Sculptures+of+Founders+Hall

 =Founders' Hall Sculptures =  [|How they were done]

 =How to Sculpture=

**Submitted by: Cindi Hiers, UNIT: Personal Identity - Sculpture, Lesson: Ceramic Sculpture Bus, Grade Level: High School** Read through the book “Portrait Sculpting, Anatomy & Expressions in Clay” by Philippe & Charisse Faraut. Students were told to use other reference books, Internet sites, and view the slide library to gather visual information for their clay bust. Once students sketched an image of themselves they liked, they also wrote a paragraph or two on the emotion they wished to convey and why. Students were given a 16’x16’ block of Indian Red Clay and told to compose a bust of their self that can be viewed from all angles. The project had a 3 week deadline (8 class periods, 150 minutes each), this included the research and sketching exercises, clay work, fire time, glaze or painting time, and critique. Objectives: Students will Procedures: Alternate approach: When students finished critique was given in this format: Describe: Materials used Analyze: How you put your work together Interpret: What your piece means Judge: Class discussion. Suggestion from Diane Davis: I use the extra features of "Shrek" (animation video) to teach facial expressions and form when we do clay faces. The extras show how they worked out every muscle in the face before animating the characters, and how those muscles move for specific expressions. As many as 150 separate muscle movements can be used for one expression. National Standards
 * Lesson Summary:**
 * 1) View - describe - interpret busts sculpture from a variety of sources
 * 2) Interpret self in 3 dimensional form - create sculpture to be viewed from all sides
 * 3) Create bust with realistic proportions
 * 4) Create an expressive portrait bust - showing emotion
 * 5) Demonstrate craftsmanship and problem solving in using clay
 * 1) Critique various sculpture bust through time - various styles - examine media used
 * 2) From basic head and shoulder form from 16" clay block - remove clay (subtractive sculpture) - carve out clay as needed. Reclaim clay that has been removed.
 * 3) Hollow impression for eyes - add balls for eyes (fuse to form) - add coil of clay for eyelids
 * 4) Add nose and mouth - ears etc.
 * 5) Cut top of head (or back of head) to hollow out - Clay should not be more than 1 inch thick. Fuse together
 * 6) Cushion bust to hollow out shoulders - reclaim removed clay.
 * 7) Support bust with newspapers to continue working
 * 8) Continue sculpting - finalize features
 * 9) Add hair
 * 10) Allow bust to thoroughly dry. Fire slowly. Fire with one switch on low over night if possible. Fire slowly will keep clay from exploding if too thick.
 * 11) Finish with acrylic, stains or glazing.
 * 1) Begin with wood and newspaper armature. Nail approximately 12" long 2"x2" wood to a wood board. Build up basic head and shoulder form with newspapers.
 * 2) Begin forming bust with shoulders first - fuse on slabs of clay - continue by adding neck and head form.
 * 3) Form features - Hollow impressions for eyes. Fuse on eyeballs - then add coils for eyelids.
 * 4) Remove from armature when leather hard. Pull out newspapers and hollow out more if needed. Cut off top of head if necessary and hollow out more.
 * 5) Add hair - Hair works best if added in clumps (not stringy).
 * Clay Body
 * Reference Materials
 * Other Media
 * Talk about at least 3 clay processes you used
 * Talk about what techniques you used to show emotion
 * Written comments on each piece, talk about the means of expression, and if it conveyed the emotion the artist intended. Turn in after critique is finished


 * || 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 || 4. Understanding the visual arts in relation to history and cultures || 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 differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art || 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 the function and explore the meaning of specific art objects within varied cultures, times, and places || 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 analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making || Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art ||

Assessment: (revise numbers to suit you) Student Comments: Teacher Comments:
 * Assessment Rubric ||
 * Student Name: |||| Class Period: ||
 * Assignment: Ceramic Bust |||| Date Completed: ||
 * 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 – Planning sketches - developing ideas || 4 || 3 || 2 || 1 ||  ||   ||
 * Criteria 2 – Forming - correct proportions - Facial features - view from all sides || 4 || 3 || 2 || 1 ||  ||   ||
 * Criteria 3 – Expression of emotion || 4 || 3 || 2 || 1 ||  ||   ||
 * Criteria 4 – Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time? || 4 || 3 || 2 || 1 ||  ||   ||
 * Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media? || 4 || 3 || 2 || 1 ||  ||   ||
 * Total Possible: 20 ||  ||   ||   ||   || YOUR TOTAL || Grade ||