Course number: 2326
Course title:
Sculpture I
Semester hours: 3
Foundational Component Area
1. The course “focus[es] on the appreciation and analysis of creative artifacts and works of the human
imagination.”
Sculpture I is the introduction and analysis as to how art is made. From antiquity to present, artist’s
processes, ways of thinking about art and tools have changed. These changes have had a pronounced
effect on the linear development of art. Students enrolled in Sculpture learn to analyze the art object
and identify and utilize tools and equipment that are necessary in the production of art.
Students enrolled in Sculpture I are exposed to and taught to identify the various processes that are
necessary to produce art work and how these processes have developed over time.
Sculpture I students are exposed to and taught to identify the wide variety of mediums that encompass
works from artifacts to contemporary artwork and how these mediums have evolved with technology.
Without the ability to do these three things, students will not have the capability to fully appreciate and
or analyze works of art.
2. The course “involve[s] the synthesis and interpretation of artistic expression and enable[s] critical,
creative, and innovative communication about works of art.”
To understand the synthesis and interpretation of artistic expression it is imperative that students gain
an understanding of the “three things” mentioned above.
Students enrolled in Sculpture I begin to develop and advanced understanding of the synthesis and
interpretation of artistic expression through lecture, shop orientation and the actual use of the tools and
equipment utilized in making art.
Core Objectives
A. Critical Thinking, Aspect 1: The course teaches “creative thinking and innovation.”
Students enrolled in Sculpture I are introduced to creative thinking, innovation in a number of ways.
The responsibility of the conceptualization of their pieces directly challenges both of these components.
Regarding inquiry they must take into consideration lecture information as well as their own research.
Innovation is directly related to the execution phase of the work itself. The conceptualization of the art
object they intend to produce addresses creative thinking. (See Appendix A)
B. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
In the arts one cannot have output without impute. Students are required to research historically
significant artists from antiquity to present. This provides both an awareness and inspirational
component necessary to create a successful piece of artwork. (See Appendix B)
A. Communication, Aspect 1: “Students will demonstrate effective development, interpretation,
and expressions of ideas through written communication.”
Students in the class will be exposed to artists, works of art and art movements. Students will take
exams to learn terminology, dates of art periods as well as why these periods are significant. Students in
this class will write essays on selected artists. For example, what are the distinguishing differences of
additive and subtractive sculpture? (See Appendix C)
B. Communication, Aspect 2: “Students will demonstrate effective development, interpretation,
and expressions of ideas through oral communication.”
Students are expected to orally defend and elaborate their decisions regarding concept, material
selection, and execution of their art work. This is done both in one on one interaction with their
professor as well as in group critiques with their classmates. (See Appendix D)
E. Communication, Aspect 3: “Students will demonstrate effective development, interpretation,
and expressions of ideas through visual communication.”
Students enrolled in this class will be responsible for the completion of an undetermined number of art
works. They will be evaluated and held accountable for the relevance or lack of relevance as it relates to
their completed artworks. (See Appendix D)
F. Teamwork: “Students will demonstrate the ability to consider different points of view and to
work effectively with others to support a shared purpose or goal.”
Students enrolled in this class must share and coordinate workspace and tools. They must work together
to keep the workspace organized and be willing to lend each other a hand. Students in this class must
also coordinate to complete, install and take down a professional art exhibit in the Visual Arts Gallery.
(See Appendix E)
G. Social Responsibility, Aspect 3: “Students will demonstrate the ability to engage effectively in
regional, national, and global communities.”
Students in Sculpture I are exposed to works from varied cultures and time periods which engenders
knowledge and recognition of many different political, religious and social viewpoints. Specifically,
students are engaged group critiques and discussion of the effect of art in the public sphere by arguing
the benefits or deficiencies of specific works of public art on both a local and international level.
Students in this class must learn to work together through communication and action to achieve a
common goal. Their ability to do this is paramount in order to see their efforts realized. If they fail at
this, their exhibit will suffer and thus let the community down. By its very nature the Visual Arts engages
regional, national and global communities.
(See Appendix F)
Appendix A: Sculpture 1
Bronze Sculpture Assignment
Students enrolled in Sculpture I will be given a predetermined size piece of wax. They are required to
select a life form and through analysis and ultimately synthesis, sculpt from this wax a life form of their
choosing.
Once the concept is determined the student will request approval from the Professor to move forward
to the spruing process.
Once the spruing process is complete, the student will begin the ceramic shell mold making process.
Once the mold making process is complete, the students will work together in the foundry to burn out
the wax and then pour the molten bronze.
Once the bronze has been poured, students work at removing the ceramic shell and begin the cleanup
of their work.
The cleanup work involves the removal of gates and vents with machinery, t.i.g. welding areas, sanding
and finally buffing.
Once the cleanup work is completed students must determine finish and finally presentation.
Appendix B:
Research Visually
For the Visual Artist inquiry is analysis. Students are required to “look” at art and through synthesis
relate the art to the artist who executed the work, the artist process, the artist concept and how the
materials usage and handling are relevant. In doing so, they begin to build a “visual” image bank that
fosters both inspiration and understanding of what they are doing and plan to do.
For example, in the culinary arts one “develops a pallet” in the visual arts one develops “an eye”.
Students enrolled in this course are encouraged to take museum visits in the Dallas, Ft. Worth
metroplex.
Students are required to visit and check out books in the library. This serves to strengthen their visual
understanding and their ability to incorporate art terminology as they learn to have a dialogue about
art.
Students are encouraged to attend gallery openings to synthesize the business side of art through
analysis.
Assignment:
Write an 800 word critique paper after visiting the student exhibit. You may choose one or more works.
Consider through your analysis of the art what works, and if appropriate, what does not work. Consider
the synthesis of composition, material selection and how these choices ultimately convey the concept of
the artwork(s).
Appendix C:
Students are required to research artist and forms of the Visual Arts.
The essay is directed at the student and their own personal interest related to art. The student selects
an artist that they are inspired by and are required to write a paper indicating who this artist is and what
is the iconography and iconology of said artist. They must analyze the iconography and synthesize the
iconology. The student must elaborate as to why they selected this artist and what inspires them about
the artist and there work. This is a studio class and students are expected to analyze works of art to help
synthesize their own ideas. The paper is designed to encourage their awareness of art and artist to
ultimately make the art they are producing better and their ability to synthesize ideas more effectively
through analysis.
Assignment: Write an 800 word essay that critiques one of your recent artworks that applies each
question below.
USEFUL QUESTIONS FOR LEARNING TO UNDERSTAND THE VISUAL LANGUAGE OF ART
1. What is my first response?
Ten words that first come into your mind
Trust your responses – they will tell you more than you realize about the work and about
yourself.
2. What is being represented?
Reality/Dream/Fantasy/Abstraction, Past/Present, Self/Other
Some combinations of these
3. What clues to meaning have been provided?
How much naming can I do?
Subject matter
Title
Symbolism/Allegory/Metaphor
Quotations
4. What are the formal codes? How are the following elements handled? What can you deduce
from these choices?
Composition
Highly organized or Random
Surface and Edge
Texture
Inviting or repellent?
Color
Flat or used to evoke volume and/or space? Emotional
correspondences?
Line
For clarity or ambiguity?
Movement
Is it produced or required?
Space
Affirmed or denied?
Light
Is the manipulation of light an important factor?
Proportion
Is the relationship of elements within the image “realistic” or
“distorted”?
Scale
What is the Scale to the viewer or its environment?
Is there Harmony or Dissonance? Is there Tension or Balance?
5. What is the point of view?
Literally (i.e. Spatially)/Where is the viewer? Where is the artist? Whose point of view do we
share?
Figuratively What is the artist’s attitude toward the subject matter? Ironic? Reverent?
Subversive?
What role is assigned to the viewer? Witness? Judge?
6. What is the tone?
Intellectual and/or didactic
Emotional and/or illogical
Reasonable or aggressive
Self-assured or tentative
Subtle or overt
Meditative, contemplative
7. What is the intended response?
Pleasure/Sympathy/Agreement/Shock/Distance/Alienation/Humor/Irony
8. When and how was the work made?
Historical references. How does the work function in the present? Viewer should do some
homework. (What more do I need to know?)
9. Where was the work intended to be seen?
Public/Private
Home/Gallery/Museum
What is the influence of patronage? Size or materials or subject matter sometimes provide
clues.
10. What decisions have been made?
What has been exchanged/risked/added/deleted from conventional attitudes?
Innovation vs. Tradition. Is a distinctive style or signature apparent?
11. Are there similarities and differences from on work to another?
12. What similarities and differences with the work of other artists? Other periods?
Understanding is not “spontaneous.” It requires concerted effort. Our understanding is conditional
on a multitude of factors, many outside our control, many imposed by the immediacy of our needs.
Appendix D:
The conceptualization and Execution of the Art Object
Students are required to produce art work of their own creation. In this process they inquire about
material selection, aesthetics and process. There can potential be upward to 50 hours per student per
semester of dialogue between student and professor regarding the execution of their various art
objects.
Students are encouraged to engage in dialogue with one another regarding the above.
Students are required to explain and defend their art work utilizing Visual Art terminology during
individual and group critiques.
To whom it may concern: I have been teaching at the college level for 14 years and find this to be one of
the most valuable and challenging assignments for students. Typically they have very little to no capacity
to perform this very valuable capability; public speaking. Whether the arts or in life after college, if
students are unable to communicate orally, particularly when personal emotions are on the line, they are
far less likely to best succeed at any level.
Assignment: Group and Individual Critiques
You are required to orally explain and defend your art work. You are required to analyze and synthesize
art terminology, design elements, material selection and concepts (both academic and personal) during
individual and group critiques while applying it orally to your own, as well as, your peers work.
Appendix E
The Visual Arts require students to work in an industrial environment. Safety and efficiency are of
upmost concern. This by its very nature requires art students to work effectively with others to support
a shared purpose and goal. Students must coordinate with each other when sharing machinery as well
as assist one another in the use of the machinery. Students are required to share the responsibility in
keeping the workshop orderly and clean.
Assignment:
You are required to complete a selected amount of works to install in a professional gallery to be
displayed to the public. The installation of the exhibit requires teamwork, analysis and ultimately
synthesis in the hanging and installation of the artwork.
Appendix F:
Work from what you know assignment.
Beginning Visual Arts students often encounter difficulty selecting subject matter to work from. The
“work from what you know” assignment requires just what it says. For example: If a student has an
Agricultural background it might be suggested their work incorporate regional/geographical component
for the conceptual component of their piece and that they consider materials such as metal, wood, and
even seed as potential elements for the piece itself.
Another example might be if a student were here on a visa from another country. This student might be
encouraged to incorporate a global element to their work perhaps using a design element such as
juxtaposition.
Assignment:
Determine experiences and interests that have molded who you are. While life and life experience are
about change and modifications to our belief system, analyze where you are currently at regarding your
interest and value beliefs. Having done so, begin to synthesize these concepts and incorporate them into
a sculpture.
Materials play a significant role in both regional and symbolic communication, so the importance of
material selection should be emphasized.
Symbolism should also be synthesized into your concept as it is also a potentially universal form of
communication.
The finished sculpture should be self-portrait like in that it represents something about you, your life
experiences and/or belief system. Assessment will be in the form shown below.
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas Higher
Education Coordinating Board (THECB): (1) a brief description of the course including each major course
requirement, assignment and examination; (2) the learning objectives for the course; (3) a general description of
the subject matter of each lecture or discussion; and (4) any required or recommended readings. Contact
information for the instructor is also provided. The Course Syllabus also provides institutional information to
indicate how this course supports NCTC’s purpose and mission. Information specific to a particular section of the
course will be included in the Class Syllabus and distributed to enrolled students.
Course Title: Sculpture I
Course Prefix & Number: ARTS2326
Section Number: 100
Term Code: 131S
Semester Credit Hours: 3
Lecture Hours: 32
Lab Hours: 64
Course Description (NCTC Catalog): Students are exposed to traditional and contemporary
methods of sculpture. These methods include carving, modeling, mold making, casting, forge
work, metal forming and fabrication, wood working and mixed media. Sculpture prepares
students interested in working with any or all of these methods for professional careers
requiring a creative component and knowledge of design, tools, processes and equipment.
Course Prerequisite(s): Preferred Design I, Design II, Drawing I
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
- Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Campus/Office Location:
Telephone Number:
E-mail Address:
James M. Staples (Jimmy)
1306B Visual Arts Department, Gainesville, Texas
940-668-7731, Ext 4480
Cell 903-651-3195
jstaples@nctc.edu
Name of Department Chair:
Office Location:
Telephone Number:
E-mail Address:
James M. Staples
1306B Visual Arts Department, Gainesville, Texas
940-668-7731, Ext 4480
jstaples@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
No textbook is required for this course.
OPTIONAL TEXT: Kelly. Sculptural Idea, 4th edition. Wave Publishing. ISBN: 9781577662594.
You are expected to research media and processes related to your interest.
Material List:
1. Sketchbook/Journal
2. Raw materials needed for the creation of sculpture
3. Safety glasses
4. Leather gloves
5. Loose fitting long sleeve cotton shirt or suit
6. Hair protection (bandana or welding cap)
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded
Course
Graded Course Elements
Elements
Complete an undetermined number of sculptures from
concept to execution.
Each sculpture will be evaluated on the:
1. Understanding of a given process and the skill
demonstrated using that process;
2. Concept (your idea);
3. Craftsmanship
Final grades in this course will be assigned a letter value as
follows:
A=90 to 100 points;
B=80 to 89 points;
C=70 to 79 points;
D=60 to 69 points;
F=59 and below.
Attendance Policy: All students are expected to attend
class on a regular basis. All students are expected to
develop and maintain a professional attitude about selfdiscipline with respect to work time and adequate
artistic production.
Working in the studio is an essential part of this course.
Students should expect to devote studio time outside of
official class meeting times in order to complete projects
in a timely fashion. Students are expected to research a
minimum of 8 hours per week regarding their discipline.
If you are an art major expect to double that.
Progress and attendance can make a positive difference in
a student’s final grade, especially in “borderline” point
situations. Conversely, absences may lower a student’s
final grade as much as one full letter grade. After two
unexcused absences (by me or a doctor) you should
consider withdrawing from the class.
The instructor, as needed, will provide technical advice
related to the process you are working in. The instructor
Percentage or
Points Values
will not do your work or problem solving for you. The
student will be responsible for synthesizing this
information and developing his/her skills through
practice. The student is strongly encouraged to (1) attend
class on a regular basis, (2) participate in classroom
discussion at the appropriate time, and (3) develop a
professional approach to studio classes. Note: Cumulative
development and Professionalism is a large part of your
grade. Cumulative development is shown in your ability
to integrate previously covered material into subsequent
assignments. If you fail to do your weekly research you
will not do well in this course. If you come to class
unprepared you will lack in productivity, efficiency and
capability. Professionalism is demonstrated by
preparedness, attendance, effective use of class time,
consideration of your instructor and peers, and respect
for the studio.
Your Final Exam will be your art exhibit. You are
responsible for having your work presentable and
capable of installation.
INSTITUTIONAL LEARNING GOALS




A quality general education curriculum in all associate degree programs.
Quality freshman and sophomore level courses in arts and sciences which parallel the
lower division offerings of four-year colleges and universities.
Quality technical programs leading directly to careers in semi-skilled and skilled
occupations, and quality technical education programs up to two years in length leading
to certificates and associate degrees.
Quality programs and services in support of adult literacy and basic skills development
as a mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of providing quality freshman and sophomore level courses in
arts and sciences that parallel the lower division offerings of four-year colleges and universities
by offering a coherent sequence of courses with appropriate breadth and depth to prepare
student for transfer to a university.
DEPARTMENTAL PURPOSE STATEMENT
The purpose of the Art Department is to prepare students with a vocabulary of visual form and
an extensive foundation in Art theory and practice through particular media concentration and
study in Art Appreciation.
STUDENT LEARNING OUTCOMES
Students who complete this course will successfully demonstrate:
1. An understanding of the safe and proper use of shop tools and equipment
2. Basic techniques in the fabrication of Sculpture
3. Design skills from the conception to the execution of Sculpture using a variety of
processes and media.
There will be an undetermined number of projects, each addressing the outcomes.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
Orientation safety/operations
Lecture and Demo with tools, equipment ,media and
shop policies
processes
Bronze and Aluminum Casting
Lecture discussing the lost wax, ceramic shell, spruing,
wax manipulation and pouring processes.
Design in Sculpture
What to strive for in creating a significant piece of
sculpture.
Composition and Content
The importance of these two components and their
relation to you work
Mixed Media Sculpture
Introduction to metal fabrication and wood
construction
Mig, Tig, Arc, oxy/acet welding
When do you use what and what for?
Metal Forming
Tools and equipment for metal manipulation
Wood Band saw, Table Saw,
When do you use what and what for?
Miter Saw
Pneumatic Right Angle Die
When do you use what and what for?
Grinder, Strait Die grinder,
Electric grinders
Horizontal Belt Sander, Vertical
Various uses and advantages.
Belt Sander
Metal band saw
Applications
Surface Reconditioning Disc,
Appropriate Applications
Sanding Disc, Sanding Belts etc.
Aesthetics, Content, Function
Where do these concepts fall within your work?
Last day to Withdraw For the Fall 2013 semester, the last day to withdraw from a course with
a “W” is November 16, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states
that each student shall be charged with notice and knowledge of the
contents and provisions of the rules and regulations concerning student
conduct. These rules and regulations are published in the Student
Handbook published in conjunction with the College Catalog. All
students shall obey the law, show respect for properly constituted
authority, and observe correct standards of conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a
test, plagiarism, and collusion.
STUDENT SUPPORT SERVICES
Disability
Accommodations
The Office for Students with Disabilities (OSD) provides
accommodations for students who have a documented disability. A
disability is anything that can interfere with learning, such as a learning
disability, psychological challenge, physical illness or injury.
Accommodations may include extra time on tests, tests in a nondistracting environment, note taker in class, etc. On the Corinth Campus
go to room 170 or call 940-498-6207. On the Gainesville Campus go to
room 110 in the Administration (100) Building or call 940-668-7731 ext.
4321. North Central Texas College is committed to both the spirit and
letter of federal equal opportunity legislation, including the Americans
with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and
Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112).
Student Success
The Student Success Center is designed to help all students at NCTC
develop tools to achieve their academic goals. This program also links
students to FREE tutoring, including a Writing Center, a Math Lab, and
free 24/7 online tutoring and helps new students acclimate to college by
providing computer lab services for prospective students. All students
are invited to visit the Student Success Center on the Corinth Campus go
to rooms 170, 182, or 188; on the Gainesville Campus go to rooms 114
or 111; on the Flower Mound Campus go to room 111, on the Bowie
Campus go to room 124.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of
programs for students who need assistance in financing their education.
The first step for financial aid is to complete a FAFSA. For more
information, please visit your nearest Financial Aid Office.
TOBACCO POLICY
Beginning January 1, 2012, ALL campuses of North Central Texas College will be tobacco-free.
NCTC is committed to providing a safe, healthy and welcoming learning environment. Students,
faculty, staff and visitors will be breathing easier at NCTC.
NCTC restricts the use of all tobacco products including cigarettes, cigars, pipes and smokeless
tobacco on campus property. NCTC is aware that tobacco use influences underage students
which cumulates unsightly tobacco litter and interferes with assuring clean air for all who come
to NCTC.
NCTC recognizes the health hazards of tobacco use and of exposure to second hand smoke.
Information on tobacco cessation program is available for students, faculty, staff who wish to
stop using tobacco products. Click on "Tobacco Cessation Programs" for more information.
We would like to "thank you" for your help in making our campuses Tobacco-Free.
For questions or concerns please contact the Office of Vice President of Student Services at
940.668.4240.