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Cardboard Sculptures UNIT TITLE – Spirit Animals ENDURING IDEAS – Primal Nature/Protection/Healing/Power/Identity Personal power animals and the connection to animals and their wisdom are found throughout the world in many cultures. From cave paintings, ornate jewelry and carvings to countless stories and legends. Animal wisdom helps connect to our innate being. In the distant past there was no separation between man and animal. COURSE – Foundations ELOs: •

Develop personal responses to art problems exhibiting the ability to generate multiple rich ideas that inform content rich work

Demonstrate creative problem solving through the production of art that investigates formal and conceptual art problems

Compose an artist statement that reflects aesthetic choices and personal direction developed over a period of time

ESSENTIAL QUESTIONS: What are your priorities/What is important to you? How do you react to certain situations? What attributes make you who you are? What makes you feel empowered? How do you seek comfort? EXEMPLAR ARTISTS (and other examples from popular culture) Harry Potter – Patronus Charms ce=lnms&tbm=isch&sa=X&ei=4u28UM2eIdSk2gWQk4DYAQ&ved=0CAcQ_AUoAA&biw=1920&bih= 895 North American Totem Animals Celtic Totem Animals Aboriginal Animal Art OBJECTIVES Artists will be able to... Articulate why they chose their particular spirit animals Create an armature out of cardboard Treat the surface of their sculpture to further their conceptual ideas

MATERIALS Cardboard (for armature) Tape Newspaper Various media for surface treatment: Spray paint acrylic markers found objects raffia wire feathers etc. PROCEDURES Introduction and presentation of example artists Discussion of Spirit Animals Show exemplar Student idea sketches in journal (at least 5) Begin work on cardboard armature Day of play for surface design Start surface treatment on final sculpture Have students write artist statements and present them in small groups ASSESSMENT/CULMINATING ACTIVITY Student sketches will be a formative assessment, helping students solidify their ideas and allow them to make changes before starting on the final project. They can get feedback on the sketches and go from there. Students will also turn in an artist statement that talks about its aesthetics related to its content. Artist statements should show critical thinking about the piece. As a final activity students will get together and talk about their pieces in small groups in a sort of triballike setting (complete with dramatic lighting and music) EVIDENCE OF PRIOR KNOWLEDGE

This lesson helps students think about themselves and create a conceptual piece while learning to play with materials.

TETAC Key Art Understandings: Art raises philosophical issues and questions Art works are objects for interpretation Principles of possibility by Olivia Gude: Playing Forming Self Attentive living

Empowered experiencing/making Brave Art pg27 from Eisner’s 10 Things the Arts Teach: The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The arts help people learn to say what cannot be said. The arts teach students to think through and within a material. Â

Foundations Beccah  

Foundations Unit Plan

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