SCULPTURE AND PROBLEM SOLVING.

High School

The initial stage of this project was media driven. I happened upon some interesting materials (thick, Cardboard rings and forms) and decided to use them as an introduction to sculpture.

I asked students to think about what kind of sculpture they would like to create. I encouraged them to think of the final product as a large-scale work. I gave them materials that imitated the form of the actual material they used. In this case, paper-towel tubes cut into slices of varying widths were an excellent medium, as the final medium was large-scale cardboard tubes. Each student spent one period constructing a model. When all the models were finished, I assigned a number to each and placed them in a central location in the room. Students voted on the sculpture they wanted to make as a group project.

Students should begin by formulating a plan. This may require several adaptations to the original idea, as the media may present practical problems that were not an issue before. The teacher should "troubleshoot," that is, if a potential problem arises that the group does not recognize, it should be mentioned. Otherwise, students should be encouraged to use problem solving skills during the planning and construction of their sculpture.

It was interesting to observe the group dynamics that took place in this learning situation. There was a group conscience or pride that evolved; the students took personal ownership in the work, and were excited about it. I conducted an informal survey of the students who had thought about their work outside of class, and were looking forward to class; the results were nearly unanimously positive.

Students were evaluated on their participation and their work, with consideration given to creativity, craftsmanship, aesthetic decision making, and problem solving.

ClipCard submitted by Sandra L. Eckert, an art teacher at Saucon Valley High School in Hellertown, Pennsylvania.