Sculpture/3D Studies Scheme

Title: Materials and technologies: constructing with tied frameworks and infilling stones and clay. Group: 2nd years No. of lessons: 12 - D and 2 S per week. Pupils: 20 Time: 640mins - 160mins per week. Aims: - Explore and gain greater appreciation for vernacular architecture in Africa by analyzing images of different buildings at varying levels of assembly. - Achieving a solid base framework from which other materials can be supported. - The succesful construction and design of a 3D sculptural piece encasing an object which explores and utilises traditional African building tecniques. Overall Learning Outcomes: - Gain experience of working with a variety of different, natural materials to infuse own understanding of African technologies used in building with real-life practice and application; initiating individual lines of enquiry within this and performing diligently adhering to appropriate levels of critical awareness, consideration and effort. - Evaluate these tecniques (why they are important, valuable, sustainable etc.)so that this knowledge can support problem solving abilities in relation to supporting/encasing an object and inform the securing of a strong framework as the foundation in this process. - Compose a sculptural piece which supports and celebrates a working knowledge of specific traditional African tecniques by use of materials (sticks, clay, wire) design/form, texture, strenght; in order to encase and hold securely within an object; gaining experience in working with clay and developing construction skills to form a 3D art piece. Education for sustainable development: Contemporary architecture and traditional materials. Special focus of teacher inquiry: Devising and encouraging problem-orientated activities.

Vernacular architecture in Africa Kenya, Swaziland.

The construction methods of vernacular buildings/barns/houses are astonishing as the use of natural materials is widespread-using stones to insulate and heat the homes, the interior floor can be raised, also allowing for ventilation and maximum air circulation. Strenght of building and solid, reliable tecniques used throughout process.Some tecniques we might find familiar too-use of beams to support roof, different room/area plan.

Investigating/making: 3D/sculptural pieces integrating elements of the tecniques seen above with framework, walls, base and top/roof made from a variation of and specific combination of sticks, clay stones, wire. How can these tecniques be applied to encasing an object in order to achieve and demonstrate learning, development, knowledge? How will we encase it? How will we treat and interpret the objects to inform a more sculptural piece?

Various techniques of investigation (seen above) during initial stages of making.

Conceptual visual exploration of sculptural works (pieces by environmental art group Red Earth) can challenge the development of work in a more sculptural way with an increased defined, artistic treatment. (http://www.redearth.co.uk/)

Materials/Facilities: Wire, twine pliars, sticks, natural (and lollipop?), clay, clay tools, boards to work on/plastic to cover desks, posters, images, paintbrushes, mark-making implements. Literacy: contemporary, concept, preliminary, framework, process, rescaling, encasing, infilling, weaving, layering, foundation. Numeracy: Framing, grid, layout, measuring, weight, balance. Use of digital media: Photography, additional individual research online of environmental artists. Teaching/Learning Strategy: whole class working in art room setting, research, group discussions, group and individual work. Differenciation: If finished 3D construction successfully, surface texture/decoration can be considered and started. If many attempts at developing and prototyping concept prove unsuccessful, small-scale 3D non-functioning piece will be aimed at, in addition to plans, sketches and rationale. Alternatively, if solid framework and infilling complete, piece can be developed as above in a more sculptural sense-object can be heightened, raised at odd angles, made to suspend or support added weigth etc. Timeline: 1st lesson - project introduction with pictorial selection of architecture built using these tecniques. Discuss and evaluate percieved strenghts/weaknesses, how is it made, whay these materials are used. Design and construction as problem solving tasks-what is functionof buildings? Begin to plan for their object. 2nd lesson - Planning refined and use of materials discussed.

3rd lesson - Begin to make 4th lesson - Making-foundations. 5th lesson - Making-frameworks 6th lesson - Final frammework. 7th lesson - Reworking framework to begin adding clay stones etc.. 8th lesson - Making. 9th lesson - Making. 10th-12th lesson - Begin final refining and securing. Consider exterior design, form.

Assessment rubric: (see reverse)

Criteria: Evidence:

1) Attitude_10
An openness to discussing and/or evaluation of images depicting these specific construction techniques from the outset should be apparent. Willingness and perseverance in securing the making of a solid framework as the foundation stage of making sculpture. Embracing project through all stages, coming to an informed, successful end in terms of learning gained and/or completion. -Eager to learn about and build upon own understand of ideas and methods of construction throughout Africa. -Accepting of initial faults in making and technique/ Prototyping and knowing the importance of moving on in a positive manner to develop sculpture further with the knowledge and experience gained from this stage to achieve strong base/frame piece. -Enthusiastic in finishing off sculptural piece with final effort and appreciative of work and progress so far to get to this stage, similar to people and artists who use these materials etc.

2) Approach/method and conceptual

awareness_10 Exploration of different methods of encasing an object, what suits it best, most effective for object? Different attempts at certain techniques of fastening, fencing, making cross sections and securing with wire. which is most suitable for encasing? The form or plan of encasement related to and directed by creative analysis of object and/or sculptural characteristics. -Thought evident in plans: shape of encasment, form, method of covering sides, base etc. -Interest evident in different attempts with techniques tried and tested, developed own approach. -Sculpture form has branched out and developed from original cube-like dwelling structure, to be informed by qualities or associations with object or sculpture artists.

3) Sculpture and technique_10

Informed by and directly related to techniques used in Africa or variation of these. Ability and attempts in ensuring a secure framework as point of further development and learning. Final piece a testament to the challenges overcome and learning gained in development of a working, changeable piece of sculpture as a unique student response. -Certain working techniques in use throughout sculptural piece in appropriate manner to strengthen and improve appearance and function. -Finished piece is based from, around or on a framework which is strong, stable and supportive to final layers. -Refined sculpture, reworked and improved upon after various attempts and reviews of success.