Creative Explorations: The Artist\ · 3rd Year · Form and Space · Spring Term

Found Object Sculpture

Creating sculptures using recycled materials and everyday objects, focusing on balance and connection methods.

• NCCA Curriculum Specifications
• NCCA: Primary - Construction
• NCCA: Primary - Looking and Responding

About This Topic

Public Art and Statues takes art out of the classroom and into the community. For 3rd Year students, this topic is an exploration of how art shapes our public spaces and reflects our shared history. In the NCCA curriculum, this falls under 'Looking and Responding', but it also touches on 'Construction' as students design their own proposals for public works. They investigate famous Irish statues, from the Spire in Dublin to local monuments, and discuss who they represent and why they were built.

This topic introduces the idea of 'site-specific' art. How does a sculpture change when it's in a park versus a busy street corner? Students also grapple with the concept of 'commemoration'. Who deserves a statue? Who is missing from our public squares? This topic is perfect for structured debates and role-plays, allowing students to explore different perspectives on what art should be 'for'. Students grasp this concept faster through structured discussion and peer explanation.

Key Questions

1. Explain how a mundane object can be transformed into a piece of art.
2. Design a sculpture that is stable and balanced using various joining techniques.
3. Analyze how the history of an object changes when it becomes part of an artwork.

Learning Objectives

• Analyze how the form and texture of found objects contribute to the overall aesthetic of a sculpture.
• Design a stable sculpture by experimenting with various joining techniques suitable for different materials.
• Evaluate the structural integrity of a found object sculpture, identifying potential points of weakness.
• Explain how the original purpose or history of a found object influences its new artistic meaning.
• Create a sculpture that demonstrates balance and connection using at least three different types of found materials.

Before You Start

Introduction to 3D Forms

Why: Students need a basic understanding of three-dimensional shapes and how they occupy space before constructing sculptures.

Color Theory and Application

Why: While not always central to found object sculpture, understanding how color interacts can enhance the visual impact of their creations.

Key Vocabulary

Assemblage	An artwork made by gathering and joining found objects. It is similar to collage but is three dimensional.
Armature	A framework or skeleton used to support a sculpture, especially when made from malleable materials or when stability is needed.
Kinetic Sculpture	Sculptures that contain moving parts or are designed to move, often powered by wind, water, or a motor.
Negative Space	The area around and between the subject(s) of an image or sculpture. In sculpture, it is the space that is not occupied by the material itself.

Watch Out for These Misconceptions

Common Misconception

All statues must be made of bronze or stone.

What to Teach Instead

Students often think of public art as 'old-fashioned'. By looking at contemporary examples like the 'Sky Garden' or light installations, they learn that public art can be made of anything, including light, plants, or sound.

Common Misconception

Public art is only for famous people.

What to Teach Instead

Students may think statues are only for kings or generals. Discussing 'community art' projects helps them see that art can celebrate ordinary people, local stories, or even abstract ideas like 'hope' or 'peace'.

Active Learning Ideas

Formal Debate: The New Town Square

The class is divided into 'The Town Council', 'Local Artists', and 'Concerned Citizens'. They must debate whether a new public sculpture should be a traditional statue of a historical figure or a modern, abstract piece of art.

40 min·Whole Class

Inquiry Circle: Site Survey

Students walk around the school grounds in small groups to find the 'perfect' spot for a new piece of art. They must justify their choice based on visibility, how people use the space, and the 'mood' of the location.

30 min·Small Groups

Role Play: The Curator's Pitch

In pairs, one student acts as an artist pitching a sculpture design to a 'Curator'. They must explain what the sculpture represents, what materials it's made of, and why it belongs in a specific public place.

20 min·Pairs

Real-World Connections

• Environmental artists like Andy Goldsworthy create temporary sculptures in natural settings using found organic materials, highlighting the ephemeral nature of art and its connection to the environment.
• Public artists often use recycled or salvaged materials for large-scale installations, such as the 'Scrap Metal Dragon' in Wellington, New Zealand, demonstrating how discarded items can be transformed into engaging community landmarks.

Assessment Ideas

Quick Check

During the construction phase, ask students to hold up their sculpture. Pose the question: 'Show me one connection point you are proud of and explain why it is strong.' Observe student responses and provide immediate feedback on their joining techniques.

Peer Assessment

Have students display their finished sculptures. Provide a simple checklist for peer reviewers: 1. Does the sculpture stand on its own? (Yes/No) 2. Are there at least two different types of materials joined? (Yes/No) 3. What is one thing you like about your partner's sculpture? Students share feedback with their partner.

Exit Ticket

Students write on an index card: 'One object I used and its original purpose was ______. Now, as part of my sculpture, it means ______.' This helps them reflect on the transformation of meaning.

Frequently Asked Questions

How can active learning help students understand public art?

Active learning, such as mock town hall meetings or site surveys, allows students to step into the shoes of the people who decide what our world looks like. By debating the merits of different designs, they realize that public art is a conversation between the artist and the community, helping them develop a sense of civic ownership and critical thinking.

What are some famous Irish public artworks to study?

The Spire (Dublin), the Children of Lir (Garden of Remembrance), the 'Bull' (Pallasgreen), and the various 'Famine Memorials' across the country are excellent starting points for discussion.

How do I teach the 'scale' of public art in a classroom?

Use 'augmented reality' apps if available, or simply have students create small models (maquettes) and place them next to 'Lego' figures to understand how the size of a sculpture affects the viewer's experience.

Why is this topic important for 3rd Year students?

It helps them connect art to the 'real world'. It encourages them to look more closely at their own towns and cities and to understand that art is not just something found in books, but something they interact with every day.