Students will be able to construct a freestanding armature for a sculpture of their favorite food.
Students will be able to cover the armature and refine and smooth the surface.
Students will paint project using realistic color and optional materials.

cups, newspaper, straws, paper plates,small boxes and tubes cardboard, scissors, masking tape, Sharpie
(optional)
premixed fluffy spackle
(pink, yellow,or silver)glitter glue

Need these materials? Visit Blick!

1.Each Student cuts 10-20 pieces of masking tape for their sculpture.
2.Select three objects to work with, for example a cup, newspaper and straw. WRITE student's name in Sharpie on masking tape. Attach name to bottom of armature.
3.Teacher demonstration: How to make an ice cream float or sundae. Wad up a half sheet of newspaper into a ball. Tape it onto the cup.Add a second "scoop" of ice cream and tape that onto the first piece. Place the straw in the cup.
4.Cut 20-40 pieces of plaster gauze and place in a dry bowl between 2-4 students to share.Place a pint container of water near the student and their armature.
5.Dip one strip of plaster in the water for 15 seconds. Smooth it onto the armature. DO NOT DRIP WATER into the dry bowl of plaster strips. (this project can also be done in paper mache)
6. Smooth the plaster so the gauze is filled in, no holes are showing.
7. Overlap wet plaster strips, but 1-2 layers is sufficient.
8. A piece of wet plaster can be rolled into a ball and attached as the cherry on top.
9. Let dry.
10. Paint with acrylic paint (or tempera).
11. Water down brown paint place in a squeeze bottle and dribble on "chocolate sauce".
12. Fluffy spackle can be spread on for "frosting".
13. Diluted glitter glue can be painted on for sheen.
14.Serve on paper plates with doilies.

Piece is free standing.
Looks good from all angles.
Is constructed with 3 different layers (bottom, middle and top)
Paint colors are realistic.

Magazine pics of food.
Photos of work by Oldenberg and Thiebaud.

This was a BIG hit and successful for all students. Students made oversized sandwiches, a plate of sushi, a fast food box of french fries, etc.

[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

Claes Oldenburg, Wayne Thiebaud

Pop Art

Balance, Color/Value, Form, Shape, Texture, Variety

Acrylic, Mixed Media, Plaster, Sculpture