Food Sculptures

Grade 2

Jessica Dowling
25 February 2020

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Introductory Information:
● Artists are inspired by food, they make art about food in 2D and 3D
● Students will create a food sculpture to represent food in 3D
● Students will utilize model magic to convey their subject

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING: Artists are inspired by everyday objects

B. ESSENTIAL QUESTION: In what ways do artists capture everyday life and

things?

C. STATE STANDARDS ADDRESSED:

● MA 1-2.V.Cr.01: ​Generate and conceptualize artistic ideas and work. Use a wide
variety of two- and three-dimensional media that communicates a teacher-directed
idea after looking at images made by artists who use similar materials.

● MA 1-2.P.05: ​Develop and refine artistic techniques and work for presentation.
Organize artwork with artistic intent (e.g. by theme, concept, or another
organizational principle).

● RI VAD 1 (K-2) – 2​ Students demonstrate knowledge and skill of media, tools,

techniques, and processes of Visual Art and Design

● RI VAD 4 (K-2) –1​ Students reflect upon, analyze and evaluate the work of self
and others

D. LEARNING OBJECTIVES:

● The students will know how to use food as inspiration for art
● The students will be skilled at using model magic and marker
● The students will learn how to sculpt food
● The students will learn how to visually present their sculptures by designing a
plate

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT:

The final product will be a model magic sculpture of a food item on a designed
plate.

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 B. CONTINUUM OF ASSESSMENTS:
Modeling clay draft
Final Food Sculpture
Plate
Artist’s Statement

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:

Classroom set of modeling clay
Classroom set of model magic
Classroom set of markers
Classroom set of paper plates
Mod podge
Classroom set of Paint Brushes

B. VISUAL IMAGE RESOURCES:

Anton, P. (2015) CHEESEBURGER DELUXE, 43 x 42 x 13 inches,
mixed media, Peter Anton,
https://www.peteranton.com/index.php/artwork#sigplus_1001-34

“-”. (2015). FRIED EGG, 42 x 52 x 6 inches, mixed media. Peter Anton,

https://www.peteranton.com/index.php/artwork#sigplus_1001-37

Peter_anton_artist_snowcone.jpg​ ​(500 × 558 pixels, file size: 209 KB,

MIME type: image/jpeg).
https://en.wikipedia.org/wiki/File:Peter_anton_artist_snowcone.jpg

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 Anton, P.
http://www.barcroft.tv/artist-peter-anton-creates-mouth-watering-food-scu
lptures-new-york​.

Kim Clough. Bored Panda.

https://www.boredpanda.com/miniature-food-sculptures-clay/?utm_source
=google&utm_medium=organic&utm_campaign=organic

Faires, R. Austin Chronicles, Matt Randall.

https://www.austinchronicle.com/daily/arts/2014-09-19/pop-start/

C. VOCABULARY WITH DEFINITIONS: (LIST YOURS HERE)

a. Sculpture: ​the art of making two- or three-dimensional object by carving
stone or wood or by casting metal or plaster.
b. Sculpt: ​make (a form) by carving, casting, or other shaping techniques
c. Sculptor: an artist who makes sculptures
d. Contemporary art: today’s art​.

Include: QUESTIONS TO GENERATE DISCUSSION:

What things did you notice during the demo?
Why do you think artist’s make sculptures of food?
What ways can you make art about your favorite food?
What types of materials to artists use to make sculptures?

D. LEARNING ACTIVITY:
Class 1:
a. Welcome Students in to class
b. Show a slide of contemporary artists who make food sculptures
c. Do a VTS activity on some of the food sculpture images
d. Have students think about and brainstorm a food they would want to
create
e. Pass out modeling clay and work with students to sculpt a
preliminary/practice food item
f. Have students clean up and line up
Class 2:
a. Welcome students
b. Review last class
c. Give a quick 5 minute demonstration on how to use model magic, color it
with markers, blend colors in, sculpt, and assemble food

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 d. Dismiss students to tables, have them get boxes of markers, assign a table
to pass out packages of model magic
e. Walk around class giving praise and advice, write name, class, and grade
with sharpie on open model magic package
f. Have students set aside when finished
g. Have students clean up
Class 3:
a. Welcome Students in and review
b. Demonstrate how they can paint their plates
c. Demonstrate at Mod Podge at a seperate table/ mod podge station
d. Dismiss students to get paint supplies
e. Dismiss different tables to seal their food sculpture with modpodge
f. Clean up

E. DIFFERENTIATION: (Make sure to include accommodations here for

ELLs)
1.Pair students together (ELL)
2.Multiple ways of teaching (ELL)
3.Labels (ELL)
4.Make it visual (ELL)
5. Assist students with mixing color into model magic (DM)
6. Keep up with classroom routines (CM, DI, ELL)

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