Correlation:

Art, Science, Social Studies

Activity:

Sculptures

Time:

2 class periods: research/discussion; art activity

• Organize three-dimensional elements into a sculptural interpretation of the theme of flight.
• Assess the natural resources necessary to construct machines and tools. (Science 4.05)
• Identify people, symbols, and events associated with North Carolina's heritage. (Social Studies 12.1)
• Use additional art media, techniques, and processes, which may include: cut paper and sculpture. (Visual Art 2.02)
• Exercise flexibility when approaching a problem-solving situation. (Visual Art 3.04)
  
  

Materials:

Found objects: boxes, lids, cans, parts, foil, pipe cleaners, papers, cardboard, etc.
Glue, scissors, tape
Paint, brushes, markers, if desired

Discussion:

Discuss with students the flight of the Wright brothers at Kitty Hawk. What did their craft look like? What materials was it made of? Where did they get the materials they used?

Look at the artists' works listed below. Ask students to describe what they see and to analyze why the artists may have selected the materials they used. What might the artist have wanted the viewer to think when looking at the work? Ask students to read the titles of the works and then look again at the works. Do they have different opinions about what the artist may have intended?

Sometimes objects out of their normal place appear different to the viewer. Discuss with students the way contemporary artists often use parts or objects in new ways.

Ask students to look through books, CDs, and the Internet to find other artists who used found objects in their works.

Procedure:

Ask students to define what makes a work a sculpture.

Utilizing found objects, papers, and glue, students create their own three-dimensional sculpture about flight. It can be something that flies or just something that has elements related to flight.

Discuss the ways students might make it a visually interesting design by decorating the surface or repeating elements.

Emphasize good craftsmanship and well-attached parts that can be viewed "in the round."

As students finish, have them determine how the work is meant to be viewed. Does it hang, sit, or mount on the wall? Does it require a stand or legs?

Students must create a title for their work.

1. Note the visual research completed by students. Were they able to locate sculptural examples?
2. Was each student able to complete the task with appropriate details and explanation?
3. Is the student's work successfully three dimensional?
4. Does the work display good craftsmanship?
   
   

Resources:

Related Activities:

• Have students create an environment in miniature (like a diorama) in which to display their sculpture as if it were a large outdoor sculpture. Discuss "scale" and use of space. Take table-top view photos of works so as to appear life-sized. Display.
• Invite local sculptors, architects, museum staff to speak about public art.