Author

 Godfrey   Kenny

Title

Develop drawing in to wire construction

or sculpture

Grade Level

Grade ten to twelve 

Subject Area

 Art

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

 Students should start of with a good understanding  of technical drawing , contour drawing and constructive drawing .students should realize where the pressure points are and also understand the shape within the construction .Students should at least plan one class for analytical drawing using all the techniques to examine still life objects ,making sure they understand the construction of the object.

Students  will begin researching how different artists approached constructive design  .How they used drawing to develop there understanding of the project  .While drawing students will come up with some ideas of how they can manipulate found objects in there construction .Students will bring there art experience out side of the class room in to the world around them.

Then begin the process of classroom safety issues make sure they understand all procedures safety glasses ,gloves ,cutting snips and general behavior .Students will manipulate the wire in constructing their sculptures .Students will be given the opportunity to bring in their own materials this will create the chance to explore more  individual response to there project. working and investigating on this part of the project should take no longer than five lessons.

Using a variety of materials students will be given the chance to cover their sculptures if they  wish to do  so with paper ,cloth  or plastics will be available ,They will also have adhesive materials to work from ie flour and water ,glue and water or wall paper paste .This will take time depending on  the size of the object and what textures and detail they want .Colour is another aspect to take into account again if pupils are working in colour prep work should be done a head of time .If using colour make sure it is finished well and works with  the design  and the function of the sculpture .

Correlations to ICT and curriculum outcomes

 students will get to develop there drawing skills and there understanding of constructive drawing.

students will look for found objects in helping there creative response to this project

students will learn how to plan a drawing into final construction.

they will learn to manipulate materials and find solutions to there problems

They will learn to respect each others response to the projects

They will be aware of there own decisions and how it reflects there response to the project.

Projected timeline for preparation and for carrying out activities

*Prep drawing analytical two classes.* Development of drawing ie.construction into final drawing of project with found materials and colour studies three classes. *Wire construction five classes

 * Material ie. paper Mache , colour  and found object another five days. 

Equipment Requirements: (computers, software, etc)

paper ,pencils ,found materials ,wire ,chicken wire, wire cutters , materials ,flour,glue ,paint.

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

visual aids ,hands on demonstrations ,worksheets.

Resources available for teacher/student use (websites, references, etc)

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

* students will be given handouts of how certain artist approached this type of project.

*teacher will give hands on demonstrations of how to use materials.

*teacher will bring in certain materials and show students how to manipulate material in   construction of there sculpture

Student products expected

 A variety of creative response to project ,No two projects should look a like , a sculpture or ceramic design should be the end project

Samples (include teacher notes, assessment information, student work if available)

 drawing

wire and found object

creativity

manipulation of materials

final artefact

awareness of decisions

colour studies

Logistics (organization, grouping, management issues, access to technology)

Assessment information (e.g., rubrics for products and/or process)

                  -Use rubrics to keep account of all information

Possible extensions