Students will be able to appreciate the beauty in the discarded and "unattractive." They will be able to build and create something with new life out of these old worn pieces of scrap wood and also see the infinite possibilities recycled materials can have in the realm of art. To quote Louise Nevelson, "When you put together things that other people have thrown out, you're really bringing them to life â€“ a spiritual life that surpasses the life for which they were originally created."
This relief style sculpture will be based on an imaginary and dynamic place thought of by each student, much like Louise Nevelson's abstract works titled Sky Cathedral and Cascade (See image below). The concept and material will also intrigue and challenge these students to think outside of the box. They will be creating an abstract representation of their imaginary place by layering forms and understanding negative and positive space. At this age in particular, students need and appreciate the tactile, hands on quality that relief sculpture can offer.
Sky Cathedral and Cascade by Louise Nevelson (Click for full size)
Glue found objects, cardboard, scraps and recycled objects to a base that may consist of thin plywood or corrugated cardboard. The size of the cardboard or wood is up to the teacher. This will depend on what material the teacher has been able to "scrounge" up, the amount of space to store the sculptures, and the maturity level of the student. Items such as match boxes can be used for the rectangular shapes that can be found on Nevelson's work. Keep in mind that too many objects may make the work to heavy to hang on a wall. After the glue is dry, students can spray paint the objects outside on the grass. For younger kids, the teacher would do that for them. Once dry, you can hang these on the wall.
Criteria: This will be on the checklist given to studentsâ€¦
1. Students should have at least 20-30 pieces of wood and scraps on their relief sculpture.
2. Students should have created a relief sculpture that represents their imagined place.
3. The sculpture should have layering and overlapping of wood pieces and scraps to create a relief.
4. Students should demonstrate craftsmanship.
5. Students should show effort and participation.
3. Use the elements of art and principles of design to organize personally meaningful compositions.
a. Describe how qualities of the elements of art and principles of design are organized to communicate personal meaning in visual compositions.
b. Select and use principles of design, such as pattern, contrast, repetition, balance, rhythm/movement, and emphasis, to give personal meaning to visual compositions.
2. Classify reasons why people create and use art by studying artworks and other sources of information.
a. Identify techniques, processes, and materials from different times and places used to create visual art.
b. Describe the origins of selected techniques, processes, and materials used in the visual arts.
1. Create images and forms from observation, memory, and imagination.
a. Experiment with art media, processes, and techniques to generate ideas and express personal meaning.
c. Create artworks that explore the uses of color, line, shape, texture, form, space, and selected principles of design, such as pattern, repetition, contrast, and balance to express personal meaning.