Expressive Linear Sculpture
After being exposed to the work of Alexander
Calder and others and experimenting with
Line, students will receive 18 gauge wire and
will experiment with wire formation techniques
to create a three dimensional figure
Students will be able to make better pieces of
art after they are exposed, analyze and critique
the work of Alexander Calder and create art
that shows a variety of subject matter, focuses
and motion:
Objectives- Students will be able to
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Students will develop skill in utilizing line in a 3
dimensional context, experimenting with:
a - outline
b - contour line
c - gesture line
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Identify art concepts in line artworks by artists and
students
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Evaluate finished artwork
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Students will gain experience utilizing simple wire
attachment techniques of twisting and crimping
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Students will explore a variety of techniques for mounting
sculpture to the base
Calder’s alteration of "form" are viewed from different angles,
causing the relationship of the lines being used to change
Mountains and Clouds (1976), by Alexander Calder, 612 inches x 900 inches
Mercury Fountain (1937), by Alexander Calder
Untitled gouache on paper by Alexander Calder, 1967,
Do you think Calder is suggesting something
about what “Man” is trying to express through the use of line?
Man, a "stabile" by Alexander Calder; Terre des Hommes (Expo 67 fairground),
Why do you think Calder made his
“Man” look like this?
Know the artist: Alexander Calder
"My fan mail is enormous. Everyone is under six." ~
Alexander Calder
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1898-1976, American sculptor, b.
Philadelphia; son of a prominent sculptor,
Alexander Stirling Calder. Among the most
innovative modern sculptors, Calder was
trained as a mechanical engineer.
A toy maker obsessed with a love for the
circus. He was credited for inventing the
mobile, which is a basic toy hung over
baby cribs
Click on the link for
more info and a video
on Calder (14:09)
At this point, “mobile” was
synonymous with the term “kinetic
art”, describing sculptural works
in which motion is a defining
property. While motor or crankdriven moving sculptures may
have initially prompted it, the word
“mobile” later came to refer more
specifically to Calder’s freemoving creations.
Where do you see visual
movement in the
sculptures?
Compare & Contrast the creation /
processes / materials involved in 2D
and 3D artwork
Now that you know some of the
differences…
 Students
will work with pen and ink / ball
point pen, to create line drawings using
outline, contour and gesture techniques
that represent full and partial figurative
subjects - emphasis is to be placed
on illustration of form and emotion using
line
Kinds of Lines: Your drawing today
should feature all of these
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Short/long, curved/straight,
Broken/continuous
Qualities of lines: thick/thin, hard/soft,
clean/fuzzy
Expressive lines: straight/rigid,
diagonal/exciting, horizontal/restful,
vertical/dignified, and undulating/energetic.
Lines that describe an edge
Overlapping Lines and shapes.
Drawing your still life:
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Observe the object carefully and complete a contour
line (outline) drawing (by trying to pick up their pencil
from the paper AS FEW TIMES AS POSSIBLE!)
Students should draw lightly at first
Students will repeats steps 2 and 3 independently as I
come around to check up and assess their work. Every
10 minutes they should rotate to a different station that
has a different shape at it. They should continue the
process until they fill up their paper.
Students will get with one or two of their Clock
Camaraderie partner to discuss the work that they
have created. Such as the troubles they encountered,
things they like and things they do not like.
Extension:
 They
will also practice BLIND CONTOUR
DRAWINGS on a few of the objects in the
room.
Assessment:
 Did
the student create unique Contour /
Blind Contour drawings (AND NOT
TRACING THE OBJECT)
The painting was commissioned by the Spanish government to
hang in the Spanish Pavilion at the World Fair in Paris, 1937.
Guernica is Picasso's answer to the atrocities that were inflicted
upon Guernica. It is a powerful work done a grand scale to
highlight the futility of war and the suffering that it causes for all.
Red Mobile, 1956. Painted sheet metal and metal rods
These drawings capture the
“Gesture” or the suggested,
implied movement or rhythm a
figure is showing. You can think
of it as a “stick figure” in motion.
Students will develop their understanding
of movement by completing a series of
gesture drawings, quick sketches that are
based on careful observation. Focus of
this project is primarily on line and trying
to capture the gesture of the model.
Most of these are
60sec gestures,
concentrating on
flow of force and
motion,
not proportion or
likeness to the
model (obviously!)
Assessment:
 Did
the student create a series of gesture
drawings that capture the suggestion of
movement?
 Critique your partner and provide some
assistance on how they can create better
gesture drawings?
Assessment
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4 Superior: Work shows an excellent grasp of all of the concepts explored in this project
Range of sculptures created shows a comprehensive understanding of the figure and the
expression of emotion through the use of line.
The level of craftsmanship attended to in the creation and finishing of the work is exemplary.
3 Proficient: Work shows a good grasp of all of the major concepts explored in this project
Range of sculpture created shows a good understanding of the figure and the expression of
emotion through the use of line.
A careful level of craftsmanship is evident in the creation and finishing of the sculptures.
2 Emerging : Work shows some some understanding of the major concepts explored in this
project
Sculptures created for this project meet the criteria of the various assignments for the most part
and suggest an attempt to depict emotion through the use of line.
Some care has been taken in the creation and finishing of the sculptures although there is
inconsistency evident in the level of care throughout the range of work completed.
1 Novice: Work shows only occasional understanding of some of the major concepts explored
in this project
Sculptures created for this project do not necessarily meet the criteria of the various
assignments
and either do not or only slightly suggest an emotional component through the use of the line.
Little or no care is evident in the craftsmanship of the projects which may or may not have been
totally completed.
Examples of Student Wire Sculptures
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Students will work on a series of sculptures.
 Drawings are to be used as practice for visualization
of sculpture subjects /utilization of wire
 Students may work on the 3 sculpture assignments in
any order that they choose, but discussion of
essential differences between expectations involved in
assignments (Description), needs to take place
before, during and after completion of works
Some ideas…
 You
can team up with a partner to
complete these and you may start on any
one of them:
 1) Wire sculpture of your face or partner’s
 2) A figure that shows movement (could be
human or animal)
 3) A figure at rest. Which could be an
abstract design that shows expression of
emotion through use of line
Safety with the wire
 The
wire does have potential to poke an
eye out or scrape skin
 Please always wear your goggles and
NEVER swing wire around like a lasso or
anything inappropriately
 You will only receive a 12” long piece of
wire to work with at a time. DO NOT
MISUSE IT OR THE TOOLS OR YOU
ARE OUT
The three wire technique
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Distribute three strands of wire per student, and one or two wire
cutters per table. Students may wish to swap different color
wires back and forth.
Students should focus on seeing how many different things
they can do with just three wires. They can doodle around,
making little cartoon figures. Or, if there's something they enjoy
looking at, a flower or a bug, have them look at it very closely
and see if they can make something like it out of the wire.
Encourage them to really look at the objects they enjoy (people,
animals, sports cars), and observe a few important aspects to
try and get down in wire.
If you can master the Three-Wire technique, you will be ready
for the more advanced objects and techniques in wire art.
Experiment with wire bending
techniques
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Plot out your artwork first by making sketches.
How do you think you can take “line” such as the
wire and turn it into something threedimensional?
 Bend, crimp and twist the wire and manipulate it
with your tools.
 Eventually your wire sculpture will be mounted
through a hole in a block of wood. The wood
isn’t that big, so REALLY consider the weight of
your sculpture or it might fall over.
How does this modern New York artist create
three-dimensional forms out of just line
Safety with the wire
 The
wire does have potential to poke an
eye out or scrape skin
 Please always wear your goggles and
NEVER swing wire around like a lasso or
anything inappropriately
 You will only receive a 12” long piece of
wire to work with at a time. DO NOT
MISUSE IT OR THE TOOLS OR YOU
ARE OUT
Assessment
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4 Superior: Work shows an excellent grasp of all of the concepts explored in this project
Range of sculptures created shows a comprehensive understanding of the figure and the
expression of emotion through the use of line.
The level of craftsmanship attended to in the creation and finishing of the work is exemplary.
3 Proficient: Work shows a good grasp of all of the major concepts explored in this project
Range of sculpture created shows a good understanding of the figure and the expression of
emotion through the use of line.
A careful level of craftsmanship is evident in the creation and finishing of the sculptures.
2 Emerging : Work shows some some understanding of the major concepts explored in this
project
Sculptures created for this project meet the criteria of the various assignments for the most part
and suggest an attempt to depict emotion through the use of line.
Some care has been taken in the creation and finishing of the sculptures although there is
inconsistency evident in the level of care throughout the range of work completed.
1 Novice: Work shows only occasional understanding of some of the major concepts explored
in this project
Sculptures created for this project do not necessarily meet the criteria of the various
assignments
and either do not or only slightly suggest an emotional component through the use of the line.
Little or no care is evident in the craftsmanship of the projects which may or may not have been
totally completed.
Know the artist:
Elisabeth Berrien
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This modern wire artist from California has some
notes about working with wire:
 Structure: There are endless ways to create a
structure. The weaker it is, the more times you will
have to reform it.
Practice & Experiment: There really are no set rules about
working with wire, but it is suggested to at first just experiment.
Get a couple of pieces of wire and form them into as many
different things as possible by bending and looping.
Safety with the wire
 The
wire does have potential to poke an
eye out or scrape skin
 Please always wear your goggles and
NEVER swing wire around like a lasso or
anything inappropriately
 You will only receive a 12” long piece of
wire to work with at a time. DO NOT
MISUSE IT OR THE TOOLS OR YOU
ARE OUT
Assessment
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4 Superior: Work shows an excellent grasp of all of the concepts explored in this project
Range of sculptures created shows a comprehensive understanding of the figure and the
expression of emotion through the use of line.
The level of craftsmanship attended to in the creation and finishing of the work is exemplary.
3 Proficient: Work shows a good grasp of all of the major concepts explored in this project
Range of sculpture created shows a good understanding of the figure and the expression of
emotion through the use of line.
A careful level of craftsmanship is evident in the creation and finishing of the sculptures.
2 Emerging : Work shows some some understanding of the major concepts explored in this
project
Sculptures created for this project meet the criteria of the various assignments for the most part
and suggest an attempt to depict emotion through the use of line.
Some care has been taken in the creation and finishing of the sculptures although there is
inconsistency evident in the level of care throughout the range of work completed.
1 Novice: Work shows only occasional understanding of some of the major concepts explored
in this project
Sculptures created for this project do not necessarily meet the criteria of the various
assignments
and either do not or only slightly suggest an emotional component through the use of the line.
Little or no care is evident in the craftsmanship of the projects which may or may not have been
totally completed.