2d / 3d Design ~ Sculpture
Overview: This studio course emphasizes two- and three-dimensional design concepts in metal, found objects, clay, wood, stone, and digital media. Each assignment has two parts:
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Sketching/planning phase: students work in a sketch journal to explore conceptual frameworks, sketch ideas, and develop actionable plans. Students will be encouraged to use symbolism and work with concepts to make the most interesting artistic statements. A sketchbook will be provided. Previous knowledge of drawing is not required.
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Construction phase: executing the plan. The concept of “maquettes” or “sculptural prototypes” may be explored as needed to address engineering issues. A final piece will also be required. The focus of each assignment will be aesthetic rather than technical.
Remember the mantra of this class:
“We are designing sculptures about something, not just of something…”
What will class time be like?
Outside of direct instruction and discussion, a majority of class time will be allocated to project work. Projects conclude by reviewing images of work uploaded by students for group discussion. All assignments and course materials will be posted to GryphOn.
Attendance: Just like any other class, if a student is absent they have indeed missed something important. I will do my best to update a student after the class transitions to independent project work. Accruing multiple absences or tardies only serves to disconnect students from the goal of the course and possibly affect grades.
Evaluation: After an assignment is completed, the student will fill out a self-evaluation and receive feedback from me in the form of written comments so you know what you need to work on or where you excelled. Grades will be posted to GryphOn a few days after each assignment is due. Students also have the option to resubmit any assignment they felt they could improve upon and receive whichever grade is higher. However, resubmissions are only possible during the marking period in which the assignment was given. In other words, if you submitted something in the third marking period you cannot resubmit it in the fourth marking period.
Assignments may include
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Organic sculpture - clay and mixed media
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Figurative wire sculpture- steel, copper, brass or silver.
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Figurative Clay sculpture - exploring the concept of “Imbalance” Clay and mixed media
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Exploring the Ceremonial object.
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Shadow Boxes- wood, mixed media, and found object assemblages
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Fine Metal Working - sheet silver and wire, sheet & tube copper (key chains, money clips, pendants, bracelets, rings, and sculptural objects. *Lost wax casting may be explored time permitting.
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Designing and printing graphic elements using Adobe Illustrator
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Using TinkerCad to design and print 3d projects in the Greenhills FAB LAB (Fabrication Lab)
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Environmental Sculpture- pursued by underclassmen only. Each person will generate designs to be voted on. The selected design will be executed by the entire class for display in a public area outside of the school.
01
House Of Card
Projects Objectives
- to learn a range of cardboard attachment techniques
- to learn about Victorian-era houses and life in this era
- to learn about styles of architecture
- to design and build your own maquette (a sculptor's small preliminary model).
Key Concept: Aesthetics
Related Concepts: Expression & Style
Global Context: Orientation in Space and Time
Statement of Inquiry: There are different rules and principles of beauty in other cultures, which change across time periods.
Inquiry Questions:
Factual: How has architecture changed over time?
Conceptual: To what extent does the identity of a culture, impact the architecture?
Debatable: When is individual taste more important than town planning?
Task 1. Knowledge & Understanding
There are a series of videos and articles below to read and watch.
In your Process Journal...
- Note down 10 Facts about the Victorian Era.
- Imagine you are a teenager in the Victorian Era. Based on your research and readings, write a paragraph describing the events of your day.
- List 5 facts about Victorian architecture.
- Of the styles of Victorian Architecture (Arts & Crafts, Classical, etc.), which is your favorite and why?
- Do you believe in ghosts or spirits? Explain your answer.
Architectural Drawing lessons using One and Two Point Perspective
Task 2. Developing Skills
In your Process Journal, we will practice our drawing/drafting skills.
As an artist/designer it is imperative that we put pen to paper to sketch out our initial ideas.
- Draw a one-point perspective form
- Draw a two-point perspective form
- Render it using the mark-making techniques taught
- Practice sketching more forms, ones inspired by your favorite characteristics of Victorian houses (refer back to your notes from task 1).
In drawing: Shape is 2D - "Form" creates the illusion of 3D
Task 3. Thinking Creatively ~ The Design Process ~
Step 1. In your Process Journal, sketch out the main shapes inspired by your architectural research. You may sketch them as 2D shapes and/or 3D shapes.
Step 2. Focusing on the following elements of art and principles of design... Balance / Shape / Pattern / Movement / Form / & Emphasis
Create a minimum of 4 thumbnail sketches (using your chosen shapes) with a focus on one, or some, of these art elements and principles of design.
N/B: there will be a teacher-lead lesson with exemplars
Step 3. Select your best idea for refinement. Sketch it larger and in more detail. Annotate, to explain concepts that are hard to draw. Add color where needed.
How to write an artist statement:
Your artist statement is an introduction to your work and should be 100 -150 words. The opening sentence should be distinct and captivating and draw the readers in. Begin with a short paragraph about the basic premise behind your work, artistic style, and vision. What do you want to say with your art? Link it to your inspiration (the Victorian architecture research we did). Use our art language to describe your work (the main elements of art, and principles of design that you focused on).
NB: Look back in your Process Journal to get the language to help write this statement.
02
SCALED OBJECT
This assignment is inspired and informed by "Object", a sculpture by Swiss Surrealist Meret Oppenheim.
Design Brief: Cover a found object in scales made of another material.
Vocabulary: Surrealism, Dada, absurd, aleatory, uncanny. Elements of art: Scale, Shape.
'Object' by Meret Oppenheim, 1936.
Task 1. Knowledge & Understanding
Who was Meret Oppenheim?
What does this piece represent?
What is Surrealism?
- Read this article from MoMA
- Listen to the AUDIO: Artist Jenny Holzer and Curator Anne Umland discuss 'Object'.
- In your Process Journal create a page titled 'Scaled Object' and note 10 facts from your research. Make them complete sentences so that you can remember the context later in the assignment.
Note: make sure your research covers the 3 questions outlined above.
Le Déjeuner en fourrure
Sculpture by Méret Oppenheim
Object, lit. Object, known in English as Fur Breakfast or Breakfast in Fur, is a 1936 sculpture by the surrealist Méret Oppenheim, consisting of a fur-covered teacup, saucer, and spoon.
Task 2. Developing Skills
2 pages of drawing in your Process Journal, using mark-making to illustrate TEXTURE.
Should include a mark-making bank, cross-contour drawing exercises, and value scale in marks.
Readymades / Context
Task 3. Thinking Creatively
Take a readymade object that you find in the photo studio, and combine it with some other readymade fabrics or card that your teacher provides. Try out different "scale" sizes, and placements. Think of the art elements of PATTERN / REPETITION / SCALE. You are just experimenting here "thinking creatively". We will photograph your experiments and put those in your Process Journal. Don't forget to critique your work as you go, noting what is working and what is challenging.
Task 4. Refinement sketching for the final concept. (Developing Skills criteria)
In your Process Journal, you need to sketch, notate, and PLAN your BIG IDEA.
As you begin, consider how the form of the original object and the new scale material relate to each other visually.
Do they create a different feeling; danger, or humor? Remember our discussions on oxymorons?
As you begin, think hard if the object has a “head” or a “tail.” It is usually best to begin at the “tail” and work forward so that you can easily overlap the new row of scales over the previous one
As you work, consider if you will cover all, or only some, of your object. Consider the size, shape, and density of your scales.
Task 5. Final Outcome (Responding criteria)
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Cut a decent amount of scales from the material you have chosen
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Beginning at the “tail” (usually), glue on a row of scales using your hot glue gun
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Keep gluing scales until the entire object has been covered
For a great grade...
- Project was finished in time for critiques and is “gallery ready”
- Written and visual evidence of practice, experimentation, and revision are apparent
- Strong relationships between Materials, Processes, and Ideas are apparent
- Skills are good to advanced for the student’s grade level, and class level
03
Personal Space
Project Objectives
- to learn about the Brazilian culture
- to consider our own environment
- to create an artwork that represents ourselves and is also symbolic of our "personal space"
- to create an artwork that can connect to others (both literally and figuratively)
'Personal Space' ~ Wall Relief Sculpture ~ Research Task: Knowledge & Understanding
Looking at Brazilian artist Tony Paraná as a source of inspiration; create 1 research page in your Process Journal that includes 10 facts about Paraná. His Birthdate and place (precisely), where he resides now, and how he grew up (a bit about the favelas). You can also include information about Brazilian culture - weather/music/colors/lifestyle. Include sketches of your interpretation of some of Tony's art, and write its title if known.
'Personal Space' ~ Wall Relief Sculpture ~ Final Construction Task: Thinking Creatively
With the piece of wood provided as a starting point, you are to create your own interpretation of your "personal space". Consider Tony Paraná's art and how it reflects his Brazilian childhood home.
Your artwork can be in any style; realism, symbolism, abstraction, surrealism, cubism... it's your choice. You are to "assemble" (this is called "assemblage art") pieces of wood, card, polystyrene, found objects, paint, and construct paper (origami?) in such a way that feels like it reflects "you".
You have to consider that you are making something that will be "at" the wall, but coming out from the wall in a 3D way. This is called a "relief".
Include a title, and a simple 2 sentences to explain your art to the viewer, (this can be ambiguous, for example... a poem).
Indoor Nature, Nico Dettling '25
04.
SYMBOLISM & REPRESENTATION
When This is All Over, 2020, washi paper, wire, ribbon, found chainlink fence. 4x3.5 feet
Task 1. Knowledge & Understanding
Head to this UofM STAMPS (School of Art & Design) site HERE and watch the Video on Saldamando until 10 minutes 30 seconds.
Task 2. Interview one of your grandparents, (if not possible, you may interview a parent or guardian). We want to find out about some artifacts that are important to them. Ask them the following questions & record your answers in your Process Journal.
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Can you tell me about a meaningful object that has been passed down through your family?
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What was your favorite toy or item when you were a child?
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What was your most cherished possession when you were growing up?
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Did you have any special collections or hobbies when you were younger?
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Can you describe a special piece of jewelry that holds sentimental value for you?
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What is the oldest item you still have in your possession, and what is its significance?
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Do you have any old family photographs or documents that hold a special place in your heart?
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Can you tell me about a gift that someone gave you that was particularly meaningful?
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What is an item that you have acquired in your travels that holds special meaning to you?
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Can you describe a favorite family recipe and the history behind it?
Options could be: excuse yourself to a quiet area and make a phone call. Type them an email and include the questions. Speak to them in person for homework.
Task 3. Developing Skills
In your Process Journal create 2 separate pencil sketches; 1 gray scale, 1 colored pencil.
Draw 2 objects that represent your culture, (you may take "culture" to mean whatever you feel represents you).
Create the drawings in the bottom right of the page, similar to our artist role model's style here...
Notes on La Raza Cosmica, 2008
La Ever, Chica Malcriada 2018
What is Art For?
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Art Keeps Us Hopeful
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Art Makes Us Less Lonely
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Art Rebalances Us
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Art Helps Us To Appreciate Stuff
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Art Is Propaganda For What Really Matters
Task 4.
In your Process Journal please write (in full/complete sentences) the answers to these questions…
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Why does the man in Kasmir walk his cabbage?
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What kind of art could this be categorized as?
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Who was the Chinese artist who began this and what was his project symbolizing?
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After interviewing your grandparent or guardian, list any objects that they mentioned as important.
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List the objects that you identified and draw as symbolic or representative of you and your “culture”.
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Out of the 5 “What is Art For?” statements, choose one that resonates the most with you.