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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