Standards – Based Instructional Unit
Subject:
COURSE: Sculpture
Topic: Course Overview
GRADE/LEVEL
21st Century Graduation Expectation(s):
1.1 Acquiring and applying knowledge and skills within and across the curriculum
1.2 Analyzing and evaluating information
2.1 Working cooperatively and/ or independently
2.2 Applying problem solving strategies
2.3 Utilizing resources and time effectively
2.4 Accessing, compiling, and interpreting and presenting data and information
3.1 Making informed life and career decisions
4.2 Writing clearly, concisely and persuasively
4.3 Speaking, listening and interpreting effectively
Rhode Island Grade Span Expectation:
R2 Vocabulary Strategies
R3 Breadth of Vocabulary
R7 Understanding of Informational Text
R8 Analysis of Informational Text
W2/ W3 Response to Text
W6/W7/W8 Informational Writing
M(G&M) 7 Uses Units of Measure
Rhode Island Visual Art and Design Standards:
VAD 1 (9-12) –1
Students demonstrate knowledge and application of VA&D
concepts
a. applying a variety of selected VAD concepts for two- and
three -dimensional works of art and interpreting and
evaluating the effects
b. generating, applying, revising, and evaluating strategies and
techniques to address artistic problems
c. using observation to develop a reasonably accurate visual
representation of a variety of shapes, proportionally and in
perspective
d.
documenting and evaluating personal progress through a
portfolio of self-created art work identifying strengths and
weaknesses
VAD 1 (9-12) – 2
Students demonstrate knowledge and skill of media, tools,
techniques, and processes of VA&D
a. selecting and evaluating a variety of media, tools, techniques,
and processes in creating two- and three- dimensional works
of art and design (e.g., digital media, sculpture, found
objects, assemblage)
Rhode Island Grade Span Expectations for
Applied Learning Standards:
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Problem Solving
Critical Thinking
Research
Communication
Reflection and Evaluation
b. demonstrating knowledge of vocabulary of media,
techniques, and processes (e.g., digital, sculpture, found
objects, assemblage)
VAD 2 (9-12) –1
Students demonstrate knowledge and understanding of the
role of VA&D in personal, cultural, and historical contexts
a. evaluating several unique purposes for making visual art and
design (e.g., telling a story; communicating ideas, personal
beliefs, and emotions; creating functional objects; making
political and social commentary)
b. Analyzing the connections between Visual Arts and Design
and other disciplines (e.g. ceramics and chemistry, sculpture
and physics, designing and engineering)
c. analyzing different cultures’ expectations and appreciation of
the role of the artists in society
d.
analyzing two different career opportunities in the arts and
learning pathways to be a professional artist
e. interpreting and evaluating specific qualities about the visual
arts and design in two cultures and time periods
VAD 3 (9-12) –1
Students communicate in the language of VA&D
a. evaluating and applying media techniques, processes, and
visual arts and design concepts to convey specific feelings,
ideas, or meanings
b. creating a unique solution for a visual art or design problem
(e.g., create a researched blueprint design of a renovation for
an area within the school)
c. evaluating how current popular media, political propaganda,
and contemporary artists use visual symbols to represent
ideas and values (the visual culture)
d. creating innovative symbols in their own works of art or
design and referencing historic or contemporary art
VAD 3 (9-12) - 2
Students demonstrate the ability to extract meaning from
works of art
a.
researching and evaluating subject matter, symbols and
ideas in a work of art or design
VAD 4 (9-12) –1
Students reflect upon, analyze and evaluate the work of self
and others
a. describing subject matter, media, techniques, processes,
craftsmanship and relevant visual arts concepts seen in a
work of art or design
b. interpreting and evaluating a visual art and design work
based on analysis of description and when and by whom the
work was done
c. evaluating creative elements in the work
d. researching specific questions relating to social and symbolic
context, how, when, and where the work of art or design was
created (e.g., What are important symbols of contemporary
Latino cultures?)
e. contributing in individual or group discussions about work in
which the student gives and receives constructive criticism
f. evaluating one’s own work for creativity, quality of
craftsmanship, effective use of visual arts and design
concepts, and choice of subject matter based on the analysis
of exemplar works of art or design
Essential Question(s):
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How have various Western and Non-Western cultures created and used sculpture throughout history? How is their
sculpture similar to other types of art created by the same groups?
What functions does sculpture serve?
Where and why is sculpture used by various cultures? How are they similar and different from one another?
How are different mediums used to make sculpture?
How has sculpture changed throughout history?
What subject matter is portrayed in different types of sculpture?
How has sculpture been used commercially?
Content Topics:
Uses of Sculpture in Diverse Cultures :
 Architecture
 Memorial
 Decoration
 Entertainment
 Installation
 Sculpture gardens & landscape architecture
Different Methods and Materials Used for Making Sculpture:
 Carved
 Modeled
 Constructed
 Cast
Visual Concepts to Explore:
 Elements: space, texture, planes, value, color, shape vs. form,
 Principles: balance, proportion, unity, variety, repetition & movement
 Abstract form vs. realism
 Functional vs. non-functional
Student-Centered Instructional Strategies:
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Students will learn the four main methods for making sculpture and apply these techniques when making their own
sculpture.
Students will learn about different materials, their properties and how they are processed (tools and techniques)
Student-Centered Learning Tasks and Opportunities:
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Vocabulary (per unit presented and included in lessons)
Presentation of media and materials that will be encounters in each thematic unit
Demonstration of technique and expectations of each project
Demonstrate how each individual student will organize individual work stations and usage of equipment.
Timeline of projects to meet deadlines – sketches, drafts, final presentations
Demonstrating final presentation of artwork
Presentation and exhibition of work
Instructional Resources and Equipment:
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Books based on comic and animation production, history, etc.,
Videos/DVD’s
Prints
Student examples
LCD projector and computer
Internet
Powerpoint presentations
Materials:
Paper, drawing pencils, paint, tape, modeling clay, clay, glaze, plaster wire and wood and glue.
Tools: scissors, rulers, hot glue gun, wire cutters, pliers, video equipment, computers and animation software and software
books.
Assessment Task(s):
Students are required to produce art work that meets the Rhode Island Visual Art and Design Standards, North Providence
High School Graduation Expectations, GSE’s and specific lesson rubrics. Students will also be assessed based on written
exams, verbal and written critiques, journals and lesson/project sheets, critiques, exhibitions of their work, journals and
reflective writing.
Reflection/Comments:
Students discover methods of creating three dimensional art by being introduced to new materials and skills.
These materials and skills are often different from other art classes were the materials and skills primarily
emphasize two-dimensional experiences.