Shaker High - Brancusi Unit - Studio

Brncui: Simplicity & Form
2/13/12
9th Grade
Total Days: 8
Big Ideas /Key Concepts Essential Questions Project Goal
Simplicity, Idealism Can objects or animals in real life be distilled down to their basic elements and still retain an essence of what they are? Are ideals practical in the real world? Students will study Brncui and his theories when it comes to art and sculpture. Then they will create a sculpture that emphasizes form with wire and panty hose. The sculptures will also be painted to enhance their form.
Primary Artwork(s) Studied

Bird in Space Fish
Genre/Type of Art/Media
Sculpture, Modern (1928), Polished Brass with stone base Sculpture, Modern (1930), Blue Gray Marble with marble base
Rationale
What makes this important art to study? Brncui is one of the most well known sculptors of the modern era. He studied under the tutelage of some great masters, Rodin being one. After, he went on to blaze his own path combining simplicity and form. Brncuis theory of simplicity honors the Greek philosophies of Plato and Aristotle. The essence of simplicity in this regard is divinity. What makes it appropriate for my grade level? High School students are just starting to begin to understand abstract thought and complex problem solving. This project will incorporate both and push them to use these new faculties. Not only will they need abstract thinking to be able to simplify forms found in nature. But they will need to use their problem solving skills to turn around and try to create them in three dimensions.
21st Century Skills

Critical and Creative Cognitive Processes Emphasized in This Lesson
Drew Testa
2/13/12

Concept Map: Where Are We Going?
Days Title of Artwork, Artist & Type of Art Culture & Date Big Ideas Visual Stuff Elements, Etc. Visual Organizati on Principles of Design Day 1 Bird in Space, Brncui, Sculpture Fish, Brncui, Sculpture Modern, European, 20th Century Simplicity/Idealism Day 2 Bird in Space, Brncui, Sculpture Fish, Brncui, Sculpture Modern, European, 20th Century Simplicity/Idealism Day 3-5 Bird in Space, Brncui, Sculpture Fish, Brncui, Sculpture Modern, European, 20th Century Perspective Day 6-8 Fish, Brncui, Sculpture
Modern, European, 20th Century System & Rules Perspective Form
Form, Line
Form, Line
Form, Line
Balance, Movement Simple lines and forms can embody more natural complex objects by capturing the ideas they embody. Similar to the works of Brncui and his theories. Pencil, Sharpie & Paper Brncui PowerPoint Simplify Animals Worksheet
Balance, Movement Simple lines and forms can embody more natural complex objects by capturing the ideas they embody. Similar to the works of Brncui and his theories. Wire, Wood Block Sketchbook Exercise Review PowerPoint
Balance, Movement
Movement Simple lines and forms can embody more natural complex objects by capturing the ideas they embody. Similar to the works of Brncui and his theories. Paint, Brushes
Meaning Making
Simple lines and forms can embody more natural complex objects by capturing the ideas they embody. Similar to the works of Brncui and his theories. Wire, Wood Block, Pantyhose, Glue
Media & Tools Literacy Support
Drew Testa
2/13/12
Brncui: Simplicity & Form NYS Visual Arts/Intermediate

Standard 1: Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. Students: produce a collection of art works, in a variety of mediums, based on a range of individual and collective experiences (a) know and use a variety of sources for developing and conveying ideas, images, themes, symbols, and events in their creation of art (b) use the elements and principles of art to communicate specific meanings to others in their art work (c) during the creative process, reflect on the effectiveness of selected mediums or techniques to convey intended meanings (d) identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works and discuss ways to improve them (e). Standard 2: Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. Students: develop skills with a variety of art materials and competence in at least one medium (a) use the computer and other electronic media as designing tools and to communicate visual ideas (b) take advantage of community opportunities and cultural institutions to learn from professional artists, look at original art, and increase their understanding of art (c) understand the variety of careers related to the visual arts and the skills necessary to pursue some of them (d). Standard 3: Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines. Students: discuss and write their analyses and interpretations of their own works of art and the art of others, using appropriate critical language (a) identify, analyze, and interpret the visual and sensory characteristics that they discover in natural and human-made forms (b) compare the ways ideas and concepts are communicated through visual art with the various ways that those ideas and concepts are manifested in other art forms (c). compare the ways ideas, themes, and concepts are communicated through the visual arts in other disciplines, and the various ways that those ideas, themes, and concepts are manifested within the discipline (d). Standard 4: Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society.
Drew Testa
2/13/12
Students: demonstrate how art works and artifacts from diverse world cultures reflect aspects of those cultures (a) demonstrate the ways in which some particular art works and artifacts reflect important aspects of the diverse cultures of the United States (b) create art works that reflect a particular historical period of a culture (c).
National ELA Common Core Standards

Reading Standards for Informational Text (Grades 9-10) Key Ideas and details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 5. Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) 6. Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Writing Standards (Grades 9-10) Text Types and Purposes 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another
Drew Testa
2/13/12
to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Speaking & Listening Standards (Grades 9-10) Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented Language Standards (Grades 9-10) Conventions of Standard English 1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. Vocabulary acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosing flexibly from a range of strategies. a. Use context as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech c. Consult general and specialized reference materials both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase
Drew Testa
2/13/12
NYS Social Studies Standards (Intermediate)

World History: Standard 2, Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. a. know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations b. know some important historic events and developments of past civilizations c.interpret and analyze documents and artifacts related to significant developments and events in world history Standard 2, Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. a. investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history b. interpret and analyze documents and artifacts related to significant developments and events in world history c.classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic
Drew Testa
2/13/12

Activities Schedule in Brief
Day 1: During the first day, we will look at a PowerPoint presentation on Brancusi and the work that he created. We will go over his ideas on simplifying the form and philosophy of Plato. We will also work on a few examples of simplifying animals before the students start on their own. The students will finish up with a worksheet that has them simplify animals down to lines and shapes. Day 2: Today we will look at and discuss our sketchbook exercise. Have an outloud brainstorming session on how this connects with the artist that we looked at on day 1 and how it relates to his work. Introduce what we will be creating for the next week or so. Show teachers example and the difference between what we will be doing and the prior examples in the class. If there is time, students can start playing around with the wires and wood blocks. Day 3-5: During this time, students will be working first with the wire and wood blocks to create their form. Then stretching and re-stretching pantyhose over the form to figure out any possible changes. Finally, the students will be either painting a layer of gesso or watered-down glue to shrink and harden the pantyhose. Day 6-8: These last two days will be spent painting their sculptures with two analogous colors of their choosing. These colors should reference something about the animal they chose to sculpt; either the colors of the animal itself, the animals environment, or how that animal might move.
Drew Testa
2/13/12
Day 1 of 8 During the first day, we will look at a PowerPoint presentation on Brancusi and the work that he created. We will go over his ideas on simplifying the form and philosophy of Plato. We will also work on a few examples of simplifying animals before the students start on their own. The students will finish up with a worksheet that has them simplify animals down to lines and shapes. Teacher Materials List
PowerPoint Presentation Pencil & Paper Worksheet Packets Teachers Examples
Student Materials List

Pencil & Paper Sharpie
Concept & Content Categories

Primary Vocabulary
Concept Elaboration Vocabulary
Most important vocabulary are highlighted to indicate they will emphasized in lesson; and assessed for retention and understanding. Categories that are not needed on this day of the lesson may be deleted or left blank.
Art History
recall or research
Brancusi was a European Even though his work is abstract, it sculptor of the early 20th is based in reality and based on an Century that had his own ancient Greek philosophy. unique style. Form, Line The lines and forms of everyday objects can always be simplified down to their bare essentials. What information can be taken away but still keep the idea of the object?
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Art
Elements,
and/or things in image you want students to notice+ special adjectives
Drew Testa
2/13/12
Visual organization Criticism

Principles and/or other composition terms + special adjectives
Balance, Movement
Brancusis work emphasizes balance and movement through his use of simple lines and the material itself.
Meaning-making:
Feels like, seems like, represents, suggests, implies, symbolic of, etc.
Simple lines and forms can embody more natural, complex objects by capturing the ideas they embody. Similar to the works of Brncui and his theories. Pencil, Paper, Sharpie Carefully draw lines that emphasize the animal while becoming simplified. Play around with different lines before finalizing their studies. Works carefully Patience
MakingArt
Media & Tools Techniques + Craftsmanship
Stewardship Closure (1 or more of)
Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?
Review vocabulary and main ideas introduced today Think about how you go about simplifying a complex form but retaining that original forms essence.
Most Important Concepts/Skill s

Conceptual Gain
- Write the talk - Think in metaphor - Big ideas apparent
Assessment: you know students have gotten it when they

Explain how to simplify an object or animal but still retain the idea of that animal. Explain how simple lines and forms can do this. Talk about Brancusi and how he created his works. Understands and uses the following words properly during the lesson and closure: form, line, movement, simplicity, idealism, balance, abstract. Carefully draw lines that emphasize the animal while becoming simplified. Play around with different lines before finalizing their studies. Neat presentation Listens carefully and follows along with the PowerPoint presentation. Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
- Declarative Knowledge - Talk the talk
Media Skills
- Procedural Knowledge - Walk the walk
Self-Monitoring
Lesson Steps & Activities

Drew Testa
Mi n
Cognitive Skills
2/13/12
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Greet students. Have them pick up their supplies in front of the room.
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by the name of Brancusi. It is his work that we will be looking at to create our own sculptures. Then we will follow up with a worksheet that helps us think of animals in more of an abstract way. A way to simplify them down to their essence and movement. Vocabulary Discussion: Before the PowerPoint presentation, I will start an open discussion with the students about our vocab words. Have them write down definitions on their worksheet as we go over them. In our past few art projects we have covered many of these words. So, some of these will be review and others will be new. Who can tell me what a form is? Is it different from a shape? How? Now, who knows what we mean when we talk about movement in an art work? Good! This next word, we just used a few days ago with our cut up fish piece. Does anyone remember what word that was? What did that work need to emphasize? Good it was Balance. Now what is that? Great! Can someone define Abstract? Even though an art work seems abstract can it suggest something more real? Now what does it mean to simplify something? Who can tell me what idealism is? Ok, well lets look at the first part of the word. The first four letters spell what? Good, so what is an idea? Awesome, now lets add an l to make it ideal. Can someone guess at what an ideal is? So if that is an ideal then idealism is? Great! PowerPoint Presentation: At start of presentation, go over how Brancusi will be our artist that we are focusing on. As we will see coming up, his work is simplified, abstract forms. But before we get to Barncusi we need to cover a bit of history to see where his artistic theory comes from. Briefly cover Plato and his philosophy of ideal forms. Use a chair as an example. What would an ideal chair be? What do they all have in common? Then go over a brief history of the Modern art era. From 1860 to about 1960-1970. Introduce Brancusi, his art work and some important pieces about his life and philosophy. Then we will start looking at two of his sculptures and trying to figure out what he is trying to show the audience. Ill give students the hint that they are both animals and others along the way for them to work it out for themselves. After each one I will show the work
Drew Testa
Introduce week and a half sculpture project So we will be looking at a presentation about a sculptor
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alongside the animal it refers to and ask them if they see the similarity. After this we will go over a few slides of how to go about simplifying an animal. What should we include? What would the ideal animal have? Have the students come up to the board and draw the lines that they would use to simplify the animal. (the projector will be on the white board, so the students can draw directly on the board).
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Worksheet Activity: After presentation, briefly go over the worksheet packet and what they will be doing. Have students start worksheet activity Walk around class room assisting any students that need help. Closure: About 8 minutes before the bell, call the students up to the front of the classroom to do one more animal simplification together. As, the students participate I will ask them questions referring to the vocab words we covered and also the material. Clean-up: Have students put away their materials and hand in their packets. Students sit back down and wait for the bell.
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Day 2 of 8 Today we will look at and discuss our sketchbook exercise. Have an out-loud
Drew Testa
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2/13/12
brainstorming session on how this connects with the artist that we looked at on day 1 and how it relates to his work. Introduce what we will be creating for the next week or so. Show teachers example and the difference between what we will be doing and the prior examples in the class. If there is time, students can start playing around with the wires and wood blocks. Teacher Materials List
Pencil & Paper Teachers Example Wood Blocks Wire

Pencil & Paper Wood Blocks Wire

Primary Vocabulary
Art History
recall or research
Brancusi was a European Even though his work is abstract, it sculptor of the early 20th is based in reality and based on an Century that had his own ancient Greek philosophy. unique style. The lines and forms of everyday objects can always be simplified down to their bare essentials. What information can be taken away but still keep the idea of the object? Brancusis work emphasizes balance and movement through his use of simple lines and the material itself.
Elements, Art Criticism
Form, Line
Visual organization
Balance, Movement
Meaning-making:
Simple lines and forms can embody more natural, complex objects by capturing the ideas they embody. Similar to the works of Brncui and his theories. Pencil, Paper, Sharpie, Wire & Wood Blocks Carefully shape wires Create forms that relate to their animal. Works carefully Patience Review vocabulary and main ideas introduced today Think about how you go about simplifying a complex form but retaining that original forms essence. How to change lines on a page to create a 3-d Form
MakingArt
Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward,
Drew Testa
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2/13/12
prepare, plan next step, imagine what if?

Conceptual Gain

Explain how to simplify an object or animal but still retain the idea of that animal. Explain how simple lines and forms can do this. Talk about Brancusi and how he created his works. Understands and uses the following words properly during the lesson and closure: form, line, movement, simplicity, idealism, balance, abstract. Carefully bends wires to mimic the form they would like to create. Neatly glues wires into base. Neat presentation Listens carefully and follows along with the PowerPoint presentation. Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring

Greet Students Tell them a brief summary of what we will be doing for the day. Review Sketchbook Connections Intro and Demo of Wire and Wood Block Review: Start up Review PowerPoint Go over the vocabulary list from Day 1 Review Platos idea of Ideal Forms and how it relates to Brancusi Do two simplifying animal exercises.
Mi n
Cognitive Skills
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Drew Testa
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Sketchbook Connection: Start open discussion with students about their sketch book assignments and how it relates to what we did on Day 1 Ask why they chose the animals they did Ask how they went about choosing the words to describe that animal Now how does this activity relate to Brancusi? Wire & Wood Block Demo: Have everyone come up to the front of the room For the next few days we will be working on our sculptures. They are going to be based on an animal of our choosing. But you need to choose one animal from either the four on our worksheets or the animals you chose for your sketchbook. After you have chosen an animal and finalized the form that you think is the ideal version and I have oked it, then we will move onto making our drawings into a sculpture. Show the example, have the students guess which animal it could be. Activity: When students drawings are approved, student takes a base and a piece of sandpaper. They will need to sand all of the edges on the base smooth before they are allowed to move onto the wire. Students will start bending the wire and working on the form of their sculptures. Clean-up: Have students put away their materials. Started sculptures should be put away on the self. Sanded bases will be handed back in with names. Unused wires will be brought back up to the front. Closure: Start a brief open discussion with students about how they chose the lines they used to start creating their sculpture. Also what their thought process was to change their flat drawings into 3-D forms.
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Drew Testa
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Day 3 of 8 Today, students will continue working on their sculptures. As they start finishing their wire work, they will be fitting the stocking over the wires. They will adjust their piece as needed. Teacher Materials List
Teachers Example Wire Wood Block

Wire Wood Block Stocking

Primary Vocabulary
Art History
recall or research
Brancusi was a European Even though his work is abstract, it sculptor of the early 20th is based in reality and based on an Century that had his own ancient Greek philosophy. unique style.
Drew Testa
15
2/13/12
Form, Line
Visual organization
Balance, Movement
The lines and forms of everyday objects can always be simplified down to their bare essentials. What information can be taken away but still keep the idea of the object? Brancusis work emphasizes balance and movement through his use of simple lines and the material itself.
Meaning-making:
Simple lines and forms can embody more natural, complex objects by capturing the ideas they embody. Similar to the works of Brncui and his theories. Wire, Wood Blocks, & Stockings Carefully shape wires Create forms that relate to their animal. Carefully stretches stockings over sculpture without tearing it Works carefully Patience
Art Making
Students will reflect on the choices they made for their sculptures How they relate to the animal that they chose.

Conceptual Gain

Talk about how the forms that they are creating refer back to the animal they chose Also, discuss how their form is the simplified version of that animal. Understands and uses the following words properly during the lesson and closure: form, line, movement, simplicity, idealism, balance, and abstract. Carefully bends wires to mimic the form they would like to create. Neatly glues wires into base. Neat presentation
Vocabulary
Media Skills
Drew Testa
16
2/13/12
Self-Monitoring
Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner

Greet Students Review the plan of action for the day Work on wire for the sculptures Start stretching stockings over sculpture Finish up class with a discussion about how their work relates to the animal they chose Activity: For students that have not started: When students drawings are approved, student takes a base and a piece of sandpaper. They will need to sand all of the edges on the base smooth before they are allowed to move onto the wire. Students will start bending the wire and working on the form of their sculptures. Have students that are done with their wires start fitting stockings on. Might have to go back and change due to the stockings changing the wires Clean-up: Have students put away their materials. Started sculptures should be put away on the self. Sanded bases will be handed back in with names. Unused wires will be brought back up to the front. Closure: Start a brief open discussion with students about how their forms relate to their animals How they simplified the animals and why they chose the forms that they did.
Mi n
Cognitive Skills
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Day 4 of 8 Today, students will continue working on their sculptures. As they start finishing their wire work, they will be fitting the stocking over the wires. They will adjust their piece as needed. Also, for the students that are ready to move on, they can start applying gesso to the stocking. Teacher Materials List
Drew Testa

Wire Wood Block Stockings Gesso & Brushes
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2/13/12

Primary Vocabulary
Art History
recall or research
Form, Line
Visual organization
Balance, Movement
Meaning-making:
Simple lines and forms can embody more natural, complex objects by capturing the ideas they embody. Similar to the works of Brncui and his theories. Wire, Wood Blocks, Stockings, Gesso, Brushes Carefully shape wires Create forms that relate to their animal. Carefully stretches stockings over sculpture without tearing it Paints the gesso on in a slow, controlled manner
Art Making
Works carefully Patience
Have a brief discussion with the students about how their forms changed once they added. Also discuss if they decided to keep this change or go back and change the wires underneath to fit the form they wanted. And why?

Conceptual Gain

Talk about how the forms that they are creating refer back to the animal they chose Also, how they had to fight and tweak the materials to get them to express their ideas
Drew Testa
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2/13/12
Vocabulary
Understands and uses the following words properly during the lesson and closure: form, line, movement, simplicity, idealism, balance, and abstract. Carefully draw straight lines Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens carefully and follows along with the PowerPoint presentation. Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Media Skills
Self-Monitoring

Greet Students Review the plan of action for the day Work on wire for the sculptures Start stretching stockings over sculpture If you are approved to move on they can start gessoing their sculptures Finish up class with a discussion about how their work relates to the animal they chose Activity: Students will continue to bend the wire and working on the form of their sculptures. Have students that are done with their wires start fitting stockings on. Might have to go back and change due to the stockings changing the wires Once their wires and stocking have been approved they will be able to move onto painting on the gesso Clean-up: Have students put away their materials. Started sculptures should be put away on the self. Sanded bases will be handed back in with names. Unused wires will be brought back up to the front. Clean up any spilled gesso and the accompanying brushes Closure: Have a brief discussion with the students about how their forms changed once they added. Also discuss if they decided to keep this change or go back and change the wires underneath to fit the form they wanted. And why?
Mi n
Cognitive Skills
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Drew Testa
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Day 5 of 8
Drew Testa
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Today, students will continue working on their sculptures. As they start finishing their wire work, they will be fitting the stocking over the wires. They will adjust their piece as needed. Also, for the students that are ready to move on, they can start applying gesso to the stocking. Teacher Materials List

Wire Wood Block Stockings Gesso & Brushes Paper, Pencil & Chalk Pastels

Primary Vocabulary
Art History
recall or research
Form, Line
Visual organization
Balance, Movement
Meaning-making:
Simple lines and forms can embody more natural, complex objects by capturing the ideas they embody. Similar to the works of Brncui and his theories. Wire, Wood Blocks, Stockings, Gesso, Brushes, Pencil, Paper, Chalk Pastels Carefully shape wires Stretches stockings over sculpture without tearing it Paints the gesso on in a slow, controlled manner Slowly draws their sculpture from real life and then patiently color Works carefully Patience
Art Making
Stewardship
Drew Testa
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Closure (1 or more of)
Have a brief discussion with the students about how they went about choosing the colors that they will use on their sculptures Also how those colors refer to the animal and/or its environment

Conceptual Gain

Discuss how they went about choosing the colors that they will use on their sculptures Also how those colors refer to the animal and/or its environment Understands and uses the following words properly during the lesson and closure: form, line, movement, simplicity, idealism, balance, abstract, and analogous Carefully draw straight lines Drawn lines are at correct angles and flow to correct vanishing point Neat presentation Listens carefully and follows along with the PowerPoint presentation. Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner
Vocabulary
Media Skills
Self-Monitoring

Greet Students Review the plan of action for the day Start stretching stockings over sculpture If you are approved to move on they can start gessoing their sculptures While they wait for the gesso to dry, they will draw their sculptures and start playing around with colors and how they will be finishing this work. Students will need to pick analogous colors and as many as 3 Finish up class with a discussion about how their work relates to the animal they chose Activity: Students will continue to bend the wire and working on the form of their sculptures.
Drew Testa
Mi n
Cognitive Skills
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3 .
4 .
Have students that are done with their wires start fitting stockings on. Might have to go back and change due to the stockings changing the wires Once their wires and stocking have been approved they will be able to move onto painting on the gesso Once the first coat of gesso is done, students will draw their sculpture and start thinking about/playing around with the color they will be applying to the sculpture. Clean-up: Have students put away their materials. Started sculptures should be put away on the self. Sanded bases will be handed back in with names. Unused wires will be brought back up to the front. Clean up any spilled gesso and the accompanying brushes Closure: Have a brief discussion with the students about how they went about choosing the colors that they will use on their sculptures Also how those colors refer to the animal and/or its environment
Drew Testa
23
2/13/12
Day 6 of 8 Today, students will continue working on their sculptures. As they start finishing their wire work, they will be fitting the stocking over the wires. They will adjust their piece as needed. Also, for the students that are ready to move on, they can start applying gesso to the stocking. As they wait for their sculpture to dry, students will explore what colors they would like to use on their final piece. Teacher Materials List

Wire Wood Block, Stockings Gesso & Brushes Paper, Pencil & Chalk Pastels

Primary Vocabulary
Art History
recall or research
Brancusi was a European Even though his work is abstract, it sculptor of the early 20th is based in reality and based on an Century that had his own ancient Greek philosophy. unique style.
Drew Testa
24
2/13/12
Form, Line
Visual organization
Balance, Movement
The lines and forms of everyday objects can always be simplified down to their bare essentials. What information can be taken away but still keep the idea of the object? Brancusis work emphasizes balance and movement through his use of simple lines and the material itself.
Meaning-making:
Art Making

Conceptual Gain

Discuss how they went about choosing the colors that they will use on their sculptures Also how those colors refer to the animal and/or its environment Understands and uses the following words properly during the lesson and closure: form, line, movement, simplicity, idealism, balance, abstract, and analogous Carefully draw straight lines Drawn lines are at correct angles and flow to correct vanishing point Neat presentation
Vocabulary
Media Skills
Drew Testa
25
2/13/12
Self-Monitoring
Listens carefully and follows along with the PowerPoint presentation. Works quietly without disrupting their neighbors Collects and cleans up their materials in a timely manner

Greet Students Review the plan of action for the day Start stretching stockings over sculpture If you are approved to move on they can start gessoing their sculptures While they wait for the gesso to dry, they will draw their sculptures and start playing around with colors and how they will be finishing this work. Finish up class with a discussion about how their work relates to the animal they chose Activity: Have students that are done with their wires start fitting stockings on. Might have to go back and change due to the stockings changing the wires Once their wires and stocking have been approved they will be able to move onto painting on the gesso Once the first coat of gesso is done, students will draw their sculpture and start thinking about/playing around with the color they will be applying to the sculpture. Clean-up: Have students put away their materials. Started sculptures should be put away on the self. Sanded bases will be handed back in with names. Unused wires will be brought back up to the front. Clean up any spilled gesso and the accompanying brushes Closure: Have a brief discussion with the students about how they went about choosing the colors that they will use on their sculptures Also how those colors refer to the animal and/or its environment
Mi n
Cognitive Skills
1 .
2 .
30
3 .
4 .
Drew Testa
26
2/13/12
Day 7 of 8 Today, students will continue working on their sculptures. All students should be adding color to their work at this point. Students will need to pick at most three
Drew Testa
27
2/13/12
colors to use and they need to be analogous. Teacher Materials List



Primary Vocabulary
Art History
recall or research
Form, Line
Visual organization
Balance, Movement
Meaning-making:
Art Making
Drew Testa
28
2/13/12

Conceptual Gain

Vocabulary
Media Skills
Self-Monitoring

Greet Students Review the plan of action for the day Continue to work on their sculptures. Either continuing to gesso or add color. Finish up class with a discussion about how their work relates to the animal they chose Activity: Students can start gessoing their sculptures. If they have already applied one coat, then they should be applying a second. Once the first or second coat of gesso is done, students will draw their sculpture and start thinking about/playing around with the color they will be applying to the sculpture. If the student is done gessoing then they can move on to applying color to their work. Clean-up: Have students put away their materials. Started sculptures should be put away on the self. Sanded bases will be handed back in with names. Unused wires will be brought back up to the front. Clean up any spilled gesso and the accompanying brushes
Mi n
Cognitive Skills
1 .
2 .
30
3 .
Drew Testa
29
2/13/12
4 .
Closure: Have a brief discussion with the students about how they went about choosing the colors that they will use on their sculptures Also how those colors refer to the animal and/or its environment
Day 8 of 8 Today, students will continue working on their sculptures. All students should be adding color to their work at this point. Students will need to pick at most three colors to use and they need to be analogous. Teacher Materials List


Primary Vocabulary
Art History
recall or research
Form, Line
Visual organization
Balance, Movement
Meaning-making:
Art Making
Stewardship
Drew Testa
30
2/13/12
Closure (1 or more of)

Conceptual Gain

Vocabulary
Media Skills
Self-Monitoring

Greet Students Review the plan of action for the day Continue to work on their sculptures. Either continuing to gesso or add color. Finish up class with a discussion about how their work relates to the animal they chose
Mi n
Cognitive Skills
1 .
Drew Testa
31
2/13/12
2 .
3 .
4 .
Activity: Students can start gessoing their sculptures. If they have already applied one coat, then they should be applying a second. Once the first or second coat of gesso is done, students will draw their sculpture and start thinking about/playing around with the color they will be applying to the sculpture. If the student is done gessoing then they can move on to applying color to their work. Clean-up: Have students put away their materials. Started sculptures should be put away on the self. Sanded bases will be handed back in with names. Unused wires will be brought back up to the front. Clean up any spilled gesso and the accompanying brushes Closure: Have a brief discussion with the students about how they went about choosing the colors that they will use on their sculptures Also how those colors refer to the animal and/or its environment
30
Drew Testa
32

Shaker High - Brancusi Unit - Studio

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Brncui: Simplicity & Form

Brncui: Simplicity & Form

Big Ideas /Key Concepts Essential Questions Project Goal

Primary Artwork(s) Studied

21st Century Skills

Brncui: Simplicity & Form

Brncui: Simplicity & Form

Modern, European, 20th Century System & Rules Perspective Form

Media & Tools Literacy Support

Brncui: Simplicity & Form

Brncui: Simplicity & Form NYS Visual Arts/Intermediate

Brncui: Simplicity & Form

National ELA Common Core Standards

Brncui: Simplicity & Form

Brncui: Simplicity & Form

NYS Social Studies Standards (Intermediate)

Brncui: Simplicity & Form

Brncui: Simplicity & Form

Brncui: Simplicity & Form

Student Materials List

Concept & Content Categories

Concept Elaboration Vocabulary

and/or things in image you want students to notice+ special adjectives

Brncui: Simplicity & Form

Visual organization Criticism

Media & Tools Techniques + Craftsmanship

Stewardship Closure (1 or more of)

Most Important Concepts/Skill s

Assessment: you know students have gotten it when they

Lesson Steps & Activities

Brncui: Simplicity & Form

Brncui: Simplicity & Form

Brncui: Simplicity & Form

Student Materials List

Concept & Content Categories

Concept Elaboration Vocabulary

Elements, Art Criticism

and/or things in image you want students to notice+ special adjectives

Media & Tools Techniques + Craftsmanship

Stewardship Closure (1 or more of)

Brncui: Simplicity & Form

prepare, plan next step, imagine what if?

Most Important Concepts/Skill s

Assessment: you know students have gotten it when they

Lesson Steps & Activities

Brncui: Simplicity & Form

Brncui: Simplicity & Form

Student Materials List

Concept & Content Categories

Concept Elaboration Vocabulary

Brncui: Simplicity & Form

Elements, Art Criticism

and/or things in image you want students to notice+ special adjectives

Media & Tools Techniques + Craftsmanship

Stewardship Closure (1 or more of)

Most Important Concepts/Skill s

Assessment: you know students have gotten it when they

Brncui: Simplicity & Form

Lesson Steps & Activities

Student Materials List

Brncui: Simplicity & Form

Concept & Content Categories