11th Grade
https://svmoa.org/taxonomy/term/58
enEnvironmental Found Object Sculpture
https://svmoa.org/learn/lesson-plans/2022-01-14/environmental-found-object-sculpture
<span>Environmental Found Object Sculpture </span>
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<span>Fri, 01/14/2022 - 14:32</span>
<div class="field field--name-field-node-title field--type-field-token-value field--label-hidden field--item"><h1>Environmental Found Object Sculpture </h1>
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<div class="field field--name-field-date field--type-datetime field--label-hidden field--item">January 14, 2022</div>
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<div class="field--label">Lesson Level</div>
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<div class="field--item"><a href="/taxonomy/term/58" hreflang="en">11th Grade</a></div>
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<div class="field--item"><a href="/taxonomy/term/44" hreflang="en">Science</a></div>
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<source srcset="/sites/default/files/styles/main_large/public/images/2022-01/EnvironmentalFoundObjectYinYang.jpg?h=0bc9aba6&itok=xqpXNdAU 1x, /sites/default/files/styles/main_large/public/images/2022-01/EnvironmentalFoundObjectYinYang.jpg?h=0bc9aba6&itok=xqpXNdAU 2x" media="all and (min-width: 992px)" type="image/jpeg"/>
<source srcset="/sites/default/files/styles/main_small/public/images/2022-01/EnvironmentalFoundObjectYinYang.jpg?h=0bc9aba6&itok=ZJst5MEe 1x, /sites/default/files/styles/main_small/public/images/2022-01/EnvironmentalFoundObjectYinYang.jpg?h=0bc9aba6&itok=ZJst5MEe 2x" media="all and (max-width: 991px)" type="image/jpeg"/>
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<img src="/sites/default/files/styles/main_small/public/images/2022-01/EnvironmentalFoundObjectYinYang.jpg?h=0bc9aba6&itok=ZJst5MEe" alt="Environmental Found Object Sculpture " typeof="foaf:Image" class="img-responsive" />
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<div class="field--item">Four 100-minute classes </div>
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<div class="field field--name-field-wysiwyg field--type-text-long field--label-hidden field--item"><h3>Students explore environmental science concepts through their exploration of the local environment.</h3>
<p>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. </p>
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<h3><span><span><span><span><span><span>Objectives:</span></span></span></span></span></span></h3>
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<li>Students will learn about sculpture, found object sculpture and assemblage as art forms</li>
<li>Students will design a composition that communicates a message about the environment</li>
<li>Students will choose the found objects, form and color scheme of their sculptural piece in an effort to help communicate their desired message</li>
<li>Students will construct a found object sculpture that communicates a message about the environment</li>
<li>Students will write a two-to-three sentence statement about their piece, the objects used and the message they are communicating</li>
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<h3><span><span><span><span><span><span>Basic Outline of the Lesson:</span></span></span></span></span></span></h3>
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<li>Using the slideshow, introduce the Project and show examples of sculpture, found object sculpture and assemblage. Discuss the differences & similarities</li>
<li>Students begin brainstorming/sketching ideas</li>
<li>Students collect found objects (during class and outside of class)</li>
<li>Students begin sculpting</li>
<li>Students continue sculpting</li>
<li>Students complete sculptures, title their work and write an artist statement</li>
<li>Students display their sculptures, artist statement, give feedback and discuss</li>
</ul>
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<h3><span><span><span><span><span><span>Art Supplies:</span></span></span></span></span></span></h3>
<ul>
<li>found objects</li>
<li>adhesive</li>
<li>wire and/or string</li>
<li>spray paint</li>
<li>backer or base support board as needed</li>
</ul>
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<h3><span><span><span><span><span><span>Other Resources:</span></span></span></span></span></span></h3>
<ul>
<li>Slideshow to introduce project, related artwork and concepts</li>
<li>Found objects (students find in and out of class, teacher provides some as well)</li>
</ul>
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<h3><span><span><span><span><span><span>Technology:</span></span></span></span></span></span></h3>
<p>Access to computer for viewing the PowerPoint slideshow. </p>
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<h3><span><span><span><span><span><span>Idaho State Learning Standards:</span></span></span></span></span></span></h3>
<p><strong>Arts and Humanities: Anchor Standard 1:</strong> Generate and conceptualize artistic ideas and work.</p>
<ul>
<li><strong>VA:Cr1.1.la:</strong> Use multiple approaches to begin creative endeavors</li>
<li>V<strong>A:Cr1.2.la:</strong> Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design</li>
</ul>
<p><strong>Arts and Humanities: Anchor Standard 2:</strong> Organize and develop artistic ideas and work.</p>
<ul>
<li><strong>VA:Cr2.1.lla:</strong> Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form</li>
<li><strong>VA:Cr2.3.llla:</strong> Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives</li>
</ul>
<p><strong>ESS3.C: Human Impact on Earth Systems:</strong></p>
<ul>
<li>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)</li>
</ul>
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<h3><span><span><span><span><span><span>Academic Language:</span></span></span></span></span></span></h3>
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<li>Subject area language: human impact, environment, pollution, waste, ecosystem</li>
<li>Art language: found object, sculpture, assemblage, disparate, form, color scheme</li>
</ul>
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<h3><span><span><span><span><span><span>Student Use of Vocabulary:</span></span></span></span></span></span></h3>
<p>Students will use the words when creating their sculptures, when writing about their work in their artist statement, and when discussing their projects.</p>
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<h3><span><span><span><span><span>Student Grouping:</span></span></span></span></span></h3>
<p>Students will work independently.</p>
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<span class="link-title">Instructions</span>
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<div class="field field--name-field-wysiwyg field--type-text-long field--label-hidden field--item"><h3>Day 1 — Introduction</h3>
<p>Introduce the project through the slide show</p>
<p> </p>
<ul>
<li>Discuss sculpture, found object sculpture and assemblage and show artist work<br />
o Ask what similarities and differences they see in each art form</li>
<li>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<br />
o What message do you want to communicate?<br />
o What kinds of found objects can you use?</li>
<li>If time allows, students and teachers go for a walking field trip to begin collect objects<br />
o Remind students to find objects on their own time at home or when out and about</li>
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<h3>Day 2 — Planning and Artmaking</h3>
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<li>Students bring in any found objects they have collected and continue sketching their plan and brainstorming their message</li>
<li>Students begin sculpting their found object assemblage sculptures</li>
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<h3>Day 3 — Artmaking</h3>
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<li>Students continue sculpting. This is the last day of sculpting</li>
<li>If students finish early, they title their work and begin writing their artist statement</li>
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<h3>Day 4 — <span><span><span><span>Presentations </span></span></span></span></h3>
<ul>
<li>Students will finalize artist statement paragraph</li>
<li>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.</li>
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<span class="link-title">Slide Show Outline:</span>
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<li>Sculpture — what it is and visual examples/art</li>
<li>Found object — what it is and visual examples/art<br />
o (Art 21 — Mark Dion short video)</li>
<li>Assemblage — what it is and visual examples/art<br />
o (Bristol Whale video)<br />
o (One Plastic Beach video)<br />
o Compare/contrast the three approaches to art making</li>
<li>Education and Art Goals</li>
<li>Project details and plan</li>
<li>Brainstorming/Planning — idea/message, color scheme, form</li>
<li>Artist statement question prompts to help students write their own artist statement</li>
<li>Resources</li>
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<span class="link-title">End of Project Artist Reflection and Presentation:</span>
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<div class="field field--name-field-wysiwyg field--type-text-long field--label-hidden field--item"><p>• What is your piece called?<br />
• What message did you intend to communicate through this project?<br />
• How did you assemble your sculpture?<br />
• How do the found objects you incorporated help communicate your message?<br />
• What form did you choose to sculpt and why? (How does it help communicate your message?)</p>
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<p> </p>
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Fri, 14 Jan 2022 21:32:36 +0000admin4414 at https://svmoa.org