Lesson 1
1. SWBAT recognize the emphasis(noisy spot) in Louise Nevelson's relief sculptures.
2. SWBAT discuss pattern in Nevelson's quiet areas of her sculpture.
3. SWBAT create a collage relief with an emphasis and pattern created with shape.
Lesson 2
1. SWBAT create a relief medal from ceramics.
2. SWBAT show the use of slip and score while adding shapes of clay.
3. SWBAT show a medal using shapes as symbols of interests.
Lesson 3
1. SWBAT show relief using tinfoil and styrofoam.
2. SWBAT show emphasis through shape and color.

Lesson 1
1. White small paper plates
2. white paper to cut up
3. glue
4. scissors
5. Louise Nevelson relief poster
Lesson 2
1. white clay
2. slip
3. clay tools
4. metallic acrylic paint
Lesson 3
1. styrofoam
2. scissors
3. glue
4. 6x9 oak tag
5. tinfoil
6. colored sharpie markers

Need these materials? Visit Blick!

Lesson One - Nevelson Monochromatic Relief
1. Discuss Nevelsons relief sculpture. (be sure to help the students recognize the emphasis or noisy spot and the calmer patterned areas)
2.Use the small paper plate as the base and allow students to discover ways to build up the relief using white paper. (cut out strips and shapes and pop out these cut outs in interesting ways).
3. Encorage students to overlap a variety of shapes in the emphasis and repeat the same shape in the quiet areas. (by using just white students should be able to recognize shadow shapes to enhance their designs).
Lesson 2-Clay relief
1. Discuss how medals are relieved from their flat surface (embossed).
2. Demonstrate how to trace a cup for a circle and cut out the circle from white clay (subtractive technique).
3. Demonstrate how to use the left over clay to cut out and mold different shapes and symbols to represent what their medal will be about. (books for reading, soccer for sports, paintbrush for art, etc.)
4. Be sure to demonstrate slip and score with various clay tools
5. Allow students to create, medals to dry, fire the relief, and paint the medal with metallic paint.
Lesson 3-Metallic Relief
1.Allow students to create a styrofoam collage using shapes and symbols on a 6x9 oak tag paper. Encourage students to have a high layer, medium layer and the low layer is the oak tag. (one day)
2.Demonstrate how to cover the styrofoam and oak tag in glue and gently press tin foil over the entire styrofoam relief. (use cotton balls to rub over the tinfoil to prevent tearing)
3. Allow students to use permanent sharpie to color their relief shapes with patterns and balanced designs.

Gallery Walk
Allow students to walk around either all at once or one table at a time to view other students ideas. Encourage them to find an idea they liked and try to recreate it in their style. Borrowing ideas is a compliment to the original artist.

Louise Nevelson
American Sculptor during WWII
You can refer to recycle, reuse, reduce concepts since Nevelson used many of the scrap medal left over after the making of weapons.

Feel free to contace me with any comments, ideas or images of your student work.
liz@paintedminds.com

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students describe how different materials, techniques, and processes cause different responses

[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

[K-4] Students use visual structures and functions of art to communicate ideas

[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students explore and understand prospective content for works of art

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

[K-4] Students understand there are various purposes for creating works of visual art

[K-4] Students understand there are different responses to specific artworks

[K-4] Students describe how people's experiences influence the development of specific artworks

[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

Louise Nevelson

Abstract Art, American Art

Emphasis, Shape

Ceramics, Collage, Sculpture

History/Social Studies, Math

balance.pdf
noisyspot.pdf
women in art.pdf
noisyspot1.pdf