Students should be able to define visual culture and ideals (beliefs). They will practice implementing color, form/shape, balance, contrast, emphasis/focal point, proportion/scale, and unity/harmony.

9.1.12.A: 

Know and use the elements and principles of each art form to create works in the arts and humanities. 

Elements:

Visual Arts: • color • form/shape • line • space • texture • value   Principles:

Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony

Day1:

Open conversation with students by discussing what visual culture and ideals are and their affects on the arts. Introduce to students various artists who use visual culture within their sculptures to portray their ideals (artists and their works are found under sources). Students are to be broken into groups of three to five and discuss what ideal they are going to represent with their sculptures. Students are expected to come to the next class with a series of found objects the next day to create their sculptures. 

Day 2:

Review with the students on how to use the camcorder or ipad to record images. One student will record while the other students in the group compile the found objects and start creating their sculptures. Students are expected to come to the next class with a series of found objects the next day to build upon their sculptures.

Day 3:

Another student will record while the other students in the group will compile the found objects and continue to build upon their sculptures. Students are expected to come to the next class with a series of found objects the next day to finish their sculptures.

Day 4:

Another student will record while the other students in the group will compile the found objects and continue to put the finishing touches on their sculptures. Within their groups, students are expected to compile their videos and fast-forward the video clips x4. Students will also add appropriate music to enhance their video. The videos will then be exported and submitted. 

Day 5:

Students are expected to submit the final video recording to the class Art Blog. The various student groups are then expected to gather their sculptures and partake within an in depth discussion about each other’s works, critiquing each other’s sculptures using the knowledge they have built over the week.

• Found objects (students will bring these in)

• Glue

• Camcorder or iPad

• Movie maker software

• iTunes access or other music sites such as www.freemusicarchive.org

Day 1: “Good morning class, Tell me, what are your ideals? Your beliefs? That which you hold to be true?” Students will breifly talk about their beliefs. “Art is a way of conveying one’s belief. Through art one can explore and question society’s beliefs. For example Will Kurtz paper mache artwork Linda the Dog Walker can be seen as commentary on what is reality and what is merely a construct. Judy Chicago’s artwork The Dinner Party is a piece commenting on her beleifs as a femminist. Sculptors like Jean Shin and Anthony Heywood use visual culture to make their art. Tell me what is visual culture?” Students will discuss what constitutes as visual culture. “Alright class, today we are going to make our own sculptures that reflect a particual ideal. I want you to break into groups of three to five and brainstorm ideas. Discuss with your group what ideal you are going to focus on and think of ways you can portray that ideal through a sculpture. Please keep a record of all your ideas as this will be helpful later on. Also, remember you will be using found objects to create this sculpture.”

Day1:

Students are expected to gather into groups and discuss their ideals and how they are going to portray them.

Day 2:

“Class before we start on our sculptures today we must first go over the second part of this project. Starting today, one of your group will be recording as you build your sculpture. The first day will be one person, the second day will be another person and the third day will be someone else. Everyone must take part in building the sculpture just as everyone has to at least record at least ten minutes of video. This will be double checked with the sign off sheet stating when you were recording and how long.” Tell the students how to record using a camcorder or an iPad. “Now students start sculpting.” One student in the group is expected to record while the others start constructing the sculpture. The recording student is allowed to switch out with another student after gaining the minimum minutes needed. By the end of class students should have the beginnings of their sculpture made. “Students, remember to bring in more found objects tomorrow to build upon your sculptures.”

Day 3:

“Students break into your groups and continue with your sculptures.” One student in the group is expected to record while the others start constructing the sculpture. The recording student is allowed to switch out with another student after gaining the minimum minutes needed. By the end of class students should have the majority of their sculpture made. “Students, remember to bring in more found objects tomorrow to finish building your sculptures.”

Day 4:

“Students break into your groups and finish with your sculptures, when your group is done I will give you the next set of instructions.” One student in the group is expected to record while the others start constructing the sculpture. The recording student is allowed to switch out with another student after gaining the minimum minutes needed. To the finished group. “Now that you are finished with your sculpture you must either use iMovie or Movie Maker to combine your video clips and fast-forward the whole movie x4.” Give students instructions on how to fast-forward video clips. “After you fast-forward the movie export it using QuickTime and submit the video to the class blog.” (links for tutorials are on the tasks page)

Day 5:

“Good morning class, you should have submitted the final video recording to the class Art Blog by now. Now let us begin our class discussion with a critique of our sculptures. The various student groups are expected to gather their sculptures and critique each other’s sculptures using the knowledge they have built over the week.

A series of evidence will asses the student’s attainment of goals and objectives. First will be a written record of ideas they had brainstormed together as a group. Second would be the movie recording their sculpting process along with a sign off sheet stating who was recording when and how long. Finally is the class critique the students will partake in, conveying their thoughts and ideas to the rest of the class.