Environmental Found Object Sculpture
Students explore environmental science concepts through their exploration of the local environment.
Students will use found objects that are often discarded and repurpose them to create a found object sculpture. Key concepts surrounding this project are single-use and disposable items and their impact on the environment, recycling and repurposing. Students are asked to sculpt a form that communicates a message about the environment.
- Students will learn about sculpture, found object sculpture and assemblage as art forms
- Students will design a composition that communicates a message about the environment
- Students will choose the found objects, form and color scheme of their sculptural piece in an effort to help communicate their desired message
- Students will construct a found object sculpture that communicates a message about the environment
- Students will write a two-to-three sentence statement about their piece, the objects used and the message they are communicating
Basic Outline of the Lesson:
- Using the slideshow, introduce the Project and show examples of sculpture, found object sculpture and assemblage. Discuss the differences & similarities
- Students begin brainstorming/sketching ideas
- Students collect found objects (during class and outside of class)
- Students begin sculpting
- Students continue sculpting
- Students complete sculptures, title their work and write an artist statement
- Students display their sculptures, artist statement, give feedback and discuss
- found objects
- wire and/or string
- spray paint
- backer or base support board as needed
- Slideshow to introduce project, related artwork and concepts
- Found objects (students find in and out of class, teacher provides some as well)
Access to computer for viewing the PowerPoint slideshow.
Idaho State Learning Standards:
Arts and Humanities: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
- VA:Cr1.1.la: Use multiple approaches to begin creative endeavors
- VA:Cr1.2.la: Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design
Arts and Humanities: Anchor Standard 2: Organize and develop artistic ideas and work.
- VA:Cr2.1.lla: Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form
- VA:Cr2.3.llla: Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives
ESS3.C: Human Impact on Earth Systems:
- Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (ESS3-HS-5)
- Subject area language: human impact, environment, pollution, waste, ecosystem
- Art language: found object, sculpture, assemblage, disparate, form, color scheme
Student Use of Vocabulary:
Students will use the words when creating their sculptures, when writing about their work in their artist statement, and when discussing their projects.
Students will work independently.
Day 1 — Introduction
Introduce the project through the slide show
- Discuss sculpture, found object sculpture and assemblage and show artist work
o Ask what similarities and differences they see in each art form
- Discuss strategies for brainstorming and planning design. Students should write down and/or sketch out at least 3 different ideas—discuss the importance of this step in success of final design
o What message do you want to communicate?
o What kinds of found objects can you use?
- If time allows, students and teachers go for a walking field trip to begin collect objects
o Remind students to find objects on their own time at home or when out and about
Day 2 — Planning and Artmaking
- Students bring in any found objects they have collected and continue sketching their plan and brainstorming their message
- Students begin sculpting their found object assemblage sculptures
Day 3 — Artmaking
- Students continue sculpting. This is the last day of sculpting
- If students finish early, they title their work and begin writing their artist statement
Day 4 — Presentations
- Students will finalize artist statement paragraph
- Students will display their artwork and artist statement and participate in a gallery walk where they will observe each other’s works and give feedback to at least two of their peer’s work. Class discusses what they observed in their peer’s work.
- Sculpture — what it is and visual examples/art
- Found object — what it is and visual examples/art
o (Art 21 — Mark Dion short video)
- Assemblage — what it is and visual examples/art
o (Bristol Whale video)
o (One Plastic Beach video)
o Compare/contrast the three approaches to art making
- Education and Art Goals
- Project details and plan
- Brainstorming/Planning — idea/message, color scheme, form
- Artist statement question prompts to help students write their own artist statement
• What is your piece called?
• What message did you intend to communicate through this project?
• How did you assemble your sculpture?
• How do the found objects you incorporated help communicate your message?
• What form did you choose to sculpt and why? (How does it help communicate your message?)
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