Students make small scale animal sculptures that reflect the animal's natural habitat after learning about "William" the Hippopotamus statuette from the Met Museum.
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THE PLAN
2 sessions; 40 minutes per session
1. The students will describe, analyze, interpret, and judge a Statuette of a Hippopotamus from Egypt’s Middle Kingdom.
2. The students will utilize hand building techniques to sculpt an animal of their choice.
3. The students will carve the surface design of their animal sculpture with drawings of organic forms from the animal’s natural habitat OR the students will scratch into the paint with a sgraffito technique to create organic forms from the animal's natural habitat.
4. The students will use contrasting paint colors to make sure the drawing contrasts the body of their animal.
1. Clay (air dry or regular)
2. Clay tools
3. Paint (tempera or watercolor) or glaze
1. Discuss the image of the Statuette of a Hippopotamus from Egypt’s Middle Dynasty at the Met Museum.
-The students will describe, analyze, interpret, and judge the artwork.
-The teacher will make sure the students note that the surface design of the hippo is inspired by organic forms in its natural habitat.
2. Demonstrate
-Review handbuilding techniques and attachment methods for clay including pinch pots (good for hollow body), slabs, and coils.
-Show how to carve line drawings of organic forms into body of sculpture.
3. Students sculpt animals and carve organic forms if time allows.
4. Paint sculptures
-Use contrasting colors for organic forms and body of animal.
-Sgraffito- students scratch designs into paint if they didn't have time to carve into wet clay.
Check for craftsmanship!
-Is the sculpture sturdy?
-Are attachments strong?
-Is the sculpture painted with care?
-Are the organic forms from the habitat emphasized?
Are the designs appropriate for the chosen animal's natural habitat?
This was a good way to incorporate science, social studies, and art history without making a clone of a famous work.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
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