Settlers Way Elementary

Assemblage Sculpture Lesson

By: Amanda Woodard

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Subject: Art

Grade Level: Elementary

Time Estimate: 2-3 periods; about 2.5 hours

Unit: Shape and Unity
Topic: Assemblage/ Found Object Sculpture
Goal(s):
TSW learn relevant vocabulary such as monochromatic, found object, sculpture,
assemblage, unity.
TSW learn about the artist Louise Nevelson.sa
TSW understand how to create unity within an artwork.
TLW develop skills for assembling 3-dimensional art .
TLW know how to repurpose discarded objects into works of art.
Objective(s):
TEKS:
Students will create relief sculptures using a variety of geometric and organic shapes to
create variety and interest.
Students will paint their relief sculptures using one color to create unity within their
piece.
Vocabulary:
Sculpture a three-dimensional work of art.
Assemblage art made from various odd and ends (Art in a Box)
Monochromatic having only one color.
Unity a combination of elements in a work of art to make it appear as one each part
contributes to the whole piece.
Review:
Geometric (Shapes) shapes with names
Free Form (Shapes) shapes from nature
Materials/Resources/Technology needs:
Glue (Elmers, Mod Podge, Tacky or hot glue), cardboard, scissors, craft sticks (11 per
person), a variety of colors of acrylic paint and gesso OR spray paint, foam brushes,
found/discarded objects (plastic utensils, wood scraps, foam shapes, pasta, small toys,
beads, buttons, wire, machine parts, recycled plastic etc.)
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Instructional Procedures
Focusing Event:

Show an artwork of Louise Nevelson and ask the students:

What do you think this artwork is made of?
What types of shapes do you see? (geometric and free form)
Do you think this work is interesting?
(Students have already learned about geometric and free form shapes so this should be a
review).
Teaching/ Learning Procedures:
Class 1:
Review the difference between two-dimensional and three-dimensional art.
Discuss the concept of trash to treasure or taking something old and making it new.
View more artworks by Louise Nevelson.
Ask what do you notice about the colors she uses? Discuss the term monochromatic
and Unity and how using the same of something such as color can create unity.
Demonstrate how to add art junk to create a relief sculpture. Make sure students use
enough glue but not so much that it becomes messy. (Explain they must use more than
when they are gluing paper because the cardboard is heavy).
Emphasize that students should look at the shape and form of their sculptures, rather
than the colors. Which shapes look best together? Where should shapes go on the
base?
Pass out the bases (pieces of rectangular cardboard). Have students write their name,
grade, and class on the back.
Have students cut out larger shapes from cardboard and arrange them first.
Next, have students select some items to put onto their panel.
Have them decide on the arrangement prior to gluing to the panel. Once they like their
display, have them glue it down..
Help students as they construct their sculptures.
Have students decide on the color they would like the panels painted.
Class 2:
Now that the sculptures have dried, students will paint them.
Review the terms monochromatic and unity.
Demonstrate how students will choose one color and use the paint to paint the sculpture
all one color getting all areas a solid coat.
Pass out paint and sculptures.
Check that students are doing a solid coat of paint and not using too much or too little.
Formative Check (ongoing or specific):
See that students are following procedures by walking around and observing their
process and progress, making sure they are using the materials properly.
Reteach (alternative used as needed):

Show students one on one how to complete each step.

Closure:
Review vocab terms and heave students talk about their process and product.

Assessment/Summative Evaluation:
Students will be assessed based on whether they followed directions, were on task and
respectful, and completed the assignment.
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Modifications/Notes: