Philip Listengart, AR 230 Sculpture Department of Art and Design April1, 2014
1. General Education Objectives
a. Integrate knowledge and skills in their program of study
b. Apply aesthetic and intellectual criteria in the evaluation or creation of works in
the humanities or the arts
c. Differentiate and make informed decisions about issues
based on multiple value systems
Learning outcomes
a. Students will create a project that effectively utilize the fundamental elements
of 3d design especially volumes and textures in sculpture.
b. Through their artwork, students will demonstrate skills and techniques
necessary for three-dimensional art, including dexterity with forming, and
arranging different sculptural materials.
c. Students will conceptualize their ideas into a visual representation.
d. Students will conduct a descriptive analysis of the visual aspects of an art object.
e. Effectively critique their own work and work of others.
2. Assessment Quiz
a. Construct a clay armature for a portrait head in clay
b. Build the Clay masses and features following the instructor’s advice. Focus
needs to be on the observation of the model.
c. Build a plaster mold following the instructor’s advice and demonstrations.
d. Make a plaster casting; waste the mold; make all critical adjustments.
according to the instructor’s advice and demonstrations.
3. Student assignment
The first part of the assignment for the sculpture class titled ARD 230 is to make a
portrait head in clay. Each student builds an armature, lays up the clay, finishes
the modeling, makes a mold and then makes a replication in plaster [ a casting]. This
object is then patinaed and mounted on a marble base. The preliminary studies pursue the
structure of the form from front to back,the top to the bottom and the profile views.
The initial assignment will take 4 periods. This is about 16 hours of work.
Week 1. Construction of a wooden Armature.
Week 2. The first phase of laying up the clay mass.
Week 3. The development of the features of the form. The presence or absence of
harmony. An understanding of the structure of the features.
Week 4. Further refinement of week three’s work.
4. Rubric used
Assessment of Sculpture
Learning Outcomes
Course:
AR 230
Excellent
Spring2014
Good
Average
Fair
Poor
Able to
construct an
armature
Armature has
stability
problems
Fair ability to
use clay to
create the
initial
proportions
of the face
and skull
Lacks ability to
construct an
armature that
will hold the
clay
Creation
Students will
construct
the armature
that will be sturdy enough
to sustain the weight of
the clay.
Excellent
ability to
construct an
armature
Good ability
to construct
an armature
Average
ability to
construct an
armature
Students will lay up
above the clay mass. The
importance of the equality
of the height in the front
to the distance from the
front to the back. The
appropriate proportion
across the front. The
oblique angle of the neck
as –it relates to the mass
of the skull.
Highly
proficient
use of clay
to create
the initial
proportions
of the face
and skull
Good ability
to use clay
to create the
initial
proportions
of the face
and skull
Average
ability to use
clay to create
the initial
proportions
of the face
and skull
Students will begin of
the construction of the
features of the form. The
forehead and the chin, the
cheeks and the jaws, the
relationship between the
nose in the mouth, the
eyes, the neck, the ears
and the hair.
Highly
proficient
use of
planes to
define the
form of the
face
Good ability
in handling
planes to
define the
form of the
face
Average
ability in
handling
planes to
define the
form of the
face
Fair ability in
handling
planes to
define the
form of the
face
Inability in
handling
planes to
define the form
of the face.
Little
resemblance to
face
Excellent
handling of
details that
describe a
likeness of
the sitter
Excellent
likeness of
sitter
Superior
ability to
describe the
formal
qualities of
the artwork
or use
sculptural
terms
Above
average
handling of
details that
describe a
likeness of
the sitter
Good
likeness
Above
average
ability to
describe the
formal
qualities of
the artwork
or use
sculptural
terms
Adequate
handling of
details that
describe a
likeness of
the sitter
Fair likeness
of sitter
Fairt handling
of details that
describe a
likeness of
the sitter,
Details only
superficially
resemble the
sitter
Limited
ability to
describe the
formal
qualities of
the artwork
or use
sculptural
terms
Poor handling
of details that
describe a
likeness of the
sitter, Details
do not
resemble the
sitter
Students will refine of all of
these forms. moving from
the most general to the
most specific. Each time
the student comes to the
clay, it is to reinforce
more and more the
likeness of their sitter of
others
Students will critique
their own work and the
work of other students.
This is often problematic
for students. They have
difficulty finding words
for conceptual issues
Average
ability to
describe the
formal
qualities of
the artwork
or use
sculptural
terms
Inability to use
clay to create
the initial
proportions of
the face and
skull. Masses
of clay lack
any definition
relating to a
face
Inability ability
to describe the
formal
qualities of the
artwork or use
sculptural
terms.
Assessment Results Scoring
AR230 Sculpture Rubric Results Semester: Fall 2013
Total students evaluated: 20
A. 1. Creation
The construction of an armature
Excellent 30
Good – 15
Average - 15
Fair – 0
Poor – 0
2 Building an adequate volume with the
Excellent 15
correct distances horizontally, vertically Good – 15
and from the front to the back.
Average – 15
Fair – 15
Poor 0
3. Conceptualize their ideas into a
Excellent –14
visual representation likeness.
Good – 15
Average – 13
Fair – 18
Poor
4. The beginning of a refinement to state
Excellent 13
the actual appearance of the objects.
Good – 14
Average 20
Fair – 13
Poor- 0
B. 5. Analysis
Excellent 12
Students will critique their own work
Good – 13
and the work of other students
Average –20
Fair – 15
Poor- 0
A discussion of the evidence and rubrics used to test data
Section A Creation
Category 1
The construction of and an armature which will be tall enough, secure enough to sustain
the weight of the clay.
 Excellent: 30
 Good: 15
 Fair: 15
 Average 0
 Poor: 0
Category 2
The laying up above the clay mass. The importance of the equality of the height in the
front to the distance from the front to the back. The appropriate proportion across the
front. The oblique angle of the neck as a relates to the mass of the skull.
 Excellent: 15
 Good: 15
 Average 15
 Fair:15
 Poor: 0
Category 3
The beginning of the construction of the features of the form. The forehead and the chin,
the cheeks and the jaws, the relationship between the nose in the mouth, the eyes, the
neck, the ears and the hair.
 Excellent:14
 Good: 15
 Average 13
 Fair: 18
 Poor: 0
Category 4
The refinement of all of these forms. Moving from the most general to the most specific.
The principle of each time the student comes to the clay, it is to reinforce more and more
the likeness of their sitter.
 Excellent: 13
 Good: 14
 Average 20
 Fair: 13
 Poor: 0
Section B Category 5 (Analysis)
Students will critique their own work and the work of other students. This is often
problematic for students. They have difficulty finding words for conceptual issues.
• Excellent:12
 Good: 13
 Average: 20
 Fair: 15
 Poor: 0
Action Plan
Additional emphasis needs to be placed on the nature of the structure of the head and it's
planar development. Students must understand the architecture of the form and develop
that architecture before they begin building individual shapes.
Additional emphasis needs to be placed on the techniques of clay modeling and surface
development.
Most students are lacking in their capacity to verbally describe what it is they have done
and wish to do. Students should have some modest capacity to do so. Additional focus
will be placed in this area; concentration on terminology and the capacity to express
aesthetic experiences.
Students work artifacts three examples attached below
A few samples of student work of the project