposition and other means to convey meaning
judge the success or quality of art works based on research and analysis

Students should view examples of monuments from many cultures and examine their meanings and significance. Traditionally, monuments have portrayed or glorified important people and events associated with war and power. Look at the monuments in the students' community and compare them to the others they have viewed.

Examine the American monument to the Vietnam War veterans. M. Lin won the commission with her design of a large V-shaped, highly polished granite wall that tapers to one end and reflects other monuments on the site. In order to read the many names of the soldiers who died in Vietnam the observer must walk around the work. Compare it to more traditional monuments, such as the figures at Mount Rushmore. Analyze the Vietnam War Memorial and determine the strengths of the work.

Have students design a large-scale monument to a community, community leader, sports hero, group of influential people, etc. If possible, have the class create a sculpture from one of the designs and place it in the school yard or community.

Examples of monuments from a variety of cultures and times

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #50A, 24B, 41B, 43B

Suggested Activities

Possible Resources

Twentieth Century Sculpture

The students will:

perceive, describe, analyze and interpret art works and make informed judgements using appropriate vocabulary
determine how unlike art forms and styles require different criteria for interpretation and evaluation
think critically about visual art works by reading published criticisms and artists' statements and using these to help them with interpretation
examine various styles of art, both historical and contemporary, in a variety of art forms

To understand how sculpture evolved from realistic to abstract over the centuries, students can begin by learning about artists who simplified the figure in order to express an idea or mood. Examples of artists could be H. Moore, A. Giacometti, C. Brancusi, U. Boccioni, A. Calder, etc. Students may wish to use the ideas and methods of the artists studied for inspiration for their own works. They can represent the human form in an abstracted way by manipulating wire, carving from a block of plaster or wood, welding pieces of iron, etc.

Students will now have experienced a variety of works and will be ready to view and analyze abstract, formalist or minimalist sculpture. Art reduced to its basic elements and principles can sometimes be difficult to understand so students will need to do research on modern art. Assign research projects on individual sculptors or on movements of the twentieth century. Ask students to determine the artists' purposes and present their findings to the class. Students may want to develop their own sculptures, applying what they have learned in their research.

Books, magazines, slides of sculptors' works that show simplification of the figure

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #20A, 31A, 45A, 2B, 37B

Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 (slide set) slides #2, 64

Arts Education: Visual Art Resource for Grades 9 and 10 (slide set) slides #1, 25

Books, magazines, videos, etc. with information on abstract and minimal sculpture

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #19A, 35A

Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 (slide set) slide #68

Arts Education: Visual Art Resource for Grades 9 and 10 (slide set) slides #2, 5, 23, 30

Suggested Activities

Possible Resources

New Sculptural Materials

The students will:

understand that artists are constantly experimenting with ideas and materials, and appreciate original thought as well as product
be aware that being an artist involves knowledge, attitude and imagination in addition to technical skill
interpret and understand that figures, objects, etc. can imply a multiplicity of meanings

Artists in the 1960s began to work with images from popular culture. Many used found materials from their urban environment to make comments about modern society. Look at examples of works by E. Kienholz, G. Segal and R. Rauschenberg. These artists were at the forefront of this movement and used materials to expand ideas about what sculpture could be. Explore the term "mixed media". Have students create mixed media works by incorporating objects and materials from the world around them.

Present or have students research the following:

earth works (R. Smithson, e.g.)
environmental works (Christo, e.g.)
installations (E. Poitras, e.g.).

Books videos, magazines, slides, etc. of mixed-media sculpture

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #9A, 30A, 36A, 49A, 1B, 3B, 7B, 11B, 18B, 35B, 36B, 37B, 40B

Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 (slide set) slide #48

Introduce the term "documentation". Explain that the above three types of sculpture are temporary; therefore, artists document or create records of their works using video or photography. View a Christo video as an example. Discuss the scale of Christo's work and the temporary nature of it. Have students create a temporary work in the school yard as a large group project. Have students document the work.

There are several installation artists on the CD-ROM Ideas and Inspiration: Contemporary Canadian Art. Assign the "Compare and Contrast" activity, asking students to compare and contrast two installation works or an installation work with a more traditional sculpture. Students could do this in small groups if access to the CD-ROM and computer terminals is limited .

Books, magazines, videos, slides, etc of temporary art and the documentation of such works

Valley Curtain (video)

Running Fence (video)

Islands (video)

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #1A, 3A, 9A, 10A, 3B, 18B, 22B, 40B

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Overview

Module Thirteen: Sculptural Form

Module Thirteen: Sculptural Form

Module Thirteen:
Sculptural Form

Module Thirteen:
Sculptural Form