Curriculum Map for Visual Arts (Group 6)

Curriculum Map for Visual Arts (Group 6) Unit Title (Time frame) GEOMETRIC FORMS 3 4 weeks Standards IB Objectives Knowledge/Content Skills Assessments Key resources What are students expected to know and be able to do (knowledge What IB Objectives (as stated What key knowledge will students What skills will they acquire Through what will Textbook and skills) by the end of a specific stage in their education? General in Subject Guides) will this unit acquire as a result of this unit? This in this unit? students demonstrate the Other texts statements address? requires a summary of key content desired understanding? Websites for the unit What IB criteria will be Videos used to assess the Movies students? Community as a resource? Assessments: Trip All assessment which will be used to calculate a student s semester grade (must be entered on Engage Gradebook) Must be IB type assessment Assessment: All assessment which are used to provide Tonal drawing students with periodic tonal Pencil shading feedback so they are Plaster 3D forms values Motor control aware of their progress Recognizing the link between 2D These could include Geometric forms in a still life 2a develop an understanding of the personal and cultural forces drawing and creating the illusion of tone quizzes, posters, etc (Do the shape the arts 3D form Using tone to represent not enter on Engage Pencil HB 8B Appreciation for the Geometric form and to create Gradebook) 2b understand how arts shape the diverse cultures of the past and forms being the building blocks contrast (thereby creating Cartridge paper present to more complex forms the illusion of depth and Charcoal Being aware of the cultural and distance in a drawing All drawing White pencils historical application of this White pastels approach in art design and craft Black paper Renaissance Art activities examples MCEscher examples Dimensions and Contributions of the Arts Students will be able to use tone to represent form in a drawing and of geometric forms They will select, identify and deploy tonal values in their drawings Recognise viewpoints to represent perspective and make use of composition

GRADE 9 Unit 2 NATURAL FORMS (GEORGIA O KEEFFE) 5 6 weeks 2a develop an understanding of the personal and cultural forces the shape the arts 2b understand how arts shape the diverse cultures of the past and present Dimensions and Contributions of the Arts tonal values within a range of colours Deciding where to use these tones of colour Understanding how to make transitions between colours to create tonal values Blending and manipulating paint to implement the above Using a wash Using layers of colour Using transparent, translucent and opaque paint layers Using composition Selecting a close up viewpoint Recognising how a familiar form can become abstracted when seen in a viewfinder Using a viewfinder Isolating and identifying new shapes and forms with the parameter of the viewfinder Drawing out the above Paint mixing and blending Using blending techniques to create tonal value tonal values in a range of colours Using tone to represent form and to create contrast (thereby creating the illusion of depth and distance in an image and Selection of plastic and false flowers Selection of shells, bones or rocks Cardboard Viewfinders Oil pastels Watercolour paints Colour pencils Acrylic paints Brushes Georgia O Keeffe video and books Be able to select a colour range Students will be able to use tone and blending to represent form in a drawing of organic forms Students will select, identify and deploy tonal values in their drawings Students will select and identify tonal values within ranges of colour Thereby assigning dark and light values to each colour Be able to select and identify harmonious colours or complementary colours Be able to use darker or lighter colours to replace the use of black or white when adjusting tones Students will recognise viewpoints to represent perspective and make use of composition Students will use blending to create transitions between colours and tonal colour values

GRADE 9 lines and shapes to make drawing Using shape and outline in a linear drawing Selection of photo copied illustrations of: Insects buuterflies, fish, Unit 3 Using varied line width to suggest form and detail shapes and ordering them according to overlapping reptiles, leaves, flowers LINEAR DRAWING Recognising how simple perspective is achieved by overlapping / Drawing with an ink pen 2H HB pencils (Using layers ink and wash) obscuring of shapes Selecting colours and creating tonal values Paint mixing and blending Using blending techniques and Permanent black fineliner pens 5 6 weeks With them washes and layers of paint to create tonal value and Pen and ink 2a develop an understanding of the personal and cultural forces the shape the arts harmonious and complimentary colours colour relationships Watercolour paints Brushes 2b understand how arts shape the diverse cultures of the past and present Manipulating paint to implement the above tonal values in a range of colours Henri Rousseau video and Using a wash books Dimensions and Contributions of the Arts Using layers of colour Using tone to represent form and to create contrast Using transparent, translucent and (thereby creating the illusion of depth and opaque paint layers distance in an image Students will be able to line and shape to make accurate drawings of natural forms such as insects butterflies reptiles or fish Using composition Students will select, identify and deploy linear values, shapes and pattern in their drawings Be able to select a colour range Be able to select and identify Students will select and identify colour values harmonious and complimentary colours harmonious colours or complementary colours Students will be able to adjust the tonality of colours Be able to use darker or lighter Students will recognise overlapping shapes from one viewpoint to represent perspective colours to replace the use of black or white when adjusting tones Students will make use of composition Be able to contrast lighter and darker colours against each other Students will use watercolour to mix colours create washes and build up layers of colour

GRADE 9 Unit 4 PRINT MAKING 3 4 weeks 2a develop an understanding of the personal and cultural forces the shape the arts 2b understand how arts shape the diverse cultures of the past and present Dimensions and Contributions of the Arts shapes to make a printing block : negative and positive space, overlapping shapes, interlocking shapes, symmetry and asymmetry Using simplification and stylization to reduce complex information seen in a prior drawing Know how to make a print using the hand burnishing method and with the printing press Understand how a print is different from a drawing Recognise how a block print is different from other print making methods Using shape and outline in a linear drawing shapes negative and positive space Composition Making a print block Understanding the print making process Using printmaking techniques Making a series of prints Modifying and refining the print making process and Earlier drawings? Paintings to work from or some stimulus presented as still life or as secondary source material 2H HB pencils Medium thickness card Construction card Craft knives and scissors Printing press Block printing ink in a range of colours Rollers Cartridge paper Black paper or card Students will be able to create a simple block print using layers of medium thickness card Students will use shape and outline to reduce stylise and simplify complex information to design a print Students will use printmaking techniques to print a series of their images Students will be able to see the relationship between the texture of the printing block and the subsequent prints produced Students will make use of composition

GRADE 9 tones in a Cutting a pattern using a Selection of coloured papers portrait template made from tracing and card paper or generated via Unit 5 shapes to tonal areas which vary in colour tonality projection or tracing Using shape and outline in a Large black card sheets HB pencils MIXED MEDIA Using simplification and stylisation to linear tracing of tonal zones COLLAGE reduce complex information tones and contrasting Large tracing sheets / lightbox / 5 6 weeks Understand how the relationship (contrast) with the background to the portrait head is important shapes and projector A3 colour photographic Understand how to select ranges of negative and positive space portraits (posterised in Adobe photoshop ) 2a develop an understanding of the personal and cultural forces the shape the arts colour tonality form a variety of different media and Tracing and cutting with accuracy Craft knives and scissors 2b understand how arts shape the diverse cultures of the past and present Know how to assemble a range of a together to create visual impact and create light sculptural Composition PVA glue Acrylic paints Dimensions and Contributions of the Arts relief on a surface fine details Understanding the collage process Impasto media Assigning appropriate to specific areas of Textured / patterned papers the collage Students will be able to use a PS posterised self portrait or photographic portrait (enlarged to A3 size) to create a mixed media collage Modifying and refining the outcome Selection of fabric remnants Other haberdashery Students will use their understanding of tone, shape and outline to reduce, stylise and simplify complex information to create a collage Students will use hand cut collage and cut and paste techniques to create an image of themselves / a person Students will make use of composition Students will collect interesting and varied collage material and relate their work to that of other (contemporary) collage artists

Unit 1 WAX RESIST TONAL DRAWING (HENRY MOORE) 3 4 weeks 2a develop an understanding of the personal and cultural forces the shape the arts 2b understand how arts shape the diverse cultures of the past and present Students will be able to make a drawing of geometric forms and other assembled objects in a still life Dimensions and Contributions of the Arts tones in a portrait shapes to tonal areas which vary in colour tonality Using simplification and stylisation to reduce complex information Understand how the relationship (contrast) with the background to the portrait head is important Understand how to select ranges of colour tonality form a variety of different media and Know how to assemble a range of a together to create visual impact and create light sculptural relief on a surface Cutting a pattern using a template made from tracing paper or generated via projection or tracing Using shape and outline in a linear tracing of tonal zones tones and contrasting shapes negative and positive space Tracing and cutting with accuracy Composition fine details Understanding the collage process Assigning appropriate to specific areas of the collage Modifying and refining the outcome and Selection of coloured papers and card Large black card sheets HB pencils Large tracing sheets / lightbox / projector A3 colour photographic portraits (posterised in Adobe photoshop ) Craft knives and scissors PVA glue Acrylic paints Impasto media Textured / patterned papers Selection of fabric remnants Other haberdashery Studets will use: tone, wax resist and watercolour to complete these drawings in the style of British sculptor Henry Moore

Unit 1 WAX RESIST TONAL DRAWING (HENRY MOORE) 3 4 weeks 2a develop an understanding of the personal and cultural forces the shape the arts 2b understand how arts shape the diverse cultures of the past and present Dimensions and Contributions of the Arts tones in a still life values of dark / light to tonal areas Using directional shading to emphasise form Using a contrasting background to create depth and highlight forms Using perspective and understanding isometric views of geometric forms Selecting a view within a still life Deploying wax crayon to represent values of tone, imply texture and reinforce directional shading to emphasise form Selecting, identifying and using a range of harmonious colours in a wash Recognising and using a tonal range Representing forms in a drawing with isometric view and perspective Recognising dark and light values Shading using directional shading Using tone to suggest form and creating tonal contrasts between objects in the foreground and the background and Selection of plaster geometric forms set up at different levels and angles in a still life Selection of optional, additional objects to add to the still life Large buff or off white sheets of sugar paper or thick white cartridge paper HB pencils Black wax crayons Watercolours Soft brushes White oil pastels Examples of Henry Moore s work Book(s) on Henry Moore Students will be able to make a drawing of geometric forms and other assembled objects in a still life Studets will use: tone, wax resist and watercolour to complete these drawings in the style of British sculptor Henry Moore

shapes negative and positive shapes and Recognising shape, outline, negative and All drawing and Selection of appropriate objects new shapes created as a result of positive space and painting overlapping shapes representing these with Unit 2 linear drawing Large buff or off- white sheets of sugar paper or thick white 2 HISTORICAL AND Selecting, identifying and Creating opportunities to cartridge paper MIXED MEDIA DRAWING CULTURAL assigning tones within the drawing overlap and blend objects together Large sheets of tracing paper (JIM DINE) Understanding what is meant by Recognising dark and Scissors abstract light values and 5-6 weeks Blu tack 3 PERCEPTION AND Awareness of the abstraction Shading using mark- EVALUATIUON process making (cross hatching HB pencils splattering, controlled 2a develop an understanding of the personal and cultural Selecting, identifying and scribbling) Black wax crayons forces the shape the arts assigning values of dark / light to tonal areas Using density of mark Charcoal pencils 2b understand how arts shape the diverse cultures of the making to suggest tone past and present Using directional shading, mark and pattern Indian ink making, pattern, generated Dimensions and random marks to isolate shapes Using tonal contrasts Ink pens Contributions of the Arts and contrast between shapes between the objects and the background Graphite pencils Using a contrasting background to create depth and highlight forms Creating effective masks Compressed charcoal Using both dry and wet media of tracing paper to use when deploying messier Pastels Working between precision mark making such as Students will be able to make a mixed media drawing of a drawing with great detail and splatting ink selection of either natural forms / manufactured still life random mark making and less objects / cultural objects or other assembled objects in an detail Watercolours arrangement achieved by drawing one object at a time and overlapping them simultaneously Appreciating gestural mark Soft brushes making Students will use: tone, linear mark making and pattern to complete these drawings using a variety of media and Examples of Jim Dine s work Book(s) on Jim Dine Students will appreciate the drawing and printmaking of artists like Jim Dine when doing this

Relating drawn information to a 3D block of resistant material Recognising how a series of drawings relate to 3D All drawing and Selection of African Mask images, books, videos and sculpture painting resources Visualising an object from more Unit 3 than one side / viewpoint Making preliminary drawings based on Large dense sheets of 2 HISTORICAL AND Using tonal areas in a drawing research Styrofoam pre- cut into SCULPTURE (Option A) CULTURAL and on the surface of the sculpture material to represent Drawing out a carving blocks areas requiring carving plan onto the surface of a Sheets of tracing paper 3D block of material (AFRICAN MASKS) Understanding the carving and Hack saw blades process Deciding what to carve 5-6 weeks 3 PERCEPTION AND and what to leave Craft knives EVALUATIUON Using tools safely Protrusion versus concavity Bamboo skewers 2a develop an understanding of the personal and cultural Using directional cuts, bevels and forces the shape the arts varied angles to indicate tonal Adding armatures and Double sided tape areas and create depth in the extensions to join material 2b understand how arts shape the diverse cultures of the carving when creating protusions PVA glue past and present Considering symmetry and Using carving tools Black permanent markers Dimensions and volume Contributions of the Arts Interpreting tonal areas as either protruding forms or Working with papier mache in concavities Papier mache paste layers Using papier mache in News sheet paper Using dry brush technique with layers Soft brushes acrylic to complete the outcomes Using dry brush technique Students will be able to design and make a sculptural relief and working from darker Acrylic paints African Mask by carving it from Styrofoam and coating it with Appreciating the art of Africa to lighter colours to build a papier mache layered surface 1 brushes Students will use carving techniques to express their 2d proposals for a mask design as a 3D outcome Students will use acrylic paints with dry brush technique to complete and decorate their masks Students will appreciate the carving traditions and sculptural work of Africa

Relating drawn information to a 3D construction in panels of card Taking preliminary photographs- showing gesture and pose to help All drawing and painting Selection of Lynn Chadwick images, books, and resources Unit 3 Visualising an object from more than one side / viewpoint design a sculpture Digital camera 2 HISTORICAL AND Visualising an object in a net format Recognising how a series of drawings (made from Cartridge paper CONSTRUCTION (Option B) CULTURAL Using measuring and precision cutting to make panels to the above photographs) relate to 3D sculpture Pencils and erasers Marker pens (LYNN CHADWICK) construct modular geometric formed body parts Making preliminary drawings based on and Construction card 5-6 weeks 3 PERCEPTION AND Knowing the proportion of the research Visualising how a figure may be simplified Hot glue guns EVALUATIUON human body Using the correct proportions in the measurements and stylized into a series of modular geometric Glue cartridges 2a develop an understanding of the personal and cultural forces the shape the arts for the modular body parts Using tools safely forms Understanding and Scissors Cutting mats 2b understand how arts shape the diverse cultures of the past and present Using directional cuts, bevels and applying knowledge of human proportions into Craft Knives Dimensions and angular bisections to attach limbs to torsos and to give direction and the figurative work Masking tape Contributions of the Arts gesture to limbs Drawing out a plan onto the surface of card to Steel rulers Considering symmetry and volume create nets for the modular body parts Stiff wire Pliers Working with papier mache with Using a hot glue gun safely to assemble the Double sided tape Students will be able to design and make a figurative sculpture in the style of Lynn Chadwick in construction card thin layers of tissue modular parts and the resulting figure PVA glue Students will use measuring, cutting and geometry to create a Using dry brush technique with acrylic to complete the outcomes Coating the surface of the Facial tissues (separated into 3 ply layers) 3D outcome Appreciating the art of Lynn sculpture with a light Soft brushes Students will use a light layer of papier mache and dry brush Chadwick coating of paper tissue to create a light surface Black emulsion technique to complete their figures texture Metallic acrylic paints Students will appreciate the work of sculptors like Lynn Chadwick Using acrylic metallic paint over black emulsion 1 brushes to create a dry brushed metallic look

Curriculum Map for Visual Arts (Group 6) Unit Title (Time frame) Standards IB Objectives Knowledge/Content Skills Assessments Key resources tones in a portrait Cutting a pattern using a template made from tracing paper or generated via Selection of coloured papers and card Unit 1 1a develop an idea or personal interpretation to realisation, expression, communicating artistic ideal shapes to tonal areas which vary in colour tonality projection or tracing Using shape and outline in a linear tracing of tonal zones Large black card sheets HB pencils WAX RESIST TONAL DRAWING (HENRY MOORE) 3-4 weeks 1c evolve Art works from planning to completion 2 UNDERSTANDING THE CULTURAL DIMENSIONS works of art Using simplification and stylisation to reduce complex information Understand how the relationship (contrast) with the background to the portrait head is important Understand how to select ranges of colour tonality form a variety of tones and contrasting shapes negative and positive space Tracing and cutting with accuracy and Large tracing sheets / lightbox / projector A3 colour photographic portraits (posterised in Adobe photoshop ) different media and Composition Craft knives and scissors 2a develop an understanding of the personal and cultural forces the shape the arts Dimensions and Contributions of the Arts Know how to assemble a range of a together to create visual impact and create light sculptural relief on a surface fine details PVA glue Acrylic paints 2b understand how arts shape the diverse cultures of the past and present Understanding the collage process 3 RESPONDING ANALYSING AND Assigning appropriate to specific areas of Impasto media CONNECTING the collage Textured / patterned papers Modifying and refining the outcome Selection of fabric remnants Other haberdashery 3b connect their own work to the work of others Students will be able to make a drawing of geometric forms and other assembled

objects in a still life Studets will use: tone, wax-resist and watercolour to complete these drawings in the style of British sculptor Henry Moore Unit 1 WAX RESIST TONAL DRAWING (HENRY 1a develop an idea or personal interpretation to realisation, expression, communicating artistic ideal 1c evolve Art works from planning to completion works tones in a still life values of dark / light to tonal areas Using directional shading to emphasise form Using a contrasting background to create depth and highlight forms Using perspective and understanding Recognising and using a tonal range Representing forms in a drawing with isometric view and perspective Recognising dark and light values Shading using directional shading and Selection of plaster geometric forms set up at different levels and angles in a still life Selection of optional, additional objects to add to the still life Large buff or off- white sheets of sugar paper or thick white cartridge paper MOORE) 2 UNDERSTANDING THE CULTURAL of art isometric views of geometric forms Using tone to suggest form HB pencils DIMENSIONS and creating tonal contrasts 3-4 weeks Selecting a view within a still life between objects in the Black wax crayons foreground and the Deploying wax crayon to represent values of tone, imply texture and background 2a develop an understanding of the personal and cultural forces the shape the Dimensions and Contributions of the Arts reinforce directional shading to emphasise form Watercolours arts Selecting, identifying and using a Soft brushes 2b understand how arts shape the diverse cultures of the past and present range of harmonious colours in a wash White oil pastels Examples of Henry Moore s 3 RESPONDING ANALYSING AND work CONNECTING Book(s) on Henry Moore 3b connect their own work to the work of others Students will be able to make a drawing of geometric forms and other assembled

objects in a still life Studets will use: tone, wax-resist and watercolour to complete these drawings in the style of British sculptor Henry Moore shapes negative and positive shapes and new shapes created as a result of Recognising shape, outline, negative and positive space and representing these with Selection of appropriate objects overlapping shapes linear drawing Unit 2 MIXED MEDIA DRAWING (JIM DINE) 5-6 weeks 1a develop an idea or personal interpretation to realisation, expression, communicating artistic ideal 1c evolve Art works from planning to completion 2 UNDERSTANDING THE CULTURAL works of art tones within the drawing Understanding what is meant by abstract Awareness of the abstraction process Creating opportunities to overlap and blend objects together Recognising dark and light values Shading using mark- making ( cross hatching splattering, and Large buff or off- white sheets of sugar paper or thick white cartridge paper Large sheets of tracing paper Scissors Blu tack DIMENSIONS values of dark / light to tonal areas controlled scribbling) HB pencils Using directional shading, mark Using density of mark making to suggest tone and pattern Black wax crayons 2a develop an understanding of the personal and cultural forces the shape the arts Dimensions and Contributions of the Arts making, pattern, generated random marks to isolate shapes and contrast between shapes Using tonal contrasts between the objects and the background Charcoal pencils Indian ink 2b understand how arts shape the diverse cultures of the past and present Using a contrasting background to create depth and highlight forms Using both dry and wet media Creating effective masks of tracing paper to use when Ink pens Graphite pencils deploying messier mark 3 RESPONDING ANALYSING AND CONNECTING Working between precision drawing with great detail and random mark making such as splatting ink Compressed charcoal making and less detail Pastels Appreciating gestural mark making Watercolours 3b connect their own work to the work of others Soft brushes Students will be able to make a mixed

media drawing of a selection of either natural forms / manufactured still life objects Example s of Jim Dine s work / cultural objects or other assembled objects Book(s) on Jim Dine in an arrangement achieved by drawing one object at a time and overlapping them simultaneously Students will use: tone, linear mark making and pattern to complete these drawings using a variety of media and Students will appreciate the drawing and printmaking of artists like Jim Dine when doing this Relating drawn information to a 3D block of resistant material Visualising an object from more than Recognising how a series of drawings relate to 3D sculpture Selection of African Mask images, books, videos and resources Unit 3 SCULPTURE (Option A) (AFRICAN MASKS) 1a develop an idea or personal interpretation to realisation, expression, communicating artistic ideal 1c evolve Art works from planning to completion works one side / viewpoint Using tonal areas in a drawing and on the surface of the sculpture material to represent areas requiring carving Understanding the carving process Using tools safely Making preliminary drawings based on research Drawing out a carving plan onto the surface of a 3D block of material Deciding what to carve and what to leave Protrusion and Large dense sheets of Styrofoam pre- cut into blocks Sheets of tracing paper Hack saw blades 5-6 weeks 2 UNDERSTANDING THE CULTURAL DIMENSIONS of art Using directional cuts, bevels and versus concavity Craft knives varied angles to indicate tonal areas and create depth in the carving Adding armatures and extensions to join material Bamboo skewers Considering symmetry and volume when creating protusions Double sided tape 2a develop an understanding of the personal and cultural forces the shape the Dimensions and Contributions of the Arts Using carving tools PVA glue arts Working with papier mache in layers Interpreting tonal areas as Black permanent markers either protruding forms or 2b understand how arts shape the diverse Using dry brush technique with acrylic concavities cultures of the past and present to complete the outcomes 3 RESPONDING ANALYSING AND Appreciating the art of Africa Using papier mache in layers Using dry brush technique and Papier mache paste CONNECTING working from darker to lighter News sheet paper

3b connect their own work to the work of others colours to build a layered surface Soft brushes Acrylic paints 1 brushes Students will be able to design and make a sculptural relief African Mask by carving it from Styrofoam and coating it with papier mache Students will use carving techniques to express their 2d proposals for a mask design as a 3D outcome Students will use acrylic paints with dry brush technique to complete and decorate their masks Students will appreciate the carving traditions and sculptural work of Africa Relating drawn information to a 3D construction in panels of card Taking preliminary photographs- showing gesture Selection of Lynn Chadwick images, books, and and pose to help design a resources Visualising an object from more than sculpture Unit 3 1a develop an idea or personal interpretation to realisation, expression, one side / viewpoint Visualising an object in a net format Recognising how a series of Digital camera CONSTRUCTION (Option B) communicating artistic ideal Using measuring and precision cutting to make panels to construct modular geometric formed body parts drawings (made from the above photographs) relate to 3D sculpture Cartridge paper Pencils and erasers 1c evolve Art works from planning to Making preliminary drawings Marker pens (LYNN completion Knowing the proportion of the human based on research Visualising and CHADWICK) 2 UNDERSTANDING THE CULTURAL works of art body Using the correct proportions in the measurements for the modular how a figure may be simplified and stylized into a series of Construction card 5-6 weeks DIMENSIONS body parts modular geometric forms Hot glue guns Using tools safely Understanding and applying knowledge of human Glue cartridges

2a develop an understanding of the personal and cultural forces the shape the Dimensions and Contributions of the Arts Using directional cuts, bevels and angular bisections to attach limbs to torsos and to give direction and proportions into the figurative work Scissors Cutting mats arts gesture to limbs Drawing out a plan onto the surface of card to create nets Craft Knives 2b understand how arts shape the diverse Considering symmetry and volume for the modular body parts cultures of the past and present Masking tape Using a hot glue gun safely to 3 RESPONDING ANALYSING AND Working with papier mache with thin assemble the modular parts Steel rulers CONNECTING layers of tissue and the resulting figure Stiff wire Using dry brush technique with acrylic to complete the outcomes Coating the surface of the Pliers sculpture with a light coating of Appreciating the art of Lynn Chadwick paper tissue to create a light 3b connect their own work to the work of surface texture Double sided tape others Students will be able to design and make a Using acrylic metallic paint over black emulsion to create PVA glue figurative sculpture in the style of Lynn Chadwick in construction card a dry brushed metallic look Facial tissues (separated into 3 ply layers) Soft brushes Students will use measuring, cutting and geometry to create a 3D outcome Black emulsion Students will use a light layer of papier mache and dry brush technique to complete their figures Metallic acrylic paints 1 brushes Students will appreciate the work of sculptors like Lynn Chadwick