• Students will learn the difference between shape and form
  • Students will create a figure based off of illustrations that can stand or exist on its own without added support



3.1.4 Describe how the illusion of 3-D objects are depicted in 2-D works of art.

3.1.6 Identify and describe a contour drawing of an object found in the environment.

3.1.11 Identify and describe representational, abstract and nonrepresentational works of art.

3.3.6 Explore and form an opinion about public art and design in the neighborhood, such as monuments, parks, plazas, murals, buildings, and bridges. Explain how these structures contribute to the cultural life of the neighborhood.

3.5.2 Represent and construct architectural features (e.g., arches, columns, symmetry, domes, post and beam) identifying mathematical concepts.

3.5.5 Identify artists in the community who create different kinds of art (e.g., prints, ceramics, paintings, illustrations, sculpture, and buildings).

4.1.1 Identify various types of lines (e.g., straight/curved, thick/thin, long/short, vertical/horizontal/diagonal, contour, ruled lines, calligraphy, and other freehand studies from observation, imagination, and schematic studies).

4.1.5 Identify pairs of complementary colors (e.g. yellow/violet; red/green; blue/orange) and discuss how artists use them to communicate an idea or mood.

4.2.4 Draw people in proportion to objects found in nature or in their environment.

4.2.9 Use additive and subtractive processes in making sculptural forms.

4.3.3 Describe an historic district observing the architecture and landscape; speculate how it has changed since its original construction.

4.3.8 Identify and describe how a person’s own cultural content influences responses to works of art. Create a composition that illustrates a personal cultural celebration.

4.5.3 Draw diagrams, maps, graphs, timelines, or illustrations to communicate ideas or tell a story about a historical event.

5.1.6 Distinguish and describe the concept of proportion (e.g. in face, figure) and scale used in works of art.

5.2.3 Draw a figure study using the conventions of facial and figure proportions.

5.2.7 Draw a landscape showing foreground, middle ground and background using overlapping to demonstrate perspective in a real or an imaginary scene.

5.2.9 Communicate values, opinions, and/or personal insights in an original work of art.

5.3.8 Research the role of visual art and arts during the Harlem Renaissance, exploring how visual arts reflect society and relate to other art forms (e.g. music, dance & theatre).

5.4.3 Develop and use specific criteria individually and in groups to assess works of art.

5.4.4 Using specific criteria, students assess their own works of art and describe what changes they would make for improvement.

5.5.4 Design a poster that illustrates a theme.


Photographs of:

  • Washington Monumnet
  • Martin Luther King Memorial
  • Rosa Parks Statue (US Capital)
  • Remember Them "Champions for Humanity"

Illustrations from previous lessons


Auhor: Lynn Curlee
Atheneum Books: New York 2003

Child of the Civil Rights Movement
Author: Paula Young Shelton
Schwartz and Wade Books: New York 2010

Warm Up

Once again we will share the Virtual Tour of the King Memorial pointng out key elements of the video as it guides its way from the various starting points. Making notice of the proximity to the streets, the number and type of trees throughout the entire monument, attention to the water, etc.

New Material

What challenges do you forsee in the construction of the memorial as they relate to the steps that have been presented in previous lessons.

There will be some class dscussion on the selection of each monument and what are some of the techniques that each artist will be using to finalize the project.

Some students may be using 3D madia of the first time. Those students will require some planning sessions to famalirize themselves with the materials. This is not an assignment to gague how well some can manipulate the material, but what the material can produce.


Students will use both additive and subtractive properties in the creation of their sculptural prototype of their chosen subject based on a set of criteria set forth in he contest announcement and subsequent illustrative renderings.

The finished product will demonstrate an understading of the place it represents and space that it occupies.


As history doesn't end and the conversation about history never ends neither will this piece of art work. For years people will debate on its accuracy in representing the subject, what you could have done and what you shouldn't have done. When in fact you were given a set of tasks that were monitored and scrutenized throughout the process. But ultimately it was  and is understood that you were the chosen artist and your skills, talents and experiences  would become a part of the completed work of art, where they will remain.

The question here is: Is it good or bad and why?

Closure and Reflection

This is not about a piece of art but it is about putting someone in their place that will give the viewer an opportuity to further understand some of the key figures of The Civil Rights Movement. King’s memorial was placed there on The National Mall to show the world that there has and there is a changing of the guard from he reports 105 lynchings that took place in 1901 the same time that the McMillain Plan was put in place to honor American heroes to allow a man that constantly advocated for peace and lawful demonstrations. But for now we have Dr. King, the Nobel Peace Prize winner of 1964 that said in his acceptance speech: I refuse to accept the view that mankind is so tragically bound to the starless midnight of racism and war that the bright daybreak of peace and brotherhood can never become reality. I believe that unarmed truth and unconditional love will have the final word.

So I challenge you to seek out someone to stand side by side Dr. King, our Presidents and our decorated war heroes on our National Mall to bring forth change and awareness to Our America.