|
Since coins were first used in the 7th century in what is now modern day Turkey, their purpose reaches beyond
monetary value. Coins have been an artistic expression of a nation's values, they have recorded important
events, paid tribute to various leaders and served as a means for advertisement.
This lesson plan allows students to design and "mint" coins bearing their own symbols. It's a simple carving
and casting process using Wonder-Cut® linoleum and Omyacolor Plastiroc a modeling clay that dries
rock-hard. Coins can be one or 2-sided, and degree of detail can be adjusted according to age level.
Finished pieces can be inked and printed on paper as well.
|
|
Grade Levels
5–12
|
|
Objectives
- Students will observe the artistic expression used in coins of the past and today.
- Students will evaluate the symbolism used in designing coins and select images that express their own ideas.
- Students will carve and cast a simple bas-relief sculpture, understand how negative space creates positive relief in the process of casting.
|
|
Historical/Cultural Relativity
Observe examples of coins from ancient and modern-day cultures. Ancient Greek,
Roman and Byzantine coins are the most widely collected. Asian coins are great
examples of coins as a means of artistic expression.
|
|
Procedure
- Use drawing paper to design coin layout first. Use compass to create a circle 2-3/4" in diameter, then
another circle inside that one 2-1/2" in diameter. Keep the drawing within the second circle, so that 1/8"
border around the edge remains. Layout should be simple, especially with younger ages. Multiple relief layers
(such as we see in portraits) are difficult. Have students concentrate on line and shape. IMPORTANT: All
lettering, including numbers, must be done in reverse.
- Transfer design onto Wonder-Cut block. Use Ebony or black pencil so that lines are clearly visible. Use
compass again to form circles.
- It is important to understand that the areas that will be cut away will be the areas that stand out on the
finished coin. Cutters should always point away from the student and fingers kept out of the way to avoid
cuts. It is recommended that a V-grooved plate be used to hold block absolutely steady (see photo A).
HINTS:
- Begin with outer edge of the coin, cut a groove between the outer
circle and the inner circle to form edge, work towards center.
- Use the small V-groove to create letters.
- Vary the depths of cuts to create multiple layers of relief.
- For large cut-away areas, create an outline with the small V-groove,
then use larger cutter to remove the rest.
- Keep some areas at surface level (don’t cut away), these areas will
appear flat.
- Use a stiff bristle brush over all cuts to clear crumbles and dust away. Rinsing the Wonder-Cut block
under running tap water is also helpful. If coin is to be 2-sided, repeat the above steps for the back side.
Make certain that the circle is drawn on the Wonder-Cut block in the exact location as the front side, so it
will line up.
- Use fingers to flatten 1-1/2" ball of air dry clay into a circle that covers the coin area. Press into mold. If
2-sided, line up back side of coin and press. If one sided, turn mold with clay in it over and press against
table to form a flat back.
- Pull clay gently away from Wonder-Cut® mold by loosening all 4 sides, then lifting. If dissatisfied with
results, roll clay up and try again. Trim away any excess clay on edges with scissors and allow to dry for 24
hours. It is helpful to turn the coin over once during drying to allow air to reach the back side. Rough areas
may be worked off with fine sandpaper, if desired.
- Paint coin gold, silver, bronze or copper color. For an antique look, paint coin with a coat of Raw Umber
first, allow to dry. Brush bronze or antique gold paint loosely over the raised areas of the coin, allowing
recessed areas to remain dark, (see gold coin example above).
|
|
Variation
Instead of coins, create medals. Add hanging hole into design.
|
|
Photo A
|
National Standards
Content Standard #2 — Using knowledge of structures and functions
5-8
- Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work.
9-12
- Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal or other purposes of art.
Content Standard #3 — Choosing and evaluating a range of subject matter, symbols and ideas
5-8
- Students use subjects, themes and
symbols that demonstrate knowledge of contexts,
values, and aesthetics that communicate intended
meaning in artworks.
9-12
- Students evaluate and defend the validity
of sources for content and the manner in which
subject matter, symbols and images are used in
the students' works and in significant works by
others.
Content Standard #4 — Understanding the visual arts in relation to history and cultures
5-8
- Students know and compare the characteristics
of artworks in various eras and cultures.
9-12
- Students describe the function and
explore the meaning of specific art objects within
varied cultures, times and places.
|
|
