3-Dimensional Personal Logos!
By Diane Gronewold, August 20, 2008
- High School
- Language Arts
- Social Studies
- Discovering things about their personalities and feelings that are important and unique to them
- Exercise their ability to effectively communicate their feelings to classmates in order to generate ideas for each other
- This lesson will provide a wonderful opportunity to learn and experience how working together with other students can broaden your ideas and viewpoints on many things including feelings, emotion, and ways to visualize them into shapes
- Experience how to edit and develop their ideas into a personal logo
- Experience turning their personal logo into an abstract, 3-dimensional form
- Understand and utilize the Elements and Principles of Design in a sculpture
- Experience the effectiveness of the design process and how it can be used to organize and develop ideas from a 'need' that has surfaced in their lives
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes1:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
National Standards for Visual Arts Conceiving and developing new artistic ideas and work.
Anchor Standard #1. Generate and conceptualize artistic ideas and work.Anchor Standard #2. Organize and develop artistic ideas and work. Anchor Standard #3. Refine and complete artistic work.
Understanding and evaluating how the arts convey meaning.
Anchor Standard #7. Perceive and analyze artistic work.Anchor Standard #8. Interpret intent and meaning in artistic work. Anchor Standard #9. Apply criteria to evaluate artistic work.
Relating artistic ideas and work with personal meaning and external context.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
- Begin to discover what makes them unique from their classmates, friends, and family
- Begin to learn and organize what things/feelings are important to them in order to be happy
- Learn how to use the design process to develop solutions to problems / needs that may occur in their lives
- Learn how to make life choices according to what their particular needs are
- Learn how to better communicate their feelings and ideas to their classmates in order to come up with more specific ideas and solutions to their personal needs
- Learn how to express their feelings / personality traits by way of a personal logo
- Learn how to turn realistic images and ideas into abstract forms
- Experience the process of carving plaster.
- Handout describing the 10 step design process listed above in the resources (taken from the book Why Design? by Anna Slafer and Kevin Cahill: https://www.cooperhewitt.org/?s=why+design )
- Computer with internet access
- LCD projection capability (to show examples of finished plaster sculptures)
- 12" x 18" paper to brainstorm and sketch out ideas on
- Clay to make sample sculpture
- Plastic paint bucket liner (from Home Depot) filled with prepared plaster (This is to be mixed up in advance by a "teacher assistant")
- Plastic table covers (to prevent scratches on the table)
- Plaster carving tools: files, wooden hammers, chisels, electric drill with long drill bit, rough and fine sand paper
- Damp paper towels (to wipe dust off of finished sculpture) - students get their own
- Neutral colored acrylic paint and brushes (optional)