Correlation:

Art, Physical Science, American History

Theme:

Sculptural Interpretation

Time:

1–4 class periods: research/discussion; art activity

Objectives:

• Interpret the impact of wind and movement sculpturally.
• Analyze forces and their relationship to motion, Newton's Three Laws of Motion. (Physical Science 1.02)
• Use experimentation to solve problems. (Visual Art 3.04)
• Use critical thought and analysis in the problem-solving process. (Visual Art 3.05)
• Interpret the environment through art. (Visual Art 4.02)
  
  

Materials:

Found objects, cardboard, wood, adhesives, screws, nuts, bolts, wire, etc.
Visuals as listed below

Discussion:

Kinetic art of the 20th-century was a response from artists to increased levels of technology in society. The invention of flying machines was no small part of this influence. Artists began to explore the force and power of movement as a source for inspiration. Sculptures began to include physical movement as a part of the artists' expression. Several artists' groups explored this shift of thought. The Dadas began to look at art as "dynamic form" and attacked the conventional standards of beauty. Marcel Duchamp experimented with objects out of context designed to be unpredictable in their effect. Artworks often had no subject matter at all. Alexander Calder designed large kinetic sculptures and mobiles with the wind as their only power source. More recent kinetic sculptures have come to include light, technology, and electricity as a part of the artists' expression.

Procedure:

Look at artistic examples from the NCMA exhibition. Ask students to discuss the materials used, the themes, and any implied meaning. Discuss artistic intent; what do the students believe the artists were trying to communicate with this sculptural form?

Ask students to create a kinetic sculpture utilizing found objects, art materials, and technology, if desired. (This can be made to be as simple or complex as desired by limiting the available materials.) Emphasize the use of wind as a primary power source, movement of sculptural elements, and good craftsmanship. Sculptures should be well constructed and durable in a mild breeze. Each student should have a theme for his or her sculpture and a well thought-out design for construction. This design should be sketched out before beginning construction.

1. Discuss the results. Ask students to discuss what they see in each other's work. Are they able to interpret what the artist intended?
2. Does each student feel that he or she was successful in giving his or her ideas form?
   
   

1. Were students able to depict their ideas clearly, creatively, and with historical and scientific reference?
   
2. Can students talk about their works using appropriate vocabulary, well known artists as references, and adequate explanation?
   
3. Is the sculpture successfully three-dimensional and kinetic?
   
   

Resources:

Related Activities:

• Place the works in an appropriate environment for exhibition.
  
• Experiment with the effects of light on the moving sculptures.