Gargoyles & Grotesques!

Gargoyles & Grotesques! Art 1

Essential Question: How can improvisation and spotaneous exploration of materials positively influence the creation of artwork?

Goals: The students will… Goal: Be introduced to sculpture as a means of visual expression Goal: Be able to identify and describe the characteristics and purposes of Medieval European Art Goal: Be introduced to facial proportions and the idea of characature

Maine Learning Results: The students will… A1 – research and explain how art and artists reflect and influence culture and periods of time A2 – Evaluate all the features of composition a. Evaluate Elements of Art: color, form, line, shape, space, texture, and value. b. Evaluate Principles of Design including balance, contrast, emphasis, movement, pattern, rhythm, and unity. A3 - compare the effects of media and their associated tools, techniques, and processes, using elements, principles, and expressive qualities in art forms and genres B1 – Choose multiple suitable media, tools, techniques, and processes to create a variety of original art works B2 – Use Elements of Art and Principles of Design to create original art works that demonstrate development of personal style in a variety of media and visual art forms B3 – Create a body of original art work a. Demonstrate sophisticated use of media, tools, techniques, and processes b. Demonstrate knowledge of visual art concepts c. Communicate a variety of ideas, feelings, and meanings C1 - Apply and analyze creative problem-solving and creative-thinking skills to improve or vary their own work and/or the work of others. D1 -Analyze and evaluate art forms. a. Describe, analyze, interpret, and evaluate art forms by applying grade span appropriate arts concepts, vocabulary, skills, and processes as referenced in Standard A: Disciplinary Literacy. d. Research and explain how art and artists reflect and shape their time and culture E1 - Analyze the characteristics and purposes of products of the visual/performing arts to understand history and/or world cultures. E5 - demonstrate positive interpersonal skills and reflect on the impact of interpersonal skills on personal success in the arts. a. Getting along with others b. Respecting differences e. Accepting/giving/using constructive feedback f. Accepting responsibility for personal behavior h. Following established rules/etiquette for observing/listening to art i. Demonstrating safe behavior Vocabulary:  Gargoyle  Grotesque  Characature  Sculpture  Form

Materials:  Air Dry Clay (about a fist sized lump for each student)  Clay tools  Water Cups  Water Spray Bottles  Plastic Bags  Sculpting ‘bats’ or squares of cardboard  Alternative Materials: o Black and white images of gargoyles and grotesques o Black and White Tempera Paint o Paintbrushes o 80lb paper 9x12”

Pre Requisite Knowledge: Classroom safety and materials use expectations

Prep Work: Check out the iMac lab or a cart for Activity 1

Activity1: Research! What are gargoyles? What are grotesques? (1 class period) Objective: To research and explain how artwork and artists reflect their time and culture Objective: To use appropriate vocabulary when discussing artwork

 Using either the iMac lab or a cart of laptops the students are supposed to research what gargoyles are in the medieval context and what grotesques are. They are then to compare and contrast their findings with information that can be found about contemporary gargoyles and grotesques.  Alternatively: if student machines are unavailable present the information to the students in a slide show discussion format

Activity 2: Learning to work with clay (1 – 2 class periods) Objective: To be introduced to clay as an artistic medium Objective: To demonstrate appropriate use of art materials

 Each student will be given one apple sized piece of clay to work with for this exercise  Before work begins each student is to write his or her name on a piece of masking tape and stick it on a plastic grocery bag which will hold their clay between classes  Each student only gets one chunk of clay – any misuse or improper storage of clay will result in a loss of materials privelages and an alternative assignment.  Walk the students through creating a pinch pot and turning it into a gargoyle  Also walk the students through an addative and reductive process to create a grotesque  Stress the importance of proper adhesion when sculpting!  Smoosh the sculptures back into lumps of clay at the end of the demonstration – instruct the students to sprintz the clay with water before wrapping tightly and storing away from sunlight Activity 3: Creating the Gargoyle/Grotesque (3-5 class periods) Objective: To creatively think and problem solving to improve or vary your own work Objective: To demonstrate appropriate use of art materials Objective: To give, accept, and use constructive criticism as part of the artistic process Objective: To manage time to meet deadlines

 Rather than create preliminary sketches and plans as with before, students are encouraged to improvise and to mold the clay into grotesque forms as they work  By the second day have the students participate in an in-progress critique, face to face, with their classmates. o If the classroom dynamic does not allow for this, consider doing anonymous post-it critiques but keeping the feedback within the class so as not to risk overexposing sculptures to air o Or, digitally photograph the in-progress sculptures and allow classes to leave feedback across the day  Students are allowed to make revisions as they work  By the end of the 5th day of sculpting the artworks should be ready to be allowed to dry