Narrative+Sculpture

(4 classes) // Students will create a clay statuette as a symbol of a story in their life. They will explore the ideas of oral tradition, storytelling and visual symbolism and perform their story while presenting their finished artwork. //
 * Narrative Sculpture Unit: GSMS-Grade 6 **


 * __ Unit plan Focus __**

__Media:__ sculpture. __Art concepts:__ meaning and memory, humour in sculpture, oral and visual traditions, symbolism. __Formal properties:__ form, texture, line, shape, colour, proportion, emphasis, contrast. __Techniques:__ additive and subtractive sculpture. Clay joining technique.


 * __ Unit goals __**

1. Learn additive and subtractive clay sculpture techniques: molding desired forms in three dimensions, making slip, scoring, joining, etc. 2. Explore the ideas of narrative art: specifically memory and meaning in art. 3. Understand form, space, texture and line and how to manipulate these elements to create a desired mood. 4. Explore ideas of oral tradition and visual language.


 * __ Curriculum Objectives __**

Materials and Techniques: Three-Dimensional Work: - Demonstrate additive construction processes’ - Demonstrate proper design and construction considerations with different media, such as paper, cardboard, wood, wire, soap, and clay - Identify the relationships between an armature and the finished form Elements of Art and principles of design: -Explain the difference between shape and form -Recognize, describe and apply principles of design: Emphasis, contrast, proportion. Development of Imagery -Create artwork inspired by narrative, humor in sculpture and memory Visual Awareness: -Demonstrate the relationship of the parts to the whole (proportion, construction.) Responding to Art: - Explain the importance of art for both individuals and society. - Describe in simple terms narrative art - Name several exemplars and prominent artists of a particular style - Describe how art is created and used for different purposes, e.g., social, commercial, personal and religious
 * Lesson 1: Narrative and Art **

· Learn about humor in sculpture, exploring exaggerated elements to add a sense of play and myth to the piece. · Explore the idea of meaning in art by evoking memories using the creative process of storytelling. · Learn about oral tradition and specifically the role of the totem in Haida culture · Reflect on the work of Joe Fafard and Gathie Falk, specifically their use of materials and method of expressing through sculpture.
 * Learning objectives: **


 * Materials: ** Power point presentation, sample work, demo, white paper, pencils.
 * Vocabulary: ** Totem, narrative, storytelling, symbolism, exaggerate, emphasis, slip, score, join, kneed, wedging.

1. Powerpoint (30min - with discussion of each point) - Discuss narrative, sculpture and narrative sculpture as vocabulary and as ideas. - The totem pole as visual representation of oral tradition. Explain the totem poles significance as a visual storyteller and the process of celebratory storytelling at potlatch that accompanied the unveiling of a new totem. - Explain that we are going to create totems to tell our stories but they will look nothing like a Haida totem pole, since we are not Haida and we have our own visual culture which we will use to draw our ideas from. - Humour in sculpture (Joe Fafard) - Combining objects: creating intrigue (Gathie Falk) - Introduction to Narrative Sculpture assignment. Why do we tell stories Topic/ ideas for your stories Key elements involved in representing stories visually. 2. Show my sample sculpture and tell its story. (5min) 3. Clay demo: (10min) Kneading, wedging, slab, coil, tools, sculpting (additive and subtractive), scoring, slip, slurry, joining, smoothing cracks and edges.
 * Motivation: ** (50 min)

*Hand out with summary of clay demonstration, key terms, and assignment.
 * Art planning: ** (5 min to introduce assignment for homework)
 * 1) Students will brainstorm to find the story they would like to tell.
 * 2) They will then brainstorm how they will represent their story with an object.
 * 3) Give them the grading rubric to guide their decision making process.


 * Response/closure: ** Complete your planning process for homework.
 * Lesson 2: Clay Sculpting ** (2 classes)

· Learn additive and subtractive sculpture techniques · Explore ideas of form: positive and negative space, strength, stability, mood, etc.
 * Learning objectives: **


 * Materials: ** Newspaper, water dishes, tin trays, clay tools, toothpicks, popsicle sticks, clay (pre-divide portions and have them ready in air tight bags.), zip lock bags, cutting wire, 2 large wash buckets, sponges, paper towel,
 * Art form: ** clay sculpture
 * Technique: ** additive and subtractive sculpture
 * Vocabulary: ** symbolism, exaggerate, emphasis, slip, score, join, kneed, wedging, coil, slab

1. Tell students to remove anything they don’t want to get dirty and to firmly roll up their sleeves if they are wearing long sleeves. 2. Explain set up procedure (divide class into partners to share tasks – A/B system). A: Newspaper, trays, and tools B: Clay, Water dishes (half full) 3. Review tools and precautions, including purpose of wash buckets. 4. Introduce kneading (ask for their cooperation to kneed and listen) Go over ripping it apart and rejoining clay, tell them to keep it very wet (add water if flaky), show them wedging and pressing in the tray. 5. Go over key goals of the project (the grading rubric). 6. Demonstrate scoring and slip again (make slip together). 7. Circulate and grab each student’s clay to give them feedback on their quality of clay and kneading needs! Also approve their slip. 8. Have students divide clay into two balls: the first will form the base of your sculpture (slab or coil) while the other will be used to add appendages and details.
 * Motivation/ Review (20 min): **

1. Tell students to begin to try to represent their story. 2. Circulate to give individual guidance and feedback for use of materials and tool suggestions as needed. 3. Tell students when there is only 5 minutes left to finish up.
 * Art activity: ** (15 min)


 * Response: ** (n/a- done later)

1. Instruct student to make a ball out of their extra clay. 2. Place both this ball and artwork into zip lock bag and seal it very carefully!! 3. Place bag on tray and then take all your tools to the wash station. 4. Rinse hands and tools in bucket using sponge (goes way faster) then move on to the sink to do the final washing. 5. Throw out newspapers and tidy space (wipe off any clay with wet paper towel).
 * Clean-up: ** (15 min)

Second class : Repeat Art activity (35min) and clean up (15min)


 * Lesson 3: Unveiling Visual Narrative ** (1-2 classes)

· Explore memories using the creative process of storytelling. · Experience group showing and critique
 * Learning objectives: **


 * Materials: ** finished sculptures, space to sit in a round, plinth, spot light video camera, video tape, tripod.


 * Art form: ** storytelling
 * Technique: ** using visual symbol to evoke a memory.
 * Vocabulary: ** critique

1. Have group sit in a circle. 2. Pick names from a hat and give each student 3 minutes (depends on time available) to place their object on display (provide plinth and spotlight) and tell their story. 3. Follow each presentation with applause and critical feedback on both the technical elements of their artwork and their storytelling performance as well as the relationship between the two. 4. If time allows discuss the entire project and process with students: What they liked. If having the idea of a story helped them choose a subject. What they will do with the object they created. etc. 5. Use video to mark and give thorough comments later.
 * Response: ** (1-2 classes, serves as response for the entire unit.)
 * Narrative Sculpture Rubric: **

/10 Illustrative Qualities creatively represents your story using symbols, exaggeration, emphasis and other unexpected elements.

/10 Form Use of three dimensional space; can it be viewed from all sides? Is it free standing and stable? Does the form and texture express a sense of mood? There is an attention to detail and surfaces look finished.

/10 Technique // Evidence of Additive and subtractive technique. Pieces are solid and well joined. //