Class Activities 4

In this unit, students develop their understanding of shape, form, texture and the sensory qualities of materials. They learn about the work of sculptors and different kinds of sculpture, including those made of natural materials. They also learn skills for arranging materials they have collected to make a relief collage and sculpture. They learn about the cultural context within artworks and environment. 

We will look at: 

The materials and processes used in making sculpture. Asking the students to explain what 'sculpture' is and what a sculptor does. Ask them if they know what materials are used to make sculptures, e.g., stone, wood, and metal. 

Identifying the materials used in sculpture. Showing the students a variety of examples of sculpture to challenge the student's ideas about the materials used. Explore ideas about why the materials are used, e.g., long lasting, temporary, to resist weather, to convey ideas about the subject. 

Making comments about the work, showing understanding of why these materials are used. Showing students the work of an artist, craftsperson or designer who works with natural materials. Ask the students why they think these people use natural, fallen or dying materials from the environment. Is it because they love nature? Do they want to attract attention to the beauty of nature without taking anything away? Ask the students how these artists might record their work, e.g., in photographs, on film. 

Points Made 

Asking the students to identify places in the local area where they could see sculpture, e.g., place of worship, town hall, library, park, town square. It is important that students have the opportunity to experience sculpture 'in the round'. If possible, arrange a visit to see a local freestanding sculpture or to a museum or gallery that has sculptures in its collection. Viewing sculpture in relief on buildings would also be valuable. 

Talking about the idea of making art from natural materials and about conserving the natural environment.

Year: 7 Unit: “Objects / Sculpture” Term 1 (Updating Soon)

Outcomes: Frames / Practice - 4.1 | 4.10

Time: 10 Weeks

Week 1 | What is Sculpture?

Brainstorming about the materials and processes used in making sculpture. Asking the students to explain what 'sculpture' is and what a sculptor does. Ask them if they know what materials are used to make sculptures, e.g., stone, wood, and metal.

Have a look at this video

Week 2 | Class Activities:

Read and discuss extract 1                                                     

Andy Goldsworthy (AG) is an environmental sculptor in which his use of the natural surroundings creates an art form. He explores and experiments with the various natural material such as leaves, grasses, stones, wood, sand, clay, ice, and snow. The seasons and weather determine the materials and the subject matter of his projects. With no preconceived ideas about what he will create, Goldsworthy relies on what nature will give him. Goldsworthy "feels" the energy from nature and transcends that energy into an art form. His transient sculptures contradict the permanence of art in its historical pretense. Because of this mortality of nature, Goldsworthy uses the photograph as a form of documentation to capture the essence of his work. 

Week 3 - 4 | Class Activities:

Year 7 students will head towards the swamp area near school - (OH&S practices are omitted and students are made aware of safety issues regarding the swamp areas) Students have created six ideas about the environment drawn in their VAPD discussed with other students to work out their designs with their purpose in mind. Using only natural discarded objects as their source of materials to make artworks that comment on the environment. Inspired by Andy Goldsworthy, he comments on and quotes -

"Each work grows, stays, decays- integral parts of a cycle which the photograph shows at its height, marking the moment when the work is most alive. There is intensity about work at its peak that I hope expressed in the image. Process and decay are implicit."-Andy Goldsworthy. 

Students will mimic and try and use the environment to create what AG does. Spontaneous artworks created from discarded objects.

Week 5 - 6 | Class Activities:

1. Describe the materials used to make the sculptures?

2. What is your first impression about the artworks?

3. What are the ideas portrayed in each sculpture?

4. Explain the similarity and describe the relationship between both artworks.

5. How do the sculptures relate to modern life?

6. Explain how the artist has displayed the artworks to the public?

7. Explain what he means by the comment made - "Each work grows, stays, decays- integral parts of a cycle which the photograph shows at its height, marking the moment when the work is most alive. There is intensity about a work at its peak that I hope is expressed in the image. Process and decay are implicit."

Week 7 - 10 | Class Activities:

Year 7 Students created the soft plastic inflatable sculptures 

Video – “Sculpture by the Seaside”

Identifying the materials used in sculpture. Showing the students a variety of examples of sculpture to challenge the student's ideas about the materials used. Explore ideas about why the materials are used, eg long lasting, temporary, to resist weather, to convey ideas about the subject.

Making comments about the work, showing understanding of why these materials are used. Showing students the work of an artist, crafts person or designer who works with natural materials. Ask the students why they think these people use natural, fallen or dying materials from the environment. Is it because they love nature? Do they want to attract attention to the beauty of nature without taking anything away? Ask the students how these artists might record their work, eg in photographs, on film.

Critical / Historical

Students will study the artists and artworks of Peter D Cole questions 1-8 in Artwise 2 and MC Escher.

Students will understand the Historical and the Critical showing how to annotate the process of artmaking 

Week 6 Assignment 1