Sculpture Level II – High School
Week 1
Unit of Study: Molding
TEKS Level II
 1B compare the suitability of art materials and processes to express specific ideas relating to
visual themes, using precise art vocabulary
 3A study a selected historical period or style
 3B analyze specific characteristics of artworks in various cultures
Vocabulary
Word Wall
 molding
 mold
 undercuts
 release agent
 alginate
Resources
Beginning Sculpture
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Chapter 3 – Molding



Lesson – Molds
Lesson – Hard Molds
Lesson – Flexible Molds
Optional Resources
 Slides
 Overhead Transparencies –
5 a-b Stages of Plaster
 Vocabulary Masters/Art
Profiles – pp.6, 13, 20, 21
 Studio Support Masters –
pp. 10, 11, 24
Assessment Masters – pp. 8, 9,
22
Reading/Writing and the
Visual Arts: Research and
Correlations
Second Grading Period
TEKS Level II
 1A interpret visual parallels between the structures of natural and human-made
environments.
 4A select and critique original artworks, portfolios, and exhibitions by peers or others.
Question students as they examine a variety hard and soft molds
Guide students as they compare and contrast a variety molds.
Facilitate tools and materials needed for a relief design
.
1.
Rigor
C
2.
Relev ance 3.
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
What is the difference between a
hard mold and a soft mold?
Which type of mold is used only
once?
What type of object will create
the best impressions?
 Understand the use of hard


and soft molds.
Distinguish the differences
between, hard molds, piece
molds, waste molds, press
molds, and hump molds.
Create a relief design using
modeling clay and a variety of
objects.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment

Students demonstrate understanding of molding techniques through classroom discussions and demonstrations.
 Students will complete graphic organizers to compare and contrast a variety of molds.
 Students will use a variety of objects to create a relief design using modeling clay
Project Rubric
Before: Engage
"Clay tablets?"
Have students preview the text and study fig. 3-2.
During: Check for Understanding
Have students research and discuss early use of molds.
After: Evaluate
Have students share their answers in a class discussion.
Have students design a simple design to be used as a personal seal.
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
Page 1 of 18
Technology Connection
WEB LINKS
Special Education
Sculpture
Sculpture
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
During: Check for Understanding
 Have students respond orally.
 Have students use clip art as inspiration for their seal design.
Page 2 of 18
Sculpture Level II – High School
Week 2
Unit of Study: Molding
TEKS Level II
 1B compare the suitability of art materials and processes to express specific ideas relating to
visual themes, using precise art vocabulary
 3A study a selected historical period or style
 3B analyze specific characteristics of artworks in various cultures
Vocabulary
College Prep
Word Wall
 relief
 molding
 mold
 undercuts
 release agent
 alginate
Resources
Beginning Sculpture
Chapter 3 – Molding



Lesson – Plaster
Lesson – How to Mix
Plaster
Studio Lesson –Relief
Plaque
Optional Resources
 Slides
 Overhead Transparencies –
5 a-b Stages of Plaster
 Vocabulary Masters/Art
Profiles – pp.6, 13, 20, 21
 Studio Support Masters –
pp. 10, 11, 24
Assessment Masters – pp. 8, 9,
22
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
Second Grading Period
TEKS Level II
 1A interpret visual parallels between the structures of natural and human-made
environments
 2A formulate multiple solutions to expand personal themes that demonstrate intent
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Question students as they review characteristics of relief designs as they critique a variety of sculptures
Guide students as they explore objects to use for clay impressions
Facilitate and demonstrate plaster mixing and pouring techniques
4.
Rigor
C
5.
Relev ance 6.
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
List the sequence for mixing
plaster?
Are the objects used for your
impressions distinct enough?
What is meant by soaking the
plaster?
 Understand the inherent


characteristics of plaster and
exhibit knowledge and ability
when mixing plaster.
Refine and prepare modeling
clay relief design.
Mix and pour plaster to create
relief plaque.
Strategies






Demonstrations
Discussions
Graphic Organizer
Art Criticism Format
Reading Process
Primary Resources
Assessment

Students demonstrate understanding of proper plaster mixing procedures through demonstrations and questions.
 Students will critique their relief designs using a self evaluation rubric.
 Students will create a plaster relief and participate in a classroom critique.
Before: Engage
"Plaster"
Have students read text.
During: Check for Understanding
Have students discuss plaster objects available in everyday life.
After: Evaluate
Have students write a paragraph explaining the economical advantages of using plaster for mass
production.
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
Page 3 of 18
Technology Connection
WEB LINKS
Special Education
Modeling techniques
Sculpture
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
During: Check for Understanding
 Have students partner with another student to do their library research.
Page 4 of 18
Sculpture Level II – High School
Week 3
Unit of Study: Molding
TEKS Level II
 1B compare the suitability of art materials and processes to express specific ideas relating to
visual themes, using precise art vocabulary
 4A select and critique artworks in progress, making decisions about future directions in personal
work.
 4B select and critique original artworks, portfolios, and exhibitions by peers or others.
Vocabulary
College Prep
Word Wall
 value
 relief
 molding
 mold
 undercuts
 release agent
 alginate
Resources
Beginning Sculpture
Chapter 3 – Molding


Lesson – Mold Design
Lesson – Hard Piece
Molds
Studio Lesson –Two-piece
Mold
Optional Resources
 Slides
 Overhead Transparencies –
5 a-b Stages of Plaster
 Vocabulary Masters/Art
Profiles – pp.6, 13, 20, 21
 Studio Support Masters –
pp. 10, 11, 24
Assessment Masters – pp. 8, 9,
22
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
Second Grading Period
TEKS Level II
 2A formulate multiple solutions to expand personal themes that demonstrate intent
 2B apply design skills in creating practical applications, clarifying presentations, and
defining choices made by consumers
 2C select from a variety of art media and tools to communicate specific ideas in sculpture
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Guide students as they investigate design requirements
Demonstrate molding technique
Facilitate tools and materials
7.
Rigor
C
8.
Relev ance
9.
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
What effects do improper
undercuts have on the casting of
a hard piece mold?
How does light and it reflection
affect the emotional quality of a
sculpture?
Which release agent will you use
and why did you select it?
 Recognize and understand the


importance of draft, undercuts,
and pouring spout placement
in the design and construction
of hard piece molds.
Recognize value and its
importance in a sculpture.
Model a simple sculptural
form and construct a two piece
hard cast mold.
Strategies





Demonstrations
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment
 Students will understand and recognize the concepts of casting and mold construction through class discussions
and demonstrations.
 Students will analyze a variety of cast sculptures in order to identify the importance of light and value.
 Students will create a simple sculptural form, construct a two piece mold, and cast it in plaster.
 Students will complete the studio assessment rubric to analyze and evaluate their cast sculpture based on:
expression of feeling, technical construction, and safety rules.
Before: Engage
"Hard Piece Molds"
Have students read the text on page63.
During: Check for Understanding
Have students answer questions in the article.
After: Evaluate
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
Page 5 of 18
Have students share their answers to these question, amend them as they discuss hard piece mold
construction.
Technology Connection
WEB LINKS
Special Education
Sculpture resources
Sculpture
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
During: Check for Understanding
 Have students answer questions orally.
 Have students partner with other students for their casting projects.
Page 6 of 18
Sculpture Level II – High School
Week 4
Unit of Study: Molding
TEKS Level II
 1B compare the suitability of art materials and processes to express specific ideas relating to
visual themes, using precise art vocabulary
 3A study a selected historical period or style of art.
 4B select and critique original artworks, portfolios, and exhibitions by peers or others.
 4A select and critique artworks in progress, making decisions about future directions in personal
work.
Vocabulary
College Prep
Word Wall
 relief
 molding
 mold
 undercuts
 release agent
 alginate
Resources
Beginning Sculpture
Chapter 3 – Molding
 Lesson – Flexible Molds
 Lesson – Brush-On
Studio Lesson –Flexible Mold
Optional Resources
 Slides
 Overhead Transparencies –
5 a-b Stages of Plaster
 Vocabulary Masters/Art
Profiles – pp.6, 13, 20, 21
 Studio Support Masters –
pp. 10, 11, 24
Assessment Masters – pp. 8, 9,
22
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
Second Grading Period
TEKS Level II
 1A interpret visual parallels between the structures of natural and human-made
environments.
 2A formulate multiple solutions to expand personal themes that demonstrate intent.
 2C select from a variety art media and tools to communicate specific ideas in sculpture
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Question students as they examine a variety of flexible molds
Guides students in modeling practices
Facilitate and demonstrate tools and media
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
10. How does this molding process
compare to the hard piece
molding process?
C 11. When applying the shims to the
Relev ance
model, what should you take into
consideration?
12. Where will you create the
parting line?
 Understand the process and
Rigor


techniques used in the
construction of flexible molds.
Discuss process and
techniques illustrated by artist.
Create a flexible mold of an
original model.
Strategies





Demonstrations
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of flexible molding techniques through classroom discussion and practical
experimentation.
Students will critique sculptor Bridget Mongeon using the art criticism format.
Students will create a model for a flexible mold and cast it in plaster.
Before: Engage
"BaB Scaturro"
Have students read the text on pages 65 and 66.
During: Check for Understanding
Have students complete a graphic organizer that highlights the sequence used by the artist.
After: Evaluate
Have students share their list, amend them as they discuss the artist.
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
Page 7 of 18
Technology Connection
Bridget Mongeon
Special Education
WEB LINKS
Sculpture
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
During: Check for Understanding
 Students will work in groups and respond orally to questions.
Page 8 of 18
Sculpture Level II – High School
Week 5
Unit of Study: Molding
TEKS Level II
 1B compare the suitability of art materials and processes to express specific ideas relating to
visual themes, using precise art vocabulary
 3B analyze specific characteristics of artworks in various cultures.
 4A select and critique artworks, portfolios, and exhibitions by peers or others.
Vocabulary
College Prep
Word Wall
 balance
 relief
 molding
 mold
 undercuts
 release agent
 alginate
Resources
Beginning Sculpture
Chapter 3 – Molding

Lesson – Press Mold
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Discuss with students press mold characteristics and construction techniques
Discuss and clarify balance in sculpture
Demonstrate, guide and question students
Studio Lesson –Press Mold
Tile
Optional Resources
 Slides
 Overhead Transparencies –
5 a-b Stages of Plaster
 Vocabulary Masters/Art
Profiles – pp.6, 13, 20, 21
 Studio Support Masters –
pp. 10, 11, 24
Assessment Masters – pp. 8, 9,
22
Reading/Writing and the
Visual Arts: Research and
Correlations
Second Grading Period
TEKS Level II
 1A interpret visual parallels between the structures of natural and human-made
environments.
 2A formulate multiple solutions to expand personal themes that demonstrate intent.
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
13. Why are undercuts more
important when designing a
press mold?
C 14. How did the artist create balance
Relev ance
in the sculpture?
15. What previously learned
techniques can be used in order
to insure proper release of the
clay tile?
 Understand press mold
Rigor


construction techniques.
Analyze balance as a principle
of design used in sculptures
and other artworks.
Develop a design to be used in
the construction of a press
mold and create a clay tile
using their press mold.
Strategies






Demonstrations
Discussions
Graphic Organizer
Reading Process
Primary Resources
Demonstrations
Assessment




Students demonstrate understanding of press mold characteristics through classroom discussion and
experimentation.
Students will complete graphic organizer to compare and contrast balance in a variety of sculptures.
Students will select a variety of motifs and develop a press mold design that emphasizes balance.
Students will participate in a class critique of their press mold tile.
Project Rubric
Before: Engage
"Balance"
Have students find a sculptor who made the use of balance, either realistic or distorted in their artwork.
During: Check for Understanding
Have students find images of the chosen artist's sculptures, in books or online.
After: Evaluate
Have students discuss their selection with the class.
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
Page 9 of 18
Technology Connection
Special Education
WEB LINKS
Sculpture
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
During: Check for Understanding
 Have students partner with a classmate during their research.
Page 10 of 18
Sculpture Level II – High School
Week 6
Unit of Study: Molding
TEKS Level II
 1A interpret visual parallels between the structures of natural and human-made environments.
 4A select and critique artworks in progress, making decisions about future directions in personal
work.
College Prep
Vocabulary
Resources
Word Wall
Beginning Sculpture







Chapter 3 – Molding
balance
relief
molding
mold
undercuts
release agent
alginate


Lesson – Life Molding
Lesson – Use Surgical
Gauze for Life Molding
Studio Lesson –Surgical Gauze
Molding of an Arm
Optional Resources
 Slides
 Overhead Transparencies –
5 a-b Stages of Plaster
 Vocabulary Masters/Art
Profiles – pp.6, 13, 20, 21
 Studio Support Masters –
pp. 10, 11, 24
Assessment Masters – pp. 8, 9,
22
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
Second Grading Period
TEKS Level II
 1B compare the suitability of art materials and processes to express specific ideas
relating to visual themes, using precise art vocabulary.
 2A formulate multiple solutions to expand personal themes that demonstrate intent
 2B apply design skills in creating practical applications, clarifying presentations, and
defining choices made by consumers
 2C select from a variety of art media and tools to communicate specific ideas in sculpture
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Question students on sequence of the procedure
Demonstrate and facilitate tool and materials
Guide students as they develop their castings
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
16. Why are safety techniques more
important when using this
process?
C 17. What releasing agent do we
Relev ance
need?
18. How could you have stabilized
the subject, or position them in
order to achieve a more
interesting shape?
 Describe the characteristics of
Rigor


surgical gauze and it use in
molding.
Create a casting of an arm or a
foot using surgical gauze.
Analyze their work in
progress and develop
solutions for design problems.
Strategies





Demonstrations
Classroom Critique
Discussions
Reading Process
Primary Resources
Assessment



Students will demonstrate understanding of proper tools and techniques through discussions and demonstrations.
Students demonstrate understanding of design goals through on-going classroom critiques.
Students will complete a self-evaluation of their finished project using the art criticism format.
Before: Engage
"Surgical Gauze"
Have students discuss properties of surgical gauze.
During: Check for Understanding
Have students read procedure on pages 70 and 71.
After: Evaluate
Have students explain how they will use surgical gauze to create a casting of a body part.
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
Page 11 of 18
Technology Connection
Special Education
WEB LINKS
Sculpture
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
During: Check for Understanding
 Have students partner with other students in order to complete their casting.
Page 12 of 18
Sculpture Level II – High School
Week 7
Unit of Study: Molding
TEKS Level II
 1B compare the suitability of art materials and processes to express specific ideas relating to
visual themes, using precise art vocabulary
 3B analyze specific characteristics of artworks in various cultures.
 4A select and critique artworks, portfolios, and exhibitions by peers or others.
Vocabulary
College Prep
Word Wall
 proportion
 balance
 relief
 molding
 mold
 undercuts
 release agent
 alginate
Resources
Beginning Sculpture
Chapter 3 – Molding


Lesson – Body Molding
Lesson – George Segal
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Question students as they discuss casting techniques
Guide students as they select the focus subject for their mold
Demonstrate and facilitate tools and materials
Studio Lesson –Rodin's Hands
Optional Resources
 Slides
 Overhead Transparencies –
5 a-b Stages of Plaster
 Vocabulary Masters/Art
Profiles – pp.6, 13, 20, 21
 Studio Support Masters –
pp. 10, 11, 24
Assessment Masters – pp. 8, 9,
22
Second Grading Period
TEKS Level II
 1A interpret visual parallels between the structures of natural and human-made
environments.
 2A formulate multiple solutions to expand personal themes that demonstrate intent.
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
19. Explain the expressive and
emotional impact of Rodin's
hands in many of his sculptures?
C 20. When does the work become the
Relev ance
artist's and not just a casting?
 Engage in drawing, sculpting,
Rigor

and creating symbolically and
abstractly.
Individually create and paint a
plaster cast of a hand.
Strategies






Demonstrations
Discussions
Graphic Organizer
Reading Process
Primary Resources
Class Critique
Assessment


Students demonstrate understanding of expressive and emotional qualities in sculptures through classroom
discussion.
Students will complete a self-evaluation of their hand casting.
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
Before: Engage
"George Segal"
Have students read text on page 73.
During: Check for Understanding
Have students discuss the lack of color and the composition in Segal's sculptures.
After: Evaluate
Have students write a paragraph expressing their opinions on the use of color in sculptures.
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
Page 13 of 18
Technology Connection
Special Education
WEB LINKS
Sculpture
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
During: Check for Understanding
 Have students answer questions orally.
Page 14 of 18
Sculpture Level II – High School
Week 8
Unit of Study: Molding
TEKS art level 2
 1A interpret visual parallels between the structures of natural and human-made environments.
 4A select and critique artworks in progress, making decisions about future directions in personal
work
Vocabulary
College Prep
Word Wall
 proportion
 balance
 relief
 molding
 mold
 undercuts
 release agent
 alginate
Resources
Beginning Sculpture
Chapter 3 – Molding


Lesson – Body Molding
Lesson – George Segal
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Question students as they develop their sculpture
Guide students as they embellish their self-portrait with texture
Demonstrate and facilitate tool and materials
Studio Lesson –Rodin's Hands
Optional Resources
 Slides
 Overhead Transparencies –
5 a-b Stages of Plaster
 Vocabulary Masters/Art
Profiles – pp.6, 13, 20, 21
 Studio Support Masters –
pp. 10, 11, 24
Assessment Masters – pp. 8, 9,
22
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
Second Grading Period
TEKS art level 2 (Skills and Processes)
 1B compare the suitability of art materials and processes to express specific ideas
relating to visual themes, using precise art vocabulary.
 2A formulate multiple solutions to expand personal themes that demonstrate intent
 2B apply design skills in creating practical applications, clarifying presentations, and
defining choices made by consumers
 2C select from a variety of art media and tools to communicate specific ideas in sculpture
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
21. How does your cast hand
augment the others?
22. Which aspect of your sculpture
D
detracts from the overall effect?
Relev ance 23. How can you enhance the
emotional impact of your design
Rigor
 Collaborate on a group

sculpture.
Analyze their work in progress
and develop solutions for
design problems.
Strategies





Demonstrations
Discussions
Classroom Critique
Reading Process
Primary Resources
Assessment



Students will demonstrate understanding of proper tool usage and casting techniques.
Students demonstrate understanding of design goals through on-going classroom critiques.
Students will complete a self-evaluation of their finished project using the art criticism format
Before: Engage
"Studio Assessment"
Have students preview the rubric on page 77.
During: Check for Understanding
Have students assess their finished sculpture using the rubric.
After: Evaluate
Have students discuss their self-evaluation during a class critique.
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
Page 15 of 18
T echnology Connection
WEB LINKS
Special Education
http://www.musee-rodin.fr/welcome.htm
http://www.artcyclopedia.com/artists/rodin_auguste.html
Sculpture
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
During: Check for Understanding
 Have students answer questions orally.
Page 16 of 18
Sculpture Level II – High School
Week 9
Unit of Study: Artist Preparation for Exhibit/Art Contest/Evaluation
TEKS Level II
 1B compare the suitability of art materials and processes to express specific ideas relating to
visual themes, using precise art vocabulary.
 4A select and critique artworks in progress, making decisions about future directions in personal
work.
 4B select and critique original artworks, portfolios, and exhibitions by peers or others.
Vocabulary
Resources
Word Wall
Beginning Sculpture
Bilingual Word
Wall
Chapter 1 – Introduction to
Sculpture
Chapter 2 – Modeling
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:
 Review and clarify concepts and techniques
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
24. How do you test for proper
plaster thickness?
25. Define what is meant by value in
C
a sculpture?
Relev ance 26. Why does a white sculpture have
more value than a black one?
27. What shape would be best for a
hard mold?
28. When should a flexible mold be
used?
 Understand the plaster mixing
Rigor
College Prep
Second Grading Period
TEKS Level II
 1A interpret visual parallels between the structures of natural and human-made
environments.
 2A formulate multiple solutions to expand personal themes that demonstrate intent.
 2B apply design skills in creating practical applications, and defining choices made by
consumer.
 2C select from a variety of art media and tools to communicate specific ideas in sculpture.



techniques.
Understand how value is used
when designing threedimensional artwork.
Discuss sculpture concepts
and fundamentals.
Understand the difference
between hard and flexible
molds.
Strategies
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



Discussions
Graphic Organizers
Review
Reading Process
Primary Resources
Assessment

Students demonstrate understanding of concepts through classroom discussion and written exams.
 Students will discuss and write about work in terms of its proportion and scale.
Before: Engage
"Studio Assessment"
Have students preview the rubric on page 77
During: Check for Understanding
Have students assess their finished models using the rubric.
After: Evaluate
Have students discuss their self evaluation during a class critique.
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
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Special Education
Technology Connection
http://school.discovery.com/schrockguide/assess.html
Sculpture
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 Sculpture II (Second Grading Period – Week 1)
During: Check for Understanding
 Have students partner with other students when possible and respond orally to questions.
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