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Sample Lesson Module 1 from Express Diversity!

Activity and Discussion

Present the concept of three-dimensional forms and the term "sculpture"

• Show examples of three-dimensional forms (a cup, a chair, our bodies).
• Define three-dimensional as something having width, length and depth.
• Show example(s) of sculpture, if possible.
• Define sculpture as a three-dimensional work of art. Sometimes sculptures are made by carving away material, like a stone statue, or made by adding material, like a sculpture built up with clay.
• Define artists who make sculptures as "sculptors."

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Present the concept of texture

• Have students feel their hair. What texture is it? (smooth, coarse, curly, soft, wavy) Caution: Make sure value judgments are not placed on different textures of hair - one texture being better than another. This is a good time to start instilling that everyone has different, unique and valuable characteristics.
• Have students feel their skin. What textures are they?
• Have students feel portions of their clothing and shoes. What texture are they?
• What are some ways that sculptors could show texture in their sculptures?

1. Chiseling
2. Carving
3. Stamping with tools
4. Poking with fingers

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Introduce the sculpting activity

• Tell students they will be sculptors today. They will be making a sculpture of a person's head.
• They will be using clay and should add texture to their creation.
• There will be certain "rules" to this activity.

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Organize the class into two groups and explain the "rules"

• Group 1 will create the sculpture having limited sight (i.e. blindfolded or smeared sunglasses).
• Group 2 will create the sculpture using only one hand. (Students can sit on one hand or put it in their pocket.)
• They should add texture using their fingers and tools provided.
• They will have 15 minutes to create the sculpture.

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Distribute materials

• Walk around the room, answering questions. Provide encouragement.
• Make sure groups are sticking to the "rules."
• Call time after approximately 15 minutes.

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Discuss the experience

• Have students stay in character - those who are blindfolded should stay that way and those with limited movement should stay that way - for the beginning of the discussion.
• What do you think of your sculpture? What do you think of your classmates' sculptures?
• Point out that some museums have tours where visitors just use their sense of touch - tactile tours, to experience art.
• Have students return to being themselves.
• Discuss the experience further.

1. What was your experience with sculpting like?
2. Did you surprise yourself?
3. Were you able to do something that you didn't think you were you able to do?

• Point out that when presented with problems, students solved them. The solutions were very creative.
• What did you accomplish? Point out the results. (You may want to place the sculptures on display for this part of the discussion.) All the sculptures are different.
• Emphasize that everyone had the same assignment, yet, each completed the task differently. Caution: Be careful not to compare the two groups or make judgments about which sculptures are the "best."
• What if you were given this assignment and you weren't blindfolded or restricted to using only one hand, would all the sculptures still be different? Would you all have completed the task differently?

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Summarize the discussion

There are different ways to completing the same tasks. All the different ways are valid. (They are okay.) You all had the same assignment. You all completed your assignment and created a sculpture. Yet, each of you created your sculpture differently from your unique perspective and view of the world.

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Introduce students to Michael Naranjo as a person with a disability

• Read or have students read about Michael Naranjo (pronounced "na-rahn-ho")
• Define disability as an impairment, not being able to do something.

Discuss the biography

• How do you think Mr. Naranjo completes tasks differently than we do?
• How would he complete the sculpture assignment?
• How do you think Mr. Naranjo learned to make sculptures?
• Remind students that in the activity they had to experiment and had to try to do things differently. They had to solve problems and ended up learning something new because they solved the problem.

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Summarize the biography

Mr. Naranjo has a disability yet he still realized his dream of becoming a sculptor. He is pleased with his work and with his life. The loss of his eyesight did not stop him from sculpting; it simply caused him to work differently. We can infer that because of the problems he had to solve, he came up with creative solutions and gained fresh insights about working with three-dimensional forms. When you first acquire a disability, it may be scary, but when you live with it, then life becomes different and rewarding. For Mr. Naranjo, sculpting without sight is "normal."

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Have students write in their journals

• About their experience with making the sculpture.
• About people accomplishing tasks differently.
• About people with disabilities accomplishing tasks.
• About coming upon a barrier and because of the barrier learning something new or gaining a new viewpoint.

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