Optional: Wood for bases, electric drill, drill bit
Discuss how artists communicate visually in their work using the elements of design. The elements of design should be used as the building blocks of the structure you are trying to create. The elements of design are form, space, texture, space, line, color and value. Optional: Show examples of sculptures built from modular units. Show examples of linear sculpture.
Line is a mark made by a moving point. It directs a visual path from one point to another. In sculpture, line can define the solid mass- it serves as the outline. We perceive the "edges" of the surface as lines. In fact, these edges are planes, and this term should be used to refer to sculptural forms.
Space refers to the area around, within, and occupied by the three-dimensional object, as well as the way these areas interact. The sculptor must consider the positive space as well as the negative space (the area around and within the structure) when planning a sculpture.
Movement is the sense of motion created by the angles or planes to further the sculptural idea. It may be categorized as implied movement, optical movement, actual movement, and sequence. A strong sense of movement can be created in a sculpture through the use of diagonal edges or planes. Opposing, asymmetrical paths of movement will challenge the viewer’s sense of balance and can be used to dramatically affect the sculpture. Viewer movement, even if it only involves the eyes, is a necessary part of experiencing art.
Pattern is the repetition of texture, forms, colors, or other design elements. Such recurrence of visual elements helps to unify the artwork and creates a sense of structure. Pattern, if used in a regular and planned way, may also emphasize the main idea. If used in an unplanned or random way, it can add a sense of energy and provide a variation on a theme that is unexpected and exciting.
Students will be given approximately 100 toothpicks (pre-counted in a zip lock bag)
Students will begin by gluing two, three or four toothpicks together creating a unit. The unit can be a geometric shape such as a square or triangle or as simple as two toothpicks glued side by side. Make some thumbnail sketches of sculpture plan using unit.
The student will then create as many units as possible using all the toothpicks. It should be noted that construction of the units couldn’t be done quickly. The wood glue will take approximately 30 minutes to dry.
Once all units have been created students will begin to create a three dimensional form using all the units. The form created must show movement, repetition, negative space, and line.
The base for the sculpture will be Styrofoam. Plaster wrap will be added to the Styrofoam to make the base sturdier and to keep the Styrofoam from disintegrating when spray-painted.
Once the sculpture is created and the Styrofoam base has been plaster wrapped with entire sculpture will be spray-painted all black, white or red. More than one coat may be needed to completely cover the sculpture.
Critique finished work. Discuss what is successful with each work.
Assessment: Sample Rubric from Marianne Galyk
Assignment: Linear Toothpick Sculpture
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.
Criteria 1 – Thumbnail sketches/ planning
9 – 8
6 or less
Criteria 2 – Construction of modular units - uniformity
9 – 8
6 or less
Criteria 3 – Sculpture design and construction
9 – 8
6 or less
Criteria 4 – Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time?
9 – 8
6 or less
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media?
9 – 8
6 or less
Total: 50 x 2 = 100
National Standards (standards covered would depend on how much discussion there was)
1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions
3. Choosing and evaluating a range of subject matter, symbols, and ideas
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
6. Making connections between visual arts and other disciplines
(connections to math)
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
Students evaluate the effectiveness of artworks in terms of organizational structures and functions
Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
Students create artworks that use organizational principles and functions to solve specific visual arts problems
Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
(Advanced) Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences