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UNIT OVERVIEW
Title Design a Public Sculpture
Contextual Factors
Iroquois Junior/Senior High School is a small school located in a suburban part of Erie
County. Throughout the school, the average number of students in a classroom is 20 with
graduating classes fewer than 100. In ART 8 there are 24 students; 16 male students and 8 female
students, the majority of whom are Caucasian; 2 are African American. All students are in the
eighth grade. Within the classroom there are six tables available for students to use as a work
space. Along with this, there is a table with basic supplies and a small table where the instructor
can put handouts or use as a demonstration space. The art room has two spray booths with
ventilation available for students to use for spray paint or any other medium with a strong scent
or potentially toxic fumes. There are two sinks that the students use to wash their hands, clean
their tools or get water for painting. The students also have access to a computer lab within the
art room, a dark room for photography, and a ceramics room equipped with a small electric kiln.
Goals and Standards
To arrange a pattern for the surface of their sculpture using knowledge of the elements and
principles of design
9.1.8.A: Know and use the elements and principles of each art form to create works in the arts
and humanities.
Elements
Visual Arts: color form/shape line space texture value
Principles
Visual Arts: balance contrast emphasis/focal point movement/rhythm proportion/scale
repetition unity/harmony
To construct a sculpture using wire, wood, nylon stocking and white latex paint.
9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts.
Visual Arts: paint draw craft sculpt print design for environment, communication, multimedia
To describe how the form and surface treatment of their sculpture first into the historical,
cultural and social contexts of their cityscape designs.
9.2.8.A: Explain the historical, cultural and social context of an individual work in the arts.
To evaluate a series of sculptures by Yinka Shonibare using formal, contextual and intuitive
criticism.
9.3.8.E: Interpret and use various types of critical analysis in the arts and humanities.
Contextual criticism
Formal criticism
Intuitive criticism
To evaluate how the location/ surrounding environment effects how the viewer perceives a
work of art.
9.4.8.C: Describe how the attributes of the audiences environment influence aesthetic responses
(e.g., the ambiance of the theatre in a performance of Andrew Lloyd Webers Cats).
Content

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During this lesson, students will learn about a contemporary artist named Yinka
Shonibare who creates large, steel, abstract sculptures. He places a lot of emphasis on the surface
treatment of his sculpture. Students will create an abstract sculpture out of wood, wire and nylon
stockings. They will spend time creating a thoughtful pattern using the elements and principles of
design that either complements or contrasts the aesthetics of their cityscape designs.
Understanding the basic elements and principles of design will give students a new perspective
on the word around them. They will be able to see how the media uses visuals to subconsciously
influence how consumers make decisions. Along with this, learning to implement the three
methods of criticism (formal, aesthetic, intuitive, and contextual) will help students to
understand, rationalize, and verbalize their opinions in everyday life. Completing a hands-on
activity that applies the information that they have been taught thus far is a good way to ensure
retention.
Vocabulary/Word Bank
Public Art: art in any media that has been planned and executed with the intention of being
staged in the physical public domain, usually outside and accessible to all.
Sculpture: the art of making two- or three-dimensional representative or abstract forms,
especially by carving stone or wood or by casting metal or plaster.
Complement: to complete.
Contrast: the state of being strikingly different from something else, typically something in
juxtaposition or close association
Formal Criticism: Discussion and evaluation of the elements and principles essential to works in
the arts and humanities.
Intuitive Criticism: The use of sequential examination through comparison, analysis,
interpretation, formation and testing of hypothesis and evaluation to form judgments.
Contextual Criticism: Discussion and evaluation with consideration of factors surrounding the
origin and heritage to works in the arts and humanities.
Elements of Design
Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,
between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.
Value- Also called tone- the relative lightness of darkness of a color.
Principles of Design
Balance- A state of equalized tension and equilibrium.
Contrast- the state of being strikingly different from something else, typically something
in juxtaposition or close association.
Emphasis/focal point- Created by contrasting size, position, color, style or shape. Focal
point should dominate the design without sacrificing unity.

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Movement/rhythm: The path that the viewers eye takes through artwork, often to a
focal point.
Proportion/scale: Using relative size of elements against each other to attract attention to
a focal point.
Repetition: (pattern) repeating visual elements that unify and create rhythm in a
composition. Created with exact duplication, near duplication, or duplication with
variety.
Unity/harmony: When all elements of a design are in agreement. All are contributing
equally to the composition.
Maquette: a sculptor's small preliminary model or sketch.
Historical Context: refers to the moods, attitudes, and conditions that existed in a certain time.
Cultural Context: our upbringing and cultural background.
Social Context: reflects how the people around something use and interpret it.
Materials/Resources/Technology
Cityscape Compositions from previous assignment
Elements and principles of Design Posters located in the classroom
Paper
Pencil
White laytex paint
Tempera paint
The color wheel
Colored pencil
Markers
Sharpie
Tie Wire
Blocks of wood
Panty hose
Hot glue gun
Hot glue sticks
YouTube- https://www.youtube.com/watch?v=KZi73r7f1bY
Powerpoint Presentation on Yinka Shonibare
Wind Sculpture
Wind Sculpture I
Wind Sculpture II
Wind Sculpture III
Wind Sculpture IV
Wind Sculpture V
Wind Sculpture VI
Summative Assessment Plan See Rubric
Informal Assessment Students will demonstrate knowledge in the following ways:
Correct completion of the Bell Ringer

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Answering questions posed by the instructor

Being about to write or verbalize why they made the design choices that they did.
Applying the information talked about in class to their final composition.

Possible Bell Ringers for this unit:

Define criticism, contrast and complement
What is a maquette?
List and define the three types of criticism
What is a Rationale?

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SCOPE OF THE INSTRUCTIONAL PLAN
Lesson Title Contextual Patterns
Day 1 of 5
Objectives/Assessments/Adaptations
Objectives
Pre-assessment
Objective 1:
Students will observe
and critique a series
of Wind Sculptures
by Yinka Shonibare

Bell Ringer: Define

Criticism.

9.3.8.E: Interpret and

use various types of
critical analysis in the
arts and humanities.
Contextual criticism
Formal criticism
Intuitive criticism
Objective 2:
Bell Ringer: Define
Students will apply
complement. Define
their knowledge of
contrast.
the Elements and
Principles of Design
to create a pattern
either compliments or
contrasts the
aesthetics of their
Cityscapes.
9.1.8.A: Know and
use the elements and
principles of each art
form to create works
in the arts and
humanities.
Elements
Visual Arts: color
form/shape line
space texture
value
Principles

Formative Assessment Adaptations

Instructor will review
the three types of
criticism with the
students
Contextual
Formal
Intuitive

Instructor will
provide a typed
copy of notes for
the students who
need it

Students will create a

pattern using at least
four elements or
principles of design
that either compliments
or contrasts their
cityscape.

Students will be
allowed to refer to
their Elements and
Principles
worksheet if
needed.

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Visual Arts: balance
contrast
emphasis/focal point
movement/rhythm
proportion/scale
repetition
unity/harmony

Anticipatory Set https://www.youtube.com/watch?v=KZi73r7f1bY

Procedures
Students will complete the bell ringer

o Define criticism
Define compliment
Define contrast
Instructor will review student definitions
Class will come up with a final definition together
o Have students write down definitions
Students will complete anticipatory set.
o https://www.youtube.com/watch?v=KZi73r7f1bY
Instructor will ask students to comment on the video
o Ask questions about content
o What are the sculptures inspired by?
o What are they made out of?
o Who creates them?
o Who conceptualizes them?
o Who is the artist?
o What is a maquette?
Students will learn about the three different types of criticism used in art
o Formal
o Contextual
o Intuitive
Students will view a series of Wind Sculptures by Yinka Shonkibare
Students will apply various criticisms to discuss each sculpture
Instructor will show students samples of finished project.
Students should start inventing patterns in a style and color scheme that either
contrasts or compliments the aesthetic of their cityscape.
o EX: If your cityscape is very organic and you chose a monochromatic
color scheme (blue) a contrasting pattern would be geometric and orange.
Students should make a few fast, gestural sketches showing the desired form of
their sculpture.

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o 30 seconds to a minute
Set timer
Complete fast sketches as a class
Closure Before leaving class, students should know if they want their sculpture to
compliment or contrast their cityscape AND how to accomplish that.

Which colors are in the cityscape? Which colors match/ contrast?

Geometric or organic shapes in cityscape?

Geometric or organic shapes in pattern?

Geometric or organic form (sculpture)?

Clean-up Students should put away all art supplies and make sure their work area is
clean before leaving the classroom.
Independent Practice N/A
Safety Considerations N/A

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Lesson Title Public Sculpture Moquette

Day 2 of 5
Objectives/Assessments/Adaptations
Objectives

Pre-assessment

Objective 1:
Bell Ringer: What is
Students will
a maquette?
construct their
sculptures inspired by
Yinka Shonibare.

Formative Assessment Adaptations

Students will use wire,
wood and panty hose to
create a sculpture.

Instructor will be
available for
assistance if
needed.

Students will compose

a written statement
explaining the
reasoning behind the
pattern that they
created for the surface
of their sculpture

Instructor will be
available to pose
prompting
questions that will
help students
verbalize their
ideas.

9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Objective 2:
Will prepare a
rationale explaining
how their pattern has
been influenced by
the social, cultural
and historical aspects
of their cityscape.
9.2.8.A: Explain the
historical, cultural
and social context of
an individual work in
the arts.

Students will review

the definitions of the
three types of
criticism.

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Anticipatory Set https://www.youtube.com/watch?v=14gbUBzbFGU

Procedures

Students will complete Bell Ringer

o Put down newspaper on your work area
o What is a maquette?

Students will complete anticipatory set

o Talk to students about video

Have students review their sketches

Distribute materials
o Blocks of wood should be pre-cut and pre-drilled

NAMES on bottom

o No larger than 4x4

o Four holes in the base of the sculpture
o Wire should be pre-cut into appropriate lengths
o Students can choose to use one or two wires for their sculpture.
o One leg of the nylon stocking per student

Distribute last to avoid student distraction

Students should choose a sketch to work towards a form

Demonstrate how to place wire into the pre-drilled holes.

Have students play around with wire until the achieve a desired form

Demonstrate how to place the stocking over the sculpture carefully to avoid
snags.

Hot glue to stockings to the base of the sculptures

Demonstrate how to apply white latex paint to the surface of the sculpture

Students will apply latex paint to their sculpture

o Use sponge brushes
o Be gentle

Place sculpture somewhere safe to dry.

While their sculptures are drying, students should further develop their patterns.

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o One to complement their cityscape
o One to contrast their cityscape

Students should begin to write a rationale for their design choices.

o Is their sculpture going to complement or contrast their cityscape?
o How?
o What shapes will you use? What shapes are present in your cityscape?
o What colors will you use? What colors are present in your cityscape?

Closure Being brainstorming rationale with questions above.

Clean-up Students should put away all art supplies and make sure their work area is
clean before leaving the classroom. Throw away newspaper. Wash brushes. Place
sculpture somewhere to dry.
Independent Practice Think about how you are going to apply your pattern to a
stretchy surface.
Safety Considerations Wire is sharp! Be careful. Do not inhale paint fumes.
Lesson Title Public Sculpture Moquette
Day 3-4 of 5
Objectives/Assessments/Adaptations
Objectives

Pre-assessment

Formative Assessment Adaptations

Objective 1: Students
will apply their
patterns to the surface
of their sculpture.

Bell Ringer: Define

Pattern. Which
elements and
principles of design
can be used in a
pattern?

Students will use paint

or markers to apply
their patterns to the
surface of their
sculptures.

9.1.8.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,

Students can use

stencils if they can
make it work.
Instructor will be
available for help.

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communication,
multi-media

Anticipatory Set https://www.youtube.com/watch?v=EZZElNgRDiQ

Procedures

Students will complete bell ringer

o Retrieve sculptures

Students will complete anticipatory set

o What type of pattern is this?
o Color scheme?
o Geometric or organic?

Students will gather supplies they need to paint

o Wear smocks if needed
o Review how to mix colors if needed
o Do not paint with wet paint next to wet paint

Students should refer to sketch while applying their pattern

Instructor should circulate the room while students are working.

Students should continue to write a rationale for their design choices.

o Is their sculpture going to complement or contrast their cityscape?
o How?
o What shapes will you use? What shapes are present in your cityscape?
o What colors will you use? What colors are present in your cityscape?

Closure Ask more prompting questions to help develop rationale.

Clean-up Students should put away all art supplies and make sure their work area is
clean before leaving the classroom. Throw away newspaper. Wash brushes. Place
sculpture somewhere to dry.
Independent Practice N/A
Safety Considerations N/A

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Lesson Title Art Criticism

Day 5 of 5
Objectives/Assessments/Adaptations
Objectives

Pre-assessment

Formative Assessment

Adaptations

Objective 1:
Students will critique
their sculptures as a
class; focusing on
contextual criticism.

Bell Ringer: List

and define the three
types of criticism
used in art.

Students will apply all

three types of criticism
during class critique.

Students can use

notes if needed.
Instructor will ask
prompting
questions to help
guide the students
to the answers

9.4.8.C: Describe
how the attributes of
the audiences
environment
influence aesthetic

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responses (e.g., the
ambiance of the
theatre in a
performance of
Andrew Lloyd
Webers Cats).

Anticipatory Set

Roccos Modern life

HOW TO CRITIQUE ART

https://www.youtube.com/watch?v=Hgf23wqCipw
Procedures

Students will complete bell ringer

Students will complete anticipatory set

Review the three types of criticism (Formal, Intuitive, Contextual)

Students will take turns talking about their work individually.

o Explain how it relates to your cityscape.

Peers should give constructive feedback

Closure Class critique is closure for the whole unit

Clean-up Place finished sculptures on the cart with your cityscape.
Independent Practice N/A
Safety Considerations N/A
Rubric Evaluation of student performance based on unit goals.
Unacceptable Developing
Acceptable
0
Participation
Student did
Student showed
Student
not participate minimal
participated in
in class
interest/participation class discussion
discussions
in class discussion.
but did not give
thoughtful
responses.
Rationale

Student did
not complete
a rationale

Student completed
Students
rationale, but it did
rationale gave
not explain why they some explanation

Target
100
Student
participated in
class discussion
and gave
thoughtful
responses to
instructors
questions
Students rationale
fully explained the
pattern they

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Pattern

Student did
not complete
a sketch of
their pattern.

Craft

Student did
not submit
assignment.

made certain choices about the pattern

about their pattern
they created and
how it
complements/
contrasts the
aesthetics of their
cityscape.
Student completed a Student
pattern but did not
completed a
demonstrate clear
pattern with clear
intentional choice of color choice but
color or shape.
the pattern is not
very unique.
Student submitted an Student submitted
assignment that was a finished project
not complete or a
with minor craft
project with
issues.
extremely poor craft.

Supplemental Instructional Tools Test, quizzes, worksheets, etc.

Self-reflection

created and how it

complements/
contrasts the
aesthetics of their
cityscape.
Student submitted
a unique pattern
that had exemplary
craft.
Student submitted
a final project with
exemplary craft.