Stack'em high.

The random items on each table quickly prompted the question "What's this for?" Typical of middle school behavior, my eighth-grade students didn't even wait for the answer before they began to touch the plastic cups, scrap cardboard, colored wooden blocks, and other odd paraphernalia I had collected.

The opening task for the class: stack the items in four different arrangements. Two examples should demonstrate symmetrical balance; two, asymmetrical. Each person at the table would have a turn directing the design of the structure while the others helped. As far as the kids were concerned, they were just having fun. I, on the other hand, was looking for opportunities to point out how their solutions mirrored some of the requirements they would have to meet in their upcoming project: totems.

Inspiration

The inspiration for this project came about one day after having to refocus a student who was connecting his markers end to end, creating a three-foot-long utensil. (Sound familiar?) After I gave him "the look" and a half-hearted smile, he resumed his task, but the idea of stacking and connecting stayed with me.

Research on totems not only deepened my understanding of their meaning and value within the Native American culture of the Pacific Northwest, but also made me curious about contemporary totem forms. While searching online, I came across the work of two artists, John Dahlsen and Marlene Ziegler, whose work reflects the sense of design and personal reflection I was seeking for this project.

Preparation and Planning

Before beginning the project, students viewed a variety of totems and other vertical sculptures (both traditional and contemporary), examined the use of space within and around the forms, and evaluated how balance was achieved within them. Students sketched three ideas for their totems, each one based on geometric forms, personal themes, and Native American influences. Ideas were evaluated and the best idea was chosen for the final project.

Working with Clay

Since students had prior clay experience, clay vocabulary needed to be reviewed only briefly. I believe the first day of any clay project should serve as an opportunity to get the feel of the clay. If students want to save their work, fine. If not, they get a chance to formally start the next day.

As I expected, the individual forms within the totems demonstrated artistry. The major challenge for students was the balance issue, maintaining the stability of the overall form as it was built. I suggested that the largest piece be placed at the bottom in order to support the others. Frequent reminders to score and slip all pieces together were given to help ensure the sculpture's strength.

Extra large or thick pieces were hollowed out before being attached. As students progressed, it became evident that some might have to attach a few pieces after the firing process. The idea of using wire was introduced to help students extend their ideas outward.

To add visual interest, texture was required. I asked students to first roll out a small slab of clay and experiment with it by pressing, scraping, and drawing patterns with an assortment of clay tools and texture templates. I encouraged students to add a generous amount of texture in their final pieces.

Assessment

During the process (which took five classes) I had students switch seats so they could see how others were progressing and participate in small critiques with students they didn't know as well. Each student evaluated their work-in-progress relative to my requirements. Three compliments and three suggestions for improvement were given. It was interesting to overhear some of the student comments--many reflected just what I was thinking!

After the work was completed and dried, it was fired. We painted the sculptures with dark acrylic paint and then applied wax-based metallic finish to the surface. Ceramic caulk from the hardware store was used as needed for repairs and the pieces were secured with masking tape until the caulk was dry.

In evaluating this project, one observation was that, even though some students drew vertical sketches and were reminded to build vertically; their totems lacked a sense of verticality and didn't quite reflect a totem structure. In most cases, the size of the individual pieces was larger or smaller than originally planned, which caused other forms to not fit together as well. It was a successful project overall and one that I thought demonstrated a sophisticated sense of form for middle school students.

Objectives

* Students will create a balanced, 12" (30 cm) totem that effectively demonstrates form and space in a uniquely personal way.

* Students will incorporate a variety of textures while exhibiting clay skills.

NATIONAL STANDARD

Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their ideas.

WEB LINK

www.johndahlsen.com

Mary Coy is the art teacher at Spry Middle School in Webster, New York, and a contributing editor for SchoolArts. [e-mail]