3-D Relief Painting
Submitted by: Tina Grimes,
Defiance High School in Defiance, OH.
UNIT: 3-D Design - Painting
Lesson: Clayton Pond inspired Relief
Grade Level: High School (adaptable to middle school)
Objectives:
Students will be able to:
Explain elements of relief sculpture. SO-1A8, SO-1A19
Create a sculpture using foam core as media (elements of "culture") SO-1A7
Identify characteristics of the art of Clayton Pond and Pop Art. PO-2A, PO-2B, PO-2C
Develop skills in working with color. PO-1B
Materials:
15x20 (38 x 51 cm) cut Foamboard
Procedures:
Review relief techniques and media used to date.
Introduce the artwork of Clayton Pond with a background reading and photo examples of his work. Compare to the Pop Art genre.
Assign students the task of creating a relief sculpture of an everyday item, as inspired by the relief wood sculptures of Clayton Pond.
List requirements: a) project will have a 15x20 (38 x 50.8 cm) foam core base; subject must fill most of the space in relief; must have at least 2 layers of relief; the object must be cropped; no part of the composition should be painted with one flat color—multiple colors (2 or more) are required; and careful thought should be given to color choices and combinations to enhance the finished design.
Students pick an everyday object that is found in the art room or at school. Students should sketch ideas first in order to make creative choices. Work will be a reflection on "culture".
Student should sketch their chosen subject onto the base foam core to plan for placement of the relief. Then draw the subject on another piece of foam core and cut it out to be relief. Use caution when cutting all pieces!
Students plan colors and then paint using multiple colors in each area. No relief pieces should be glued until painting is complete.
After all pieces are painted and dry, students assemble the relief. Note: some elements could be placed in higher relief using foam core spacers.
Authentic Assessment
Students will create a 15x20 relief sculpture, inspired by the work of Clayton Pond, using two or more layers of Styrofoam
Resources:
Selected Clayton Pond relief paintings (Archive) - A Google search will bring up more images.
Assessment Rubric (adapted from Marianne Galyk)
Assessment Rubric |
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Student Name: |
Class Period: |
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Assignment: Clayton Pond Inspired Relief Painting |
Date Completed: |
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Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment. |
Excellent |
Good |
Average |
Needs Improvement |
Rate Yourself |
Teacher’s Rating |
|
Criteria 1 – Drawing and planning composition - drawing from observation |
10 |
9 – 8 |
7 |
6 or less 6 |
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Criteria 2 – Use of relief elements - two or more layers |
10 |
9 – 8 |
7 |
6 or less |
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Criteria 3 – Use of color and pattern - color plan - all shapes with color variety - unity. |
10 |
9 – 8 |
7 |
6 or less |
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Criteria 4 – Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time? |
10 |
9 – 8 |
7 |
6 or less |
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media? |
10 |
9 – 8 |
7 |
6 or less |
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Total: 50 X 2 = 100 possible |
Grade: |
Your Total |
Teacher Total |
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Student Comments:
Teacher Comments:
National Standards:
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 |
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 apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life. |
Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts. |
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Students create artworks that use organizational principles and functions to solve specific visual arts problems. |
(Advanced) Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. |
Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art. |
