Lesson Overview

Students complete their sculptures and give them titles in preparation for exhibition

Part I: Completing Sculptures
Part II: Giving Your Sculpture a Title
Assessment Guides




1) express aspects of their identity in their artwork.

2) use subject matter or symbols to express meaning.

3) organize mass and space with attention to multiple viewpoints.

4) write titles for their work.

Click here for Assessment Guides that you can use to determine the level of mastery your students have achieved in reaching these objectives.


This lesson will take a number of days or weeks to complete. Decide how many class sessions to devote to which activities within the lesson.

Consult the resources list to select materials and supplies to be assembled for student use.

Identify and schedule exhibition space for display of the completed sculptures, for example showcases, media center display areas, or community locations, such as banks, shopping malls, or local restaurants. If appropriate space is limited you may want to plan a changing show in which a few pieces are on view for a short time or video tape sculptures from various angles and display them on a monitor in the school or in a school television program.

Decide whether you will be responsible for exhibition or whether you will extend the unit to engage students in the process.


Part I: Completing Sculptures
Use posted Images of Me, Mass & Space, and Construction Icons to help focus students' efforts as they complete their sculptures. Remind students to:

  • focus on the theme of identity (Images of Me Icon),
  • consider how to make their sculptures interesting as viewed from different viewpoints (Mass & Space Icon),
  • use construction techniques (folding, crushing, notching, gluing, hanging, piercing etc.) and choose appropriate construction format. (Construction Icon)

Part II: Giving Your Sculpture a Title
Ask students to write tentative titles for their sculptures. Then divide students into groups to get feedback from classmates on the clarity and/or expressiveness of those titles.

Ask students to letter or word process labels with their names and the titles they chose, and to submit labels on tent cards along with their completed sculpture.

You may want to coordinate with a language arts teacher in asking your own or other students to write commentary on identity sculptures, perhaps for inclusion in school newspaper. Or, if your school has its own television program, you may want to coordinate with a media teacher to develop a student broadcast featuring the students' Identity Sculptures.


Use the following Guide to assess students' sculptures:

Beginner Students can construct sculptures and can write titles that relate in some way the students' identities.

Competent Students can construct sculptures that are interesting to view from at least two angles, and that express aspects of their identity as suggested by the titles of their sculptures.

Exceptional Students can use construction techniques effectively to produce sculptures that use mass and space in interesting interrelationships when viewed from several angles, that express ideas clearly related to aspects of their identities, and that are articulately (clearly and/or expressively) titled.


Classroom display icons of Images of Me, Construction, Mass and Space, and Themes
Corrugated cardboard
Tag board
White glue
Thumb tacks and push pins
Hammer and tacks or small nails (used with caution)
X-acto-knives (used with caution)
Hot glue gun (used with caution by students, or only by teacher)
Found objects, such as feathers, shells, nuts and bolts, buttons
Miscellaneous art supplies, such as metal foil, yarn, string, burlap, scraps or leather and fabric, dowel rods, and balsa wood
Acrylic or tempera paint

Optional Resources
Water-based clay
Clay tools
Clay storage facilities
Fabric or craft paper for exhibition backdrops
Card stock and markers (or word processor and printer) for tent cards
Selected printouts of classroom display icons to use in exhibition
Printout of selected lesson objectives to display with student work

© 2001 Hispanic Research Center, Arizona State University. All Rights Reserved.