Unit of Study V.
Nancy Cohen - A Collaboration Between Forms
Lesson 2

Objectives

Students will

1. design a sculpture using manufactured and/or natural materials. (thinking skill: Synthesis)
2. select a site that supports the aesthetics of the work of art. (thinking skill: Evaluation)
3. install the found-object sculpture. (thinking skill: Application)
4. critique the works of art on site. (thinking skill: Evaluation)

Students' found-object sculptures in the out-of-doors.

Materials

• any natural material available for example but not limited to stones, clay, vines, shells, raffia
• any manufactured items available for example but not limited to screws, nuts, bolts, plastic items, glass light bulbs, mirrors,
• assorted household items such as plates, spoons, rolling pins
• Materials to join and secure objects such as but not limited to hammers, nails, glue, fasteners, wire, string, twine
• Camera to document the found object sculpture on site

Vocabulary

• No additional vocabulary is required.

Nancy Cohen, Rollers and Breakers, 1999, steel, glass, cable, rubber, 180" x 48" x 48", Courtesy of the artist.

Teacher Preparation

• Investigate and select a site to use as a backdrop for the creation of found-object sculpture in the out-of-doors.
• Obtain permission in writing for the use of the site if necessary. If you use a local park, for example, find out if the park officials will permit the work. What restrictions do they impose? Clarify if the work of art can remain on site or whether it must be removed at the end of the day?
• Collect possible materials to use as a resource for student artists.
• Contact artists whose work incorporates found objects. Invite the artist to school to give a presentation of his/her work.

Students combine found-objects for sculpture creation.

Procedure

• Discuss the following with students. Advise them to consider aspects of the project before beginning their creation of a found-object sculpture.
• Options for working can be as an individual, with a partner, or as a group.
• Once a decision is made how each student will work, discuss the importance of visiting the selected site; then choose an area of the site for the installation of the found object sculpture.
  Note to students: The site selected will determine whether or not the work can remain for an extended period of time. Students need to know from the onset of the assignment that their work is to be considered temporary.
• Focus students on why they respond aesthetically to a particular location. The following questions may help to focus their thoughts.
  • How is the site enhanced or diminished by the colors, textures, forms, light, and
    balance present?
  • Observe the interaction of the elements in place. How are they ordered?
  • What expressive qualities present at the site should you consider? In other words:
• Is it a tranquil place?
• Does it reflect order or chaos?
• What evidence do you see of human interaction?
• Discuss with students how this information be helpful to them in the
  development of their work?
• Ask students if they want to enhance the mood or create contradictions? Do they want harmony or contrast?
• Once the ideas have been generated, present the ideas to the entire class. Ask questions of each other and consider class suggestions.
• Students should gather their materials and ideas.
• At the designated time, move the supplies on site and construct the work.
• Ask students to prepare an artist statement in response to their finished work.
• Document the works on site with photographs.
• Share artist statements in class.
• If time permits, informally critique the work on site. If not, rely on photographs for an in-class critique. During the critique discuss
  • the process.
  • the works themselves.
  • working on site.

Students collaborate with each other in the creation of a found-object sculpture in the out-of-doors.

Unit of Study V.
Nancy Cohen - A Collaboration Between Forms
Unit Overview | Lesson 1 | Assessment Rubric 1
Lesson 2 | Assessment Rubric 2 | Extensions

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