Textural Animal Sculptures
Meet The Teacher: Christian McAlee
Hello, I am a middle/high art teacher located in Ridgway, Pennsylvania. I teach a small school of dedicated and wonderful students!
Project Description
This lesson focuses on the development of sculptural and surface treatment skills. Students select an animal of their choice (real or mythical) and develop a sculpture using photograph references. Students build upon previously-introduced hand-building techniques to create their complex forms.
Materials
- Clay
- Modeling Tools
- Glazes
- Chromebooks or other devices (for photos)
- Plaster Molds (contingent upon individual student need for custom, repeating forms)
- Foam or other support material for sculptures
Grade Level
High School
Difficulty
Intermediate
Student Hands-On Time
9 hours (seven, 78 minute classes)
Teacher Prep Time
30 minutes (longer if plaster molds are required during student project development)
Project Cost / Cost Per Student
2
National Core Arts Standards - Visual Arts
- Creating - Generate and conceptualize artistic ideas.
- Creating - Organize and develop artistic work.
- Presenting - Develop skills for artistic presentation and exhibition.
- Responding - Evaluate and critique based on aesthetic and technical qualities.
21st Century Skills
- Critical Thinking & Problem-Solving
- Creativity & Innovation
- Information Literacy
- Flexibility & Adaptability
- Initiative & Self-Direction
- Productivity & Accountability
STEAM Education
- Arts
Differentiations and Accommodations
Differentiation
IEP
Accommodation
Size and complexity of forms may be modified to meet student needs. Sgraffito or engraving techniques may be used in place of three-dimensional texture applications.
Differentiation
IEP
Accommodation
Adaptive tools can be provided or created for students who require physical accommodations.
Differentiation
Advanced Learners
Accommodation
Advanced students will also discuss how the gesture of the form can provide narrative context to an artwork, or how additional sculptural elements can be integrated to progress artistic message in a sculpture.
Differentiation
Struggling Learners
Accommodation
Students struggling with the processes may require repetition of instruction, the use of a handout that reviews the necessary foundational techniques, or additional assistance during the creation process.
Learning Objectives: Knowledge
Multiple references of a sculptural form are beneficial for determining the form, scale, and proportion of a finished work.A variety of hand-building techniques can be used in combination with one another to develop complex works of art.Textural elements can be added in a variety of ways to a form, and a variety of tools, both traditional and found objects, can be utilized to achieve desired results.
Learning Objectives: Skills
How to effectively manipulate coils, slabs, or pinch pots to develop complex sculptural forms.How to manipulate clay to develop realistic textural elements that mimic observed texture in reference photographs.How to plan and construct a complex sculptural form, taking into consideration supports, drying times, and other material-handling considerations.How to effectively observe multiple reference photos to develop preliminary sketches and sculptural forms.
Learning Objectives: Attitudes/Values
Planning and preparation are necessary when undertaking a complex project.Engagement and persistence in the artistic process are essential to creating a long-term artistic undertaking.
Formative Assessment
The instructor provides input and intervention during the sculpting process. Students may struggle with form support, textural application, or glazing techniques. The instructor may suggest hand-building solutions, alternative tools, or plaster molds to overcome challenges students face.
Summative Assessment
Students are evaluated on their production of a proportionate form that utilizes textural elements to develop a realistic and believable replication of an animal form. Students are also evaluated on their planning and engagement portion of the lesson as explained during their critique.
Reflection and Discussion
Why did you choose the animal that you did, does this animal have any personal connection to you and if so, why?What part of the process did you struggle with the most and how did you overcome this hurdle?What was the most enjoyable part of the process for you?What would you do differently if you were to create another sculpture like this?What, if any, message is your piece meant to convey to the viewer, do you think this was successful or not?
Lesson Activities
Preliminary Ideas/Brainstorming
The instructor introduces the textural sculpture project to students. Students are provided examples from both professional (Beth Cavener, Luke Huling, etc.) work and previous student examples. The instructor provides information related to the sculpture process and the necessity for multiple reference photographs to determine the form of an animal, real or imagined.Students take time to select and develop their preliminary sketches and assemble their photograph references before moving on to the project.
Form Construction (students at work)
The instructor demonstrates how to use a combination of hand-building techniques to develop desired forms, using student projects ideas as an example to demonstrate relevant processes. The instructor emphasizes the need for support of the form using foam or clay supports. Students begin constructing their sculptural forms using the demonstrated techniques.
Textural Application
The instructor demonstrates the use of slip, modeling tools, and other relevant techniques to apply textural to sculptural forms. Students who are ready to proceed to this portion of the project will begin texture development.
Glaze/Underglaze Application
The instructor demonstrates the use of underglaze dry-brushing and washes to achieve realistic color transitions on sculptural forms. Students may choose to apply this technique, or use basic glazing techniques to create a finished surface on their bisqued forms.
Critique and Celebration
Students present their finished works to the class and are provided feedback, praise, and criticism related to their process and finished product.
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