Project 8: Soft Sculpture. Homework Due January 20th. Final Critique Feb 3rd.

Viola by N. M. 2014

Project Description

You will create a soft version of an everyday object that is normally hard. 

In addition to basic craft/fabrication skills, the conceptual idea we will be focusing on is: How shifts in scale and material can transform an object and our relationship to it. 

With this in mind, choose an object to recreate that has interesting overall shape, good detail, and lots of facets/contours. Choose an object that will present an interesting transformation when you shift the scale and material. Objects that work best tend to be hard (metal, plastic, wood), machine-made, and hand-sized. 

Please Note: No cell phones, game systems, dolls, or figurines. Generally, objects that are already soft, or commonly represented as toys are not as successful. Choose an object that will be interesting when you recreate it out of soft material.

Project requirements

Minimum size 3'x3'x3'
No glue!
Design and construction well-planned

Considerations

What will the scale be? What does that say? (Enlarged, Shrunk, or 1:1)
What are your material choices? (textures, patterns, prints, color, flexibility, etc)
How will it be filled/stuffed? (packing peanuts, feathers, fluff, etc)
How will you deal with surface details?  (You can finish the sculpture however you want, by adding things to the surface, using different materials, buttons, painting, etc.)

Schedule

WORK FOR THIS WEEK
Homework 
Due at beginning of class on Jan 20th for a grade. 

1. Collect materials you will use and bring them to class. You will need fabric (any kind, thick or thin, old or new), stuffing (old pillow, packing peanuts, crumpled newspaper, shredded paper), needles and thread.

2. Detailed drawings of the object you will create. Study and draw all sides of the object. Think about the planes and contours that make up the form. You must have detailed measurements of your object, and must determine the multiplier. For info on the multiplier, please refer to the cardboard project page.

Note: You need at least 6 drawings of your object. Front, Bottom, Sides, Top, Bottom. These should include detailed measurements.  Have the multiplier clearly labeled on your drawings. 

Jan 8th: In-class work day
Come prepared to work by bringing your object, detailed drawings, and materials to class (you will need your own sewing needles, pins, fabric, and thread). 

Note: Needles, pins, and thread can be purchased, or borrowed from family. Fabric can be recycled from old clothes, sheets, towels, etc. Please do not spend a lot of money on materials. Be resourceful. 

In-class Demonstrations: Basic hand-seeing and pattern-making. You will have the rest of the class to work. You will be graded on preparedness, time-management and class participation for this day.

Homework 
Due at beginning of class on Jan 15th for a grade

Work on project. When you return to class on Jan 15th, project must be at least ½ to ¾ done. Pattern should be complete and construction should be well under way. Grade will be assessed on progress at start of class: 1/2 done = B, 3/4 done =  A. Less than 1/2 complete = C, or less. 

Please send questions/concerns via email to Mr. K or Mr. L for feedback.

Jan 15th: In-class work day
Bring everything you need for working in class. You must be at least 1/2 way to 3/4 finished with your project.  

In-class Demonstrations: Adding text and fine details to your project.


Jan 22nd: Final Critique
Critique will begin promptly at beginning of class. Please prepare the room for critique as soon as you get to class. We will use a white backdrop for shooting, and set the tables up family-style. 

Rubric

The final project grade holds double weight and will be assessed on:
40% Craftsmanship- cutting, sewing, durability, and attention to detail. 
30% Concept/Creativity- transformation of your object due to material choices and scale.
30% Elements of Design- color, texture, line, form, value, etc. 

In addition to your final project grade, you will receive two process grades. Process grades will be assessed on:
Jan 8th: Six detailed sketches with measurements. Multiplier. Brought materials to work. 
Jan 15th: Project at least 1/2 to 3/4 complete. 

Research

See the following Claes Oldenburg Work for inspiration. Look for other artists who work with shifts in scale and material in their practice. Be prepared to talk about this in class. 























Upside Down City


Ice Bag


Surface and details on soft sculpture
Christian Holstadt "The Road to Hell is Paved (Best Buy)

The Road to Hell is Paved (Whole Foods)

Christian Holstad
Defined Thorough Deflation and Limits of Exposure

2004
 Mixed Media: Cashmere coat, tie, white shirt, leather glove, terry cloth, polyester, cotton, vintage millinery trimmings, vintage satin glove, champagne glass, men's suiting and vintage party dress
Dimensions variable

Description of Christian's work:
Two stuffed snakes, a dark male and his floral female mate, lay entwined on the gallery floor clutching a bouquet of microphones. This hand-sewn, soft sculpture, typical of Holstad's interest in traditional forms of craftsmanship, invites us to reconsider culturally prescribed notions of gender, domesticity, and high and low art.



Ideas for how to add detail to your soft sculpture:

Project 7: Miniature Circus. Final Critique December 23rd

Project Description

Together the class will make a miniature working circus. 
Students will work in pairs to make miniature circus acts. 
Each act will be 30 seconds long. 

You will perform your act on critique day. You may use any materials that 
you think are appropriate for your idea. We will set up on a table in front of 
the black wall, so scale your pieces accordingly (2' x 2' x 2'). Describe your 
act in the comments section, and make sure not to do something someone 
has already signed up for.

Stills of Alexander Calder's Circus

Soundtrack for your Act

Your act will use the following song for the background music:

Entry of the Gladiators

Project Schedule

12/09-

 For homework (due 12/16) Immediately contact your partner to begin brainstorming ideas. For our next class (12/16) please bring sketches, materials, and your circus act 50% complete. This is what 50% looks like:

1. Stage set is well under way. You have a banner, platform, and backdrop started and you have the materials with you to finish in class. You can use anything to make these. Cardboard with paint and collage could be a good start. 

2. Lighting is thought about. What will you use? Your cellphones? Flashlights? stationary or moving? need a spotlight (could you cut something to fit over your phone)?

3. Performers are partially made (what will you need to finish them?) 

4. Animation- How will you move your performers? How will you construct them? They can be puppets, or dolls, or marionettes- How will you control them? wire? string? magnets? hand puppet? 

5. Props- started and materials with you to finish them.

6. Music and Narrative- How will you use the music? What is going to happen??? THIS IS THE MAIN THING :)

12/16-

Come to class prepared to work, with all sketches & materials for your projects

12/23-

Final critique for this project will be an actual performance.

Pairs 

student names paired together

Student name (ringmaster- you will have the job of coordinating all the acts and performing the role of ringmaster for the actual performance day. You will need to make a character for yourself complete with costume. We will talk about this together. Email us)

Research

Many artists have been inspired by the circus. For this project you will research 
Alexander Calder- please look up Calder's circus on youtube. 

Project 6: Abundance and Nourishment- deconstructing the cornucopia. Due Dec 9th

Project Description

For this project, you will be making a sculpture based in the idea and form of a 
cornucopia and filling it with objects. The objects that fill the cornucopia can 
be made or found, but transformation is important.

Both the cornucopia and it's contents must communicate the ideas of 
abundance and nourishment. The sculpture you are making will be based 
in the historical shape of the cornucopia- a horn-shaped container. 

The cornucopia has a long history in Western Art and culture. The word 
originates from Latin - cornu copiae. It is also know as a horn of plenty. 
Today we often associate the cornucopia with the US holiday, Thanksgiving. 
This is because of its reference to abundance and nourishment. 

For this project, you will go back to the roots of the cornucopia as a symbol, 
not of Thanksgiving, but of abundance and nourishment. 

What does abundance mean to you? What could it look like? What form may it take?
what does nourishment mean to you? What could it look like? what form may it take?

IMPORTANT: You may not use any objects or images typically associated with
 the Thanksgiving holiday. Absolutely no turkeys, pumpkins, pilgrim clothes, or 
Native American imagery. 

Now, what do you have left? This is your starting point. 

Process and Limitations

For this project, you will use all the techniques you have learned so far this year.: cardboard, hybrid, packaging, soap carving, color relationships, platonic solids, colleague, and narrative.

Your sculpture must be a minimum of 2 feet in length (front to back). Remember, both the opening and the interior space have to be large enough to hold your objects.  It should be substantial enough to communicate the two key concepts: abundance and nourishment. 

Be resourceful and take advantage of all the free materials around us. There is a saying: "One person's trash is another's treasure".

Rubric

You will be assessed on the following:

• Creativity/Concept- Communicating key concepts: abundance and nourishment.
• Craftsmanship- Command of Materials, looks intentional, nothing falling apart.
• Elements of Design- Composition, line, balance, texture, contrast/similarity, color, etc
• Volume- Activating the space. Remember, this is sculpture class. Move beyond 2-D.
• Time-management- Is the project finished, and well resolved.  

Due Date

Critique is December 9th

Project 5: Platonic Solids and the Natural World. Final Project Due (extended) to Dec. 9th

Make sure that your project is amazing because it has been extended to Dec. 9th!!!

Project Description

You will be making a sculpture based in the platonic solids as a way to examine the 

relationship between nature and geometry. This project has three main parts: 
1. Build a set of the platonic solids (craftsmanship is key here)
2. Use collage to change the surface/further develop the forms. 

How will the introduction of color, texture, image and text, transform the objects?
3. Carefully choose elements found in nature to build a relationship between the geometric 

solids you have made and the natural materials. Examples of materials include tree branches,

palm fronds, coconuts, rocks, vines, etc). Examples of ways to approach relationship include: 

tension,semiotic, complimentary, contrasting, camouflage, parasite/host, opposition, etc. 

Through this project you will continue to develop your craft skills (cutting, measuring, ways of 

attaching). 
Conceptual skills through the building of a narrative exemplified by the relationship you set up 

between the elements of your sculpture. (How does material and form communicate?)

Found object and assemblage (one of the four basic means of creating sculpture)

Project Schedule

November 4th

1. Introduction to project

2. Workshop building Platonic Solids using provided nets.   https://www.mathsisfun.com/platonic_solids.html

Homework- Complete a total of fifteen (15) platonic solids using the nets provided in class. 

You must have three (3) of each kind. 15 objects total. 

For homework, you will complete a set of fifteen total solids. Three of each kind:

3 total tetrahedrons
3 total Octahedrons
3 total Cubes (Hexahedrons)
3 total Icosahedrons
3 total Dodecahedrons
-----------------------------
15 total platonic solids

November 13th

1. Homework due: 100 points total. 

A. Your 15 platonic solids along with your collage materials, and the natural materials 

you will need to work on your sculpture. (up to 75 points)

B. Sketches and notes that show a clear direction of how you will move forward with 

your project. (up to 15 points)

C. Title and what it means. Why you selected it. (up to 10 points)

Class time

You will have time to construct your sculpture in class. 

Please bring any tools and materials (glues, strings, branches, magazine clippings, etc) 

you will need to assemble your project.

November 18th- Critique

Projects must be ready to show at beginning of class. 

Please come prepared to set up the room for critique. 

Rubric

You will be assessed on how well you meet the following goals: 

Craftsmanship

Creativity

Time-management (homework finished by due date, and sculpture ready for critique)

Elements of Desigh (particularly volume, transformation and unity). 

Narrative. (Developing a relationship between different elements in a work of art. 

Creating narrative through form). 

Note: 

You will be aloud to use any gluing techniques that you have acquired from previous 

assignments, hot glue might be the best solution. 

Tape is not recommended, your modular/geometric objects will be covered 

with collage and attached to the natural materials you have purposefully selected.      

Relationship to Ms. Samimy's class

You will have class time in Ms. Samimy's class to work on the collage aspect of your project. 

When choosing collage materials, pay close attention to texture, color and image/text. 
Your  approach toward the color will come from what you are learning about color 

relationships in your 2D foundations course. You will be working with muted colors 

and will choose from the following color schemes:

     - Split or Double complimentary

     - Analogous colors

     - Monochromatic colors

     - Triad

Cursory info from wikipedia, also check the NWSA 2-D blog. 

Color Theory RYB (red, yellow, and blue) is a historical set of subtractive primary colors. 

It is primarily used in art and art education, particularly painting.[23] 

It predates modern scientific color theory.

In the visual arts, color theory is a body of practical guidance to color mixing and the 

visual effects of a specific color combination. 

There are also definitions (or categories) of colors based on the color wheel: 

primary color, secondary color and tertiary color. Although color theory principles 

first appeared in the writings of Leone Battista Alberti (c.1435) and the notebooks 

of Leonardo da Vinci (c.1490), a tradition of "colory theory" began in the 18th century, 

initially within a partisan controversy around Isaac Newton's theory of color (Opticks, 1704) 

and the nature of so-called primary colors. From there it developed as an independent 

artistic tradition with only superficial reference to colorimetry and vision science.

Fun Links

Icosahedron with compass and straight edge video

Pdf worksheet to construct platonic solids with synthetic geometry from Canton.org