Image Artist Title Year

Alexander Calder Goldfish Bowl 1929

Anish Kapoor Cloudgate 2006

Pablo Picasso Baboon Mother and child

1951

Barbara Hepworth Curved Form (Delphi)

1955

Nikki de St Phalle & Jean Tinguely

Stravinsky Fountain

1983

Anthony Gormley Field (35,000)

1991

Claes Oldenburg Apple Core 1929

Cornelia Parker Cold Dark Matter – An exploded view

1991

Louise Bourgeouis Maman - Spider (mother weaver)

1999

Joan Miro Personnage 1970

Constantin Brancusi

The miracle (seal)

1930

Guiseppe Penone The hidden life within

2007

Search for other work by the above sculptors.

Additional Artists/sculptors to look at:

Rachel Whiteread

Eduardo Paolozzi

Jean Dubuffet

Modigliani

Max Ernst

Rebecca Horn

Tony Cragg

Henry Moore

Antoni Gaudi

Andy Goldsworthy

Christo

James Turrell

Matta Clark

Patrick Dougherty

Kader Attia

Tony Ousler

Janet Echelman

Also look up:

Rube Goldberg machine

Ok-go music videos

Heath Robinson machines

CAST SCULPTURE CPD 2016CURRICULAR RELEVANCE

EXPRESSIVE ARTS SIGNIFICANT ASPECTS OF LEARNING:creating, presenting, evaluating and appreciating.

When creating, learners should have opportunities to:• express themselves in different ways, think creatively, meet challenges positively and find

imaginative solutions to problems• develop knowledge and skills related to the different arts and broader skills such as the use of

technology• work cooperatively and communicate with others, and in so doing, show initiative,

dependability, resilience, leadership and enterprise• have opportunities to nurture and develop their expressive arts interests and skills• work with professional performers or artists and other creative adults.

When presenting, learners should have opportunities to:• perform and present for different audiences and be part of an audience for others• demonstrate working collaboratively as well as learning independently• experience enjoyment and contribute to other people’s enjoyment through creative and

expressive performances and presentations• establish links within the expressive arts components and the wider curriculum.

When evaluating and appreciating, learners should have opportunities to:• analyse, explore and reflect on their own and other’s work and develop an enquiring mind• draw on their own ideas, experiences and feelings, and through successful participation

recognise the importance of the arts to the culture and identities of Scotland and other societies• develop important skills and attributes, both those specific to the expressive arts and those

which are transferable; this might include an appreciation of aesthetic and cultural values and identities.

• For creating and presenting, the majority of activities will be practical and experiential, making use where appropriate of digital technology. Evaluating and appreciating are an integral part of the creative process and are linked to developing creative and performance skills, building new

Through participating in sculptural and 3d tasks, pupils will• be exploring different media ie clay, plaster, wire, paper, canes;• be using the visual elements of line, shape, form, pattern and texture;• be using visual elements to convey thoughts and feelings;• be observing shapes and recording them using sculpture;• be responding to stimuli around them;• analyse and discuss their own and others work;• have the opportunity to present their work to others, to share and display and experience the excitement of contributing to a public presentation.

This fulfils the early, first, second and third level Experiences and Outcomes in Art and Design. (see attached sheet)

Art and design Through art and design, learners have rich opportunities to be creative and to experience inspiration and enjoyment. They explore a wide range of two- and three-dimensional media and technologies through practical activities, and create, express, and communicate ideas. Their studies of the works of artists and designers enhance their enjoyment and deepen their knowledge and understanding.

Early First Second Third

EXPLORE MEDIA I have the freedom to discover and choose ways to create images and objects using a variety of materials.

EXA 0-02a

-----EXPLORE MEDIA------ I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks.

EXA 1-02a

--EXPLORE MEDIA--- I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.

EXA 2-02a

-------EXPLORE MEDIA------ I have experimented with a range of media and technologies to create images and objects, using my understanding of their properties.

EXA 3-02a

USE VISUAL ELEMENTS I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture.

EXA 1-03a

USE VISUAL ELEMENTS I can create and present work that shows developing skill in using the visual elements and concepts.

EXA 2-03a

USE VISUAL ELEMENTS I can use and combine the visual elements and concepts to convey ideas, thoughts and feelings in expressive and design work.

EXA 3-03a

--------------OBSERVE AND RECORD----------------- I can create a range of visual information through observing and recording from my experiences across the curriculum.

EXA 0-04a/ EXA 1-04a

OBSERVE AND RECORD Through observing and recording from my experiences across the curriculum, I can create images and objects which show my awareness and recognition of detail.

EXA 2-04a

OBSERVE AND RECORD Through observing and recording, I can create material that shows accuracy of representation.

EXA 3-04a

Art and design (continued)

Early First Second Third

------------------------------------RESPOND TO STIMULI-------------------------------------- Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design.

EXA 0-05a / EXA 1-05a / EXA 2-05a

SOLVE DESIGN PROBLEMS Working on my own and with others, I use my curiosity and imagination to solve design problems.

EXA 0-06a

SOLVE DESIGN PROBLEMS I can use exploration and imagination to solve design problems related to real-life situations.

EXA 1-06a

SOLVE DESIGN PROBLEMS I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem.

EXA 2-06a

SOLVE DESIGN PROBLEMS While working through a design process in response to a design brief, I can develop and communicate imaginative design solutions.

EXA 3-06a

----------------------------------------------------ANALYSE AND DISCUSS----------------------------------------------------------- I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.

EXA 0-07a / EXA 1-07a / EXA 2-07a/ EXA 3-07a

Participation in performances and presentations All aspects of learning in expressive arts include opportunities to present and perform, for example through preparation of artwork for display, presentation of a short improvised drama to members of the class or performance of dance or music to parents or in the community. At third level, as a culmination of learning within their broad general education each young person should have the opportunity to contribute to a significant presentation (such as an exhibition) or performance in at least one area of the expressive arts.

Early First Second Third

-----------------------SHARE AND DISPLAY------------------ I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances.

EXA 0-01a / EXA 1-01a / EXA 2-01a

----SHARE AND DISPLAY---- I have used the skills I have developed in the expressive arts to contribute to a public presentation/performance. EXA 3-01a1 I have experienced the energy and excitement of being part of an audience for other people’s presentations/performances.

EXA 3-01b

Experiences and Outcomes in Art and Design

Early Level First Level Second Level Third Level Fourth Level

Select and present relevant research information from different sources.

Select, process and present relevant research information from a range of sources.

Select, process and present a variety of relevant research information from a range of sources.

Select, synthesise and present relevant research information from a range of sources.

Talk about what they see and how they feel in response to the work of artists and designers.

Describe and discuss the subject matter, media and techniques of artists and designers, recognising some similarities and differences in their work.

Demonstrate knowledge of subject matter, media and techniques used by artists and designers and give personal opinions about their work and ideas.

Through description and analysis, demonstrate knowledge and understanding of how artists and designers: handle media; use techniques and processes; use of visual elements and concepts.

Using analysis and justified personal opinions, show appreciation and understanding of artists’ and designers’ media handling, techniques, working processes and use of visual elements and concepts.

Talk about their own work, and the work of others.

Describe and reflect on the development of their own and others’ work and identify strengths and areas for improvement.

Describe and evaluate their own and others’ work using agreed criteria.

Demonstrate giving and accepting constructive comment about their own and others’ work in relation to agreed criteria.

Use personal evaluation alongside constructive comment from others to improve their own work and to evaluate the work of others in relation to agreed criteria.

Expressive Arts Page 2 of 7 July 2014

Expressive Arts: assessing progress and achievement This progression framework is a guide which is intended to support practitioners as they consider the evidence of knowledge and understanding, skills, attributes and capabilities provided by learners as they progress through and achieve a level in Art and Design. The significant aspects of learning (detailed in the associated professional learning paper) relate to the statements for each level within this progression framework. They should be considered jointly when assessing progress and achievement.

In order to demonstrate achievement of a level in Art and Design, the learner provides a range of evidence related to the experiences and outcomes within a level as well as towards learning at the next level.

Early Level First Level Second Level Third Level Fourth Level Represent objects through using imagination and memory.

Represent objects with some reference to their characteristics, using imagination and observation.

Create images and objects that demonstrate some accuracy of representation from direct observation.

Create images and objects that demonstrate increasing accuracy of representation from direct observation.

Create images and objects that demonstrate a consistent level of accuracy of representation and a degree of sensitivity.

Experiment freely with media, techniques and technology to create images and objects that explore, for example, the use of line, shape and colour.

Select from a range of media and show some understanding of their properties through the images and objects that are created and the techniques and technology used.

Select specific media and show increasing understanding of their properties through the images and objects that are created and the techniques and technology used.

Independently select and apply media and techniques, demonstrating understanding of media properties through the images and objects that are created and the techniques and technology used.

Independently select, and confidently apply, media and techniques, demonstrating understanding of media properties through the images and objects that are created and the techniques and technology used.

Demonstrate visual awareness for example being able to distinguish differences in size and shape.

Demonstrate understanding of most of the visual elements and more challenging concepts such as symmetry.

Demonstrate understanding of all the visual elements and more challenging concepts such as proportion, scale and perspective.

Demonstrate some understanding of how visual elements and visual concepts can be combined to create, for example, mood and atmosphere.

Demonstrate increasing understanding of how to create relationships between visual concepts and the visual elements to for example, express personal emotions.

Respond freely and imaginatively to a range of stimuli, including design and other visual problems.

Follow a step by step process, including a response to stimuli, to develop and communicate imaginative ideas.

Follow a step by step process to develop and communicate imaginative ideas to a design and/or expressive solution

Demonstrate understanding of creative and design processes through developing and communicating solutions to a design and/or expressive challenge.

Respond freely and expressively to a range of stimuli to communicate personal ideas and feelings using a creative process. Develop a personal response to a design brief, creating ideas using 2D and, if appropriate, 3D media and working systematically towards an appropriate solution.

Expressive Arts Page 1 of 7 July 2014

Through participating in sculptural and 3d tasks pupils will develop knowledge, understanding, skills and attributes and capabilities allowing them to progress through levels of learning in art and design.

Equipment and materialsInking Tray (Size 250mm x 200mm) by Major Brushes, sold by neatsales........... £2.073m fine aluminium modelling wire mesh by Major Brush, Sold by Trustleaf ........£11.6014 Clay Model Pottery Tools 14cm for Modelling by Baker Ross, Sold by Creation Box .........£2.2012.5Kg Scola Reinforced Air Drying Modelling Clay (STONE), Sold by Quickdraw Stationery...........£12.95Pearl PMT01 19mm x 50m Masking Tape (Pack of 10) by Pearl Automotive, Sold by Arks Gloal.........£15.37 Mod Roc Rolls - Hope Education Pack 8 plus 8 FREE Rolls (HE152951)......................£11.99Soft Modelling Wire 500g (HE152964) Hope Education .........£11.4950 x Light Duty Cardboard Postal Tubes (330mm x 50mm x 1.5mm) - Ref FPT02, sold by Davpak.....£27.76PVC Football 8” 25cm (Deflated) 12 Pack Assorted Colours sold by MOBI Accessories ..........£8.9925kg Fine Casting Plaster (plaster of paris) sold by Formula................£22.95Carnival Papers Wet Strength Tissue Paper 60 Sheets, sold by Carnival Papers..........................£9.90Willow Withies Brown 2kg, sold by Homecrafts..............................£21.07