Diane Brooks is a self-taught driftwood sculptor living in Murrells Inlet, SC. She comes from an artistic background, her grandfather was an artist and her mother was a lover of the arts. Working mainly with an x-acto knife, Diane studies the wood she collects, looking for an image to appear before ever making a mark. Once she has determined the direction of a piece, she becomes so involved that entire days will pass as she meticulously forms each nuance of the image. Because she finds the wood itself to have so many beautiful colors and designs Diane never paints her pieces. She opts, instead, to use only tongue oil, which brings out the natural tones and variations within the wood.
The lesson inspired by this artist has taken two directions. One has the students gathering natural materials from which they will create a sculpture using only what was found. The students must observe what they have gathered and, much like Diane Brooks, look for an image to appear which they can then sculpt. The other has students working in clay to create works inspired by imagery, objects, textures and memories/experiences from nature.
Evan Donevant
October 10, 2011
“Artist In Your Own Backyard”
Grade Level: High School
Task Description: Students will create a textural sculpture from clay that captures light and shadow using natural materials inspired by the work of Murrells Inlet artist Diane Brooks. The students will utilize their understanding of texture, form, content, and space to develop their sculpture.
Curriculum Connections: Science: Students will be exploring the natural world to gather materials for their sculptures, and will be required to know and discuss the items used.
Goals:
Standard 1: Creating Works of Visual Art. The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art
Standard 2: Using Structures and Functions. The student will use composition and the elements and principles of design to communicate ideas
Standard 3: Exploring Content. The student will examine the content of works of visual art and use elements from them in creating his or her own works
Standard 4: History and Culture. The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used
Visual Arts Curriculum Standards
Standard 1: Creating Works of Visual Art:
The student will:
VAS-1.1 Recognize and analyze the similarities and differences between materials, techniques, and process in works of visual art. (Obj. 1)
VAS-1.2 Describe the ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks. (Obj. 2)
VAS-1.3 Communicate ideas through the effective use of a variety of materials, techniques, and processes in works of visual art. (Obj. 3, Obj.5)
VAS-1.4 Apply materials, techniques, and processes with skill, confidence, and sensitivity sufficient to make his or her intentions observable in the artwork that he or she creates. (Obj. 3, Obj. 4, Obj. 5)
VAS-1.5 Use a variety of art materials, tools, and equipment in a skillful, safe and responsible manner. (Obj. 5)
Standard 2: Using Structures and Functions
The student will:
VAS-2.2 Create works of visual art that use the elements and principles of design and other compositional strategies. (Obj. 3, Obj. 5)
VAS-2.3 Evaluate the effectiveness of artworks by analyzing the use of the elements and principles of design and other compositional structures and strategies. (Obj. 2)
Standard 3: Exploring Content
The student will:
VAS-3.1 Explore the sources of the subject matter and the ideas in a variety of works of visual art. (Obj. 1, Obj. 2)
VAS-3.2 Analyze and describe the relationships among subject matter, symbols, and themes in communicating intended meaning in his or her own artworks and in those of others. (Obj. 6)
VAS-3.3 Select and effectively use subject matter, symbols, and ideas to communicate meaning through his or her artworks. (Obj. 3)
Standard 4: History and Culture
The student will:
VAS-4.1 Describe ways that the subject matter, symbols, ideas, and technologies in various artworks are related to history and culture. (Obj. 2)
VAS-4.4 Demonstrate visual literacy by deconstructing artworks to identify and discuss the elements and principles of design that is used in those works. (Obj. 2)
VAS-4.5 Apply knowledge of art history, various cultures, and technologies in the creation of original works of visual art. (Obj. 3)
Objectives:
1. The student will view a presentation of works of art by Diane Brooks and a variety artists and cultures which utilize texture and natural materials to see how inspiration can occur. (VAS-1.1, VAS-3.1)
2. The student will discuss and analyze how Brooks uses texture and natural materials in her sculptural works. (VAS-1.2, VAS-2.3, VAS-3.1, VAS-4.1, VAS-4.4)
3. The student will go outdoors and collect materials to inspire his or her sculpture. (VAS-1.4)
4. The student will sketch a design for his or her sculpture considering materials available in the local environment as well as construction, light, shadow, content and design of Diane Brooks’ work. (VAS-1.3, VAS-1.4, VAS-2.2, VAS-3.3, VAS-4.5)
5. The student will construct his or her sculpture, using materials in a responsible and skillful manner. (VAS-1.3 , VAS-1.4, VAS-1.5, VAS-2.2)
6. The student will participate in a peer critique, using vocabulary to discuss and evaluate the effectiveness of his or her own work and the work of others in utilizing texture and construction. (VAS-3.2)
Time: Eight 90 minute class sessions
Materials and Tools: Each student will need:
· Pencil
· Paper
· Bucket (for gathering materials/soaking materials)
· Natural materials (to be gathered by student – teacher can provide items as well)
o Possibly will need:
§ Weaving thread
§ Needles
§ Hole punching tools
§ Carving tools
· Clay
· Clay Tools
· Natural Glazes
Visual Resources:
· PowerPoint presentation with works by Diane Brooks as well as works of art in a variety of natural media from many cultures and artists
· Projector with screen
· Computer
· Books on sculpture artists working with natural materials
Vocabulary:
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Background and/or Instructional Content:
The teacher will show a PowerPoint presentation discussing the work of local artist Diane Brooks as well as other artists and cultures working in natural materials to see how inspiration can occur. Students will discuss how Brooks constructs her works and how inspiration can be gathered from it. Students will sketch designs for their sculptures, being sure to include construction possibilities and influences from Brooks as well as the artists and cultures studied. Students will create their sculptures from clay using materials that they gather from the surrounding environment as inspiration. Students will participate in a peer critique to assess how texture and other elements and design principles were used to express the student’s concept.
Procedure:
Part I.
Overview of the Lesson: A study of the work of local artist Diane Brooks whereby objects from the natural world are used to create a textural sculpture.
Teacher Preparation: Develop a PowerPoint discussing the work of Diane Brooks and other artists inspired by nature and cultures using natural materials. Include cultural and current examples. Create a sculpture inspired by Brooks and natural materials from clay for the students to use as an example. Gather materials needed.
Motivation: Students will be motivated by the possibility of transforming objects they see every day into something new. They will have to be innovative in order to create a successful sculptural object using items not necessarily intended for construction as inspiration. Students will also be experimenting with multiple building processes using clay media.
Part II.
Criteria for Grading: The teacher will use a rubric to assess the student’s use of information, materials, and his or her incorporation of techniques learned in the sculpture to determine success (see attached grading rubric). The teacher will also assess the students through observation of use of class time and participation.
Part III.
Sequential Description of Steps:
Day 1.
1. Teacher will introduce the lesson using the PowerPoint developed.
2. Teacher and students will discuss the work of Diane Brooks and how various artists are inspired by cultures’ use of texture and natural materials.
3. Teacher will explain the guidelines of the assignment and present students with the grading rubric.
4. Students will venture outdoors to collect materials to inspire their sculptures from the surrounding environment.
5. Allow time for clean-up
Day 2.
6. Students will sketch the design of their sculptures making clear notations for construction and use of texture, light, shadow, and influences of Diane Brooks, artists and cultures studied.
7. Students will perform any prep needed (clay wedging, gathering tools, soaking or stripping natural materials)
8. Students will begin to create their sculptures.
9. Allow time for clean-up
Day 3 - 7.
10. Students will finish their sculptures
11. Allow time for clean-up
Day 8.
12. Students will participate in a class critique discussing and evaluating the effectiveness of his or her work and the work of others in utilizing texture and construction as well as expressing intended meaning through inspiration of Diane Brooks’ work studied.
Clean Up:
Ten minutes will be allowed at the end of each class for clean-up. Students will be assigned clean-up tasks, and, after storing their own projects and gathered natural materials, each student will be perform their clean-up task to ensure that everyone is working together in an efficient manner. This will include collecting class materials and putting them away, sweeping/wiping the floor, cleaning tables, and cleaning sinks.
Evaluation:
See attached grading rubric.
Accommodations:
Visual learners are accommodated by the PowerPoint of images as well as the teacher example. Auditory learners are accommodated by the discussion of the lesson, artists and cultures, and kinesthetic learners are accommodated by the act of gathering materials and art making.
Extensions:
This lesson can extend to the other elements and principles of design. Students must use their understanding of space, line, color, and proportion when designing their sculpture and selecting materials. This lesson can also be used in collaboration with a biology lesson on local flora. Students will become informed about the variety of plants existing in their local ecosystem and then create a sculpture that uses those plants.
Evan Donevant
Rubric for “Artist In Your Own Backyard” Lesson:
Objective | 1 | 2 | 3 | 4 |
Participation in class discussion of works of art spanning a variety cultures which utilize texture and natural materials, analyzing how artists and cultures use texture and natural materials. | Student participated little in class discussion, offering irrelevant comments and distracting others. | Student participated somewhat in class discussion, needed help staying on track | Student participated in class discussion with thoughtful comments | Student participated in class discussion with well thought out comments and a strong understanding of textural applications and its connection to cultures and artists |
Sketched a design for a sculpture considering materials available in the local environment as well as construction, light, shadow, and content and design of cultural and current artworks studied. | Student did not follow directions, sketch did not consider natural materials available, construction, light, shadow, content, or current and cultural influences | Student attempted to create a design considering few natural materials available, needed lots of assistance | Student created a design considering some natural materials available, few possibilities for construction, some clear evidence of consideration of design and works studied | Student created sketch that considered natural materials available, multiple possibilities for construction, with a strong consideration of light, shadow, and cultural/current influences |
Go outdoors and collect materials for the sculpture | Student did not attempt to collect relevant materials | Student needed lots of assistance collecting relevant materials | Student collected some materials | Student collected a wide range of materials for experimentation |
Construct a sculpture using materials in a responsible and skillful manner | Student did not attempt to construct sculpture successfully or use materials safely and skillfully | Student used materials found but also relied on many class materials, used materials safely but needs work on craftsmanship | Student created sculpture using a variety of materials found skillfully and safely with good craftsmanship | |
Participate in a peer critique, using vocabulary to discuss and evaluate the effectiveness of his or her own work and the work of others in utilizing texture and construction as well as expressing intended meaning | Student did not attempt to discuss his or her work or the work of others. Provided irrelevant and distracting comments | Student did not provide much information about his or her work, used little vocabulary, and participated little in the discussion of others’ work | Student discussed his or her work using some vocabulary and content information, participated in most of the discussion of other student’s work | Student discussed his or her work confidently with strong use of vocabulary and content information, provided thoughtful and engaging comments when discussing the work of others |
