Instructional Objectives
After viewing photographs of and site plans for several site-specific sculptures, viewing a video documentary on the sculptor Maya Lin, and discussion of two important site-specific works, students will understand what makes a sculpture site-specific. They will propose a site-specific sculpture for a location in the school community, using persuasive speech and writing, a sketch, and a model.
Product—Using persuasive language, students will write a proposal for a site-specific sculpture and build a model as if they are entering a design competition.
Key Concept—Students will demonstrate their understanding of what makes a sculpture site-specific and the contribution that art makes to the community.
Common Core Standards for English Language Arts
Students will submit a design proposal for a site-specific sculpture to commemorate an event that resonates with the school community or the surrounding community. The site will be one, chosen by me, that is important to the school community. Students will write arguments to support their proposal. Their claims will include an analysis of the site; the event, person or persons to be honored; and the community responses to that event. Proposals must include relevant research from various sources, such as interviews, local news articles and site visits. (CCSS. ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.)
New York State Learning Standards for the Arts
Standard Three—Responding to and Analyzing Works of Art
Students will analyze and discuss two important site-specific artworks: the reflecting pools at Ground Zero and The Vietnam Wall. Discussion will address the concept of each artwork and the materials employed as well as topics introduced by the students. Students will hear and read how the artists/architects researched and developed their concepts, and they will see the proposals the artists submitted to the design competitions.
Indicators
Initially, this will be evident from class discussion, when students articulate the artists’ concepts and how the design of their artworks and use of specific materials furthered those concepts.
Standard Four—Understanding the Cultural Contribution of the Arts
Students will learn how Maya Lin researched Vietnam veterans and the site where the Vietnam Wall would stand and how she designed a memorial to comment on the war and demonstrate regard for its veterans.
Students will also learn how architect, Michael Arad, and landscape architect, Peter Walker, approached the daunting task of designing a memorial for Ground Zero here in New York City. Students will see and read the responses of people to these artworks and they will understand the significant cultural contribution of the arts. Art can make a powerful statement and can touch people.
Indicators
Both contributions to class discussion and written design submissions will demonstrate students’ understanding of the contribution that the arts make to society.
Standard One—Creating, Performing and Participating in the Arts
Students will build a model of their proposed site-specific sculpture. They will use primarily found materials.
Indicators
This will be evident when students convey their concepts in three dimensions.
Motivation
The “hook” to draw students into this assignment will be a clip from the documentary Maya Lin: A Strong, Clear Vision. Students will see how a young college student (Maya Lin) researched the Vietnam War and the treatment of its veterans. Although the turmoil happened before her time, she tried to understand it thoroughly before deciding on a statement to memorialize the veterans. The movie shows her process and the courage she demonstrated to make a statement that moved many people and influenced contemporary memorial sculpture. Students will feel inspired at the start of the lesson and gain some understanding of the concepts and product assigned.
Materials
Pencils; watercolors; watercolor paper; cardboard, glue, metal straight edges, paper cutters, scissors to cut materials other than paper; and a selection of found materials. The lesson also requires a DVD player.
Strategies
Lecture/presentations, giving students examples, use of media/videos, identifying key words for students, class discussion, using higher level thinking skills, hands-on activity, displaying student work, student demonstrations to class
Developmental Procedures
Activities
Students will watch part of a documentary about sculptor and architect, Maya Lin, and how she designed the Vietnam Wall.
Key Questions
How do you think the material Maya Lin selected helps to communicate the message of her work?
You heard Maya Lin tell why she listed the names of the Vietnam veterans in the order that they died rather than chronologically. Do you think she achieved her goal? Explain. Do you want people to spend time with your sculpture? How might you involve people with the piece and make them look at it or experience it longer?
What else do the names do to the Vietnam Wall?
Students will look at images of the reflecting pools at Ground Zero here in New York City. They will see the design submission by Michael Arad and Peter Walker.
Key Questions
Do you see the influence of Maya Lin in this piece?
This is a work that you have to experience to fully appreciate it. But can you imagine what you might feel if you stood at the edge of the reflecting pools?
Students will receive paper and pencils for sketching. They will generate a concept for a site-specific sculpture to stand in a location important to the school community.
Key Questions
What material (s) would you use to build your site-specific sculpture and why?
Why does the sculpture need to stand in this location? Would it have the same meaning if it was located anywhere else?
Do the materials from which you would build it relate to its location?
For homework, students will prepare a written design proposal to submit with their sketch. They will explain their concept and demonstrate research and knowledge of the site and its importance to the school community.
In subsequent classes, students will use primarily found materials to build a three-dimensional model of their proposed site-specific sculptures.
As the models progress, students will walk around the room and see the work of their peers. We will discuss successful aspects of the projects.
When the projects have been completed, we will critique each one.
Assessment
After viewing photographs of and site plans for several site-specific sculptures, viewing a video documentary on the sculptor Maya Lin, and discussion of two important site-specific works, students will understand what makes a sculpture site-specific. They will propose a site-specific sculpture for a location in the school community, using persuasive speech and writing, a sketch, and a model.
Product—Using persuasive language, students will write a proposal for a site-specific sculpture and build a model as if they are entering a design competition.
Key Concept—Students will demonstrate their understanding of what makes a sculpture site-specific and the contribution that art makes to the community.
Common Core Standards for English Language Arts
Students will submit a design proposal for a site-specific sculpture to commemorate an event that resonates with the school community or the surrounding community. The site will be one, chosen by me, that is important to the school community. Students will write arguments to support their proposal. Their claims will include an analysis of the site; the event, person or persons to be honored; and the community responses to that event. Proposals must include relevant research from various sources, such as interviews, local news articles and site visits. (CCSS. ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.)
New York State Learning Standards for the Arts
Standard Three—Responding to and Analyzing Works of Art
Students will analyze and discuss two important site-specific artworks: the reflecting pools at Ground Zero and The Vietnam Wall. Discussion will address the concept of each artwork and the materials employed as well as topics introduced by the students. Students will hear and read how the artists/architects researched and developed their concepts, and they will see the proposals the artists submitted to the design competitions.
Indicators
Initially, this will be evident from class discussion, when students articulate the artists’ concepts and how the design of their artworks and use of specific materials furthered those concepts.
Standard Four—Understanding the Cultural Contribution of the Arts
Students will learn how Maya Lin researched Vietnam veterans and the site where the Vietnam Wall would stand and how she designed a memorial to comment on the war and demonstrate regard for its veterans.
Students will also learn how architect, Michael Arad, and landscape architect, Peter Walker, approached the daunting task of designing a memorial for Ground Zero here in New York City. Students will see and read the responses of people to these artworks and they will understand the significant cultural contribution of the arts. Art can make a powerful statement and can touch people.
Indicators
Both contributions to class discussion and written design submissions will demonstrate students’ understanding of the contribution that the arts make to society.
Standard One—Creating, Performing and Participating in the Arts
Students will build a model of their proposed site-specific sculpture. They will use primarily found materials.
Indicators
This will be evident when students convey their concepts in three dimensions.
Motivation
The “hook” to draw students into this assignment will be a clip from the documentary Maya Lin: A Strong, Clear Vision. Students will see how a young college student (Maya Lin) researched the Vietnam War and the treatment of its veterans. Although the turmoil happened before her time, she tried to understand it thoroughly before deciding on a statement to memorialize the veterans. The movie shows her process and the courage she demonstrated to make a statement that moved many people and influenced contemporary memorial sculpture. Students will feel inspired at the start of the lesson and gain some understanding of the concepts and product assigned.
Materials
Pencils; watercolors; watercolor paper; cardboard, glue, metal straight edges, paper cutters, scissors to cut materials other than paper; and a selection of found materials. The lesson also requires a DVD player.
Strategies
Lecture/presentations, giving students examples, use of media/videos, identifying key words for students, class discussion, using higher level thinking skills, hands-on activity, displaying student work, student demonstrations to class
Developmental Procedures
Activities
Students will watch part of a documentary about sculptor and architect, Maya Lin, and how she designed the Vietnam Wall.
Key Questions
How do you think the material Maya Lin selected helps to communicate the message of her work?
You heard Maya Lin tell why she listed the names of the Vietnam veterans in the order that they died rather than chronologically. Do you think she achieved her goal? Explain. Do you want people to spend time with your sculpture? How might you involve people with the piece and make them look at it or experience it longer?
What else do the names do to the Vietnam Wall?
Students will look at images of the reflecting pools at Ground Zero here in New York City. They will see the design submission by Michael Arad and Peter Walker.
Key Questions
Do you see the influence of Maya Lin in this piece?
This is a work that you have to experience to fully appreciate it. But can you imagine what you might feel if you stood at the edge of the reflecting pools?
Students will receive paper and pencils for sketching. They will generate a concept for a site-specific sculpture to stand in a location important to the school community.
Key Questions
What material (s) would you use to build your site-specific sculpture and why?
Why does the sculpture need to stand in this location? Would it have the same meaning if it was located anywhere else?
Do the materials from which you would build it relate to its location?
For homework, students will prepare a written design proposal to submit with their sketch. They will explain their concept and demonstrate research and knowledge of the site and its importance to the school community.
In subsequent classes, students will use primarily found materials to build a three-dimensional model of their proposed site-specific sculptures.
As the models progress, students will walk around the room and see the work of their peers. We will discuss successful aspects of the projects.
When the projects have been completed, we will critique each one.
Assessment
- Students will assess/analyze a site that has meaning to the school community
- Students will visit the site.
- Students will research the event that happened at the site by acquiring information from three different sources and from three different types of sources.
- Students will write a proposal for a site-specific sculpture for the assigned site.
- Students will create a sketch of their proposed sculpture. The sketch will show how the sculpture interacts visually with the site.
- Students will build a model of their proposed sculpture. The model will convey the student’s concept in three dimensions.
- Students will submit the written proposal, sketch and model.