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Art Education Lesson Plan Your Name: Kylee Holland Unit Title: Sculpture "rade: #t$ %&'t$ (ay)(ate

Lesson Tau*$t: April ''+ ' &! Lesson Title: Reducti0e Sculpture Number o, Students: &-

Room Number: 8 ! Time o, Lesson: -:!.%#: /

10er0ie2 o, t$e Lesson Students will be introduced to reductive sculpture and the work of sculptural artist Henry Moore. Students will learn terms and techniques associated with producing carved sculptures. After studying Moores reduction pieces, students will use his ideas, themes, and images as a source of inspiration to create maquettes with matching sketches representing a free!form or non!representational figure. "his figure must utili#e the principles of design, and reflect learned sculptural techniques. Students will also work towards making their sculptures focus on the three art forms and the principles of design.

Rationale $eductive sculpture provides students with production skills that focus on and reinforce previously learned formal elements, principles, and foundations of art %i.e. balance, unity, line, color, shape, craftsmanship, & etc.' Students will have to utili#e problem solving skills to develop a well!crafted piece. Student Per,ormance 1b3ect: (. Students will be able to define several vocabulary words associated with reductive sculpture. ). Students will be able to identify and apply the principles of design. *. Students will be able to transform a solid block into a non!representational form that is aesthetically pleasing utili#ing problem solving skills and hand carving techniques. +. Students will be able to identify related artists and their works. . Student will e,hibit appropriate-proper craftsmanship skills. Standards: 4nstructor)5ourse based Sculpture 1b36 & . /escribe and apply the foundations of art. ! 4nd6 & . 0onsider the elements of art %line, form, shape, color, te,ture, value, space' and develop artwork using those elements ! 4nd6 ' . 0onsider the principles of art %balance, unity, movement, proportion, emphasis, repetition, variety' and develop artwork using the principles ! 4nd6 7 . 0ritique artworks using the steps of criticism %describe, analy#e, interpret, 1udge' 1b36 ' . 0onstruct an additive pro1ect %i.e. clay, mi,ed medium, sculpt' ! 4nd6 & . 2llustrate various creative ideas for the preparation of additive scultpures

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4nd6 ' 8 2dentify and generate craftsmanship in additive sculptures %i.e. clay, create an armature, add clay, hollow to proper thickness, reassemble, fire in kiln, and apply color through paint or gla#e' 4nd6 7 . 2ncorporate related terms

1b36 7 . /emonstrate the reduction process to create *!/ art. ! 4nd6 & % /esign various creative maquettes for the preparation of reductive sculptures ! 4nd6 ' ! 3,plain and apply the procedures for creating a well!crafted reductive pro1ect in the selected media %i.e. wood select wood, carve the form, sand, stain finish' ! 4nd6 7 8 4se related vocabulary. %i.e. reductive, subtractive' Teac$er 9aterials
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Self!made 5re#i-5ower5oint presentation . A66 A784" $3/40"293 S0465"4$3-M88$3 3,ample work pieces %student and mine' Available 4$6 for pre#i ). Moore video: Henry Moore: A 6ife in Sculpture *. 0rea!Stone +. 0lay

Student 9aterials (. 5encil ). 0hromebook Anticipatory Set)9oti0ation: Students proceed into their regular seats. 2n a situation where the students wouldnt normally carry their own 0hromebooks or laptops, 2 would have a smart board or pro1ector set up with the 5re#i up and already running. As typical, the class is greeted and welcomed into the room following the tardy bell. After the class greeting, 2 ask the students for their attention and inform them that we are starting a new lesson. 2 introduce the title of the lesson and unit and ask them to use their 0hromebooks and follow the link 2 have provided on the board. At this point 2 would instruct them to have a pencil and paper ready to take notes and follow along. Students will be immediately reminded that parts throughout the pre#i that have green flags or have been highlighted green are important and should be written down because these terms and concepts will come back on a later qui# following the production of their sculptures. "he first scene in the 5re#i has the title of the unit about to be covered. 2 begin the presentation, but do not read it word for word, as 2 feel the students get more out of the discussion that 1ust reading or hearing me read. 2 use materials provided with me to talk and share as 2 introduce new ideas or discuss some key factors about the lesson. Students will have an opportunity to observe or manipulate materials as 2 speak, as 2 will pass them around the group. "he 5re#i contains vocabulary words, tips, facts that the students can use as a later resource. Readin* Strate*y:

2ntroduce students to vocabulary associated with theme and supporting the pro1ect theme. "hese words will be repeated several times throughout the presentation and while we create our pieces; students are reminded to keep these definitions and ideas in mind. A qui# will later be implemented. 5oncepts):ocabulary $eductive Sculpture ! sculpture from one solid piece of material, rather than adding pieces, you<re sawing and chipping away to make your sculpture. 0rea!Stone ! "e,tured and powder like material, water added to produces a hard surface used to carve forms from. 5rinciples of /esign: ! 7alance ! visual equilibrium; the distribution of interest or visual weight in a work; stability ! 5roportion ! "he relative si#e and scale of the various elements in a design ! $hythm ! 8rderly progressions; move a viewer visually. ! Movement ! 5aths that the eye follows in viewing a composition. ! 3mphasis ! =ocus; main idea, what grabs your attention. ! 4nity ! State of wholeness; work achieves unity when it<s parts seem necessary to the composition. !9ariety ! >uality of diversion; opposition and differences ! Harmony ! >uality of compatibility; consistency and sameness Abstract Art ! aims to take sub1ects from reality but present them in way that is different from the way they are viewed in our reality. ?on!representational ! does not attempt to represent any recogni#able form or ob1ect; created purely for aesthetic reasons. $epresentational ! attempts to face facts; aims to represent actual ob1ects or sub1ects from reality. Maquette ! small preliminary model or sketch. 7iomorphic-7iomorphism . Art that is suggestive in the shape of a living organism; nonrepresentational form-organic in nature. 4nstruction)9odelin*: Students will sit through a ) minute video depicting the life of Henry Moore. "hey will be asked to right interesting facts on the same sheet they have been keeping their notes. "his ensures student participation and encourages active engagement. Students are then informed of what the actual pro1ect is and what the minimal e,pectations at this point are. 2 will then demonstrate how 2 want them to create their maquettes. Students will be asked to work with clay blocks and attach other pieces in order to create an additive */ piece that will help them sketch. "hese sketches will later be picked from and students will use their final sketch to demonstrate their reductive learned techniques.

=ollowing this short demo, 2 ask students to grab some sketch paper and clay and begin designing intricate and realistic maquettes and designs. Students are given the remaining time to quietly sketch and are encouraged to use the resources provided for inspiration or do their own research. 0hromebooks are only allowed during this class period and for these reasons only; sketches will be due ne,t time. 5$ec; ,or 5ompre$ension: "he pre#i contains the definitions students M4S" know for a possible future qui#. /uring the presentation 2 will ask * questions in regards to Moores work. 5hotos will be numbered and the students will be asked: (. 5hoto @ (; Ahat about this piece is biomorphicB %) students questioned' ). 5hoto @); Ahat is one principle of design that describes this pieceB %) students questioned' "uided Practice: Students are instructed to build maquettes, sketch out their designs and do simple research using Henry Moore as inspiration. 2nstructor monitors progress, giving hints and tips. 4ndependent Practice: Students are e,pected to use all available resources to help begin , complete and accurate sketches. Manipulation of materials such as the clay or any other */ form is encouraged if students are struggling with brainstorming. 5losure: 3ach student is responsible to clean their designated seat placement. Ahile the grouped tables are e,pected to work together to organi#e all materials and replace the table to the way it was upon arrival. 0leanup begins !(C minutes prior to class ending. Student helpers can volunteer or be asked to help pick up supplies or pro1ects. Students are reminded to keep their notes in a safe place and that the completed sketches are due ne,t class period. E0aluation o, Student Per,ormance 1b3ecti0e: 2nstructor monitors, interacts with, and reviews student participation for this particular class period. 5articipation points are given based on these indicators: (. Aas the student present, physicallyB Aere they active participants during the whole lessonB ). /id the student complete the todays pro1ectB Aas their time used wiselyB *. /id the student follow instructionsB