Download sculpture goes pop! - Art Gallery of Western Australia

EARLY ADOLESCENCE
Phase of Development (Y7-10)
SCULPTURE
GOES POP!
After studying sculptures of everyday objects, from Pop art to postmodernism,
such as Raymond Hains’ Saffa Super Matchbox, 1965, Arman’s I Still Use Brushes, 1969,
Tom Wesselmann’s Still Life, 1969-70, Roy Lichtenstein’s Glass IV, 1976, and Robert Gober’s
Cat Litter, 1989 make a 3D artwork that is a super-enlarged version of an everyday object.
This exhibition is organised by
The Museum of Modern Art, New York
in collaboration with The Art Gallery
of Western Australia, Perth.
RAYMOND HAINS (French, 1926–2005)
Saffa Super Matchbox, 1965
Synthetic polymer paint on plywood
45 1/2 x 34 1/4 x 3" (115.5 x 86.9 x 7.5 cm)
The Museum of Modern Art, New York. Gift of Philip Johnson
© 2013 Artists Rights Society (ARS) New York / ADAGP, Paris
Project/Lesson Planner – Visual Arts
SCULPTURE GOES POP!
pg 3 of 4
Early Adolescence Phase of Development (Y7-10)
Lesson/Activity: After studying sculptures of everyday objects, from Pop art topostmodernism, such as
Raymond Hains’ Saffa Super Matchbox, 1965, Arman’s I Still Use Brushes, 1969, Tom Wesselmann’s Still
Life, 1969-70, Roy Lichtenstein’s Glass IV, 1976, and Robert Gober’s Cat Litter, 1989 make a 3D artwork
that is a super-enlarged version of an everyday object.
ARTS IDEAS
Outcomes
Related tasks
Creating original ideas
•
Visit Van Gogh, Dalí and Beyond: The World Reimagined. Examine and discuss 3D
Pop artists and others, in the exhibition, in particular Raymond Hains’ Saffa Super
Matchbox, 1965, Arman’s I Still Use Brushes, 1969, Tom Wesselmann’s Still Life,
1969-70, Roy Lichtenstein’s Glass IV, 1976 and Robert Gober’s Cat Litter, 1989
Interpreting the ideas of
others
•
In the classroom – discuss Pop art, looking particularly at the ideas behind the
3D works and how and why they were constructed.
•
In journals, students make sketches of their favourite 3D Pop art works.
Exploring arts ideas
•
Brainstorm ideas for sculptures. Make sketches of possible objects e.g. food
packaging, tools, kitchen implements.
Developing arts ideas
•
Select favourite object, further modifying it for sculpture.
•
Make quick sketches of object from different angles to solve any design problems.
•
Prepare and present sculpture for exhibition.
Presenting arts ideas
ARTS SKILLS AND PROCESSES
Outcomes
Using skills, techniques and
processes
Related tasks
•
Begin sculpture by building the basic form using cardboard, wire and recycled
materials.
•
Use papier mâchê to cover structure. Strips of old telephone books and glue mixed
from powder work best.
•
Build up layers to develop a solid form. Papier mâchê pulp can be used for textural
surfaces.
•
For final layer, use white tissue paper to create a smooth, light surface, ready for
painting.
•
Once dry, sculptures can be painted with acrylic paint and varnish to provide a
sealed, glossy surface, if required.
Using arts conventions
•
Explore conventions of relief and sculpture in the round i.e. two and three
dimensional qualities, meaning works need to be viewed from all angles.
Using and adapting
technologies in the arts
•
Manipulate the papier mâché medium to create the desired form. Use paint and
varnish skilfully to create a surface that imitates reality.
•
Clean up all tools and materials appropriately at the conclusion of each lesson.
Opens 22 June
Project/Lesson Planner – Visual Arts
pg 4 of 4
SCULPTURE GOES POP!
Early Adolescence Phase of Development (Y7-10)
ARTS RESPONSES
Outcomes
Responding to arts works
and experiences
Related tasks
•
Discuss Raymond Hains’ Saffa Super Matchbox, 1965, Tom Wesselmann’s Still Life,
1969-70, Roy Lichtenstein’s Glass IV, 1976, Robert Gober’s Cat Litter, 1989 and
Arman’s I Still Use Brushes, 1969. Focus on the conceptual ideas behind the 3D
works and how and why they were constructed.
•
Discuss personal responses to the objects, questioning the value of them as
artworks.
Reflecting on arts works and
experiences
•
Make notes in journal whilst looking at and discussing the artworks.
•
Complete a formal analysis of one of the artworks using a visual analysis
framework.
Evaluating arts works and
experiences
•
Students document their process and evaluate their finished work in their journals
using art language.
•
Class discussion of finished works using appropriate art vocabulary.
ARTS IN SOCIETY
Outcomes
Valuing the arts
Understanding historical and
cultural contexts in the arts
Related tasks
•
Visit Van Gogh, Dalí and Beyond: The World Reimagined as a class and take a tour.
•
Back in the classroom follow up on visit, relating Pop art works in the exhibition to
the practical activity.
•
During visit, discuss Pop art works, paying particular attention to Raymond Hains’
Saffa Super Matchbox, 1965, Tom Wesselmann’s Still Life, 1969-70,
Roy Lichtenstein’s Glass IV, 1976, Robert Gober’s Cat Litter, 1989 and
Arman’s I Still Use Brushes, 1969.
•
Discuss the way features of Pop art works locate it in a particular time,
place and culture.
Discuss the impact Pop art had on the development of modern art.
Understanding the economic
significance of the arts
•
Discuss aspects of the exhibition in general, including curatorial, transport logistics,
designing and hanging and marketing.
•
Students should gain an appreciation of the importance of an exhibition such as
this in developing the cultural appreciation of a community.
Opens 22 June