SCULPTURE CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT.

Transcription

1 SCULPTURE CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. Approved by the Board: August, 2004

2 CONTENTS 1. DISTRICT MODEL....Page 3 2. OVERRIDING PRINCIPLE IN SCULPTURE STANDARDS SCULPTURE COURSE A. Unit I What is Sculpture?.. 7 Essential Question Standards with Objectives Performance Tasks - Performance Standards Professional Resources - Suggested Activities - Reference Materials Student Resources B. Unit II Relief Sculpture 9 Essential Question Standards with Objectives Performance Tasks - Performance Standards Professional Resources - Suggested Activities - Reference Materials Student Resources C. Unit III Sculpture in the Round.. 12 Essential Question Standards with Objectives Performance Tasks - Performance Standards Professional Resources - Suggested Activities - Reference Materials Student Resources D. Unit IV Environmental /Installations.. 15 Essential Question Standards with Objectives Performance Tasks 1

3 - Performance Standards Professional Resources - Suggested Activities - Reference Materials Student Resources 5. APPENDIX Performance Standards Rubric 17 Graduation Standards Rubric Suggested Resources.. 21 Newtown Success-Oriented School Model 2

4 Quality education is possible if we all agree on a common purpose as we work together to continuously improve the teaching and learning process. We believe that ALL CHILDREN CAN AND WILL LEARN WELL. The system strives to establish high standards for our students, faculty, and staff through the curriculum documents. Mastery of this curriculum depends on the effort and persistence of the learner, the support of the parents, and the knowledge, skills, and persistence of the staff. In order for our students to reach the goal of cognitive achievement, students must learn how to use the process skills of decision-making, problem solving, and critical thinking. Students need to take responsibility for their learning by becoming self-directed, active participants in the educational process. We must continuously work to improve the learning environment and the curriculum. To improve, we must analyze what we believe, what we know, and what we want before we take action to reach these goals. It is the responsibility of the staff of the Newtown Public Schools to provide all children with the opportunity to learn well. We believe that the students and staff will be more productive when basic human needs are met. These needs include: Belonging, the need for positive relationships; Competence, the need to be successful; Freedom, the need to have control over decisions; Fun, the need to enjoy life; and Survival, the need for shelter, food, and good health. Living and working with others enriches the experiences of students. Positive self-esteem brings productivity and personal satisfaction to students and to staff. This esteem can be nurtured through opportunities to self-evaluate constructively and see performance improve as a result of work. COGNITIVE ACHIEVEMENT Curriculum Mastery PROCESS SKILLS Decision Making Problem Solving Critical Thinking ACTION SELF-DIRECTED LEARNING Growth Through Action and Change What We Believ What We Want What We Know SELF ESTEEM A Continual Process of Self-Evaluation LIVING AND WORKING WITH OTHERS BASIC HUMAN NEEDS Belonging Competence Freedom Fun Survival 3

5 Newtown High School Sculpture Curriculum OVERRING PRINCIPAL IN SCULPTURE: Sculpture is a universal art form, which challenges all of the senses in both its creation and its appreciation. Standard 1 (Media, Elements and Principles) Students will use media, techniques, and processes to understand and express visual elements and principles Students will: a. Demonstrate skills in all of the basic sculptural techniques: paper manipulation and construction techniques using metal, plaster, wood, wire, clay and found objects. b. Apply basic surface finishing and application techniques: texture, patinas, glazes and paints. c. Define and solve challenging sculpture problems. d. Demonstrate proper skills and safety practices using a variety of sculpture tools including: rasps, saws, hot glue guns, matt knives, wire cutters and hammers. Standard 2 (Content) Students will use subject matter, symbols, and ideas to make connections between art and other disciplines. Students will: a. Understand how the principles and elements of design are tied into form and function b. Discuss the purpose of traditional and contemporary functional and non-functional sculpture within a variety of time frames, cultures, and uses. c. Discuss the uses of sculpture in everyday objects. d. Discuss the roles of architects, industrial designers and other professions who influence sculpture and art around us. 4

6 Standard 3 (History and Cultures) Students will understand that art is the essential core, which reflects, records, and shapes the history and development of culture. Students will: a. Analyze shape and form, techniques, process, and materials used by various cultures to create functional or non-functional objects.(i.e. Egyptian, Native American, Ancient Greek Roman, African, European, and contemporary) b. Discuss the anthropological and archeological role of sculpture in understanding the history of mankind. Standard 4 (Analysis, Interpretation and Evaluation) Students will respond to works of art through analysis and interpretation. Students will: a. Discuss the impact meaning and validity of various sculptural works. b. Analyze the elements and principles of design within sculptural works. c. Analyze construction techniques of historical and contemporary sculpture using appropriate art and sculpture related vocabulary.

7 Standard 5 (Self-monitoring) Students will continuously examine, assess, and improve their work Students will: a. Take responsibility for maintaining all sculpture materials, tools and equipment, and follow correct classroom procedures. b. Self-assess their work through written and verbal analysis and participate in class critiques. a. Maintain a portfolio of sketches and written assignments related to the sculpture projects.

8 Sculpture Unit I What is Sculpture? Essential Question: When do functional objects become sculptural art? Standards with Objectives for This Unit Standard 2: Students will use subject matter, symbols, and ideas to make connections between art and other disciplines. Understand how the principles and elements of design are tied into form and function Discuss the purpose of traditional and contemporary functional and non-functional sculpture within a variety of time frames, cultures, and uses. Discuss the uses of sculpture in everyday objects. Discuss the roles of architects, industrial designers and other professions who influence sculpture and art around us. Standard 3: Students will understand that art is the essential core, which reflects, records, and shapes the history and development of culture. Analyze shape and form, techniques process and materials used by various cultures to create functional and/or non-functional objects.(i.e. Egyptian, Native American, Ancient Greek Roman, African, European, and contemporary) Discuss the anthropological and archeological role of sculpture in understanding the history of mankind. Performance Tasks 1. Students will compare and contrast various sculptural works. 2. Students will identify and discuss the various types of historical and contemporary sculpture, their origins, their function.. 3. Students will study the basic sculpture vocabulary and art concepts. 4. Students will research the various types of careers which create sculpture. Performance Standards (See Art Performance Standards Rubric on Page 17-20)

9 Professional Resources Suggested Activities Study of sculpture in student s daily life Survey - history of sculpture using slides Group discussions Reference Materials Crystal Sculpture Prints Slides: Anthology of sculpture slides Texts: Design Basics, David Lauer, Stephen Pentak. Harcourt College Pub. New York.2004 Understanding Art, Lois Fichner-Rathus. Harcourt College Pub. New York, 2004 Books: Charleston, Robert.World Ceramics an Illustrated History Cushing, Val M. A Gallery of Contemporary Work. NewYork. Lark Books Fina, Angela. The Best of Pottery, Vol. 2. Massachusetts. Rockport Pub Klemm, Christina. Alberto Giacometti. Museum of Modern Art. New York Roud, John. Sculpture in Wood. Minn. University of Minnesota Press Sculpture. Newsweek Books. New York Ziegler, Kathleen. Paper Sculpture. Mass. Rockport Pub Videos: Elements of Design Gerald Bromer, Crystal Videos "Principles of Design Gerald Bromer, Crystal Videos Masks from Many Cultures Crystal Videos Masterworks of Sculpture Louise Nevelson, Portrait of an Artist "Mummies and the Wonders of Ancient Egypt Students Resources Texts: Design Basics, David Lauer, Stephen Pentak. Harcourt College Pub. New York.2004 Understanding Art, Lois Fichner-Rathus. Harcourt College Pub. New York, 2004 Trade Magazines: Architectural Digest Art News Ceramics Monthly

10 Sculpture Unit II Relief Sculpture Essential Question: What are the effects of light and shadow on low and high relief sculpture? Standards with Objectives for This Unit Standard 1: Students will use media, techniques, and processes to understand and express visual elements and principles Demonstrate skills in all of the basic sculptural techniques: paper manipulation and construction techniques using metal, plaster, wood, wire, clay and found objects. Apply basic surface finishing and application techniques: texture, patinas, glazes and paints. Define and solve challenging sculpture problems. Demonstrate proper skills and safety practices using a variety of sculpture tools including: rasps, saws, hot glue guns, matt knives, wire cutters and hammers. Standard 2: Students will use subject matter, symbols, and ideas to make connections between art and other disciplines Understand how the principles and elements of design are tied into form and function Discuss the purpose of traditional and contemporary functional and non-functional sculpture within a variety of time frames, cultures, and uses. Standard 3: Students will understand that art is the essential core which reflects, records, and shapes the history and development of culture. Analyze shape and form, techniques process and materials used by various cultures to create functional or non-functional objects.(i.e. Egyptian, Native American, Ancient Greek Roman, African, European, and contemporary) Discuss the anthropological and archeological role of sculpture in understanding the history of mankind. Standard 4: Students will respond to works of art through analysis and interpretation. Analyze the elements and principles of design within sculptural works. Analyze construction techniques of historical and contemporary sculpture using appropriate art and sculpture related vocabulary.

11 Standard 5: Students will continuously examine, assess, and improve their work. Take responsibility for maintaining all sculpture materials, tools and equipment, and follow correct classroom procedures. Self-assess their work through written and verbal analysis and participate in class critiques. Maintain a portfolio of sketches and written assignments related to the sculpture projects. Performance Tasks 1. Students will demonstrate basic studio management. 2. Students will develop proficiency in the manipulation of paper, wood, and metal using the basic forming techniques and finishing techniques. 3. Students will create relief sculptures using repoussé techniques, paper folding, clay and found object assemblage. 4. Student will use the basic sculpture vocabulary when discussing and writing about the sculptural product. Performance Standards (See Art Performance Standards Rubric on Page17-20) Professional Resources Suggested Activities Review of basic relief sculpture vocabulary Studio management-equipment and materials Projects based on high and low relief: Copper repoussé Clay tiles or relief pieces Monochromatic studies of texture, unity, and pattern using found objects Paper casting and paper sculpture compositions Assemblage. Reference Materials Examples of relief art Prints of relief sculptures Slides: Relief sculptures-historical and contemporary Texts: Design Basics, David Lauer, Stephen Pentak. Harcourt College Pub. New York.2004 Understanding Art, Lois Fichner-Rathus. Harcourt College Pub. New York, 2004 Books: Charleston, Robert.World Ceramics an Illustrated History Cushing, Val M. A Gallery of Contemporary Work. NewYork. Lark Books. 1998

12 Jackson Paul. The Art and Craft of Paper Sculpture. Penn. Chilton Book Co Sculpture. Newsweek Books. New York Ziegler, Kathleen. Paper Sculpture. Mass. Rockport Pub Videos: Masterworks of Sculpture Louise Nevelson, Portrait of an Artist "Mummies and the Wonders of Ancient Egypt Students Resources Trade Magazines: Architectural Digest Art News Clay Times Pottery Making

13 Sculpture Unit III Sculpture in the Round Essential Question: How are all of your senses affected by sculpture in the round? Standards with Objectives for This Unit Standard 1: Students will use media, techniques, and processes to understand and express visual elements and principles Demonstrate skills in all of the basic sculptural techniques: paper manipulation and construction techniques using metal, plaster, wood, wire, clay and found objects. Apply basic surface finishing and application techniques: texture, patinas, glazes and paints. Define and solve challenging sculpture problems. Demonstrate proper skills and safety practices using a variety of sculpture tools including: rasps, saws, hot glue guns, matt knives, wire cutters and hammers. Standard 2: Students will use subject matter, symbols, and ideas to make connections between art and other disciplines Understand how the principles and elements of design are tied into form and function Discuss the purpose of traditional and contemporary functional and non-functional sculpture within a variety of time frames, cultures, and uses. Discuss the roles of architects, industrial designers and other professions who influence sculpture and art around us. Standard 3: Students will understand that art is the essential core which reflects, records, and shapes the history and development of culture. Analyze shape and form, techniques process and materials used by various cultures to create functional or non-functional objects.(i.e. Egyptian, Native American, Ancient Greek Roman, African, European, and contemporary) Standard 4: Students will respond to works of art through analysis and interpretation. Discuss the impact meaning and validity of various sculptural works. Analyze the elements and principles of design within sculptural works. Analyze construction techniques of historical and contemporary sculpture using appropriate art and sculpture related vocabulary

14 Standard 5: Students will continuously examine, assess, and improve their work. Take responsibility for maintaining all sculpture materials, tools and equipment, and follow correct classroom procedures. Self-assess their work through written and verbal analysis and participate in class critiques. Maintain a portfolio of sketches and written assignments related to the sculpture projects. Performance Tasks 1. Students will demonstrate sculpture studio management. 2. Students will develop proficiency in the manipulation of paper, wood, plaster, and metal using the basic forming techniques and finishing techniques. 3. Students will create a variety of sculpture forms using both additive and subtractive techniques. (i.e. assemblages, figure sculptures, self-portraits, masks, mass and linear works) 4. Student will use the basic sculpture vocabulary when discussing and writing about sculpture. Performance Standards (See Art Performance Standards Rubric on Page 17-20) Professional Resources Suggested Activities Review of sculpture vocabulary Studio management-equipment and materials Field trips to view sculptural works Projects based on basic sculptural techniques including wood, metal, wire, found object, and clay. Concepts: form, mass, linear, planar, kinetic, figurative, objective and conceptual: Balsa liner sculptures Wire contour portraits/animals Kinetic wire, metal, paper, found object or wood sculptures Wire and plaster figure sculptures Plaster carving Assemblage or conceptual found object sculptures Planer sculptures Clay portrait busts or animal sculptures Masks- clay, wood, metal, paper or cardboard

15 Reference Materials Actual Sculptures and Masks Slides: Assorted historical and contemporary Sculpture in the round Slides and prints of Cultural and African Masks Texts: Design Basics, David Lauer, Stephen Pentak. Harcourt College Pub. New York.2004 Understanding Art, Lois Fichner-Rathus. Harcourt College Pub. New York, 2004 Books: Charleston, Robert.World Ceramics an Illustrated History Cushing, Val M. A Gallery of Contemporary Work. NewYork. Lark Books Fina, Angela. The Best of Pottery, Vol. 2. Massachusetts. Rockport Pub French, Neal. The Potter s Directory of Shape and Form. Wisc. Krause Pub Grubbs,Daisy. Modeling a Likeness in Clay. Alberto Giacometti. Museum of Modern Art. New York Lucclesi, Bruno. Modeling a Head in Clay. Roud, John. Sculpture in Wood. Minn. University of Minnesota Press Sculpture. Newsweek Books. New York Videos: Masks from Many Cultures Crystal Videos Fiber Coiled Basketry Crystal Videos Masterworks of Sculpture Students Resources Trade Magazines: Architectural Digest Art News Ceramics Monthly Clay Times Pottery Making

16 Sculpture Unit IV Environmental/ Installations Essential Question: Does the sculpture become part of the environment or does the environment become part of the sculpture? Standards with Objectives for This Unit Standard 1: Students will use media, techniques, and processes to understand and express visual elements and principles Demonstrate skills in all of the basic sculptural techniques: paper manipulation and construction techniques using metal, plaster, wood, wire, clay and found objects. Define and solve challenging sculpture problems. Standard 2: Students will use subject matter, symbols, and ideas to make connections between art and other disciplines. Understand how the principles and elements of design are tied into form and function Discuss the purpose of traditional and contemporary functional and non-functional sculpture within a variety of time frames, cultures, and uses. Discuss the roles of architects, industrial designers and other professions who influence sculpture and art around us. Standard 4: Students will respond to works of art through analysis and interpretation. Discuss the impact meaning and validity of various sculptural works. Analyze the elements and principles of design within sculptural works. Standard 5: Students will continuously examine, assess, and improve their work. Take responsibility for maintaining all sculpture materials, tools and equipment, and follow correct classroom procedures. Self-assess their work through written and verbal analysis and participate in class critiques. Maintain a portfolio of sketches and written assignments related to the sculpture projects. Performance Tasks 1. Demonstrate sculpture studio management. 2. Research artists who create environmental art or installations. 3. Team or group solution to an installation problem using known sculptural techniques.

17 Performance Standards (See Art Performance Standards Rubric on Page 17-20) Professional Resources Suggested Activities Research environmental art and installations artists Discussions the impact of environmental art and installations Field trips to view environmental art or installations Group or team project - creation of an installation Reference Materials Slides: Environmental Art and Installations Texts: Design Basics, David Lauer, Stephen Pentak. Harcourt College Pub. New York.2004 Understanding Art, Lois Fichner-Rathus. Harcourt College Pub. New York, 2004 Books: Sculpture. Newsweek Books. New York Videos: Masterworks of Sculpture Louise Nevelson, Portrait of an Artist Students Resources Trade Magazines: Art News Architectural Digest

18 3-D Art Performance Standards Developing Standard Near Standard Meets Standard Exceeds Standard OVERALL APPEARANCE Artwork was completed and turned in but showed poor workmanship; no evidence of planning or following of procedures. Artwork never completed. Artwork adequately done yet shows lack of refinement and attention to detail. Uneven construction parts loose. Artwork shows application of design principles. Appealing, but lacking quality and refinement. Artwork carefully planned and shows an awareness of the elements and principles of design. Attractive, neat and or well constructed, of excellent quality. CREATIVITY AND ORIGINALITY Fulfilled assignment but gave no evidence of trying anything unusual. Artwork showed no evidence of original thought. Tried one idea and carried it out adequately but it lacked originality. Tried a few ideas before selecting one; made decisions after referring to one source; solved the problem in a logical way; based work on someone else s ideas. Several choices explored before selecting one; ideas generated; unusual combinations tried; connections made to previous knowledge; outstanding problem solving skills demonstrated. EFFORT AND PERSEVERANCE Project was completed with minimum effort. Work was not finished adequately. Project was finished but could have been improved with more effort. Student worked hard and completed project; with a little more effort it might have been outstanding. Project was continued until is was as complete as student could make it; effort went far beyond what was required; student took pride in his/her work. CRAFTSMANSHIP SKILL AND CONSISTANCY Below average craftsmanship; lack of pride in finished artwork. Poor craftsmanship; evidence of laziness or total lack of understanding. Crudely done. Showed average craftsmanship; adequate; but not as gook as it could have been. Student worked hard and completed the project; with a little more effort it might have been outstanding. Needs more refinement and attention to details. Artwork was beautifully done; attention paid to the refinement of details and construction techniques. ATTITUDE Makes some effort but lacks responsibility for equipment and/or materials. Disruptive; needs constant reminders. Makes a sincere effort; uses class time effectively. Inconsistent care of equipment or materials; needs constant reminders Has a positive attitude; good work habits; makes a sincere effort; uses class time effectively. Cares for equipment and materials. Has a positive attitude; good work habits; makes a sincere effort; uses class time effectively; is openminded to stylistic differences. Cares for equipment and materials. Has a poor attitude. ANALYSIS States opinion without evidence or justification. Uses little or no art vocabulary and makes many spelling or grammatical errors. Analyzes work using descriptive approach. Little or no comparisons or evidence to support statements. Uses some art vocabulary and has some spelling and grammatical errors. Analyzes work using some comparison and evidence to support statements. Uses appropriate art vocabulary. Few spelling or grammatical errors. In-depth and thoughtful analysis, using eloquent descriptions and comparative examples. Uses appropriate art vocabulary. No spelling or grammatical errors.

19 Newtown High School-Graduation Standards The following Graduation Standards are used for all students as part of the Graduation Requirements for Newtown High School. Each student must successfully meet the standards in each area. Graduation Standard Forms are to be completed for each student. Forms are available from the Administration. Problem Solving STANDARD 1: The student demonstrate use of the scientific method and applies procedure to solve and communicate and authentic problem or situation. Developing Standard 1 Near Standard 2 Meets Standard 3 Exceeds Standard 4 Attempts to identify the problem. Identifies aspects of the problem. Identifies the problem completely. Identifies the problem and its implications completely.. Attempts to develop and action plan. Develops an action plan that addresses some aspects of the problem Develops and action plan that addressees the problem. Develops and action plan that addressees all aspects of the problem in detail. Attempts to use relevant information or data to solve the problem. Uses some relevant information or data to solve the problem. Uses relevant information or data to solve the problem Uses a variety of sources of relevant information or data to solve the problem Attempts to formulate a solution or conclusion to the problem Formulates a solution or conclusion to the problem with minor misconceptions. Formulates a solution or conclusion that addresses the problem. Formulates a solution or conclusion that addresses the problem and has other applications. Attempts to demonstrate the solution to the problem. Demonstrates the solution to problem with some areas of confusion. Demonstrates the solution to problem with minor areas of confusion. Demonstrates the solution to problem in an appropriate and advanced medium. Rubric use for All Projects: Finding solutions for the specific criteria to the presented problem/project.

20 Written Performance STANDARD 1: The student is able to take and support a position on information and ideas. STANDARD 2: The student is able to convey information and ideas in a given written format. Developing Standard 1 Near Standard 2 Meets Standard 3 Exceeds Standard 4 Takes a position, but it may not be clearly developed. States a position or topic States a persuasive position, thesis, or topic; awareness of audience is evident. Developers a clear, thoughtful position, thesis, or topic; keen awareness of audience. Language use is generic little use of sculpture or art related terminology Attempts to use language/ specific terminology related to sculpture and art, to express ideas. Uses language/sculpture terminology appropriate to purpose, audience and discipline. Consistently selects language and sculpture terminology that enriches the expression of ideas. Unused of transition is lacking. Use of transition in only somewhat evident. Use of transition to more the reader along. Uses transitions effectively; highly fluent and polished. Attempts to organize response, but abrupt shifts in thinking interfere with meaning. Organizes ideas or information within paragraph level Uses organizational strategy or strategies (i.e., topic sentences, sequence, chronology, least to greatest, etc.) Employed sophisticated organizational strategies appropriate to audience and purpose. Tends to rely exclusively on personal experience. Make references to outside sources, prior knowledge, and/or experiences. Makes solid references to outside sources, prior knowledge and/or experiences Integrates a variety of sources, knowledge, or experiences to enrich position or topic. Ideas and information are somewhat developed, but information may be inaccurate. Ideas and information are adequate but not thoroughly developed; minor inaccuracies may still exist. Ideas and information are generally well developed, and accurate. Ideas and information are thoroughly developed; details are accurate and relevant. Fails to proofread so that errors in punctuation, grammar, spelling interfere with meaning. Proofreads for punctuation, grammar spelling: errors may still exist but do not interfere with meaning. Proofreads for punctuation, grammar and spelling; few errors exist. Proofreads for proper use of punctuation, grammar, spelling; no errors exist. Rubric use for All Projects: Contextual Rationale/Analysis, Reports and Written Assignments

21 Spoken Communication STANDARD 1: The student is able to convey information and ideas to others in a presentation using spoken language, non-verbal language and multi-media. Developing Standard 1 Near Standard 2 Meets Standard 3 Exceeds Standard 4 Tends to emphasis information over ideas; information may be inaccurate and/or unclear. Conveys information with minor inaccuracies; conveys ideas with minor areas of confusion. Conveys information with accuracy and clarity. Conveys information and ideas with authority and originality. Uses graphic organizers, artwork, or other multi-media techniques; however, connection to information by not be evident. Uses graphic organizers, artwork or other multi-media techniques to illustrate information or ideas. Uses graphic organizers, artwork, or other multimedia techniques to illustrate and interpret information and ideas. Makes skillful and creative use of graphic organizers, artwork and other multimedia techniques to illustrate and interpret information and ideas. Uses eye contact, posture or expression with prompting during presentation. Uses eye contact, posture or expression to convey meaning. Uses eye contact, posture, and expression to convey meaning. Uses eye contact, posture, and expression to convey meaning and engage the audience. Speaks too quickly or too softly to the setting Speaks at a pace and volume that are appropriate for the setting. Adjusts pace and volume to provide emphasis. Makes dynamic use of pace and volume. Tends to rely on everyday diction rather than making deliberate word choices. Makes word choices appropriate to audience and uses some terminology specific to topic. Makes word choices appropriate to audience and uses terminology specific to topic. Makes word choices to engage audience and makes fluent use of terminology specific to topic. Organizes spoken and visual components with support from structured directions. Organizes spoken and visual components with minor areas of confusion. Organizes spoken and visual components with in a logical sequence with appropriate transitions. Organizes spoken and visual components in an engaging sequence with skillful transitions. Rubric use for All Projects: Class Critiques

22 Suggested Resources Magazines: Architectural Digest Arts and Activities Art News Clay Times Ceramics Monthly Pottery Making Texts: Design Basics, David Lauer, Stephen Pentak. Harcourt College Pub. New York.2004 Understanding Art, Lois Fichner-Rathus. Harcourt College Pub. New York, 2004 Books: Charleston, Robert.World Ceramics an Illustrated History Cushing, Val M. A Gallery of Contemporary Work. NewYork. Lark Books Fina, Angela. The Best of Pottery, Vol. 2. Massachusetts. Rockport Pub French, Neal. The Potter s Directory of Shape and Form. Wisc. Krause Pub Grubbs,Daisy. Modeling a Likeness in Clay. Jackson Paul. The Art and Craft of Paper Sculpture. Penn. Chilton Book Co Klemm, Christina. Alberto Giacometti. Museum of Modern Art. New York Lucclesi, Bruno. Modeling a Head in Clay. Roud, John. Sculpture in Wood. Minn. University of Minnesota Press Sculpture. Newsweek Books. New York Ziegler, Kathleen. Paper Sculpture. Mass. Rockport Pub Videos: Elements of Design Gerald Bromer, Crystal Videos Fiber Coiled Basketry Crystal Videos Handbuilt Pottery Crystal Productions Louise Nevelson, Portrait of an Artist Masks from Many Cultures Crystal Videos Masterworks of Sculpture Mummies and the Wonders of Ancient Egypt", A&E Videos Principles of Design Gerald Bromer, Crystal Videos Prints: Crystal Portfolio Prints- "Sculpture" Crystal Portfolio Prints- "Cultural Masks" Crystal Portfolio Prints- "Folk Art Prints" Crystal Portfolio Prints- "African Art Portfolio" Crystal Portfolio Prints- Masks of Africa

23 Slides: Assorted Slides: Sculptural Historical, Cultural, Contemporary and Student work Museums: Museum of Modern Art- NYC Metropolitan Museum of Art- NYC Museum of the Native American Indian-NYC Museum of Natural History NYC Guggenheim Museum-NYC Yale Art Gallery- New Haven, CT Melon Center for British Art- New Haven, CT Sacred Heart University Gallery- Bridgeport, CT Housatonic Art Gallery- Bridgeport, CT Aldrich Museum of Contemporary Art- Ridgefield, CT Bruce Museum- Greenwich, CT Storm King Art Center-Mountainville, NY COLLEGES AND UNIVERSITIES AND OTHER Brookfield Craft Center Fairfield University Housatonic Community College Sacred Heart University Yale University University of Bridgeport