I teach middle school at the gifted center in my town. Students attend one day per
week and choose a unit, in which they attend each afternoon for one semester. I have
taught units such as The Science of Soils, Stop Motion Animation, and filmmaking.
This last semester I taught a sculpture unit called Out of the Gourdinary. I decided to
use the 7 elements of art and 7 principles of design as guiding principles. We created
sculptures out of gourds and other natural materials and then shared our art at our
local art museum. In this post I will share some of my strategies and processes.
week and choose a unit, in which they attend each afternoon for one semester. I have
taught units such as The Science of Soils, Stop Motion Animation, and filmmaking.
This last semester I taught a sculpture unit called Out of the Gourdinary. I decided to
use the 7 elements of art and 7 principles of design as guiding principles. We created
sculptures out of gourds and other natural materials and then shared our art at our
local art museum. In this post I will share some of my strategies and processes.
Goals and Essential Questions
When writing goals, objectives, and essential questions I used the
Understanding by Design philosophy of by Grant Wiggins and Jay McTighe.
I broke the goals and objectives into what I want students to “Know”, “Do”, and
“Understand”. Here is a complete list of goals and essential questions for the unit:
Understanding by Design philosophy of by Grant Wiggins and Jay McTighe.
I broke the goals and objectives into what I want students to “Know”, “Do”, and
“Understand”. Here is a complete list of goals and essential questions for the unit:
Know:
- Know efficient and safe methods of tool usage in the art studio.
- Know basic principles of gourd cultivation and processing.
- Know general history and culture of gourds in society.
Do:
- Practice safe and responsible use of tools, equipment, and materials in the art studio.
- Use a variety of tools and media to create sculpture and functional objects.
- Utilize the 7 elements of art and 7 principles of design in artistic creations.
- Discuss the impact, meaning, and validity of various works of art.
- Critique our work and the work of others in order to create powerful works of art.
- Clarify our message and our artistic experience by preparing artist statements to
accompany art.
- Share our art within our community.
Understand:
- Understand that art not only affects the audience but also the creator.
- The process of creation teaches us something.
- Artists deliver a message with their art.
- Audiences search for meaning in art and artistic experiences.
Essential Questions:
- How do the materials change as they are processed and modified?
- What have I learned about myself as I experienced the process of creation?
- What is my message?
- What is my art saying?
- Why am I creating this piece?
- How are the principles and elements of art and design tied to this piece’s form
and function?
- Is this art for the artist or the audience?
- What is art?
- Is this art?
- How do art and craft differ?
Lessons and Processes
Each week we discussed a different element of art or principle of design. I used these
great KQED Art School element of art videos on youtube for introducing each element
of art. I struggled to find such high quality videos for the principles of design.
great KQED Art School element of art videos on youtube for introducing each element
of art. I struggled to find such high quality videos for the principles of design.
As we began to work with the gourds I had to consider safety. Gourd dust can cause
breathing problems and gourd dust can also cause irritation of skin. For this reason
students wore gloves when cleaning gourds and masks when opening gourds and
cleaning gourds. Another aspect of safety came with using power tools with the
gourds. We used power drills, saws, carvers, and woodburners. I purchased
puffy cabinet liner from my local hardware store along with egg crate foam so the
gourds wouldn’t move around as students worked with them. They worked really well
for keeping the gourds stable. Students also wore safety glasses when sawing, drilling,
or carving. They occasionally needed ear plugs when working with carvers.
breathing problems and gourd dust can also cause irritation of skin. For this reason
students wore gloves when cleaning gourds and masks when opening gourds and
cleaning gourds. Another aspect of safety came with using power tools with the
gourds. We used power drills, saws, carvers, and woodburners. I purchased
puffy cabinet liner from my local hardware store along with egg crate foam so the
gourds wouldn’t move around as students worked with them. They worked really well
for keeping the gourds stable. Students also wore safety glasses when sawing, drilling,
or carving. They occasionally needed ear plugs when working with carvers.
For tools I purchased:
- Proxxon Jigsaw (this saw worked great for cutting open gourds in various designs)
- Microlux Jigsaw (I can’t recommend this saw. I had one and purchased another
for the class. Both saws had continual broken blades. Also, the blades wouldn’t
hold tight enough in the shaft, but then the shaft wouldn’t open far enough to
insert blades. This seems like a great saw when it functions properly.)
hold tight enough in the shaft, but then the shaft wouldn’t open far enough to
insert blades. This seems like a great saw when it functions properly.)
- Proxxon Handheld Carver (this tool is great for doing filigree work. The only
problem is that you have to turn it on with one hand, which takes your eyes and
hand off of the gourd. I learned a few weeks into the unit that a foot pedal can be
ordered to solve this problem.)
- Walnut Hollow Creative Versatool (I ordered these directly from Walnut Hollow.
They were great to deal with and gave an educational discount. One malfunctioned
and they quickly sent a replacement.)
For Supplies I purchased:
- A plethora of gourds. (I purchased many gourds at the Show-Me Gourd Society
Festival. Also, many people in the community donated gourds they had grown
in previous years.)
- Acrylic Paint (We used so much acrylic paint. Students enjoyed working with
color theory and mixing colors.)
- Reed for Weaving (I purchased reed from Suzanne Moore’s NC Basket Co.
I used #2 round reed for the spokes and #1 round reed for the weave. I
purchased a variety of colors so students could really plan for color compliments.)
- Leather Dye (Some students wanted a more natural look and I was happy to
have leather dye on hand.)
- As time went on and students begin making projects of their choosing I had
to purchase individual items, such as a lamp kit, buckskin and leather string
for drums, paraffin wax for making canteen interiors, and beads for bowl tops.
My librarian was kind enough to purchase a variety of gourd art books so we
could have them on hand in our class for inspiration or tutorials.
Growing Gourds
I knew I would be teaching the fall semester unit a few months in advance. That
allowed me ample time to plant gourds in the spring. I worked with students to
plant gourds along a chain link fence in May. They had covered the fence and were
flowering and fruiting by the time students arrived for the new school year in August.
Students did not attempt to modify the shape of the gourds for this unit, but that
would be a wonderful opportunity in the future. They harvested the gourds in October
(after frost). The gourds were not ready to be worked into art pieces during this unit.
We did use the opportunity to discuss the life cycle gourds and fertilize flowers.
allowed me ample time to plant gourds in the spring. I worked with students to
plant gourds along a chain link fence in May. They had covered the fence and were
flowering and fruiting by the time students arrived for the new school year in August.
Students did not attempt to modify the shape of the gourds for this unit, but that
would be a wonderful opportunity in the future. They harvested the gourds in October
(after frost). The gourds were not ready to be worked into art pieces during this unit.
We did use the opportunity to discuss the life cycle gourds and fertilize flowers.
Enrichment Opportunities Outside of the Classroom
We visited Crystal Bridges Museum of American Art during this unit. Crystal Bridges
has a wonderful educational outreach program with grants to fund field trips. Our
trip was fully funded by Crystal Bridges, including lunch. We participated in “The
Writing on the Wall” in which students share the story they think may have been
happening in a painting.
has a wonderful educational outreach program with grants to fund field trips. Our
trip was fully funded by Crystal Bridges, including lunch. We participated in “The
Writing on the Wall” in which students share the story they think may have been
happening in a painting.
We wanted to visit the sculpture department at our local university. We were not able
to arrange it this time, but visiting a university art program would be a wonderful
opportunity for students.
to arrange it this time, but visiting a university art program would be a wonderful
opportunity for students.
Artist Statements
One of the goals of this unit is that students clarify their process and message by
writing artist statements. I visited our local museum in order to understand formatting
of artist statements. I also used online resources for helping the students brainstorm
ideas. Most students did not particularly enjoy writing the artist statement. However,
they universally agreed after the exhibition that the artist statements increased
enjoyment and understanding by their audience. Here are some of the resources I
used for getting us started:
writing artist statements. I visited our local museum in order to understand formatting
of artist statements. I also used online resources for helping the students brainstorm
ideas. Most students did not particularly enjoy writing the artist statement. However,
they universally agreed after the exhibition that the artist statements increased
enjoyment and understanding by their audience. Here are some of the resources I
used for getting us started:
I took photos of a variety of artist statements at our local museum in order to
show examples. I also comprised a very long list of questions that can be answered
in an artist statement. Students could pick and choose what they wanted to discuss.
show examples. I also comprised a very long list of questions that can be answered
in an artist statement. Students could pick and choose what they wanted to discuss.
I did not want the artist statement to become a barrier for students, so I told them
not to worry about structure and editing. Just get the ideas out there. I met with
each individual student to make sure the statement was edited for spelling and
grammar before being presented to an audience. I also took hundreds of photos of
the students throughout the unit. They included a photo of themselves in each artist
statement.
not to worry about structure and editing. Just get the ideas out there. I met with
each individual student to make sure the statement was edited for spelling and
grammar before being presented to an audience. I also took hundreds of photos of
the students throughout the unit. They included a photo of themselves in each artist
statement.
Final Exhibition at the Local Art Museum
By December we had 67 pieces for display at the Springfield Art Museum. The
event was at 6PM on a Sunday night. I curated the show, which took about 4 hours.
I was incredibly excited to be a part of this wonderful experience and to honor the
students by displaying their work in a professional setting. I think it is important that
students engage in the behaviors and experiences a professional in that field might engage.
event was at 6PM on a Sunday night. I curated the show, which took about 4 hours.
I was incredibly excited to be a part of this wonderful experience and to honor the
students by displaying their work in a professional setting. I think it is important that
students engage in the behaviors and experiences a professional in that field might engage.
Closing
Teaching Out of the Gourdinary has been one of my greatest accomplishment
as a teacher thus far. I am so proud of my 43 brave students and also of myself.
I was afraid to teach this unit, afraid I didn’t know enough, afraid I wasn’t creative
enough. I was wrong. My students saw me take risks and they took risks. We learned,
and grew, and we made art together. I hope that someday in the future I will teach
Out of the Gourdinary again. For now, it’s onward and upward into the Spring. My
next unit is The Art of Printmaking.
as a teacher thus far. I am so proud of my 43 brave students and also of myself.
I was afraid to teach this unit, afraid I didn’t know enough, afraid I wasn’t creative
enough. I was wrong. My students saw me take risks and they took risks. We learned,
and grew, and we made art together. I hope that someday in the future I will teach
Out of the Gourdinary again. For now, it’s onward and upward into the Spring. My
next unit is The Art of Printmaking.