Unit 5
3-D Media
Objectives:
By the end of this unit, you should be able to…
… Explain the difference between free-standing sculpture and relief sculpture.
…Explain the difference between the four sculpting techniques: modeling, carving, casting and
assembling.
…Evaluate an artwork in terms of form versus function.
…create a design using repousse and chasing.
…work as a part of a team to create an installation sculpture.
…use sculpture as a means of creating a self-portrait.
Name: ______________________________________________________________________
Studio Art Period ________________________
1
Chapter 3, Lesson 2: Three-Dimensional Media (pg. 50-51)
SCULPTURE: _________________________________________________________________
________________________________________________________________________________
______________________________________________________________________________
 The media of sculpture include:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
 Sculpture falls into two different categories:
1. Sculpture in the Round / Freestanding Sculpture:
_________________________________________________________________________
_________________________________________________________________________
2. Relief Sculpture:
_________________________________________________________________________
_________________________________________________________________________
 Sculpting Techniques:
1. Modeling: _____________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Carving: _______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2
3. Casting:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Assembling:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Group Installation Sculptures (40 points)
Project Objectives:
By the end of this project, I will be able to…
1. Describe the characteristics of pop art.
2. Work cooperatively in a group to create an art installation.
3. Create and display an interesting sculpture in an area that reflects the subject matter.
4. Create a mold, similar to the casting process that will become the shell of a sculpture.
5. Build a sculpture using saran wrap and clear packing tape.
Project Guidelines:
☐ You must work cooperatively in a group to create an installation.
☐ Your sculpture must incorporate one full bodied person.
☐ You must choose a place within the school building to display your installation where
EVERYONE can see it…i.e. not in a teacher’s classroom.
☐You must get approval (from teachers, custodians and/or administrators) before displaying
your sculpture.
☐Your sculpture must make sense where you display it.
☐Wrap a single layer of saran wrap before 3-4 layers of clear packing tape.
☐You must do at least one of the following:
~Add color to your sculpture using tissue paper~
AND/OR
~Add lights to the inside of your sculpture~
3
4
3
Student actively and
excellently participated in
their group, including the
brainstorming process,
the actual work, clean-up,
display, etc. Student was
a true team player.
Student participated in
their group. Student
was a good team
player and had good
communication.
Student sometimes
had to be reminded
or prompted to
participate, but
otherwise worked
well as a team and
had ok
communication.
Student often had to be
pushed into participation.
Only participated about
50% of the time.
Student
did not
participate
in their
group at
all.
Design /
Students used the
Composition of elements and principles of
Sculptures
art when planning the
interesting position of the
_________
sculpture. The entire body
looks like it could move.
Students attempted to
use the elements and
principles of art when
planning the position of
sculpture. The body
looks like it could
move.
Students somewhat
used the elements
and principles. Not
much of a plan to the
positioning of the
sculpture. ½ the
body is very straight.
Did not use the elements
or principles. No plan to
the position. Only ¼ of the
body projects or looks to
be in motion.
Sculpture
is “stick
straight”.
Cannot tell
it is a
person.
Sculptures are sturdy and
Craftsmanship are not falling apart and
sits/stands on its own.
________
Students used one layer
of saran wrap and 3-4
layers of clear packing
tape. Students were
careful to cut out their live
model.
Sculptures are sturdy.
Some areas are caving
in, but they don’t
distract and it still
stands on its own.
Students were careful
cutting out the live
model.
Sculpture is
somewhat sturdy.
Needs assistance to
sit or stand on its
own. There were a
few mishaps when
cutting out the
model, but nothing
major.
Sculpture is not very
sturdy. Needs extra
assistance to sit or stand
on its own. Students were
not careful when cutting
out the model.
Sculpture
is not
sturdy;
does not
sit or stand
even with
assistance
.
Students used colored
Addition of
tissue paper and masking
Color & Lights tape to their advantage.
Students added little
X3
details using these
materials. Lights were
________
added and the plug is in a
useable area on the
sculpture.
Students used colored
tissue paper or
masking tape to their
advantage. No
additional details were
added but the colors
were used in the
casting process. Lights
are useable.
Students used
colored tissue paper
but it distracts a little
from the whole
sculpture. No
details. Light plug
position is not in a
very useable place.
Color was added but fell
apart in the inside and
does not lend to the
interest of the sculpture.
Lights were added but are
not useable.
No color or
lights
added.
Student has taken the
technique being studied
and applied it in a way
that is totally his/her own.
The student's
personality/voice comes
through. Everything is
original.
Student has taken the
technique being
studied and has used
source material as a
starting place. The
student's personality
comes through in parts
of the painting.
Everything is original.
Student has copied
aspects of their
artwork from another
source. There is little
evidence of
creativity, but the
student has done the
assignment.
Student has not made
much attempt to meet the
requirements of the
assignment. A majority of
the assignment has been
copied from another
source.
No
creativity
attempted.
Artwork is a
direct copy
from
another
source.
Group took appropriate
action, on their own, to
get permission to display
the sculpture in the school
setting. Students spoke
with all faculty, staff
and/or administrators who
would be affected by the
positioning of the
sculpture.
Group took appropriate
action to get
permission to display
the sculpture in the
school setting.
Students spoke with
one
faculty/staff/administrat
or to get permission to
display their sculpture.
Group attempted to
get permission to
display the sculpture
in the school setting
on their own, but
required the
assistance of the art
teacher to get
permission to display
the sculpture.
The only attempt the group
made at getting permission
to display the sculpture
was through their art
teacher. No attempt was
made by the group to
contact any other
faculty/staff/administrators
to get permission to display
their sculptures.
Group did
not get
permission
to display
sculpture in
school
building.
CATEGORY
Team Work
X2
_________
Creativity /
Originality
________
Installation
X2
________
2
4
1
0
Crafts (pg. 52-53)
Before machinery was invented, people made everything by hand. These
one-of-a-kind items fall under the category of CRAFTS. Crafts fall under
two different categories:
1. Fine Art: _________________________________________________________________
 Purely decorative
 Falls under the category of FORM
2. Applied Art: ____________________________________________________________
 Made to be FUNCTIONAL
 Also meant to be visually pleasing
 Also known as UTILITARIAN
The media of crafts include:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Examples of crafts:
Example
Fine Art
1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________
5
OR
Applied Art
Metal Working Project
Repousse: ___________________________________
_______________________________________________
_______________________________________________
Chasing: _____________________________________
_______________________________________________
Embossing: ___________________________________
________________________________________________________________________________
1. Choose a subject of choice to create out of metal. You will learn how to use repousse and
chasing to create a relief on gold or silver metal.
2. Create a border on your metal before beginning. This will allow for a flat surface to mat the
piece with.
3. When finished, we will rub the metal with black shoe polish to give it a vintage look.
4. The metal project will be matted onto mat board where you will then expand your design
onto the border to create an open composition using a drawing medium of choice (be sure
to use value!)
4
Repousse & Chasing: Student correctly used repousse and chasing to create
a very crisp and neat design.
X2
Frame: Student used skill with a chosen drawing medium to continue the
metal design. Used value.
Design: Student chose a design that may be representational or non-
representational and carried it over onto the frame to make an open
composition.
Elements & Principles: Student thought about the elements and principles
when designing their artwork; it’s obvious that thought went into the
composition.
Craftsmanship: Artwork is maintained in a professional manner; no rips,
creases, tears, smudges, sharp edges, holes, etc. Artwork is signed.
Creativity: Artwork is completely original and not copied; student took the
technique being studied and applied it in a way that is original.
6
3
2
1
0
Architecture (pg. 54-56)
ARCHITECTURE: _____________________________________________________________
________________________________________________________________________________
 Applied art AND fine art
 Architect
o Studies engineering
 _______________________________________________________
 _______________________________________________________
o Studies visual art
 _______________________________________________________
 _______________________________________________________
The media of architecture include:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
 An architect is concerned with:
o ___________________________________________________________
o ___________________________________________________________
7
Clay Architecture Project:
Using the clay technique of slab work, you
are going to design and build a sculpture
that contains references to architecture. Your
sculpture may be a relief or a free-standing
sculpture.
-A relief sculpture must be at least
10”x10”
-A free-standing sculpture must be at least 12” tall and 6” w ide.
RUBRIC WILL BE PROVIDED AS WE BEGIN THIS PROJECT.
8
Architectural Letters
In this project, you'll be designing and constructing a 3D letter, then decorating it with words and images that
are meaningful to you (a type of self-portrait). The
surface decoration can reflect images or thoughts about
your family, your friends, your profession, a favorite
sport, or something else that defines or inspires you.
PROCESS
1. Design the shape of a letter on drawing paper using a
pencil. The outline of the letter should be a minimum
of 2-1/2" thick in all areas, but it may be as large as 14" × 22" in overall size. Cut
the letter out and use it as a pattern to trace onto two chipboard pieces, then cut out
the chipboard pieces.
2. Take one chipboard letter, right side-up, and glue paper towel rolls onto it with hot
glue. (You should measure and cut the rolls to be the same height as best as
possible.) The more rolls you use, the stronger the finished letter will be. Carefully
glue the top letter in place. Be sure to align it with the bottom letter.
3. Take various thicknesses of masking tape and cover the gap between the two sides
of the letters. Lay the tape as flat as possible to eliminate any bubbles or holes.
4. Apply two coats of acrylic gesso to make the surface white and help seal any
edges. Allow the gesso to dry between coats.
5. Embelish the surface of the letter with descriptive words, images and symbols that
are meaningful to you. Some options for surface decoration include:
Drawing: Coating the packing tape with acrylic gesso will create a smooth, white
surface for drawing with colored pencils or markers; see example.
Collage: Collect photos, magazine cutouts, colorful paper, tissue and more. Apply
them decoupage-style to the surface of the letter. Gesso is not needed as a primer
for this technique.
Painting: Priming the surface with gesso first will make colors brighter and easier
to apply. Use acrylic or premium-grade tempera colors to create designs.
THIS MAY BE USED BEFORE EMBELISHING TO CREATE SURFACE
TEXTURE:
Metallic/Gel Architectural Letter: Working on one side of the letter at a time, use
a plastic knife or craft stick to spread gel medium to about 1/16" thickness across
the surface. Use paint scrapers, modeling tools and other items to create words,
textures and designs in the gel. The gel will appear white when wet but will be clear
when dry. After all sides of the letter are textured and dry, paint them with black
acrylic paint and allow them to dry. Sponge metallic color over the black paint.
9
4
Letter Design: Student created their own font to make the letter out of
that is interesting to look at. The letter itself is a piece of art just from
the shape and form of it.
X2
Letter Structure: The letter is sturdy, crisp and stands on it’s own
without falling over. Student designed any curvy letters to stand
without assistance.
Surface Decoration: Student correctly used any of the following
techniques to apply the surface decoration: painting, drawing, and/or
collage.
Self-Portrait: The surface designs represent the student and his or her
beliefs, likes, dislikes, etc. By looking at this letter, the viewer receives
insight into the creator’s personality.
X2
Craftsmanship: Artwork is maintained in a professional manner; no
rips, creases, tears, smudges, sharp edges, holes, etc. that are not
meant to be. Artwork is signed.
Creativity: Artwork is completely original and not copied; student took
the technique being studied and applied it in a way that is original.
Time Management: Student worked within the timeframe given to
complete the project. Student brainstormed adequately outside of
class and was always prepared for class.
_________________ / 36 points
10
3
2
1
0