Project #1 Spatial Graffiti

Robert Indiana LOVE

       surface is illusion but so is depth 

GOALS:

• Introduce students to three dimensional thinking from the two dimensional plane
• Moving students to conceptual thinking delivered in three dimensions
• Moving students from sketchbook drawings > card board scaled maquette > transferred into wood
• Introduce student to procedures to accurately scale up their ideas into dynamic sculptures that activate space
• Introduce students to hand tools for wood materials, proper glues and adhesives, nails, screws, sandpaper grades, etc.
• Introduce students to use of power tools including: band saw, chop saw, drill press, sander, palm sander, jigsaw
• Test each student on power tools so they have the safe experience of them, making each available through out the semester

                            Deborah Kass OY

RULES:

PART ONE

• Activate your sculptural ideas in 5 concept concept drawings in your sketchbook
• Begin now making an on-going list of what and how you might complete the surface treatment of your work.  Allow this to develop t/o the entire project making note of your evolutionary ideas 
• Allow your designs to develop t/o the project

PART TWO

• Activate one concept drawing into sculpture as a maquette created in corrugated cardboard - minimum 5" sq.

• Using your initials, or a 3-4 letter word, activate them into a 3 dimensional space
• Experiment with the activation of negative space - you want to push for three dimensionality
• You do not have to keep the letters in their original order
• Think of text as image and form
• You may experiment with different fonts and scale
• You may also bend your letters

PART THREE

• Each student needs to become familiar with each power and hand tool listed above, showing safe and accomplished evidence of each being used in the project 
• The overall sculpture needs to be at minimum 12" square
• Experimentation with final surface treatment to visually manifest additional information about the concept of your chosen word 

NOTE 

• You are able to break your letter into pieces in order to allow them to really exist in space
• Make all edits at each stage > 2D > cardboard > wood > surface treatment
• Activate the final sculpture in 5/8" plywood use wood glue, screws with pilot holes
• You need to allow your sculpture and its concept to guide you into the final form and surface treatment of the sculpture.  
• You may: Paint, collage, add found materials using proper glue, etc. Make sure you speak to me about your ideas prior to beginning this stage 
• Whatever you choose for the surface treatment, it should voice a visual attitude about the overall concept of the work

REMEMBER TO:

• Allow your concepts to develop and evolve
• Activate negative space + positive form compositionally  
• Make use of a variety of scales + visual weights + visual textures
• Allow for TEXT to become IMAGE
• You may rotate your text in any direction = W = M = 3  etc.
• Experiment with stacking forms, bending and breaking letters
• Letters do not have to appear in their textual order
• Experiment with a variety of fonts and scales
• Make use of interesting surface treatments
• Make use of invented patterns and found objects 

MEDIA

Sketchbooks + pencils

Rulers, erasers

cardboard for cut out maquette

plywood

wood glue

wood screws

eye goggles + dust mask

surface treatments of student choice 

Evaluation RUBRIC PROJECT #1

Areas of Evaluation	Exceeds expectations achieving objectives A  10 points A-  9	Meets expectations and objectives B+  8 B    7 B-   6	Meets some Expectations and achieves some objectives C+  5 C    4 C-   3	Does Not meet expectations and goals D+   2 D     1	Unable to score F  0
1. Technical: Work ethic Efficient use of time, asks questions, time in developing idea and assignment.
2. Technical: Meeting deadlines, timely and thoroughness at critiques etc.
3. Technical: Info & research > concept drawings + evolution
4. Technical: Info Completed 6 Talking Points required at critique
5. Technical: Info Critique performance of peers’ work
6. Technical: Craft Skillful use of tools, attention to details, neat and clean, etc.
7. Conceptual: Use of thumbnails, revisions, evidence of thinking through ideas via Sketchbook
8. Aesthetic: Composition: Visual Communication of the assignment translation.
9. Aesthetic: Impact Personal expression - illustrates thinking through project development development from previous work
Total Points:
Grade:

** Prior to the critique of the project: 
Create a listing of 6 talking points in your sketchbooks.  These include: 

1. Give us details of the evolutionary process you made from concept drawings > maquette > to final form + why
2. How did you translate the original 2D drawing into cardboard, then to plywood, and its final surface treatment. Speak about the selection of materials you chose at the final stage and why
3. Problems you ran into within the project > other than time, of course!
4. How did you solve those problems? 
5. Visually, how is the sculpture you’ve created visually effective? In other words, how does it activate space? How does the surface treatment communicate your concept and why. Be specific here.
6. In hindsight, how would you improve your project?