Sculpture is a class designed for students interested in a more "dimensional" approach to creating art. With the completion of this course, every student will create personal pieces using different and unusual materials that reflect each student's "inner vision," will become familiar with Elements and Principles of Art and Design and their importance in the world, and, most importantly, will have an understanding of how art relates to their own lives. Samples of student work, assignments, and insights into art in the world will be posted throughout the year. I encourage you to visit this site often!
What do you see around you every day that you may not realize is actually sculpture?
"The art of sculpture is no longer restricted by traditional sculptural concepts, materials or methods of production. It is no longer exclusively representational but frequently wholly abstract."
- ENCYCLOPEDIA OF ART
“What would you take with you if you had to leave home and could only take three things?” This was the question asked of beginning sculpture students at Notre Dame Belmont. The high school students worked with clay for the first time; but rather than a traditional vessel project, sculpture teacher Martha Anne Kuntz created the Luggage Project. Each student designed a piece of luggage with three meaningful objects to place inside. For many, thinking abstractly posed a challenge. How would you show your love for your family without depicting one’s family? From a childhood tree growing up and out of a suitcase, to a row of houses and three teacups—the photographs exhibited represent the work of Notre Dame Belmont students who challenged themselves to think beyond the obvious.
Wearable Fashion Art
The assignment: The creation of wearable art for the Notre Dame fundraising gala fashion show.
The Sculpture II students were challenged with the task of creating wearable fashion items for the school fundraiser, which was based on ta candy theme. Candy wrappers were collected school-wide, and the students designed and created wearable fashions, then displayed them the night of the fundraiser, as the grand finale on the runway.
The Mask Project
The assignment: What is the purpose of a mask? When and why are masks are worn? Does a mask have to be physical or can it be the "face" we all put on in certain situations?
Students were asked to create a mask that reflected how they saw themselves, how they wished the world to see them, their innermost private side, their fantasy, or the reality that only they could see.
The assignment: To create a personal "postage stamp" as a form of identity using embroidery.
Embroidery is an often overlooked fiber art. Beginning with simple embroidery stitches, students created a concept that focused on how they see themselves, then developed the design into a postage stamp. Patience and the skill of small detail within an 8" frame added to the complexity and intimacy of the final project.
The assignment: To re-create a consumer product in a monumental scale, using the direction of the Pop Art movement as inspiration.
Students self-selected consumer food products they felt had interesting designs, appeal, and shapes, then problem solved to create both the packaging and the food item on a monumental scale. The challenge became one of scale and materials that would realistically exemplify the product.
The assignment: Based on the phrase "Home is Where the Heart Is", students will create a replica of an architectural structure, then symbolically place their "heart" within a selected space.
Using a photograph of the facade of each student's house, students were asked to create an architectural structure, in photographic "perspective", then place their concept of "heart" within the room they most associate with.
The assignment: Construction of a known, miniature architectural space.
Students were asked to recreate their bedrooms - and everything in them - on a miniature scale. Students had to consider scale, materials, dimension and proportion, and what they saw when they entered their own personal space.
The assignment: Each student was asked to create a response to a social concern, self-identity theme, or personal issue using a simple, wooden chair as the support.
Students began with an in-depth look at personal concerns and evaluations, then translated those to visuals through journal responses and thumbnails. Materials reflected the final choice of personal reflection.
The assignment: Installation art is created using both the human form and situations revolving around the school community and student life.
Students work collaboratively to create a group dynamic through the use of their own bodies and situations they see everyday in the school community. They present their concepts to the administration, then create the figures using packing tape. Finally, the forms are revealed and placed in unique locations around the school campus.