Final project


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Final project

  1. 1. Eternal Vigilance<br />By: Kelsey Trosch, Seth Stonis and Kayla Minner<br />
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  3. 3. Social, Cultural, and Historical Context <br />Eternal Vigilance was created by local artist John Silk Deckard<br />John Silk Deckard has depicted his work of art as “a heroic, self-clutching figure.”<br />The statue was installed in front of the Erie Art Museum in 1983, located on State Street.<br />Statue weighs over 500 pounds<br />It took over a year to complete the sculpture, which was constructed from a smaller model made out of wax.<br />
  4. 4. Social, Cultural, and Historical Context Contd.<br />Eternal Vigilance also known as “a moment of tortured humanity captured in 500 pounds of bronze”<br /> Deckard hoped to “get the viewers involved in unraveling and discovering the work.” He describes the piece himself as “a heroic, self-clutching figure.” <br />
  5. 5. How to make such a sculpture<br />Created through the ancient process known as the lost wax bronze casting technique<br />Eternal Vigilance took one year to complete<br />Deckard first made a small figure which he used as a guide in constructing the larger-than-life-sized statue out of quarter inch wax sheets.<br />Corrected flaws by flame polishing<br />After all of the niches were complete the 50 pound wax piece wastaken to a Cleveland foundry for the bronze casting process.<br />
  6. 6. What does it feel like?<br />
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  8. 8. What do you smell?<br />
  9. 9. What do you hear?<br />
  10. 10. What do you see?<br />
  11. 11. Different <br />Angles<br />
  12. 12. Left Side<br />Right Side<br />
  13. 13. PERSONAL CONNECTION: KELSEY<br />When I first saw the statue I thought it was weird and sort of absurd. I didn’t understand why it was the welcoming piece at the steps of the museum, because I found it to be sort of scary! After researching this figure and actually understanding the meaning behind it I am now able to understand its connotations and make connections to my own life. Now knowing that Deckard made this piece to symbolize himself as a welcoming self-clutching figure, allows me to think and reflect on new everyday findings and art work in my own life. <br />
  14. 14. PERSONAL CONNECTION: KAYLA<br />I saw this statue a few times before actually thinking anything of it. At first I thought that it was kind of weird just sitting there in the middle. However, once I read about it and actually took the time to look at it I thought very different about it. I now think that it is very unique, and a great piece of art work. It reminds me of a beast/man combined together. It’s a huge piece of work, and I think the location is a great place now because it catches your eye from even a far. <br />
  15. 15. PERSONAL CONNECTION: SETH<br />-From a personal standpoint, I noticed the beautiful detail, which allowed Deckard to show the statues true emotions.  Overall, a very powerful piece of art, as I studied every aspect of its features.<br />
  16. 16. Curricular Standpoint<br />From a curricular standpoint, students can use different aspects of math, history, and English to better understand the Deckard’s artistic message.<br />Math= students can decipher the dimensions and measurements of the statue’s many details of the human body.<br />History=students can do extensive research to understand the statues overall meaning in art history and its impact to the city of Erie, Pa.<br />English=students can come up with creative poetry, lyrics, or stories to express what the statues means to them aesthetically<br />
  17. 17. Key Ideas:<br />Keep in mind the location of the sculpture <br />The significance of the sculpture<br />The gender of the sculpture<br />The history behind the sculpture<br />Real form<br />Curiosity questions about the sculpture<br />How much time went into it<br />Emphasis on shapes and size<br />Simplicity yet complex<br />
  18. 18. Line of inquiry: Aesthetic <br /> How does this represent texture as elements of design? How do elements effect the importance of design in regards to this piece of art?<br />
  19. 19. LINE OF INQUIRY: PEDAGOGICAL<br /> I think most people have no idea what the statue stands for as they pass it. I feel as if it is overlooked and questioned. There isn’t any information near the statue so to know the history and reasoning behind it you have to do the research!<br />People see this statue that work and live in Erie, some drive past it and see it every day.<br />I think its possible for people to relate to the statue. Its sort of hidden emotions embellish a world of the unknown. Just like all of our lives, tomorrow is never guaranteed, nothing is for sure. <br />I think this piece was chosen for the entrance of the museum because it poses so many unanswered questions. It makes the viewer wonder what’s going to be inside. It really opens up and the mind and makes you ask questions to yourself.<br />
  20. 20. EXPERIMENTAL ACTIVITIES<br />Pose as this statue.<br />Once your posing as it, have a friend take your picture in that position<br />Once you have your picture try to recreate it using wire and clay <br />Sit next to the statue in that same way for a period of time and see how people react to you being there.<br />Document these reactions and reflect back upon them<br />Have students measure the statue and document the large mass of the object.<br />You can have them guess how much the statue weighs and then tell them the actual amount. <br />Have the students create a poem or song about the statue and what it means to them<br />
  21. 21. The group<br />
  22. 22. MIND MAPPING<br />
  23. 23. REFERENCES <br /><br />permanent/vigilance/index.htmlhttp://<br /><br />17231549<br />nominees/Deckard.asphttp://<br /><br /><br /><br />