Sculpture I

PA Academic Standards for Arts and Humanities

• 9.1.12. Know and use the elements and principles of each art form to create works in the arts and humanities.

National Visual Arts Standards

• VA:Cr1.1.Ia  Use multiple approaches to begin creative endeavors. 
• VA:Cr2.2.Ia Explain how traditional and non-traditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment.    
• VA:Cn10.1.Ia Document the process of developing ideas from early stages to fully elaborated ideas. 
• VA:Cn11.1.Ia Describe how knowledge of culture, traditions, and history may influence personal responses to art. 

• Safe and appropriate handling of adhesives and adhesive tools.
• Safe and appropriate handling of cutting implements.
• Basic color theory.
• Contemporary and historical artists, artworks, and art movements.
• Proper handling, care, and storage of drawing and painting tools and materials.
• Elements and principles of art and design.
• Rulers measure the length, width, and depth of an object.

• Two-dimensional shapes and three-dimensional forms are different things.
• Artists refine craftsmanship skills to revise and finish an artwork for presentation.
• Artists use research, sketching, planning, and observation during the artistic process.    
• People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.                         
• Creativity and innovative thinking are essential life skills that can be developed.        
• Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making goals. 

• Communicate using the elements and principles of art and design vocabulary.
• Combine two-dimensional shapes to construct three-dimensional forms.
• Cut materials safely and accurately using various cutting tools.
• Store artwork correctly throughout the artistic process.
• Maintain and clean a studio workspace.
• Measure items using a ruler.
• Estimate quantities of materials needed for a process.
• Finish the surface of an artwork for aesthetic purposes.
• Create sketches and drawings in preparation for a final product.
• Research art and design using a laptop and other resources.
• Document the artistic process using a laptop and camera.
• Present finished artwork for viewing.
• Describe artistic processes and concepts using artist statements.

• What conditions, attitudes, and behaviors support creativity and innovative thinking? 
• How do artists and designers care for and maintain materials, tools, and equipment? 
• How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? 
• How does art help us understand the lives of people of different times, places, and cultures? 
   

• How can I find examples of artists and artwork?
• How do artists generate ideas?
• How do artists document their processes?
• How do artists determine which materials to use for artmaking?
• How do artists refine and revise their work before a final presentation?
• How do artists know when they are finished working?
• How do artists care for and maintain a safe studio environment?
• How do artists analyze and interpret artworks to create meaning?
• How do artists present their finished work?
• How do artists communicate ideas using the elements and principles of art?
• How do culture, tradition, and history influence your response to art?

• Laptop with camera, curated informational websites, YouTube videos and tutorials, ruler, compass, hot glue guns, utility knife, pen knife (X-acto), scissors, paper, cardboard, foam core, tape, foil, wire, paints, miscellaneous drawing tools, kerfing
• Artists: Wayne White, Alex Uribe, Mark Langan, Peeta, Dag Weiser, Joseph DeLappe, Ana Serrano, Ann Weber, Chris Gilmour, Paul Orzech, Junior Fritz Jaquet, Justin King, James Grashow
   

• Elements
• Line
• Shape
• Form
• Texture
• Color
• Value
• Space
• Principles
• Pattern
• Repetition
• Rhythm
• Movement
• Balance
• Contrast
• Scale
• Emphasis
• Unity
• Primary colors
• Secondary Colors
• Tint
• Shade
• Complementary
• Attachment
• Cut
• Score
• Adhesive
• Abstract
• Non-Objective
• Representational
• kerfing
• Collage
• Assemblage
• Combine
• Abstract
• Culture
• Synthesize
• Symmetry
• Asymmetry
• Geometric
• Organic
• Appropriation
• Plagiarism

• Formative Assessments:
• Teacher/Student Oral Discussion
• Direct Observation
• Discussion posts
• Documentation of in-progress assignments
• Sketchbook
• Maquettes
• Oral Discussion
• Summative assessment: 
• Completion and presentation of the final art project
• Artist statements
• Portfolio
• Rubric
   

PA Academic Standards for Arts and Humanities                     

• 9.1.12.B  Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.1.12.G  Analyze the effect of rehearsal and practice sessions. 
• 9.1.12.H  Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.

National Visual Arts Standards

• VA:Cr2.2.Ia Explain how traditional and nontraditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment.

• Students will know the three major hand-building methods in ceramics.
• Students will know the techniques of slip and score, modeling, relief, and incising.
• Students will know how to create a cohesive sculpture with clay.

• Creating a successful sculpture requires an understanding of the 3 types (pinch, coil, slab) of building.
• A stable clay sculpture must progress through the 5 stages; plastic (wet), leather hard, bone dry, bisque, glaze.
• Bone dry clay becomes ceramics after the kiln firing process.
• Ceramic-fired artwork is optimal for glazing.
• Glaze is made of glass former, flux, and stabilizer.
• Glaze applications include dipping, brushing, and spraying.
• Low-fire and high-fire processes are contingent on the clay body used.
• Slip and score methods are essential to connecting bodies of clay together.
• Air and moisture entrapment in clay can cause it to crack or explode when it is fired.

• Communicate using the elements and principles of art and design vocabulary.
• Combine two-dimensional shapes to construct three-dimensional forms.
• Research art and design using a laptop and other resources.
• Store artwork correctly throughout the artistic process.
• Maintain and clean a studio workspace.
• Measure items using a ruler.
• Cut materials safely and accurately using various cutting tools.
• Estimate quantities of materials needed for a process.
• Apply adhesives and pastes to a surface area.
• Create sketches and drawings in preparation for a final product.
• Document the artistic process using a laptop and camera.
• Finish the surface of an artwork for aesthetic purposes.
• Communicate and collaborate with peers in the artmaking process.
• Present finished artwork for viewing.
• Describe artistic processes and concepts using artist statements.

• How do artists create 3-dimensional pieces of work?
• What are the three hand-building techniques artists use to create ceramic vessels?
• What building techniques are used to survive the drying and heating process? 
• What are the advantages and disadvantages of the slab, coil, and pinch pots?

• What is a pinch pot? What are the different ways to make a pot using the pinch method? What makes a successful pinch pot?  
• How can you successfully roll a slab from clay and create a sculptural form by joining the slabs together?  
• How can you successfully make a coil from clay and create a vessel by joining the coils together? 
• How do you properly remove air from clay creating a workable consistency? 
• How can you successfully synthesize multiple hand-building methods to create a unifying sculpture? 
• How can texture be used to create a unifying theme in my work?
• How does glaze serve to function in a ceramic piece?
• How do artists care for and maintain a safe studio environment?
   

• Clay, Fettling knife, needle tool, modeling tools, silicone matt, spray bottle, cups for slip, rolling pin, canvas, slab roller, extruder, underglaze, brushed, modeling wheel, wedging board, baby powder

• Elements
• Line
• Shape
• Form
• Texture
• Color
• Value
• Space
• Principles
• Pattern
• Repetition
• Rhythm
• Movement
• Balance
• Contrast
• Scale
• Emphasis
• Unity
• Wedging
• Slip
• Score
• Plastic
• Bisqueware
• Leatherhard
• Incising (carving)
• Relief (attachment)
• Modeling
• Slab
• Coil
• Bone Dry
• Pinch
• Kiln
• Low fire
• High fire
• Fettling knife
• Needle tool
• Slab Roller
• Glaze

• Formative Assessment:
• Teacher/Student Oral Discussion
• Direct Observation
• Discussion posts
• Documentation of in-progress assignments
• Sketchbook
• Maquettes
• Direct Observation
• Oral Discussion

• Summative assessment: 
• Completion and presentation of the final art project
• Artist statements
• Portfolio
   

PA Academic Standards for Arts and Humanities

• 9.1.12.a Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.12.b Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.1.12.e Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
• 9.2.12.a Explain the historical, cultural and social context of an individual work in the arts.
• 9.2.12.i Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theater).
• 9.2.12.j Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music).
• 9.2.12.k Identify, explain and analyze traditions as they relate to works in the arts (e.g., storytelling – plays, oral histories- poetry, work songs- bluegrass).

National Visual Arts Standards

• VA:Cr1.1.Ia  Use multiple approaches to begin creative endeavors. 
• VA:Cr2.2.Ia Explain how traditional and non-traditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment    
• VA:Cn10.1.Ia Document the process of developing ideas from early stages to fully elaborated ideas. 
• VA:Cn11.1.Ia Describe how knowledge of culture, traditions, and history may influence personal responses to art. 

• Safe and appropriate handling of adhesives and adhesive tools.
• Safe and appropriate handling of cutting implements.
• Basic color theory. 
• Contemporary and historical artists, artworks, and art movements.
• Proper handling, care, and storage of drawing and painting tools and materials.
• Elements and principles of art and design.
• Rulers measure the length, width, and depth of an object.
• Cultures use masks to create symbolism.
• Different cultures have different masks for different purposes.
• Masks are used for historical and contemporary traditions.
   

• Two-dimensional shapes and three-dimensional forms are different things.
• Artists refine craftsmanship skills to revise and finish an artwork for presentation.
• Artists use research, sketching, planning, and observation at the beginning of the artistic process.    
• People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.                         
• Creativity and innovative thinking are essential life skills that can be developed.    
• Culture, traditions, and history may influence personal responses to art.     
• Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals. 

• Communicate using the elements and principles of art and design vocabulary.
• Combine two-dimensional shapes to construct three-dimensional forms.
• Research art and design using a laptop and other resources.
• Store artwork correctly throughout the artistic process.
• Maintain and clean a studio workspace.
• Measure items using a ruler.
• Cut materials safely and accurately using various cutting tools.
• Estimate quantities of materials needed for a process.
• Apply adhesives and pastes to a surface area.
• Create sketches and drawings in preparation for a final product.
• Document the artistic process using a laptop and camera.
• Finish the surface of an artwork for aesthetic purposes.
• Communicate and collaborate with peers in the art making process.
• Present finished artwork for viewing.
• Describe artistic processes and concepts using artist statements.

• What conditions, attitudes, and behaviors support creativity and innovative thinking? 
• How do artists and designers care for and maintain materials, tools, and equipment? 
• How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? 
• How does art help us understand the lives of people of different times, places, and cultures? 

• What criteria are used to accurately define a culture?
• How do cultures use masks?
• How do artists generate ideas?
• How do artists document their processes?
• How do artists determine which materials to use for artmaking?
• How do artists refine and revise their work before a final presentation?
• How do artists care for and maintain a safe studio environment?
• How do artists analyze and interpret artworks to create meaning?
• How do artists present their finished work?
• How do artists communicate ideas using the elements and principles of art?
   

• Laptop with camera
• curated informational websites: maskmuseum.org
• YouTube videos and tutorials
• ruler, base masks, hot glue guns, utility knife, pen knife (X-acto), scissors, papier mache, cardboard, foam core, tape, foil, wire, paints, miscellaneous drawing tools
   

• Elements
• Line
• Shape
• Form
• Texture
• Color
• Value
• Space
• Principles
• Pattern
• Repetition
• Rhythm
• Movement
• Balance
• Contrast
• Scale
• Emphasis
• Unity
• Attachment
• Adhesive
• Abstract
• Non-Objective
• Representational
• Mask
• Abstract
• Culture
• Synthesize
• Symmetry
• Asymmetry
• Geometric
• Organic5
• Appropriation
• Plagiarism

• Formative Assessments:
• Teacher/Student Oral Discussion
• Direct Observation
• Discussion posts
• Documentation of in-progress assignments
• Sketchbook
• Maquettes
• Direct Observation
• Oral Discussion

• Summative assessment: 
• Completion and presentation of final art project
• Artist statements
• Portfolio

PA Academic Standards for Arts and Humanities

• 9.1.12.a Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.12.b Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.1.12.e Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
• 9.2.12.a Explain the historical, cultural and social context of an individual work in the arts.
• 9.2.12.i Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American
• musical theater).
• 9.2.12.j Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music).
• 9.2.12.k Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling – plays, oral histories- poetry, work songs- bluegrass).

National Visual Arts Standards

• VA:Cr1.1.Ia  Use multiple approaches to begin creative endeavors. 
• VA:Cr2.2.Ia Explain how traditional and non-traditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment.    
• VA:Cn10.1.Ia Document the process of developing ideas from early stages to fully elaborated ideas. 
• VA:Cn11.1.Ia Describe how knowledge of culture, traditions, and history may influence personal responses to art. 

• Safe and appropriate handling of adhesives and adhesive tools.
• Safe and appropriate handling of cutting implements.
• Basic color theory.
• Contemporary and historical artists, artworks, and art movements.
• Proper handling, care, and storage of drawing and painting tools and materials.
• Elements and principles of art and design.
• Rulers measure the length, width, and depth of an object.
• Cultures use masks to create symbolism.
• Different cultures have different masks for different purposes.
• Masks are used for historical and contemporary traditions.
• Creating a successful sculpture requires an understanding of the 3 types (pinch, coil, slab) of building. 
• A stable clay sculpture must progress through the 5 stages; plastic (wet), leatherhard, bone dry, bisque, glaze.

• Two-dimensional shapes and three-dimensional forms are different things.
• Artists refine craftsmanship skills to revise and finish an artwork for presentation.
• Artists use research, sketching, planning, and observation at the beginning of the artistic process.
• People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art .                        
• Creativity and innovative thinking are essential life skills that can be developed.    
• Culture, traditions, and history may influence personal responses to art.
• Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals.

• Communicate using the elements and principles of art and design vocabulary.
• Combine two-dimensional shapes to construct three-dimensional forms.
• Research art and design using a laptop and other resources.
• Store artwork correctly throughout the artistic process.
• Maintain and clean a studio workspace.
• Measure items using a ruler.
• Cut materials safely and accurately using various cutting tools.
• Estimate quantities of materials needed for a process.
• Apply adhesives and pastes to a surface area.
• Create sketches and drawings in preparation for a final product.
• Document the artistic process using a laptop and camera.
• Finish the surface of an artwork for aesthetic purposes.
• Communicate and collaborate with peers in the artmaking process.
• Present finished artwork for viewing.
• Describe artistic processes and concepts using artist statements.

• What conditions, attitudes, and behaviors support creativity and innovative thinking? 
• How do artists and designers care for and maintain materials, tools, and equipment? 
• How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? 
• How do artists and designers create works of art or design that effectively communicate?
   

• What criteria are used to accurately define a culture?
• How do cultures use masks?
• How do artists generate ideas?
• How do artists document their processes?
• How do artists determine which materials to use for artmaking?
• How do artists refine and revise their work before a final presentation?
• How do artists care for and maintain a safe studio environment?
• How do artists analyze and interpret artworks to create meaning?
• How do artists present their finished work?
• How do artists communicate ideas using the elements and principles of art?
• What are the advantages and disadvantages of the slab, coil, and pinch pots?
• How can you successfully synthesize multiple hand-building methods to create a unifying sculpture? 
   

• Laptop with camera
• curated informational websites: maskmuseum.org
• YouTube videos and tutorials
• ruler, base masks, hot glue guns, utility knife, pen knife (X-acto), scissors, papier mache, cardboard, foam core, tape, foil, wire, paints, miscellaneous drawing tools, clay and associated tools

• Elements
• Line
• Shape
• Form
• Texture
• Color
• Value
• Space
• Principles
• Pattern
• Repetition
• Rhythm
• Movement
• Balance
• Contrast
• Scale
• Emphasis
• Unity
• Abstract
• Non-Objective
• Representational
• Reasoning
• Redesign
• Revise
• Symbolism
• Context
• Synthesis
• Presentation

• Formative Assessments:
• Teacher/Student Oral Discussion
• Direct Observation
• Discussion posts
• Documentation of in-progress assignments
• Sketchbook
• Maquettes
• Direct Observation
• Oral Discussion

• Summative assessment: 
• Completion and presentation of the final art project
• Artist statements
• Portfolio