Sculpture Level II – High School
Week 1 Unit of Study: Carving: A Subtractive Process Third Grading Period
TEKS Level II§ 1B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary
§ 3A study a selected historical period or style
§ 3B analyze specific characteristics of artworks in various cultures / TEKS Level II (Skills and Processes)
§ 1A interpret visual parallels between the structures of natural and human-made environments.
§ 4A select and critique original artworks, portfolios, and exhibitions by peers or others.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· Alabaster
· Limestone
· Sandstone
· Marble granite
· Subtractive process / Sculpture
· Chapter 6 Stone
Reading/Writing and the Visual Arts: Research and Correlation / The teacher will use resources and Before, During, and After strategies to:
· Teacher will show images of stonework by various artists
· Exhibit samples of a variety of stones
· Use video or visual resources to exhibit subtractive techniques in carving stone and examples of stone sculptures
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 1. Why did artist select particular types of stone for sculpture during different eras in history?
2. What characteristic would you look for in a stone if you were going to use it for a highly textured artwork? Explain.
3. How did the artist incorporate the stones' qualities in order to create visual impact? / · Identify and distinguish characteristics of a variety of stones.
· Understand the subtractive process necessary for carving on stone.
· Analyze and critic a variety of stone works orally and in writing. / · Discussions
· Graphic Organizers
· Compare and Contrast
· Teacher Questions
· Written Critiques
· Brainstorming
· Project Design
· Research
Assessment
Ø Students demonstrate understanding of intrinsic qualities of stone and the need for consideration when selecting the proper stone for a sculpture through classroom discussion.
Ø Students demonstrate understanding of the subtractive process used for carving on stone through thoughtful selection of appropriate materials.
Ø Students analyze and interpret selected historical stone monuments through written and oral art critiques.
Before: Engage
Have students use visual resources as example to expose students to stone art works
During: : Check for Understanding
Have students use question strategies to promote dialogue of knowledge
After: Evaluate
Teacher will review student work
Technology Connection
WEB LINKS
Special Education / Sculpture
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Students will use question strategies to promote dialogue of knowledge
Sculpture Level II – High School
Week 2 Unit of Study: Carving: a subtractive process Third Grading Period
TEKS Level II (Content)§ 1B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary
§ 4A select and critique artworks in progress, making decisions about future directions in personal work.
§ 4B select and critique original artworks, portfolios, and exhibitions by peers or others. / TEKS Level II (Skills and Processes)
§ 2A formulate multiple solutions to expand personal themes that demonstrate intent
§ 2B apply design skills in creating practical applications, clarifying presentations, and defining choices made by consumers
§ 2C select from a variety of art media and tools to communicate specific ideas in sculpture
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· Alabaster
· Limestone
· Sandstone
· Marble granite
· Subtractive process / Sculpture
· Chapter 6 - Stone
Reading/Writing and the Visual Arts: Research and Correlation / The teacher will use resources and Before, During, and After strategies to:
· Teach stone carving techniques
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 4. Why is it important to develop sketches and plan you carved piece before you begin to work with the stone?
5. What characteristic would you like to incorporate into your artwork? Explain.
6. How will you incorporate a variety of texture into you project? / · Understand stone carving techniques.
· Develop a design for a carved stone sculpture.
· Analyze and critic sculpture designs in progress. / · Discussions
· Graphic Organizers
· Compare and Contrast
· Teacher Questions
· Written Critiques
· Brainstorming
· Project Design
· Research
Assessment
Ø Students demonstrate understanding of stone carving techniques through classroom discussion.
Ø Students demonstrate understanding of the subtractive process used for carving on stone through hands-on practice on scrap pieces of stone.
Ø Students analyze and critique proposed designs.
Before: Engage
Have students identify vocabulary
During: Check for Understanding
Have students create a list of vocabulary
After: Evaluate
Students will critique work
Technology Connection
Stone carver
Sculptors
WEB LINKS
Special Education / Sculpture
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Students create a list of vocabulary words
Sculpture Level II – High School
Week 3 Unit of Study: Carving: A Subtractive Process Third Grading Period
TEKS Level II§ 1B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary
§ 4A select and critique artworks in progress, making decisions about future directions in personal work.
§ 4B select and critique original artworks, portfolios, and exhibitions by peers or others. / TEKS Level II (Skills and Processes)
§ 2A formulate multiple solutions to expand personal themes that demonstrate intent
§ 2C select from a variety of art media and tools to communicate specific ideas in sculpture
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· Alabaster
· Limestone
· Sandstone
· Marble granite
· Subtractive process / Sculpture
· Chapter 6 - Stone
Reading/Writing and the Visual Arts: Research and Correlation
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
· Monitor students carving techniques
· Teach how to create positive and negative space within a sculpture
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 7. How will holes affect the feeling of your sculpture?
8. What safety tips do we need to keep in mind when carving stone? Explain.
9. Does your finished artwork have a frontal view? / · Understand the art concept of positive and negative space.
· Complete a subtractive carving using their original designs.
· Analyze and critic completed sculptures. / · Discussions
· Graphic Organizers
· Compare and Contrast
· Teacher Questions
· Written Critiques
· Brainstorming
· Project Design
· Research
Assessment
Ø Students demonstrate understanding of the subtractive carving technique through classroom discussion.
Ø Students will complete a stone sculpture.
Ø Students analyze and critique completed artworks by peers and self.
Before: Engage
Have students create thumbnail sketches for sculpture
During: Check for Understanding
Teacher will review with students one on one to check for Understanding
After: Evaluate
Students will use a rubric to evaluate their work
Technology Connection
Stone carver
WEB LINKS
Special Education / Sculpture
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students use the single inner-locking cubes to create columns for visual representation of place value.
Sculpture Level II – High School
Week 4 Unit of Study: Carving: a subtractive process Third Grading Period
TEKS Level II (Content)§ 1 a interpret visual parallels between the structures of natural and human made environments
§ 1 b compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary / TEKS Level II (Skills and Processes)
§ 2A formulate multiple solutions to expand personal themes that demonstrate intent
§ 2B apply design skills in creating practical applications, clarifying presentations, and defining choices made by consumers
§ 2C select from a variety of art media and tools to communicate specific ideas in sculpture
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· Ash
· Birch
· Cedar
· Cypress
· Fir
· Mahogany
· Maple
· Oak
· Pine
· Redwood
· Walnut / Sculpture
· Chapter 7
· Wood
Reading/Writing and the Visual Arts: Research and Correlation / The teacher will use resources and Before, During, and After strategies to:
· Teach the vocabulary words
· Show resources of art work done in wood
· Show samples of different types of wood
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
10. Does geography play any part in the use of wood for art?
11. Why would and artist use wood to create a sculpture instead of stone? Explain.
12. Did the artist use the wood grain to enhance the sculptures effectiveness?
13. Will your artwork be free-standing or a relief? / · Understand that wood has been used throughout history in the making of carvings and sculptures.
· Identify and describe intrinsic qualities of wood and their desirability for artist.
· Analyze and critic a variety of wood carvings and sculptures.
· Develop a design to be used for a wood carving. / · Discussions
· Graphic Organizers
· Compare and Contrast
· Teacher Questions
· Written Critiques
· Brainstorming
· Project Design
· Research
Assessment
Ø Students demonstrate understanding of the different types of woods and their qualities for sculpting through classroom discussion.
Ø Students will develop a design for their wood sculpture.
Ø Students analyze and critique completed artworks by peers and self.
Before: Engage
Have students review vocabulary in groups
During: Check for Understanding
Have students discuss artworks of various sculptors
After: Evaluate Teacher will guide students in 4 steps art criticism
Technology Connection
Wood tips
WEB LINKS
Special Education / Sculpture
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Sudents will respond verbally.
Sculpture Level II – High School
Week 5 Unit of Study: Carving: A Subtractive Process Third Grading Period
TEKS Level II (Content)§ 1B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary
§ 3A study a selected historical period or style of art.
§ 4B select and critique original artworks, portfolios, and exhibitions by peers or others.
§ 4A select and critique artworks in progress, making decisions about future directions in personal work. / TEKS Level II (Skills and Processes)
§ 2A formulate multiple solutions to expand personal themes that demonstrate intent
§ 2B apply design skills in creating practical applications, clarifying presentations, and defining choices made by consumers
§ 2C select from a variety of art media and tools to communicate specific ideas in sculpture
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· Ash
· Birch
· Cedar
· Cypress
· Fir
· Mahogany
· Maple
· Oak
· Pine
· Redwood
· Walnut / Sculpture
Chapter 7
· Wood
Reading/Writing and the Visual Arts: Research and Correlation
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
· Teach carving with hand tools, power tools
· Sharpening hand tools
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 14. What is across grain?
15. What type of texture will your finished piece have? Explain.
16. Did the artist use the wood grain to enhance the sculptures effectiveness? / · Understand safety rules and techniques necessary for sharpening hand tools.
· Create a wood carving using their original design.
· Analyze and critic completed wood carvings and sculptures. / · Discussions
· Graphic Organizers
· Compare and Contrast
· Teacher Questions
· Written Critiques
· Brainstorming
· Project Design
· Research
Assessment
Ø Students demonstrate understanding of safety rule and tool sharpening techniques through classroom discussion and demonstrations.
Ø Students will complete a wood sculpture using proper tools and techniques.
Ø Students analyze and critique completed artworks by peers and self.
Before: Engage
Students will work with tools learning how to operate them
During: Check for Understanding
Teacher will monitor students using tools correctly
After: Evaluate
Using a rubric students will evaluate their own work
Technology Connection
Wood Sculptures
WEB LINKS
Special Education / Sculpture
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Students will partner with other students.
Sculpture Level II – High School
Week 6 Unit of Study: Carving: A Subtractive Process Third Grading Period
TEKS Level II (Content)§ 1B compare the suitability of art materials and processes to express specific ideas relating to visual themes, using precise art vocabulary
§ 3B analyze specific characteristics of artworks in various cultures.
§ 4A select and critique artworks, portfolios, and exhibitions by peers or others. / TEKS Level II
§ 1A interpret visual parallels between the structures of natural and human-made environments.
§ 2A formulate multiple solutions to expand personal themes that demonstrate intent.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· Ferrous
· Nonferrous
· Aluminum
· Aluminum bronze
· Bronze
· Brass
· Silicon bronze
· Foundry
· Crucible lifting tongs crucible
· Shank
· Metal pick-up tongs
· Base lock
· Plunger rod
· Skimmer
· Ingot molds
· Pyrometer
· Casting crucible
· Fluxes furnace
· Chasing
· Flashes
· Shrinkage cracks
· Misrun
· Gas pocket
· Blowout
· Patina
· Burnout / Sculpture
Chapter 8
· Metal Casting
Reading/Writing and the Visual Arts: Research and Correlation / The teacher will use resources and Before, During, and After strategies to:
· Introduce unit of metal casting with visual resources
· Handout list of vocabulary words
· Discuss the use of metals in everyday life
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
17. Other than casting, how else can an artist use metals for art?
18. Where in the United State are most of the foundries located? Why?
19. What historical age came before the use of metals was discovered? / · Understand distinguishing traits of cast metal along with the casting processes.
· Discuss the use of metals in everyday life.
· Analyze the use of cast metal throughout history, / · Discussions
· Graphic Organizers
· Compare and Contrast
· Teacher Questions
· Written Critiques
· Brainstorming
· Project Design
· Research
Assessment
Ø Students demonstrate understanding of metal casting process and history through classroom discussion.
Ø Students demonstrate an understanding of the history of metal and make the connections on the importance of metal in their daily lives through a written research.
Before: Engage
Teacher will display art visuals
During: Check for Understanding
Have students form groups to discuss metal sculpture from visuals
After: Evaluate
Have student groups report their findings to the class
Technology Connection
WEB LINKS
Special Education / Sculpture
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Students form groups to discuss metal sculpture from visuals
Sculpture Level II – High School