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UWCSEA Gr8 Art - Toy Story-Heroes and Villains-Sculpture

Page history last edited by Frank Curkovic 9 years, 11 months ago

"Toy Story: Heroes & Villains"

Enduring Understanding:

Art is the product of process (materials, methods, sources) and an expression of its medium.
Collaboration can spark ideas and new ways of working.

Guiding Questions:	Skills: (students will be able to...)
What makes a good character? What makes a hero/villain? Are toys art? Why or why not? Where do ideas for making art come from? How is process especially important in developing creativity? What makes something or someone cute/creepy? What makes a good toy figurine? How do we utilise clay? What makes good craftsmanship?	research/analyse various works of art to use as inspiration. plan & design a character for an intended purpose & audience. create a 3D character out of clay. add decorative techniques through clay. utilise a process (design strategy) to assist in creating a product.

Key Terms: cute, creepy, clay, toy, figurine, reductive, accessories, profile, audience, ideation, collaboration, hero, villain, craftsmanship, form

Resources:

Assessment Rubric Here

Lesson 1

Design Challenge:

Unit Task:

You work for a toy company and have been asked to create a figurine prototype out of clay.
You will be assigned a hero or villain character.
You will also be assigned one target audience out of three (toddler: 2-4years old, young child: 4-9years old, tween 10-12years old) to cater your design to.
You are granted freedom on what type of hero or villain you wish to create.
You are permitted to create a person or animal etc.
You are granted certain freedoms for your character.
Your figure should be able to stand freely, be 3D and no bigger than a fist.
You should consider expression, pose, costume etc.
How will you generate ideas? What can you use as inspiration? How can you think out of the box?
You are required to create several, varied thumbnail sketches to explore the design of your character.
You will then share your designs with a team who will give you feedback.
You will then create a mock-up sketch, which you will then pitch as well.
After given feedback and constructive criticism, you will then need to create a final design. This will form part of your assessment. Clearly date and label all your sketchbook pages.
You will then begin creating your design out of clay.
You should also consider the clay material and how that may aid or hinder your design.
You will only have 2 lessons to create your character so you need to be responsible and have a plan.

Students to be assigned a hero/villain. Groups can then be made to complete the following discussion.

Discussion:

What makes a good character? What makes a hero/villain?
What factors can influence how a character is designed?
What do you think a designer must consider when creating a character/toy?

Begin some brainstorming/planning for your character.

You will need to present this information in what is known as a "design brief."

In your design brief, you state if you are creating a hero or villain, as well as your target audience.

You should consider how your target audience will influence the appearance of your character/toy.

In this, you also state:

Will it be human? animal? alien etc?
Will it be male/female?
How old will it be?
What is the character's purpose?
What is the character's personality?
What will the character's body proportions/size be?
Will your character have any special features?
What will be your character's outfit? etc.
You can include any other relevant information you deem necessary.
You should also make some statements to justify or support the choices for your design.

You are assessed on this and may wish to review the criteria on the rubric.

This is due the next lesson.

Here are 2 student examples of a DesignBrief:

Lesson 2

Mix up seating plan to facilitate the sharing of work.

Warm-up: Share your design brief with the person sitting next to you.

Task: You have 30 minutes to complete at least 10-15 thumbnail sketches for your character.

These sketches are quick and loose. The goal is variation and experimentation.

How can you personify your character to meet the needs of your design brief?

This forms part of your assessment. Below are two examples.

Here are 2 examples from students:

Assessment Rubric Here (Note what is required for process/planning work)

Share your thumbnails with a group. Record any constructive criticism you receive or changes you plan to make.

Select a thumbnail(s) design to further elaborate on. Create 1 more refined sketch elaborating your design.

Could it be improved if it was taller? shorter? with a larger head? smaller eyes etc.?

This forms part of your assessment.

You will begin sculpting next lesson.

Here is a student example:

Homework: Have your final design ready for the next class.

Lesson 3

How do we utilise clay? What makes good craftsmanship?

Distribute clay and have students begin forming.

*Please be aware of clay dust.

Remember, clay can be additive and subtractive.

Start with the largest sections of your figure, which is probably the torso.
You will need to decide if you wish to add clay to this, or sculpt it out from the clay.
Additive pieces need to scored and slipped to hold in tact.
The head and torso may need hollowing.

You are assessed on your forming skills and may wish to review the criteria on the rubric.