To begin the sculptural mobile process, the students first need to choose their subjects. I find that giving them some choice will help them to be more invested in their work. The only thing they are required to do is to choose one food from each category, and make sure each food is a different color. In order for the sculptural mobiles to be eye catching, we want to ensure that there is a variety of color. Hopefully, the students will have been making an effort to eat more balanced meals and will have extended their knowledge of healthful foods. Students will reference the
Encyclopedia of Healthy Foods, The Visual Food Encyclopedia and the Encyclopedia of Healing Foods
for ideas, visual appearance of their subjects and information about each food. Once they have decided, the students will begin to sketch out each piece of food in their sketchbook to get familiar with the overall shape, textural quality and color. Students have the option of using an example of an oil in their sculptural mobile if they choose. They will also write down the nutrition information, varieties of each food, ideas for preparation, recommended amounts per day, as well as the healing qualities, if any, of each food. They will use this information as part of their mobile. After the sketching process is complete, students will color each piece of food with colored pencil in their sketchbooks.
Students will begin to build their armatures after the sketching process is complete. Students will use soft cardboard, like cereal boxes, and masking tape to begin the armature. All students will have a different shape, so this portion of the unit will be somewhat individualized. This part of the armature building is based on trial and error. Students will have to constantly reference their sketches to ensure an accurate depiction.
After they have created the basic contour shape of each food, they will use the masking tape to secure the cardboard in place. Students will use smaller pieces of the same material to create the body of their food. Students will fill the inside of their armatures with small pieces of crumpled newspaper to secure the shape. Once students have all of their armatures built, they will find a central point to run a piece of fishing line through the center of the sculpture. They must attach the fishing line with masking tape. It is important to do this prior to the application of the plaster gauze because this material tends to be heavy. Since these will be hanging, we must make sure they are securely attached to the fishing line. The students will repeat this process five times until they have completed one food from each category and possibly an example of an oil. This application of media fulfills the National/State Standard 1: Students will understand, select and apply media, techniques and processes.
The students will cover their armatures with one complete layer of plaster gauze, making sure they fill in all of the white spots and they keep the fishing line accessible. Before they complete the layer of plaster, they will have another student look at their work and give any constructive criticism regarding the shape. This helps students to be involved with critiquing each other, and helps the artist who may have missed something. Students will usually pair up and critique each other's work. One layer is sufficient when using plaster gauze, due to the weight of plaster. However, papier-mâché can also be used, but will require several layers. Students have to try to match the outer texture of the food. In order to do this, they can use sand paper to smooth the surface, and can also use extra plaster to create a different texture. Students will use acrylic paint to add color, to try and create a realistic representation of each food. Acrylic paint has a glossy quality when it dries, and the students can use an acrylic medium to create additional shine. Students will mix colors until they have an accurate match and will store their paint, if necessary, for use in the following class.
After the armatures are painted, students will reference their sketchbooks for the information they collected previously. Students have to convey information to their audience about each of their foods. This is part of the message they need to send. This information can either be typed, written, or students can cut out words or letters from magazines. They must include information that they feel will help to encourage other students to eat these nutritious foods. Students can include the healing properties, nutritional information, and/or vitamin sources, etc. Students must have at least one fact about each food, but can include several. These words will be attached to the fishing line to hang below the sculpture or glued to the surface of the actual sculptures. Students have to evaluate the space their sculptures take up and how to display them effectively from the dowels. The concept of balance will be an important element for the students to consider. They will again look at the work of Alexander Calder for inspiration. Students will be provided with dowels of various widths and lengths to use for hanging. They have to paint the dowels with any color they feel will work with what they have. They will tie the fishing line to the dowels, making sure the sculptures are evenly distributed and hang at a balanced weight. They can use any number of dowels, or have more than one piece hanging from each. There are an infinite number of ways the students can organize their mobile. They must experiment with several to find the best option.
After the students have assembled the mobiles, they will have to participate in a group critique. Students will present their completed project to the class and say a few things about the process. This is a great way for students to review concepts covered and allow students to get feedback. Students will say what they like about the finished piece and what they could have done better, if anything. Then I will ask the other students to make comments, (only positive) about the work. Students generally at this age get embarrassed very easily, so I will only allow positive comments. Students participate in informal peer assessment throughout the course of the unit, which serves as a valuable tool on both ends. The students in this particular class are very comfortable with each other and have in the past given each other good suggestions.
Once the group critique is complete, the students have to finish a written assessment. Assessment is a tool in art that is essential for learning and growing as an artist. The students do not usually see an assessment as a test; they see it as a review. Because we teach all kinds of students, and some are not great at reading and writing, this portion of the assessment is not a huge part of their final grade. I use it as a review and a basis for understanding how much the students retain. The written assessment will ask students to list the foods that they used as subjects, give at least one positive fact about eating this food and any healing properties, if any. Students will be asked to answer several questions about the technical aspect of the project, such as the definition of armature. The assessment is usually multiple choice, or fill in the blank format.
Although it is impossible to assess works of art as far as their goodness, there are certain requirements that the students will need to complete, all worth a certain percentage of their final project grade. Students will be given a grade on their work ethic (35%) which includes behavior, good use of time, effort, including participation in all group activities; their technical ability (35%) which includes all structural elements, finish work, is the mobile balanced, are the colors/shapes accurate representations of the foods they represent; their written work (15%) which includes all worksheets, logs of food intake and exercise, and written assessments; their fulfillment of the requirements (15%) which includes using at least five foods that are different colors and from different food groups.
I am looking forward to teaching this unit. I feel the information I have collected will benefit my students and my school community. The sculptural quality of the unit will create dynamic finished pieces, which I believe will send the message we are hoping for.