Greenwich Visual Arts Objectives Sculpture High School

Media, Techniques and Processes 1. Uses a variety of carving tools in subtractive sculpting projects (e.g. chisels, scrapers, knives, saws, files and rasps) (*1a, 1b) 2. Uses a variety of tools in additive sculpting projects (e.g. hammer, glue gun, rope and wire) (*1a, 1b) 3. Uses and learns the properties and characteristics of different sculpting materials (e.g., wood, plaster, plastercraft, wire, cardboard, papier mache, found objects, styrofoam, stone, sheet metal) (*1a, 1b, 1d) 4. Executes sculptures in different materials using each of the three basic sculptural processes; additive, subtractive and combinative (*1a, 1b) 5. Compares and contrasts the advantages and disadvantages of using different types of paints and finishes (*1a) 6. Sculpts with a variety of materials to explore the linear concept (e.g. wire, string and rope) (*1a, 1b) 7. Sculpts with a variety of materials to explore the planar concept (e.g. paper, cardboard, and metal) (*1a, 1b) 8. Sculpts with a variety of materials to explore the concept of mass (e.g., styrofoam, plaster, clay, and wood) (*1a, 1b) 9. Discusses how to choose the most appropriate and effective art materials and techniques for his or her artwork (*1b) 10. Uses tools safely and utilizes proper procedures in handling different materials (*1a)

Elements and Principles 1. Sculpts from observation or reference (e.g., animals, figurative) the expressive linear quality of wire (*2a, 2e)

_____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education

Greenwich Visual Arts Objectives Sculpture High School 2. Organizes the elements and principles to create a balanced composition (including formal, informal and radial compositions) in a 3-d work of art (*2b, 2c) 3. Creates artwork that is representational and abstract (*2b) 4. Identifies, discusses and uses color theory including the terms value, intensity, and hues (e.g., dull red versus primary red) (*2a, 2b) 5. Utilizes both geometric and organic based forms in their sculptures (*1a, 1b) 6. Uses positive and negative space to create different compositions using a variety of sculpting techniques (*1a) 7. Analyzes given artworks from a variety of movements and historical periods using appropriate art vocabulary while discussing the elements and principles of art (e.g., color, line, space, shape, form, pattern, texture, contrast, rhythm, composition, balance, movement, unity) (*2a, 2b) 8. Translates a concept into a 3-dimensional form by the use of additive or subtractive sculpting techniques (*2a, 2c, 2e) 9. Applies an understanding of shape and form using a variety of materials in a sculptural format to communicate a personal message (e.g. politics, social issues, and personal experience) (*1b, 2b)

Content 1. Applies his or her personal expression to a sculpture using the principles of observation (*1a, 1b) 2. Applies his or her personal expression to a sculpture using the concept of abstraction (*1a, 1b) 3. Begins to develop a personal style by the continued production of his or her studio artwork (*1a, 1b) 4. Begins to develop a sense of personal preference and aesthetic through the continued analysis of his or her own artwork and that of others (*3d, 5c)

_____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education

Greenwich Visual Arts Objectives Sculpture High School 5. Describes his or her own personal experience through the direction of developmentally appropriate concepts in his or her art-making (e.g., opinions on social issues, places and events of significance in their lives, experiences with family and friends, and other issues specific to adolescents) (*1c) 6. Creates a sculptural form using woodworking techniques and tools with sufficient skill, confidence and sensitivity that his or her intentions are carved out in the artwork (*3b)

History and Cultures 1. Discusses the sculptures of Alexander Calder (1898-1976) and Constantin Brancusi (1876-1957) and how their use of rhythm and repetitive form inform their work (*4c) 2. Analyzes how modern artist Henry Moore (1898-1986) abstracted from observation to create sculptures that used the shapes from nature in an innovative way (*4b, 4d) 3. Discusses the use of negative and positive space using a limited palette of color in the found object sculptures of Louis Nevelson (1899-1988) (*4b, 4c) 4. Analyzes how sculptors use color to suggest mood or emotion (e.g., Alexander Calder (1898-1976) (*4b) 5. Analyzes examples of 20th century sculptures showing the use of form, motion, positive and negative space and the historical context in the works of Louise Nevelson (1899-1988), Constantin Brancusi (1876-1957), Alexander Calder (1898-1976), and Henry Moore (1898-1986) (*4c, 4d, 5a, 5b, 5c) 6. Discusses and considers Andy Warhol’s (1928-1987) use of multiple images in pop art sculptures in an historical and cultural context (e.g., Brillo boxes) (*4a, 5a) 7. Analyzes the universality in sculptural forms across cultural and temporal periods (e.g., death and fertility) (*4c)

_____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education

Greenwich Visual Arts Objectives Sculptures High School Evaluation 1. Judges the quality of a sculpture by describing and evaluating it on specific art elements and design principles (e.g., the artist’s use of color, shape, form, movement) (*5c) 2. Discusses a well-known sculpture, using appropriate art vocabulary (e.g., judging the success of various art elements used, discussing whether it achieved its purpose, comparing it to other works by the same sculptor) (*4d, 5a, 5b) 3. Evaluates the sculptures of his or her classmates, based on rubrics supplied by the teacher, in a group critique (*5c) 4. Discusses ways to improve his or her technique in sculpting (*5d) 5. Describes how specific art elements are used in his or own sculptures and discusses their strengths and weaknesses (*5d)

Connections 1. Uses empirical observation to record the characteristics and structures of objects (*6a, 6c) 2. Judges the effectiveness and influence of sculptures in public places (*6d) 3. Uses mathematical principles of geometry as they relate to the artistic concepts of mass, perspective, proportion and symmetry (*6a, 6c) 4. Appreciates the works of sculptors from different historical and cultural contexts and how they reflect the ideas of their periods (*6b, 6c)

_____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education

Greenwich Visual Arts Objectives Sculpture High School Aesthetic Appreciation 1. Believes that it is important to give his or her best effort in order to create artwork (*5d) 2. Wants to improve his or her technical skill in the arts (*5d) 3. Enjoys experimenting with new art techniques (*5d) 4. Enjoys discussing art criticism and art history (*5a) 5. Appreciates the influence that one artist can have on another (*6b) 6. Appreciates sculptural and design elements in everyday objects (*6a, 6c) 7. Values the creative process used by artists in many fields (*6b) 8. Appreciates that sculpture is an integral part of the human experience for all peoples (*2a) 9. Appreciates the enrichment that art brings to his or her own life experiences (*3b)

_____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education