Models, Marionettes and Mini monsters: Lesson plan
Carmone Macfarlane: carmonemacfarlane@gmail.com www.muttandmutt.blogspot.com
Grade level: 9-12, Introduction to Art
Topic or Main Idea:
Students will be introduced to Sculpture through the creation of a monster or animal sculpture. They will
analyze how artists develop characters in animations and use personification. They will create works using
multiple sculpture techniques; modeling, welding, pinching, incising and impressing. They will plan, design
and create a work to be displayed, be “interactive” and shared. Students will identify the elements and
principles used in their creations and self-assess their creations.
Objectives:
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Create a well-crafted Sculpture combining construction and modeling techniques.
Investigate modeling techniques and methods.
Investigate non-tradition finishes for sculptures.
Develop standards for crafstmanship.
Interpret the works of modern day sculptor for meaning, content and technique.
Compare and contrast traditional and contemporary sculptures.
Investigate the influence of culture on sculpture.
Develop a definition and understanding of plagiarism and the arts.
Ohio Standards Addressed:
Please see attached standards
Materials:
Teacher Materials: Reference images for inspiration slideshow, daily objectives handouts, student project
handout, rubric, vocab, the Golden Rules of Sculpture, in process examples, final example, newspaper,
plaster gauze, paperclay, boxwood modeling tools, slip
Each student will need: Tape, Ziploc bag, sketchbook, pencil, color pencils
Vocabulary:
Armature, modeling, sculpture, texture, form, plagiarism, personification, observational details
Common Core: Anthropomorphism and Personification, Similarities and Differences, comparison and
contrast of media, comparison and contrast of different sculptures, description and development of
characters
Differentiation:
Reference:
Related Artists: Robert Arneson, Michelangelo, Moore, Tim Burton, Pixar Animations studios, Scott Radke,
Michael DeMeng, Jim Henson, Pixar, Moonbot Studios, Disney, ETSY artists, animals, insects, Sherrie
Gallerie in Columbus, art dolls, monster high dolls, etc
Books: 50 Sculptures You Should Know by Kuhl and Reichold, Make Animal Sculptures with Paper Mache
Clay... by Jonni Good, Screamers by Dan Reeder, Make Something Ugly...for a Change! By Dan Reeder
Magazines: Cloth Paper Scissors, Stuffed, Art Doll Quarterly,
Websites: www.stanwinstonschool.com, etsy, pinterest, www.michelangelo.com,
www.michaeldemeng.com, www.gourmetpapermache.com, www.ultimatepapermache.com,
Movies: Rango, 9, Monsters Inc., UP, Despicable Me, Toy Story, Brave, Jurassic Park, Labyrinth, Muppets,
How to Train your Dragon, the Scarecrow
Reference images: (image folder names) Paper Mache, Michael DeMeng, Animation/Movie images, Crazy
Critters, Modeling Techniques, Armatures, Monsters, AHS Student Examples
Assessment:
Formative: Informal small group and large group critiques, Teacher /Student critique, self-assessment
Summative: Rubric over final work, sketchbook assignments, self-assessment
Sketchbook requirements:
1. Vocabulary definitions
2. Please design 3 possibilities from 3 viewpoints each. Minimal shading thumbnail sized.
3. Please sketch your final creation in at least 2 different viewpoints. It needs to be sketch size with
value and or color.
4. Please find images to reference for your sketchbook of pieces you like; they can be from the
internet or pictures you have taken, you should try to site your sources. Also
5. Concept development: Information about the concept, history, ideas, planning thoughts etc. Why is
it doing what it is doing?
6. Illustrate at least two techniques you have used or sketch the tools used in this project and briefly
explain what they do
7. Discussion/Coffeehouse Questions answered:
a. Choose a career involving sculpture and answer the following questions:
i. What type of education does this career need?
ii. Does this career need special tools?
iii. Where could one find a job locally using these skills?(at least 3)
iv. Please find three examples(pictures) of the career product or in process.
Advocacy: Student progress and final works will be displayed in the online galleries in Facebook (Mrs.
MAC’S Art Room) and the arts room blog (www.mrsmacsartroom.blogspot.com) and also
(muttandmutt.blogspot.com). Finished works will also be displayed in the annual arts festival at AHS and
throughout the building.
Community Connection: Display works at local businesses, Develop Careers in Art Reference manual:
Sculpture chapter to share with Middle School, Teach to others at after school or art center
Career/future opportunities: (Addressed in Coffeehouse discussions)
How do you become a Sculptor? Education? Where do sculptors sell works? Where do they buy supplies?
Could it be profitable? What are other careers that use the same skills as sculptors? What types of tools do
sculptors or careers in sculpture need to have?
Student Procedure and process: Models, Marionettes and Mini-Monsters
Day 1: Introduction to concepts and project planning
a. Discussion of character development
i. What is a character? What is personification? Anthropomorphism? What is the
purpose of personification?
ii. Look at different stills of animations? How do the characters embody human
characteristics?
a. THINK, PAIR, SHARE
b. Slide show of past student sculpture examples and modern/historical/cultural examples
c. Sculpture Vocabulary 1-5/15
d. Begin design process in Sketchbooks-3 possibilities, 2 points of view or angles each. Three
value shading or color
Day 2-4: Introduction to ARMATURE Building(Skeleton)
a. Continuation and Review of vocabulary and the Golden rules of Sculpture
b. Creating an armature. Making it “stand” and avoiding road kill.
c. How to roll and wrap newspaper to create form.
d. Using Cardboard to create form.
e. Hot glue and you!! Hot means HOT!!!!!
f. X-actos and safety: BLOOD BORNE PATHOGEN WARNING
g. Clean up and storage
Day 5: COFFEEHOUSE FRIDAY:
a. Watch video over Jurassic park and the making of a Velociraptor suit.
i. http://www.youtube.com/watch?v=jAzQr3Ml0UI
ii. www.stanwinstonschool.com
b. Discussion/Share out of reactions to the video
i. Think/Pair/Share career ideas in sculpture: Brainstorm ideas, use tech devices for
research as well
c. Independent assignment:
i. Choose a career involving sculpture and answer the following questions:
a. What type of education does this career need?
b. Does this career need special tools?
c. Where could one find a job locally using these skills?(at least 3)
d. Please find three examples (pictures) of the career product or in process.
Day 6-10: Exoskeleton
a. Using Plaster Gauze
i. How to activate
ii. Cutting
iii. safety
b. Massaging the animal: attaching to the armature and getting it to stick
c. Smooth operator with Plaster Gauze:
i. Smoothing the plaster
d. Overlapping for Strength:
i. Altering the size of the plaster
ii. wrapping techniques
e. Clean up procedure for Plaster Gauze in room: SAFETY NOTE!!!:
i. Two towel method: Wipe once with a wet towel, followed by a dry towel to reduce
dust and allergens
f. Student informal critique and suggestions to better define the form before the modeling
techniques(Ongoing)
i. Suggestions for peers to improve and positive praise for things that work well
Day 10-15: MODELING and the form
a. Conditioning the paperclay
i. Add a small amount of water and wedge
b. Joining/welding the paperclay
i. Water or slip is excellent to help it adhere before welding
c. Developing and refining the form before adding details
i. Fill in holes, depressions, alter shape then begin final etails
d. Modeling techniques revisited
i. Creating eyes from the inside out
i. spheres and coils
ii. Noses
iii. Cheekbones
iv. Lipsv. Chin
vi. ears
e. Impressing and Incising:
i. Tools and stamps
f. Making doo-dads like teeth, horns, spikes and fingers and scales
i. Adding them wet or dry
g. Using slip to attach and add features
h. Mixed media additions
i. How to make the sculpture stand on its own….if it doesn’t already
Day 16-20+: FINISHING the critter
a. REVIEW OF COLOR, SCHEMES AND CONCEPTS
b. Studio time: Learning to paint it “pretty”
i. Layering with Acrylic Paints
ii. Wet mixing Acrylics
iii. Creating Textures-when there are none
iv. Drybrush
v. Creating highlights and deepening shadows
c. Proper storage and handling of Paint
d. Collage
e. Mixed media
Day 21-ish: ASSESSMENT: Formal Critique of final project and display
a. Self-assessment rubric and feedback
b. Class critique: card activity, informal commentary, small group to large group
c. Tags for display in showcase, festival or elsewhere in building