Pro forma Scheme Plan

Title of Scheme: Constructing

the human head
incorporating animals like
features exaggerating
expressions and form greed,
sadness, evil and anger.
No. of Lessons: 8 x singles
4 x doubles
Total Time: : 9 hours 40
minutes
Group: 23
No. of Pupils: 2
nd
years
Aims:
To help pupils to:
Develop an awareness of shape, form and depth.
Understand how to construct a 3d sculpture.
Explore the tools and techniques required for making and assembling sculpture from
paper Mache and plaster paris.
Explore how to exaggerate features in sculpture.
Identity and examine sculpture of the human head by famous artists and in their own
creative process exaggerated features.
Develop the relevant vocabulary to describe the elements in the object they are exploring.

Overall Learning Outcomes for the Scheme:
On completion pupils should be able to:
Plan create and assemble a 3d sculpture of the human head
Discuss the sculpture assembling process and develop an understanding of the key
techniques associated with the process.
Identify artists that have explored sculpture of the human form and the human head in
particular.
Demonstrate a clear understanding of what a 3d sculpture needs to be successful i.e.
form shape length with height and dept and can be viewed from all sides.
Investigate explore and research artists and materials to help students to get some
ideas on their sculpture piece.

Investigating/Exploring/Creating (include illustrations, especially your own work):

Investigate
Students will investigate artists i.e. Harmonies Bosch, Franz Xavier and Mark Quinn looking
at the human head.
Students will investigate the exaggerated form by giving their pieces animals like feature i.e.
nose like an elephant trunk, ears like a horse or a dog, large teeth, gargoyle like in appearance
exaggerated hair style or eyes lips mouth, chin jaw line or forehead. But students will decide
on what way to construct their own sculpture using their own thought and ideas.
Explore
Students will explore sculptures of the human form by various artists and will pay close
attention to the human head. Students will also look at masks and animals for ideas on what
to incorporate into their piece.
Creating
Students will begin creating their sculpture piece by deciding what they want to exaggerate in
their sculpture piece. They will begin by blowing up a balloon attaching a mask and building
up the layers use paper Mache, tinfoil ,card, tape and plaster plasterer and decide on what
direction to go with their finish piece i.e. what features to exaggerate and what colours they
may use, students will use spray paint gold bronze paint and crepe paper.


Images of my work and techniques


Here I am layering my mask with tissue paper masking tape and paper Mache to build up the
features. I was looking at exaggerating facial expressions in order to convey mood. I used
wool to add detail creating spirals pattern for the hair in top right hand image of the 3d head.






.





Understanding/Evaluating: (include illustrations):

Students will gain an understanding through evaluating their own work and their peers work,
encouraging them to discuss elements of their work such as shape, layers, facial expressions
and composition in terms of what worked and didnt work.

Art history and critical studies

Hieronymus Bosch Christ carrying the cross 1515-1516


I will show this painting by Hieronymus Bosch to give students a awareness of various facial
features that can be convey trough exaggerating certain facial features for example greed,
sadness, evil anger. I will also reference how some of these characters have animals like
features for example one of the character has an elongated nose that almost represent a beak.

Bronze sculpture a Franz Xavier Messerschmitt: Arch villain


I will show Franz Xavier to the students of a character face with very detail expression so
from this students will gain an understanding of how facial expressions is represented 3d.




Mark Quinn totem 2007 its a well known character head made from cement, its exaggeration
of the size of the helmet and its shape will be a useful insight for students to view as it will
make them aware that direct representation of the human facial features does not need to be
used in order to represent the face.


Totem, 2007 - Marc Quinn



ICT: PowerPoint Laptop printer projector, utube , internet and camera


Key words/phrases: Colour, line, tone, shape, texture, form, composition shape height depth width, facial
features facial expressions animal features.


Teaching/Learning Strategies:

Introduce students to artists who have created sculptures of the human form emphasis being on heads
by showing them imagery and having a discussion in class about the different artists and their styles.
Distribute visual aid on imagery to help students to get some ideas to be encouraging them to be more
creative and help with their initial creative process.
Demonstrate to student the techniques require creating a sculpture using paper Mache and plastering
parser using a balloon and a mask.
Demonstrate how to mix the paste for paper Mache by gathering students around a table and I will make
the paste using glue and water explain each step as I go and asking students do they understand.
Demonstrate how to use plaster strips by gathering students around a table and I will cut the strips and
soaked them in loach warm water and then I will layer it on to a readymade piece so students will
understand plaster paster needs to be layered in order for it to work effectively, once I have it layered on
I will demonstrate that after it is layered on how to smooth it out and the importance of this.
Demonstrate to students how to exaggerated feature by layering using driffent material such as paper
card plaster tin foil tissue to help achieve he desire effect.
Discuss with students safety precautions surrounding tools they will be using during this scheme i.e.
scissors scalpel and glue gun
Discuss with students at various stages of the scheme to see what is working and what is not working
using students work as an example. I will use a particular students work were they have layered and
creative a particular aspect of the face.
Conclude the scheme by displaying students work allowing students to view the work of their peers I will
do this by placing students work around the art room and allowing students to walk around and view
their peers work.







Materials: Balloons, masks, scissors ,scalpel, modelling clay, glue new paper, plaster pasis, glue gun, wool , tin
foil, spray paint, acrylic paint,.
Safety Precaution:
Students to follow art cleaning rules and must return material to storage
No running in classroom
Students must follow guidelines for using scissors scalpel and glue gun


Differentiation: Adjust scheme to suit individual students learning abilities. For the weaker students I
will reduce the amount of detail required for them to incorporate into their piece. For those with
stronger abilities I will encourage them to add extra detail. Visual aids will be use to reinforce all
students learning throughout this scheme. Students who are finding the task difficult will be paired alongside
a stronger student.



Timeline/Sequence of Lessons:
Week 1 Introduce students to images and artists, have a discussion on ideas on what their going to make,
demonstrate some of the techniques and all students will begin working on their pieces.
Week 2 continue working on their pieces students will be looking at visual aid and will be deciding which
exaggerated features they will be using in their piece and will continue their making process.
Week 3 Discussing with students what is working and not by displaying student work as an example. Repeat
demonstration on how to exaggerate feature by layering and assembling.
Week 4. Completing finished pieces students will be displaying their finished pieces and photographing them.


Assessment Rubric: Year Group 1
st
years