You can download the Syllabus here.
First Assignment:
Due on: Wednesday, January 31st, 2018
Project Description: The family myth frieze will ask students to explore their family histories to find a myth, story or anecdote that will be used in the creation of a small scale frieze. The frieze will be a low-relief sculpture based on reenactments of the stories that we will do in class. Students will direct each other in the recreation of a scene from their family myth or story, document these with photographs, and use these photographs to model their frieze in clay. The clay models will then be cast into hydrocal, painted, and displayed for critique.
Criteria: important things to consider in creating a successful frieze are how well you capture a scene or moment from your story, reaching out to family or friends of your family to learn or recount stories, composition, narrative, quality of rendering (not necessarily how realistic the rendering is, but that it has a consistency in its composition).
Budget: students will be expected to purchase a basic pottery tool kit (such as the Kemper Pottery Tool Kit) about $10-$12. Highly recommended is buying a set of silicone clay shaping tools, available online for $7-$10.
Questions: what stories have I hear over and over again from family members? What do these stories say? Are they embellished, or mostly true? What liberties can I take with my story? What scenes or images crystallize out of this story? Who are the cast of characters? What makes each one recognizable? Why am I setting this story in stone? Who will be reading this frieze, and what might they take away from it? Will there be color? Paint? Will I view this frieze from below, or look at it at eye level? How is depth conveyed through the composition? What recedes in the plane, and what pushes forward? Is there a hierarchy to the composition, or is it totally flat? Who is in the foreground and who is in the background?
Art 291 | Introduction to Sculpture
Winter 2018
Monday/Wednesday 9:00AM-11:50AM
Shattuck Hall 112
Course Instructor:
Spencer Byrne-Seres
yspencer@pdx.edu
Office hours by appointment.
Course Overview:
Introduction to Sculpture covers some of the basic concepts, tools and materials related to the creation of three-dimensional art. Over the course of the semester we will define sculpture through studio assignments and through a review of contemporary and historical artists and trends related to sculpture. How do we give meaning to material? How do we read sculpture in relation to a room, a building or a person? What do certain sculptural forms evoke? How can we use scale, color, form, texture and space to convey a specific feeling or idea?
Through this class students will gain command of specific sculptural processes and materials while engaging in concept-generated assignments. Lectures and readings will present students to the work of modern and contemporary sculptors. The class will employ methods used in making sculptural forms such as rendering from observation, mold making, wood construction, and assemblage. The use of clay, plaster, wood, and found objects/materials will be covered. In addition to the materials and processes introduced, a mixed-media approach is encouraged in all projects. Students at this level also begin experimentation with a range of alternative materials and process that support current practices in contemporary art.
Pre-requisites:
When restricted, this course is open to non-majors with instructor’s consent or departmental approval. Recommended preparation: Art 102 (expected of art and art history majors).
Learning Outcomes:
- Students will gain practical knowledge of: plaster waste molds, silicone molds, basic resin casting, and wood working (table saw, bandsaw, miter saw, drill press, sanders, etc).
- Students will learn about sculptors and sculptural concepts from throughout the 20th century as well as contemporary artists and art movements related to sculpture.
- Students will learn concepts and vocabulary related to sculpture through group critiques at the end of each assignment.
- Understanding of formal and conceptual considerations in the creation of sculpture including form, compositions, scale, context, and audience.
Course Structure:
The course will consist of four major assignments, along with short in-class assignments, exercises, lectures, and short readings. Students are expected to keep a sketchbook for the class (no smaller than 8.5”x11”, plain/unruled paper). There will also be a weekly short writing assignment related to everyday objects and their potential for sculpture. As there is no assigned textbook, students should be prepared to allocate a small budget for each project, including tools and materials as outlined below. Expected costs are detailed next to each assignment.
Assignments:
| Family Myth Frieze: The first assignment will be to model a low relief sculpture out of clay that depicts an oft told story or myth from their family. Students will interview a family member about a myth or story and then compose a scene that depicts some aspect of the story. These compositions will be staged in class with participation from students, and documentation will be used to model the clay sculpture. These sculptures will be cast into hydrostone using a basic plaster waste mold, then finished and presented for critique. | Tools and materials:
Clay modelling tools, flexible bucket, paint, random object for reenactment props $20-$40 |
| Bench Project: The second assignment will be to create a bench, loosely defined as a horizontal surface on which two or more people can sit. The project will require the use of the woodshop, including table saw, chop saw, bandsaw, and other hand tools. Students will research and consider a place where they would like to sit, within a 5 minute walk of the sculpture studio. Each bench should consider design elements based on how sitters should experience the seat (does it rock? is it uncomfortable? why is it painted red?) In addition, each bench should address the site specificity of where it is. | Tools and materials:
Lumber, paint, fasteners, hardware, finishes, sandpaper, etc. $25-$50 |
| Future Life Saving Device: The third project will focus on silicone mold making, beginning with the creation of an assemblage of small objects that is designed to save people from a future ailment or unknown threat. The assemblage should be conceived as a device, a tool, or object that can be held in the hand. Each device will be used to make a silicone mold so that replicas can be made for future generations. | Tools and materials:
Silicone, small jar of petroleum jelly, found objects, hot glue/super glue, other fasenters. |
| Town Diorama: The fourth and final project will involve found objects, assemblage, and research. Students will be asked to research a town or city and create a diorama depicting some aspect of the cities history. Students will create these dioramas inside of a large Flat Rate Shipping Box from the post office, and after our final critique we will send the dioramas to their respective mayors or town historians with the hope that they will be presented there. | Tools and materials:
USPS flat rate mail box, found objects, exacto knife, paper, cardboard, hot glue, paint, glitter, other craft materials. |
Archive of Speculative Sculpture:
In addition to the four major assignments, we will also conduct a short writing exercise each week. Every Monday, students will post an image of an everyday object (a trash can they walk by, a can of soup, a chair, a comb) to the class blog, along with a short (5 minute) free writing based on a different prompt each week. Each prompt will ask students to envision a sculpture somehow based on their chosen object, with no restrictions on grandiosity or scale.
Field Trips and Gallery Visits (extra credit)
We will make at least one field trip over the course of the term to the Portland Art Museum, this visit will be during class and mandatory. An annual student pass is $20. Additional extra credit will be available for attending other off-campus and on-campus events, which will be announced throughout the term. Each extra credit event will require you take a selfie at the exhibition or gallery that you send to me, and will earn you one grade point for the whole class (up to a maximum of three).
Classroom Expectations:
The workload for this class will require students to be in the studio outside of class time. Some projects are difficult to take home as “homework,” so plan on coming into the studio to finish projects (after class, weekends, other times.) Generally speaking, expect 2 hours of work outside of class for each hour of class time.
Attendance is mandatory. A strict attendance policy will be kept to ensure students are present for demonstrations and in-class exercises essential to successfully completing assignments. Students are responsible for informing me, in writing and at the earliest opportunity, of absences due to university-sanctioned events or personal responsibilities.
If a student must miss class due to an unforeseen event, the student must inform the me of the reason for the absence. Absences not cleared with me before the specific class event (exam, presentation, assignment due) may require a document from the relevant person (e.g., coach, employer, doctor), or further explanation. Unexplained/unexcused absences are hard to make up as there are many important demonstrations in class!
Missing two classes will result in the lost of one days participation points. Three unexcused absences will result in the lowering of your overall grade by one letter.
Participation in class is encouraged and necessary to successfully complete assignments and exercises. There will be many occasions where students are asked to collaborate, offer feedback, ideate and brainstorm and I hope students can be engaged and energetic about these assignments. Participation in critiques is essential. Please be generous and open while also willing to challenge and offer constructive criticism during critiques.
It is important that we create a classroom that is generous and inclusive. To help ensure this I would like us to create a classroom conduct agreement on the first day that we will all agree to follow.
As an instructor, one of my responsibilities is to help create a safe learning environment for my students and for the campus as a whole. We expect a culture of professionalism and mutual respect in our department and class. You may report any incident of discrimination or discriminatory harassment, including sexual harassment, to either the Office of Equity and Compliance or the Office of the Dean of Student Life.
Please be aware that as a faculty member, I have the responsibility to report any instances of sexual harassment, sexual violence and/or other forms of prohibited discrimination. If you would rather share information about sexual harassment or sexual violence to a confidential employee who does not have this reporting responsibility, you can find a list of those individuals. For more information about Title IX please complete the required student module Creating a Safe Campus in your D2L.
Grading Rubric:
Studio Assignments: 70% (20% Frieze, 20% Bench, 15% Future Life Saving Device, 15% Town Diorama)
Attendance and Participation: 20%
Weekly Writing Exercises: 10%
Grading Criteria:
A = Outstanding performance. Excellent achievement and work put into projects; exceeds problem criteria and consistently seeks fresh solutions; exhibits a commitment to expanding ideas and vocabulary; attendance and participation are excellent. B = Performs beyond requirements. Exhibits above-average progress and work put into projects; meets and exceeds problem criteria; exhibits above-average interest in expanding ideas and vocabulary; attendance and participation are above average. C = Average performance, fulfills all requirements. Exhibits an adequate level of progress and work put into assignments; exhibits acceptable interest in expanding ideas and vocabulary; attendance and participation are passable D = Uneven performance; requirements partially fulfilled. Output is minimal; does not meet problem criteria on all assignments, exhibits minimal progress and minimal interest in expanding ideas and vocabulary; attendance and participation are less than adequate F = Fails to meet minimum performance level. Does not exhibit achievement, progress or adequate levels of work; work is consistently incomplete.
Revisions and Editing:
Students are always allowed and encouraged to re-submit their work with edits or modifications following critiques. This is an opportunity to improve your grade on a given assignment by up to a full letter.
Grading Scale
A 93% +
A- 90–92%
B+ 87–89%
B 83–86%
B- 80–82%
C+ 77–79%
C 73–76%
C- 70–72%
D+ 67–69%
D 63–66%
D- 60–62%
F 59% –
Student Resources:
PSU’s Writing Center: http://www.writingcenter.pdx.edu
The writing center has guides, videos and an ability to set up an appointment online.
PSU’s Counseling Center: http://www.pdx.edu/shac/counseling
The counseling center offers a variety of services to help you. The website has information on walk-ins and what to do in the case of an emergency.
Access and Inclusion for Students with Disabilities:
http://www.pdx.edu/drc/accommodations
PSU values diversity and inclusion; we are committed to fostering mutual respect and full participation for all students. My goal is to create a learning environment that is equitable, useable, inclusive, and welcoming. If any aspects of instruction or course design result in barriers to your inclusion or learning, please notify me. The Disability Resource Center (DRC) provides reasonable accommodations for students who encounter barriers in the learning environment.
If you have, or think you may have, a disability that may affect your work in this class and feel you need accommodations, contact the Disability Resource Center to schedule an appointment and initiate a conversation about reasonable accommodations. The DRC is located in 116 Smith Memorial Student Union, 503-725-4150, drc@pdx.edu, http://www.pdx.edu/drc.
If you already have accommodations, please contact me to make sure that I have received a faculty notification letter and discuss your accommodations.
Women’s Resource Ctr: http://www.pdx.edu/wrc/welcome-to-the-womens-resource-center
Queer Resource Center: http://www.pdx.edu/queer/
PSU Graphic Design Blog: http://psu.gd/category/blog/
There are many resources available to you as a student here at PSU, and even more as part of the Art + Design department and community. If you are looking for something in particular, we probably have it, just ask.
Academic Integrity / Plagiarism
Plagiarism is the act of claiming someone’s work as your own through copying it without giving the creator of the work credit. Plagiarism can also include using another person’s theories, ideas, or phrases without proper attribution. The simplest way to avoid plagiarizing is to always cite the source from which you gather information or develop arguments. Plagiarism is a serious issue and is a violation of the PSU Student Conduct Code. (https://www.pdx.edu/dos/psu-student-code-conduct) Work that qualifies as plagiarism can result in failure from this course.
Code of Conduct and Title IX
Any student engaging in behavior that is deemed to be disruptive to the class will be asked to leave. Additionally, as an instructor, one of my responsibilities is to help create a safe learning environment for my students and for the campus as a whole. We expect a culture of professionalism and mutual respect in our department and class. You may report any incident of discrimination or discriminatory harassment, including sexual harassment, to either the Office of Equity and Compliance or the Office of the Dean of Student Life.
Please be aware that as a faculty member, I have the responsibility to report any instances of sexual harassment, sexual violence and/or other forms of prohibited discrimination. If you would rather share information about sexual harassment or sexual violence to a confidential employee who does not have this reporting responsibility, you can find a list of those individuals. For more information about Title IX please complete the required student module Creating a Safe Campus in your D2L.
Introduction to Sculpture (Art 291) 