Docstoc

Secondary Lesson Unit Plan

Document Sample
Secondary Lesson Unit Plan Powered By Docstoc
					Secondary Lesson Unit Plan

Mandy L. Dillman

ARE 4352

Spring 2010


5 lessons inspired by Amy Giles


Authentic Art




                                        Reflection
                                              Self
                                            Process
                                         Understanding
                                             Voice




                                        Cognition
                                            Define
                                           Illustrate
                                             Solve
                                           Organize

                   Creation
                                             Unify       Connection
                                            Judge
                                                            Culture
                  Principals/Elements
                                                            Identity
                         Skill
                                                           Religion
                      Technique
                                                            History
Ceramics Lesson Title: Identity sculpture

            Objective: Students will analyze social and personal identity. They will create
                       a self portrait ceramic sculpture based on their social identity,
                       combining human characteristics with animal characteristics.
                       Students will explore their personal identity and illustrate their
                       personal identity on the surface of their ceramic sculpture.

        Sunshine State VA.B.1.4.4. Knows how the elements of art and principals of
           Standards: design can be used and solves specific visual art problems at a
                       proficient level.

                         VA.A.1.4.4. Uses effective control of media, techniques, and tools
                         when communicating an idea in both two-dimensional and three-
                         dimensional works of art

Procedures /Materials: Plan           Create                    Decorate
                       Paper          White low fire clay       Pencil
                       Pencil         Various clay tools        Acrylic paints
                       Eraser         Plastic bags              Paint brushes
                                      Newspaper                 Translucent antique agent
                                      Fine grit sandpaper       Mineral spirits
                                      Water                     Gloves
                                                                Rags
                                                                Sealer
                                                                Newspapers
                                                                Water
         Teacher will…      1. Discuss identity.
                            2. Discuss social identity, how others identify you through
                               physical attributes, outward appearances, and surface clues.
                            3. Discuss personal identity; how we may define self.
                            4. Display visual resources of Sergei Isupov’s work,
                            5. Discuss essential elements of inspiration in his work, point
                               out ways in which he defines himself within his works, and
                               discuss his use of animal characteristics combined with
                               human characteristics.
                            6. Demonstrate clay techniques which may be used in
                               combination to form a sculpture. This includes the use of
                               newspaper armature, coils, pinch, slabs, etc.

                            7. Demonstrate acrylic on clay painting techniques step by
                                step.
                            8. Fire all completed sculptures by week 3.
                            9. Hold class critique.
                            10. Assessment.
  Vocabulary: Social Identity- The set of behavioral or personal characteristics by
              which an individual is recognizable as a member of a group.

                Personal Identity- The distinct personality of an individual
                regarded as a persisting entity; individuality.


Students will… Planning:
                  1. Discuss with class elements of personal and social identity.
                  2. Discuss the works of Sergei Isupov.
                  3. Complete Personal identity questionnaire which prompts
                      students to think about what makes them unique individuals.
                  4. Complete a Social Identity questionnaire which asks how
                      others may characterize them based on physical, outer, or
                      surface appearances.
                  5. Complete a mind map or Venn diagram to help students to
                      organize visual representations of their identity
                      characteristics.
                  6. Draw a preliminary drawing of their completed ceramic
                      sculpture.
                  7. Draw an illustration of one or more aspects of their personal
                      identity to decorate/paint onto sculpture.
               Creating:
                  1. Drawing from previous knowledge of ceramic techniques,
                      principals of design, and elements of art students will begin
                      creating a sculpture using white clay.
                  2. Use newspaper armature, coil, slab, and pinching techniques
                      as needed to form sculpture.
                  3. Cover clay with plastic bags and keep moist throughout
                      creation process.
                  4. Allow completed sculpture to dry.
               Decoration:
                  1. Transfer planned drawing to bisque clay object.
                  2. On top of newspaper, Paint object with acrylic paints.
                      Starting at the bottom and working up.
                  3. Allow object to dry.
                  4. Examine piece and make any touch ups as needed.
                  5. Antique the dried painted piece, using an antiquing agent.
                  6. Paint the entire piece with the antique. Then, wipe off
                      excess with a cloth dampened with mineral spirits. Wipe off
                      the desired amount of antique.
                  7. Dry brush with acrylic paint to create detail as needed.
                  8. Spray dry piece with a matt sealer.
              Assessment SEE APPENDEX

  Statement of Origin: Artist: Chronogram Arts and Culture Magazine
                       Lesson theme: Mrs. Karen LeBlanc
                       Lesson organization: Amy R. Giles, Bloom’s Taxonomy
                       Lesson Activity: Sergei Isupov

     Visual Resources:




References:

Isupov, S. (artist) (2000) Monkey. Retrieved from

       www.vitreographs.com/Artists/IsupovS/IsupovS.html

Isupov, S. (artist) (ND) Teapot. Retrieved from http://santiagogallery.wordpress.com/past-

       exhibitions

Isupov, S. (artist) (ND) No title. Retrieved from imgfave.com/view/75342?t

Mahony, B.K. (Ed.) (2005, July) Chronogram Magazine. Cover.

Shapiro, Mike. (artist) No title. Retrieved from http://www.cartoonstock.com
        Lesson Title: Family circle portrait drawing

           Objective: Students will analyze and recognize religious, cultural, hereditary,
                      and traditional aspects of their family. They will create a family
                      portrait using symbolism to convey distinctive aspects of their
                      family’s culture, traditions, and religion.

       Sunshine State VA.B.1.4.1. Applies various subjects, symbols, and ideas in a work
          Standards: of art.
                      VA.C.1.4.1. Understands how social, cultural, ecological,
                      economic, religious, and political conditions influence function,
                      meaning, and execution of works of art.

Procedures /Materials: Plan                             Create
                       Family circle map                Drawing Paper
                       Pencil                           Pencil
                       Eraser                           Eraser
                                                        Ruler
         Instructional
                         Teacher will…
                            1. Display works by artist Shizu Saldamando.
                            2. Discuss family traditions, cultural backgrounds, religious
                                ties, and hereditary aspects of different families.
                            3. Discuss clues within Shizu Saldamando’s drawings that
                                help the viewer identify cultural, religious, and traditional
                                aspects of the artist’s friends and family.
                            4. Hand-out the family circle map and complete an example
                                for students.
                            5. Demonstrate how an artist may use symbolism within an
                                artwork to convey meaning, use the family circle map as a
                                reference.
                            6. Demonstrate drawing techniques which may be used in
                                planning and completing a d family portrait drawing.
                            7. Ask students to sketch a preliminary drawing and approve
                                each one on an individual basis.
                            8. Display completed works of art to class.
                            9. Ask students to quietly view all works and see if they can
                                identify the symbols within the art works.
                            10. Discuss all works with class.
                            11. Ask students what they learned about their family? Did they
                                discover new ways to incorporate their personal background
                                into a work of art? Ask them to write a paragraph.
                            12. Assess student work.

          Vocabulary: Culture: the behaviors and beliefs characteristic of a particular
                      social, ethnic, or age group.
                      Tradition: The passing down of elements of a culture from
                      generation to generation.


                      Heredity: The genetic transmission of characteristics from parent to
                      offspring.

                      Symbolism: representing ideas and emotions by indirect suggestion
                      rather than direct expression

     Students will…
                         1. Discuss with class how different people are from one
                            another. What makes them different? Culture, Religion,
                            Traditions, and hereditary traits will all be discussed.
                         2. Discuss the works of Shizu Saldamando.
                         3. Complete the Family circle map which prompts students to
                            think about their family traditions, culture, and religion.
                         4. Using the Family circle map, begin to think about visually
                            representing ideas using symbolic images.
                         5. Draw a preliminary drawing of their family circle portrait
                            including symbols.

                         6. Drawing from previous knowledge of drawing techniques,
                             principals of design, and elements of art students will begin
                             drawing on an 11x14 paper.
                         7. Use graphite pencils, erasers, rulers to depict a drawing
                             resembling the preliminary sketch.
                         8. Decorate their drawing with colored pencil, chalk, or pastels
                             as needed to emphasize specific aspects of their drawing.
                         9. Display finished artworks for a class discussion.
                         10. Discuss artworks displayed.
                         11. Write at least one paragraph about their experience.

        Assessment SEE APPENDEX

Statement of Origin: Artist: Art Forum Magazine
                     Lesson theme: Dr. Brewer discussed family portraits
                     Lesson organization: Amy R. Giles, Bloom’s Taxonomy
                     Lesson Activity: Shizu Saldamando
      Visual Resource:




References:

Saldamando, S. (Artist) (ND) Irina and Ami. Retrieved from

       http://www.shizusaldamando.com/Shizu_Saldamando/Projects



Saldamando, S. (Artist) (ND) Highland Park Luau. Retrieved from

       http://www.lipsticktracez.com/features/feature/47/1



Bryan-Wilson, J. (2008) Phantom sightings: art after the Chicano movement. Artforum

       International. New York. Artforum.
        Lesson Title: Class Debate Collage

          Objectives: Analyze current political, social, and environmental issues that
                      involve opposing viewpoints and resolve how to convince viewers
                      to consider the one side of the argument.
                      Create a collage using various paper magazines, articles,
                      newspapers, and images to portray one side of a political, social, or
                      environmental issue to convince the viewer to sway their vote.

       Sunshine State VA.C.1.4.1. Understands how social, cultural, ecological,
          Standards: economic, religious, and political conditions influence the function,
                      meaning, and execution of works of art.

                        VA.A.1.4.1 Uses two-dimensional and three-dimensional media,
                        techniques, tools, and processes to communicate an idea or concept
                        based on research, environment, personal experience, observation,
                        or imagination.

Procedures /Materials: Plan                                 Create
                       Research tools                       Paper
                       Computer/Internet                    Decoupage medium
                       Newspapers                           Paint brush
                       Political magazines                  Scissors
                       Pencil                               Various media paper
                       Eraser                               Ruler
                       Paper


          Instructional Teacher will…
                           1. Discuss political conditions.
                           2. Discuss debates, how some issues have opposing sides.
                           3. Discuss and Display visual resources of Deborah Faye
                              Lawrence.
                           4. Discuss essential elements of inspiration in her work; point
                              out ways in which she makes her political or social views
                              known within her art works.
                           5. Direct students to choose an issue off of a provided list and
                              pick a side to research using computers or provided
                              materials.
                           6. Demonstrate collage techniques which may be used in
                              combination to form a collage. This includes the use of
                              various paper resources.
                           7. Demonstrate acrylic painting techniques to enhance the
                              collage as needed.
                           8. Place all artworks on display according to their issue side by
                              side with opposing arguments.
                           9. Hold class discussion on works of art displayed.
                           10. Assessment.


         Vocabulary: Social Identity- The set of behavioral or personal characteristics by
                     which an individual is recognizable as a member of a group.

                       Personal Identity- The distinct personality of an individual regarded
                       as a persisting entity; individuality.


      Students will…          1. Discuss with class political views, social issues,
                                  opposing sides of an issue, and debates.
                              2. Discuss the works of Deborah Faye Lawrence.
                              3. Choose a political or social issue from the teacher’s list
                                  as well as a side of argument.
                              4. Research your chosen issue and write a paragraph on
                                  why you have chosen this issue and side.
                              5. Collect various elements to incorporate into your
                                  collage.
                              6. Do a dry-run, arranging dry pieces onto a piece of paper
                                  to plan out their composition.
                              7. Affix pieces to the canvas using a decoupage medium,
                                  layering as needed.
                              8. Allow the collage to dry.
                              9. Use acrylic paint as needed to emphasize or enhance
                                  parts of the collage as needed.
                              10. Allow completed sculpture to dry.
                              11. Examine piece and make any touch ups as needed.
                              12. Display artwork.
                              13. Discuss the different subjects of our class debate.

        Assessment: SEE APPENDEX

Statement of Origin: Artist: SeattleChannel.org
                     Lesson theme: Political commercials, public debates
                     Lesson organization: Amy R. Giles, standards
                     Lesson Activity: Deborah Faye Lawrence
      Visual Resource:




References:

Beck, D. (Producer). Lyall, B. (Director) (2008, May 29). Art zone in studio with Nancy

       Guppy. Seattle Channel. Podcast retrieved from http://www.seattlechannel.org.

DeVuono, F., Frank, P, Platt, S. (2008) Deborah Faye Lawrence: Dee-Dee Does Utopia.

       Seattle, WA. Marquand Books, Inc.

Lawrence, D.F. (artist). (2008) Blind execution. Retrieved from

       http://www.deedeeworks.com/pages/citizen_artist/ca06_Committed.htm

Lawrence, D.F. (artist). (2008) Anti-Nuke Bolly. Retrieved from

       http://www.deedeeworks.com/pages/citizen_artist/ca06_Committed.htm

Lawrence, D.F. (artist). (2008) Committed. Retrieved from

       http://www.deedeeworks.com/pages/citizen_artist/ca06_Committed.htm
         Lesson Title: Comic liberation painting

            Objective: Students will analyze social and political issues as they relate to the
                       artist. Then they will find ways to confront these issues using
                       humor. They will create an autobiographical painting based on their
                       personal social or political experiences that uses humor to
                       communicate a lighthearted theme.

       Sunshine State VA.B.1.4.4. Knows how the elements of art and principals of
          Standards: design can be used and solves specific visual art problems at a
                      proficient level.

                          VA.A.1.4.4. Understands how recognized artists recorded, affected,
                          or influenced change in a historical, cultural, or religious context.

Procedures /Materials: Plan                              Create
                       Paper                             Pencil
                       Pencil                            Acrylic paints
                       Eraser                            Paint brushes
                                                         Watercolor paper

          Instructional         Teacher will…
                             1. Discuss works by Karl Knickerbocker.
                             2. Discuss the artist’s use of humor to convey a message or
                                commentary on political and social views.
                             3. Discuss ways in which humor may be used within an
                                artwork.
                             4. Discuss autobiographical art and how we may use it within
                                this activity.
                             5. Discuss resources for inspiration in his work.
                             6. Demonstrate painting techniques which may be used in
                                combination to form a work of art.

                             7. Display completed works of art.
                             8. Hold class critique.
                             9. Assessment.


          Vocabulary: Humor: It is frequently used to illustrate some fundamental
 As referenced in Sheri absurdity in human nature or conduct
           Klein article
                         Transposition: The placing of images or objects in a new context.

                          Juxtaposition: Placing seemingly different words and/or images
                          side by side
                         Transformation: Combination of two or more different forms
                         together to create a hybrid form

                         Exaggeration: Distortion of an image by making it bigger or
                         smaller in scale

                         Disguise: concealing the form

                         Appropriation: taking a form or icon and altering it for new
                         meaning

       Students will…        1. Discuss with class essential elements of Karl
                                Knickerbocker’s work.
                             2. Discuss the humor within his works and other ways in
                                which humor is portrayed in art.
                             3. Write about a personal experience which you confronted
                                with humor.
                             4. Draw a preliminary sketch of a painting depicting your
                                experience which incorporates some form of humor
                                discussed in class.
                             5. Drawing from previous knowledge of painting techniques,
                                principals of design, and elements of art students will create
                                a painting.

         Assessment: SEE APPENDEX

Statement of Origin: Artist: Book titled: Extraordinary interpretations.: Florida’s self-taught
                         artists
                         Lesson theme: Sheri Klein article
                         Lesson organization: Amy R. Giles
                         Lesson Activity: Sergei Isupov

    Visual Resource:
References:

Klein, S.R. (2008) Comic Liberation: The feminist face of humor in contemporary art. Art

       Education. 61-(2)Pp. 47-52.

Knickerbocker, C. (artist) (ND) They're putting TV in my brain. Retrieved from

       http://www.jtfolkart.com

Knickerbocker, C. (artist) (ND) In the land of puritans. Retrieved from

       http://www.jtfolkart.com

Monroe, G. (2003) Carl Knickerbocker. Extraordinary interpretations. Florida’s self-taught

       artists.(p.83) Florida. University Press of Florida
        Lesson Title: Modern Folklore Book Sculpture

           Objective: Students will research cultural tales otherwise known as the modern
                      folklore..They will understand the characteristics of modern
                      folklore and solve specific visual art problems to illustrate one in a
                      book sculpture. Students will construct a sculpture using a
                      discarded book as a canvas, illustrating a modern folklore using
                      various mixed media.

      Sunshine State VA.C.1.4.1. Understands how social, cultural, ecological,
         Standards: economic, religious, and political conditions influence the function,
                     meaning, and execution of works of art.

                         VA.A.1.4.1 Uses two-dimensional and three-dimensional media,
                         techniques, tools, and processes to communicate an idea or concept
                         based on research, environment, personal experience, observation,
                         or imagination.

Procedures /Materials: Plan          Create
                       Paper         Books
                       Pencil        hole punch
                       Eraser         scissors
                                      X-acto knives
                                      craft knives
                                      glue , glue sticks
                                     assorted papers – handmade, vellum, contact
                                     hooks
                                      wire
                                     screws, brads
                                      oil pastels
                                     wallpaper scraps, fabric, ribbon, lace
                                      watercolors, gesso, acrylic paint
                                     markers

         Instructional           Teacher will…
                            1.   Discuss Folklore, cultural ties to folklore, and modern
                                 folklore.
                            2.    Display works by Lisa Kokin.
                            3.   Discuss ways in which Kokin uses recycled books to tell a
                                 story.
                            4.   Discuss resources available on modern folklore.
                            5.   Demonstrate various book sculpting techniques which may
                                 be used in combination to form a work of art. This includes
                                 carving paper, painting, collage, etc.
                            6.   Display completed works of art.
                            7.   Hold class critique.
                            8.   Assessment.
         Vocabulary:
                       Folklore: The traditional beliefs, legends, customs, etc., of a people;
                       lore of a people. It is also known as a body of widely held but false
                       or unsubstantiated beliefs.




      Students will…      1. Discuss with class modern folklore and where they come
                              from.
                          2. Discuss the works of Lisa Kokin.
                          3. Discuss and define ways in which tradition and culture is
                              passed on through folklore.
                          4. Write about a personal experience when they have heard or
                              been part of the process of passing along folklore.
                          5. Sketch a preliminary narrative drawing of a modern folklore
                              story.
                          6. Write a list of materials you will use to transform your
                              sketch into a book sculpture.
                          7. Select a book based on size.
                          8. Glue individual pages together into four groups leaving the
                              book in an open position.
                          9. Using collage techniques, carving, and painting begin
                              forming their sculpture to depict their preliminary drawing.
                          10. Decide how to display their book and include a label with
                              the “Artist’s Statement”.


        Assessment: SEE APPENDEX

Statement of Origin: Artist: Website LisaKokin.com
                     Lesson theme: Warphead.com - urban-legends and folklore
                     Lesson organization: Amy R. Giles, Blooms Taxonomy
                     Lesson Activity: Lisa Kokin

   Visual Resource:
References:

Kokin, L. (artist) (2006) Equal Rights . Retrieved from http://www.lisakokin.com/sculpture/01

Kokin, L. (artist) (2006) How Do Men Get Oil?. Retrieved from

       http://www.lisakokin.com/sculpture/01

NA. (2008) Urban Legends. Retrieved from http://www.warphead.com/
                                        Assessment Rubric

                                       Poor           Fair          Good          Excellent

           Criterion                 (1 point)     (2 points)     (3 points)     (4 points)

                                      Below          Meets          Above         Exceeds
                                   expectations   expectations   expectations   expectations

   Content Expressiveness,
Originality, Clear understanding
             of lesson

 Preparation Effective use of
     materials, Carefully
consideration in production of
          the work,

Uses sketches to plan finished
            work

 Form/ Technique Displays
knowledge of art elements and
principals of design, proper use
  of tools, follows instruction

     Participation Class
 participation, focuses on task

  Critique Understands and
communicates the importance
  of art works, understands
     purpose of art work

             Total

                                                                    Total

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:0
posted:11/25/2011
language:English
pages:17