Metalsmithing I
|
Sculpture I
|
Sculpture II
|
In this lesson students explore wearable art. What does it mean to create wearable or functional art? How does the artwork's intended function dictate the artist's decisions on its form? How does an artwork's form showcase its intended function? What types of things does the artist need to consider when creating a piece that is intended to be worn? How can the artist create a common item and make it unique? What does it mean to professionally finish a piece? Throughout the lesson students are challenged to answer these and many more questions and they strive to create a functional, wearable ring. Students continue to explore various processes of metalsmithing, including lost-wax casting and use of a centrifuge.
|
In this lesson students explore a number of ideas. Students explore artistic influence and inspiration by creating a relief carving that begins with another artist's work. Students explore two-dimensionality and three-dimensionality in relation to relief sculptures by participating in a class debate. What does two-dimension and three-dimensional mean? Do those definitions change when creating, viewing or evaluating work of art? Are there clear lines that divide 2D and 3D or not? Students explore the role of an artist by displaying and participating in a class art show. Students also explore movement and depth by creating a relief carving that has a distinct foreground, middle ground and background.
|
In this lesson students explore the roles of form and function within artwork and how they affect the artistic process. In this lesson students are challenged to create a ceramic tea set which is both cohesive and functional. Students strive to answer a number of questions including: how do I create multiple pieces which are unique yet function as part of a whole, both aesthetically and functionally? What is the purpose of each piece? In what situation will the work be used and how does that affect the maker's decisions on each piece's form? In what ways does form dictate function and vice versa? Students continue to explore the potter's process including coil-building and how to throw on a potter's wheel.
|
|
|
|