What are the qualities that make any subject whimsical?In terms of craftsmanship: How strong is your final structure? How well is it made? Esthetically, what did you do to visual unify the overall sculpture? Does it have visual unity?
WHY? Technical Skills: from life metal work recycled materials armature
Art Concept: Using recycled materials to create a whimsical and unique sculpture Form, color, line, unity
Life: Build craftsmanship Problem Solving Importance of Art History
Focus: Sculpture is an important component to the visual arts curriculum because it provides an opportunity for artists to think three dimensionally connecting ideas to expression. Since we live in a three dimensional world translating our thoughts in artistic qualities can provide a richly esthetic experience. Recent research in brain based learning reinforces the importance of cross referencing two dimensional images to three dimensional information to increase visual learning. There are ways to provide this is by creating three dimensional design and sculpture projects that engage students minds. Sculpture also provides a greater understanding of space and three dimensional form. Specifically this project utilizes recycled metal materials as students create whimsical bird sculptures that reflect the unique qualities found in the birds of the rain forest .
Objectives: Students will use coat hangers to understand how armatures are created for sculptures. They will understand how recycled aluminum cans provide an easily manipulatable material in which to develop form and structure. The will make personal connections to utilizing their creativity combined with the use of materials to create unique bird sculptures. The sculptures will be well constructed and well crafted showing visual unity.
Resources: The Phillips Art Collection in Washington D.C. has one very special work of art by Alexander Calder that is not one of his visually recognizable mobile structures. It is a single bird created from tin cans and wire, suspended by an clear nylon thread. The title is: Only Only Bird created in 1952 ( 11 X 17 X 39 inches). This engaging image is that of a bird is created from recycled materials such as old coffee cans, wire, and beer cans. This sculptural bird shows both visual unity and strong use of color also seen in his other more famous works. When viewing this single floating sculpture one realizes that this is unique to his body of work. This year, I came to realize that there was an large quantity of aluminum cans thrown away, on a daily basis, in my high school cafeteria. This became an incentive to create metal sculpture and encouraged my thinking to make a connection between the unique work of artist Alexander Calder and motivate students to create a variety of whimsical three dimensional forms using aluminum.
Additional Resources: Calder by Harvard Arnason -The Viking Press New York, New York ,First printed in 1976 Bright Stars - American Painting and Sculpture since 1776 by Jean Lipman and Helen M. Franc E,P. Dutton and Co. Inc. Park Ave. South, New York, New York. First printed in 1976 Art and Man: Calders' World : The Art of Mobiles Vol. 8, No.1- Published by Scholastic Magazine Art and Man: Alexander Calder working with Motion Volume 14 No. 4 (Feb. 1984) Published by Scholastic Magazine
Materials: hundreds of aluminum cans ( approximately 10 per student) coat hangers fine wire (copper or brass 18 gauge) wire cutters, pliers, scissors, compasses 5 min. epoxy or super glue nylon thread (10 lb. test) Spray paint or enamel paint (nail polish)- optional
Preparation: Over time students collect hundreds of aluminum cans, coat hangers, and other wire. A large storage box can be placed in the art room for this purpose. Students then research the unique structures of tropical birds from the media center or from the internet so that when the project begins they are prepared with visual information and materials. Share the varied contributions of sculptor Alexander Calder seen in his beautifully articulated floating mobile structures, the simple dynamic shapes found in his stables, and his other bold two dimensional images seen in print. Share with students, to further their awareness, his many whimsical qualities such as his circus images ( The Circus 1932, ink. and Little Circus,1961, film). His Only Only Bird sculpture created in 1952 is a catalyst for this project. Procedure: Students begin by researching and drawing a series of bird images in their sketch books. As they note the shapes, color, and overall varied structures found in tropical birds they create a series of preliminary sketches showing both the form of the bird and its varied parts. These sketches serve to develop the observational drawing skill levels and increase visual awareness of the chosen subject. With the awareness of an actual structure the artist can then use this information to distort or exaggerate the form in expressive ways. Students are encouraged to create fanciful, whimsical sculptures based on the structure of birds. The visual tropical bird knowledge shares the diversity of forms and colors which will hopefully bring greater appreciation for what lives in that precious ecological environments. Students begin the construction process using a compass or an awl to puncture the aluminum can before regular classroom scissors are used for cutting shapes. Students think in terms of body parts and how they will be cut, shaped, and eventually joined together. Coat hangers are perfect for body armatures, wings, and legs. Some coat hangers are thinner and therefore easier to cut. Scissors are used to cut the flat aluminum which is used for the feathers and other body parts. Wooden sculpture tools can be used to manipulate the individual aluminum shapes as in a repoussé process. This relief process is accomplished using a pad of newspaper so that the metal surface gives, resulting in a low relief texture for the feathers. Fine wire and wire cutters are used to connect feathers to wings and wings to bodies. Some students used five minute epoxy, which is a strong bonding agent, to secure some elements where thin wire was impossible to use.
Selected References: Calder by Harvard Arnason -The Viking Press, New York, New York ,First printed in 1976 Bright Stars - American Painting and Sculpture since 1776 by Jean Lipman and Helen M. Franc, E. P. Dutton and Co. Inc. Park Ave. South, New York, New York. First printed in 1976 Art and Man: Calder's World: The Art of Mobiles Vol. 8, No.1- Published by Scholastic Magazine Art and Man: Alexander Calder working with Motion Volume 14 No. 4 (Feb. 1984) Published by Scholastic Magazine ISC Web Site Linkage: Students are asked to visit www.sculpture.org, then click on the Archives section to share various historical references that show the diversity of work that can be produced in sculpture. Also, as a follow-up activity, have students look at Educational Organizations which offer a listing of the various art schools students can attend to furthrer their knowledge in sculpture.
National Standards for Visual Arts Education: Students will be able to understand and apply media, techniques, and processes. Students will be able to use knowledge of structures and functions. Students will be able to reflect upon and assess the characteristics and merits of their work and the work of others.
Anchor Standards Anchor 1 - Investigate, Plan, Make: Generate and conceptualize artistic ideas and work. Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? HS Proficient VA:Cr1.2.Ia Shape an artistic investigation of an aspect of present- day life using a contemporary practice of art or design.
Anchor Standard 3 - Reflect, Refine, Continue: Refine and complete artistic work. Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. Essential Question(s): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? HS Proficient VA:Cr3.1.Ia Apply relevant criteria from traditional and/or contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress. HS Accomplished VA:Cr3.1.IIa
Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision.
Anchor Standard 5 - Analyze: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. Essential Question(s): What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection? HS Proficient VA:Pr5.1.Ia
Analyze and evaluate the reasons and ways an exhibition is presented.
HS Accomplished VA:Pr5.1.IIa
Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.