UNIT PLAN: Rhythm and Flow, LAC Art Grades 9-12
Prepared by TC Andrew Smith, for SA Marta Adamovich
UNIT INSPIRATION & RATIONALE:
The LAC Art room is a hub of activity. There is a range of abilities and ages in the classroom and a diverse range of activities and mediums that
students excel in. One constant that seems to be an integral part of the students’ lives is music. Some listen quietly through their headphones, many
listen to the youtube/songza selections that students rotate through, and some will dance in class as they complete their assignments. I wanted to
design a unit around music that would be fun and engaging for these students, one that they can identify with and use to explore themselves as
well as their creativity in the art classroom.
TARGET AUDIENCE & GRADE LEVEL:
This unit is designed for students in the Learning Assistance Centre program at Eric Hamber Secondary. There is a range of abilities and learning
disabilities within this classroom, each with their own strengths. This unit is aimed to engage each of the students in this class with additional
opportunities for pushing the lessons further if the student is able.
THE FINAL PRODUCT:
Over the 12 classes, students will be participating in a number of activities that generally range from 1-2 lessons. Projects will be focused on music
and rhythmic art responses that are able to engage students further.
POSTMODERN PRINCIPLE:
HYBRIDITY: Using more than one media to complete a piece; in this case, the incorporation of music into visual arts expression and response.
LESSON DATES:
- Mon. March 23 – TC Intro & 3D Mood Tubes
- Wed. March 25 – 3D Tubes Wrap & Musical Drawing
- Fri. March 27 – Musical Drawing
- Tues. March 31 – Musical Water Colour (Backgrounds)
- Thurs. April 2 – Musical Water Colour Ink Transfer Portraits
- Wed. April 8 - Musical Water Colour Ink Transfer Portraits
- Thurs. April 10 – Musical Themed Ripped Paper Collages/Drawings
- Tues. April 14 – Musical Themed Ripped Paper Collages/Drawings
- Thurs. April 16 – Table Flipped Murals (Reference: Pt. Grey LAC http://pointgreyart.blogspot.ca/2013/05/ab-ex-tables.html)
- Mon. April 20 – Table Flipped Murals
- Wed. April 22 – Table Flipped Murals
- Fri. April 24 – Unit wrap and transition
LAC – RHYTHM AND FLOW
LESSON
OBJECTIVES
ACTIVITIES
MATERIALS & VISUALS
VOCAB
ASSESSMENT
Mon. March 23
- TC Intro to students &
images about Malaysia, Mr
Smith’s background
- Introduce students to ‘Mood
Tubes’ and new Music unit
- Mr. Smith through images
(Malaysia, Rugby, Art in Malaysia,
David Blackwood Nfld image)
- Mood Tubes & steps to show
shading, optical illusions
- Colours and how they show
moods
- Mr. Smith Images (see powerpoint)
-Check in with students. What do we think
of music? Have students done musical
responses and drawing?
- Stages of ‘Mood Tubes’ on projector
- Mood definition on screen. Discussion
with students, what moods do we feel?
- Mood
- Colour
- Shading (Shape)
- Formative: Check in with students to gauge comfort with new
unit and materials.
- Provide students with time to
finish mood tubes drawings
- Are you feeling blue? Warm
tones?
- Introduce students to op art
and what illusions can be
shown through
shading/colours
- Images of op art – Discussion,
are they Musical?
- Mood tubes drawings time
- Images of the day with op art.
(powerpoint)
- Student drawings and colour pencils for
tube drawings
- Sharpies/ markers
- Colour pencils (at least blue, green, red,
organge & yellow)
- Mood
- Optical Art (Op)
- Value
- Shading
- Line
-
- Introduce students to
Kandinsky and the idea of
abstraction (emphasis on fun,
not having to be
representational)
- Responding to music through
drawing & mark making
- Images intro & Abstraction
looking at Kandinsky
- Musical Beats Drawing
- ‘Abstract’ and
‘Abstraction’ in art
- Mark Making
-
- Have students expand on
idea of musical responses with
their own favourite tunes
- Emphasis on the lighter
colours being background for
their ink portrait transfers
- Musical responses to tunes with
Mr. Smith. to begin watercolour
- Discussions and handout
exercise, what’s my favourite
song(s) and how do they make
me feel? Why is my music
important to my life?
- ***PORTRAITS TO BE TAKEN ON
CAMERA AND PRINTED BEFORE
NEXT CLASS
- What expression did we capture
through our photos? Show class
portraits
- Possible combinations for
watercolour backgrounds?
- DEMO: Ink transfer from paper
using gel medium
- Tape, A4 sized paper
- Colour pencils, markers/sharpies,
crayons, highlighters
- 1) Beatles “Let it Be”
- 2) Beatles “Hey Jude”
- 3) Jack Johnson “Taylor”
- 4) John Legend “All of Me”
- 5) Heart “Barracuda”
- 6) ACDC “Thunderstruck”
- 7) Shakira “La La La”
- Watercolour samples
- Watercolour additions (Salt crystals, Wax
Crayon, Ink)
- Music
- Expression
- Expressive portraits
(how does an image
capture our emotion?)
- How have students engaged with the new medium? Have they
explored or experimented with the possibilities?
- Portrait Images reduced to black and
white, saturated
- Gel Medium for ink transfer (portrait
must be printed on ink jet, not upstairs
through photocopier)
- Water trays
- Printed portraits through computer
- Ink & Gel Medium
transfer
- Formative: Check in to see where students are at in process of
background design and ink transfer
- Portrait Images reduced to black and
white, saturated
- Gel Medium for ink transfer (portrait
must be printed on ink jet, not upstairs
through photocopier)
- No new vocab.
- Formative: Check in to see where students are at in process of
background design and ink transfer
TC INTRO &
MOOD TUBES
Wed. March 25
MOOD TUBES
WRAP UP
Fri. March 27
MUSICAL
DRAWING
Tues. March 31
MUSICAL
WATERCOLOURS
Thurs. April 2
MUSICAL
WATERCOLOURS
& INK TRANSFERS
Wed. April 8
MUSICAL
WATERCOLOURS
& INK TRANSFERS
- Student will have the
opportunity to speak to their
own music preferences
- Students will be introduced
to ink & gel medium transfers
- Additional time for students
to work on backgrounds & Gel
medium transfers
- Students will be introduced
to ink & gel medium transfers
- Additional time for students to
work on backgrounds & Gel
medium transfers
-
-
Summative: How do students engage with the
medium?
How did we use line, shading and value to create op
art?
How did we use colour to portray our moods?
Summative: How do students engage with the
medium?
Variety in mark making? Full composition/space used
for the musical response?
- Water trays
- Printed portraits through computer
Thurs. April 10
MUSICAL
COLLAGES &
RIPPED PAPERS
Tues. April 14
MUSICAL
COLLAGES &
RIPPED PAPERS
Thurs. April 16
FLIPPED TABLE
PAINTING
Mon. April 20
FLIPPED TABLE
PAINTING
Wed. April 22
FLIPPED TABLE
PAINTING
Fri. April 24
UNIT WRAP &
TRANSITION
- Introduce students to a
hands-on, tactile response to
music through Collaging &
tearing
- Demo & Intro to musical
collages and layering
- Magazines
- Liquid glue / glue sticks
- Pallet knives
- Multiple colour options of construction,
poster paper
- Collage
- Layering
- Formative: Engagement with medium? How did students
experiment with aspects/opportunities in collage?
- Introduce students to a
hands-on, tactile response to
music through collaging &
tearing
- Additional work time to musical
collages and layering
- Magazines
- Liquid glue / glue sticks
- Pallet knives
- Multiple colour options of construction,
poster paper
- No new vocab.
- Formative: Engagement with medium? How did students
experiment with aspects/opportunities in collage?
- Provide students
opportunities to work with
outside the box and with nontraditional materials
(underneath tables)
- Provide an opportunity to
take ownership of our
surroundings while breaking
some of the traditional school
rules
- Provide students
opportunities to work with
outside the box and with nontraditional materials
(underneath tables)
- Provide students
opportunities to work with
outside the box and with nontraditional materials
(underneath tables)
- Provide students with
additional work time and say
goodbyes
- Provide time for Ms. A to
transition & introduce next
unit
- Images of public art, musical art
& redefining public spaces
- Flip desks over & map out size
and scope of project
- Begin planning & possibly
painting depending on class time
- Acrylic paints
- Plastic sheet wrap
- Paper for planning, size large enough as
desks
- Public art
- Non-Traditional
surfaces
- Formative/Summative: Clear demonstration of brainstorming
and plan before beginning of large format painting?
- Additional work time to
complete table underside
paintings
- Acrylic paints
- Plastic sheet wrap
- Paper for planning, size large enough as
desks
- Public art
- Formative: Check in and answers to question “How have we
changed the function of these tables?”
- Additional work time to
complete table underside
paintings
- Acrylic paints
- Plastic sheet wrap
- Paper for planning, size large enough as
desks
- Public art
- Formative: Check in and answers to question “How have we
changed the function of these tables?”
- Additional work time to
complete table underside
paintings
- Wrap up activity & Gallery walk
to show off our murals!
- Wrap up activity & Gallery walk to show
off our murals!
- Timbits? Donoughts? What else could we
bring into class to have a farewell party?
No new vocab.
- Table Painting Wrap up: Creativity, Experimentation, Variety in
Brush Strokes/Mark Making
UNIT: Rhythm and Flow
LESSON: 1 out of 12
DATE: Monday, March 23, 2015
Lesson Objectives:
- Introduce new Student Teacher Mr. Smith to students with visuals about Malaysia and art background
- Introduce students to 3D ‘Mood Tubes’ drawing & ways to find inspiration and beauty in ‘doodle’ exercises
Lesson PLO’s:
- It is expected that students will develop and make images for specific purposes such as social commentary, self-analysis, entertainment
- It is expected that students will create images that incorporate stylistic elements from various artists, movements and periods
Guiding Questions:
- How can our colour show what mood we are experiencing? How does music affect our moods? (reds & oranges versus blues & purples)
- What is an illusion? How do we make a flat drawing look 3D?
Key Vocabulary:
- Mood: Are you feeling Sad? Happy? Grumpy about being back in school? This is your mood that you’re feeling. How do we share that through our
artwork?
- Colour: How can we pick colours that share our mood? What happens if we use dark blues and purples? Versus glowing oranges and reds?
MATERIALS & VISUALS REQUIRED
Visuals:
- Mr. Smith visuals including art work
from Nfld, Malaysia, Thailand
[10 mins]
Visuals:
- Stages of ‘Mood Tubes’ on
projector
- Mood definition on screen
Materials:
- Large paper (11 x 14) for 15
students
- Pencils x 15, Colour pencils with
variety of colours
[5 mins]
[50 mins]
[10 mins]
LESSON FLOW:
TEACHER
- Mr. Smith Intro
- Where I grew up. My intro to art and my hook,
Abstract Expressionism
- What I’m hoping to achieve with LAC class and
music themed projects!
- Music Theme Intro and Mood Tubes Visuals
- Class Intro showing stages of mood tubes
- Teacher Demo first on paper. Second demo,
walk through with students on chalk board while
students students drawing
- How can colours show how we are feeling? If I’m
feeling upbeat or happy? What about when I’m
feeling gloomy or sad?
- Student-teacher check-ins, Materials away and
work stored for next class
WRAP UP
Closure: What do we think of mood tubes? How does colour affect the way we bring out shapes?
Final Notes / Teacher Comments:
STUDENTS
- Questions from students. What do they want to
know about Mr. Smith?
- Drawing ‘Mood Tubes’
1. Vertical squiggly lines (from top to bottom)
2. One wavy line through middle of page
3. Choose one ‘Tube’ and begin making small lines
inside your tube. Below the wavy line are smiles,
above are frowns. For tubes next to drawn lines,
make sure starting points are from adjacent lines
4. Shading in corners and going lighter in the middle
areas (your glowing area is brighter colours, areas
around are darker
- Clean Up and storing materials for next class
UNIT: Rhythm and Flow
LESSON: 2 of 12
DATE: Wednesday, March 25, 2015
Lesson Objectives:
- Provide students with additional time to complete tube drawings
Lesson PLO’s:
It is expected that students will create images that incorporate stylistic elements from various artists, movements and periods
It is expected that students will describe selected works and explain personal preferences
Guiding Questions:
Why do illusions interest us? Do your pop art illusions make you think of rhythm and flow (music rhythm)?
How does music tell a story?
How do colours express our moods?
Key Vocabulary:
Mood: Are you feeling Sad? Happy? Grumpy about being back in school? This is your mood that you’re feeling. How do we share that through our artwork?
Expression: The way we share our moods or tell our stories.
Colour: How can we pick colours that share our mood? What happens if we use dark blues and purples? Versus glowing oranges and reds?
LESSON FLOW:
TEACHER
MATERIALS & VISUALS REQUIRED
- How are you feeling today?
-
Student drawings and colour
pencils for tube drawings
Sharpies/ markers
Colour pencils (at least blue,
green, red, organge & yellow)
- Clean up time
[15 mins]
[50 mins]
-
-
How are you feeling today? If you were given 15
minutes of free drawing, how could you share
how you’re feeling?
Additional time for students to work on tube
drawings, using white for highlights and black
for additional shading, dark spaces
[10 mins]
STUDENT
-
-
Three pieces of paper. How are you feeling
today? Words to describe how you’re feeling
Using colour, pencils or any materials, draw in
reaction to how you’re feeling
Student work time to finish up tube drawing
assignments
- All students to help with clean up of materials, signing
of tube drawings
WRAP UP
Closure: Bring in student work to middle (have teacher sample ready in case no one takes part)
Assessment: Use of line, shading and value? How did we use colour to demonstrate/portray our moods?
Final Notes / Teacher Comments:
UNIT: Rhythm and Flow
LESSON: 2 of 12
DATE: Wednesday, March 25, 2015
Lesson Objectives:
- Introduce students to responding to music through drawing (Rd 1 music selected by Mr Smith, Rd 2 are student selections provided on Monday)
- Students will have an understanding of abstract art and how drawings do not always need to be representational
Lesson PLO’s:
It is expected that students will develop and make images that engage more than one of the senses (auditory, music)
It is expected that students will describe selected works and explain personal preferences
Guiding Questions:
Who is Kandinsky and how did he incorporate music into his art work?
How does music tell a story? How does it tell your story?
Musicians use words and sounds to tell their stories. How can we relate that process to artists telling stories through lines, shapes and colours?
How do colours express our moods?
Key Vocabulary:
Mood: Are you feeling Sad? Happy? Grumpy about being back in school? This is your mood that you’re feeling. How do we share that through our artwork?
Expression: The way we share our moods or tell our stories.
Abstract Art: What is it and why does it matter? (not representational, challenging to understand with multiple meanings)
Colour: How can we pick colours that share our mood? What happens if we use dark blues and purples? Versus glowing oranges and reds?
MATERIALS & VISUALS REQUIRED
- Kandinsky Visuals (powerpoint images)
-
-
Newsprint paper (large size)
A4 paper
Charcoal
Colour Pencils
Sharpies/Markers (darker colours)
DON’T USE Crayons (tough to
overlay wax surface with other
mediums)
***Speakers! Or auxiliary chord
[10 mins]
[15 mins
for
drawing
intro with
Mr Smith
images]
[15 mins
for
drawing to
student
images]
LESSON FLOW: 60 MINUTE HIP DAY SCHEDULE
TEACHER
- Images of the day, introduction to Kandinsky.
- 1. Emphasis on Kandinsky’s shift from representation
(landscapes) to Abtraction
Musical Response Drawing:
Play a short section of a song that shares a
story. Discuss with students how Musicians tell
stories with words and how artists tell theirs
through lines, shapes and colours
Discuss how colors express moods with Warm
colours (orange, yellow) express feelings of
excitement and joy. Cool colours (blue, green,
purple) express feelings of sadness, loneliness,
grumpiness
Teacher Demo with slow, soft music. Then a
sample of how to respond with mark making
through heavier music
SONGS LIST:
1) Beatles “Let it Be”
2) Beatles “Hey Jude”
3) Jack Johnson “Taylor”
4) John Legend “All of Me”
5) Heart “Barracuda”
6) ACDC “Thunderstruck”
STUDENT
- Student engagement through discussion on abstract
art, influence of music
Students respond to music clips in drawing segments
Make sure students tape down paper to draw
on! Moving paper tough for mark making,
especially with heavier music
Sections are played with Happy Music, Rock
Music, Sad Music (include samples from
students previously requested in class)
1) We the Kings Sad Song
2) “A great big world”
3) Butch n Antoine: “Roundy’s on the Road”
4) Bastille “Pompeii”
5) Balqees: Majnoun
6) Hozier “Take me to Church”
7) American Authors “Best days of my life”
8) Daft Punk
9) ACDC “Highway to Hell)
10) Uptown Funk
11) Passenger “Let her go”
12) Selena Gomez “Heart wants what it wants”
13) Bob Marley “Jammin”
-
7) Shakira “La La La”
**Provide closure and look at samples in middle of room.
Provide feedback on work in class, where do we go from
here? How does it change if we use a paint brush?
WRAP UP
Closure: Bring in student work to middle (have teacher sample ready in case no one takes part)
Assessment: Variety in mark making? Full paper used for composition? Variety in colour choices?
Final Notes / Teacher Comments:
MR SMITH SAMPLE – MUSICAL DRAWING (A4 sheet)
UNIT: Rhythm and Flow
LESSON: 2 of 12
DATE: Wednesday, March 25, 2015
Lesson Objectives:
- Provide students with additional time to complete tube drawings
Lesson PLO’s:
It is expected that students will create images that incorporate stylistic elements from various artists, movements and periods
It is expected that students will describe selected works and explain personal preferences
Guiding Questions:
Why do illusions interest us? Do your pop art illusions make you think of rhythm and flow (music rhythm)?
How does music tell a story?
How do colours express our moods?
Key Vocabulary:
Mood: Are you feeling Sad? Happy? Grumpy about being back in school? This is your mood that you’re feeling. How do we share that through our artwork?
Expression: The way we share our moods or tell our stories.
Colour: How can we pick colours that share our mood? What happens if we use dark blues and purples? Versus glowing oranges and reds?
LESSON FLOW:
TEACHER
MATERIALS & VISUALS REQUIRED
- How are you feeling today?
-
Student drawings and colour
pencils for tube drawings
Sharpies/ markers
Colour pencils (at least blue,
green, red, organge & yellow)
- Clean up time
[15 mins]
[50 mins]
-
-
How are you feeling today? If you were given 15
minutes of free drawing, how could you share
how you’re feeling?
Additional time for students to work on tube
drawings, using white for highlights and black
for additional shading, dark spaces
[10 mins]
STUDENT
-
-
Three pieces of paper. How are you feeling
today? Words to describe how you’re feeling
Using colour, pencils or any materials, draw in
reaction to how you’re feeling
Student work time to finish up tube drawing
assignments
- All students to help with clean up of materials, signing
of tube drawings
WRAP UP
Closure: Bring in student work to middle (have teacher sample ready in case no one takes part)
Assessment: Use of line, shading and value? How did we use colour to demonstrate/portray our moods?
Final Notes / Teacher Comments:
UNIT: Rhythm and Flow
LESSON: 3 of 12
DATE: Friday, March 27, 2015
Lesson Objectives:
- Push idea further of students responding to music through drawing
- Students will have an understanding of abstract art and how drawings do not always need to be representational. Understanding of how their works may not look like fine art
they have seen but still beautiful art works
Lesson PLO’s:
It is expected that students will develop and make images that engage more than one of the senses (auditory, music)
It is expected that students will describe selected works and explain personal preferences
Guiding Questions:
How did we experience drawing to music? Did our mark making change based on the musical options?
How does music tell a story? How does it tell your story?
How could we respond to our own favourite happy song?
Key Vocabulary:
Mood: Are you feeling Sad? Happy? Grumpy about being back in school? This is your mood that you’re feeling. How do we share that through our artwork?
Expression: The way we share our moods or tell our stories.
Colour: How can we pick colours that share our mood? What happens if we use dark blues and purples? Versus glowing oranges and reds?
MATERIALS & VISUALS REQUIRED
- Pollock & de Kooning (powerpoint images)
-
-
Newsprint paper (large size)
A4 paper
Charcoal
Colour Pencils
Sharpies/Markers (darker colours)
DON’T USE Crayons (tough to
overlay wax surface with other
mediums)
***Speakers! Or auxiliary chord
[10 mins]
[5 mins)
LESSON FLOW: 60 MINUTE HIP DAY SCHEDULE
TEACHER
- Images of the day, introduction to Pollock while
referencing student work.
- 1. Emphasis on Pollock making abstract works with
drawing, not necessarily only through painting
Video of drawing to music.
[10 mins]
- What can we add, take away from our drawings? Do we
want to draw or colour in certain areas that stand out to
us?
[40 mins]
-What’s your Happy Song? What ways could we draw or
respond to art to our Happy Song?
WRAP UP
Closure: Bring in student work to middle (have teacher sample ready in case no one takes part)
Assessment: Variety in mark making? Full paper used for composition? Variety in colour choices?
Final Notes / Teacher Comments:
STUDENT
- Student engagement through discussion on abstract
art, influence of music
-
Students watching video, responding through
discussion. What do we like? Is it similar to what
we did with our work?
- Brainstorming and working time. Large size paper
provided. Are we painting, drawing? Maybe making
something through sculpture?
**Provide closure and look at samples in middle of room.
Provide feedback on work in class, where do we go from
here? How does it change if we use a paint brush?
UNIT: Rhythm and Flow
LESSON: 4 of 12, Painted Rhythm
DATE: Tuesday, March 31, 2015
Lesson Objectives:
- Provide additional working time for students on large-scale paintings, responding to music through mark making & brush strokes
Students will have an understanding of abstract art and how drawings do not always need to be representational.
Introduce next project of song lyrics
Lesson PLO’s:
It is expected that students will develop and make images that engage more than one of the senses (auditory, music)
Guiding Questions:
How does music tell a story? How does it tell your story?
How could we respond to our own favourite happy song through music?
Key Vocabulary:
Mood: Are you feeling Sad? Happy? Grumpy about being back in school? This is your mood that you’re feeling. How do we share that through our artwork?
Expression: The way we share our moods or tell our stories.
Colour: How can we pick colours that share our mood? What happens if we use dark blues and purples? Versus glowing oranges and reds?
Synesthesia: an associated sensation; especially: a subjective sensation or image of a sense other than the one being stimulated. The condition marked by the
experience of such sensations.
MATERIALS & VISUALS REQUIRED
- Welcome, Attendance & Morning Bulletin
[5 mins]
- De Kooning images, looking at big bold
colours & abstraction. What’s the artist’s
intent/purpose?
[10 mins]
-
Tempera paints,
Clean brushes x 13 (at least)
- Clean up
[5 mins)
LESSON FLOW: 60 MINUTE HIP DAY SCHEDULE
TEACHER
- Attendance, morning announcements. Review of what’s
happening in class. Outline class structure and what we
need at the end of the day for next class
- Images of the day, introduction to De Kooning. What
was he trying to do?
- What do we like about his works?
- What are some ways that we could adapt his style?
- Review what we’re going to be doing in class. How are
we including part of ourselves in the paintings?
- Demo of shadow outline and then painting solid colour
[45 mins]
Provide work time on large-scale paintings, Happy Song
visual responses. Provide options to paint, draw, make
large scale
[5 mins]
- Introduce next project and homework/classwork of
picking lyrics from a song that speak to us
[5 mins]
STUDENT
- Student discussion, looking at artists.
- Painting and drawing work time in class.
- Written example of a song/lyric that speaks to us
**Clean up time. Clean table surfaces a must!
WRAP UP
Assessment: Variety in mark making? Full paper used for composition? Variety in colour choices?
Final Notes / Teacher Comments:
UNIT: Rhythm and Flow
LESSON: 5 of 12, Lyrical Art
DATE: Thursday, April 2, 2015
Lesson Objectives:
- Introduce students to new project with words, choosing and responding to lyrics that make an impression on us
- OVERLAP: Provide additional working time for students on large-scale paintings, responding to music through mark making & brush strokes
Lesson PLO’s:
It is expected that students will develop and make images that engage more than one of the senses (auditory, music)
Guiding Questions:
Do the words in a song need to be meaningful for the song to be interesting/successful?
What makes a catchy song for us to like it? Is it more about the rhythm and beats?
Key Vocabulary:
Expression: The way we share our moods or tell our stories.
Lyrics: The words of a song chosen by the song writer. In this context, how do we talk about meaning behind the selected words?
MATERIALS & VISUALS REQUIRED
- Welcome, Attendance & Morning Bulletin
[5 mins]
- Lyrical art samples. Cold Play “Look at the
stars, how they shine for you”
[5 mins]
-
Tempera paints
Clean brushes x 13
Large scale paper
Colour pencils & Markers
Projector
- Clean up
[5 mins)
LESSON FLOW: 60 MINUTE HIP DAY SCHEDULE
TEACHER
- Attendance, morning announcements. Review of what’s
happening in class. Outline class structure and what we
need at the end of the day for next class
- Images of the day, introduction of lyrical art. Discussion
around song lyrics. What makes a successful song? Do
songs have to have a message?
- Review what we’re going to be doing in class. How do
we communicate through music? What’s the message
and how does that transfer to art?
- Provide formative slips for students to pick their songs.
STUDENT
- Student discussion, looking at artists.
[50 mins]
- Song lyric brainstorming. Provide computers, have
students work on phones to find their lyrics. How do we
respond to those words?
- Brainstorming & drawing time for lyrics
assignment.
[5 mins]
- (if time) Introduce next project where we will begin
working on the undersides of desks
- Written example of a song/lyric that speaks to us
[5 mins]
**Clean up time. Clean table surfaces a must!
WRAP UP
Assessment: Song choice, lyrics. Explanations of why it matters to us.
Did we use the full space that’s provided to us?
Final Notes / Teacher Comments:
UNIT: Rhythm and Flow
LESSON: 6 of 12, Table Flipping
DATE: Wednesday, April 8 2015
Lesson Objectives:
- Part 1: Take students to look at library art show and see what work is on display. Examples of photo, ceramics, painting & drawing
Part 2: Introduce students to next lesson, exploring painting styles with flipping tables
RELEVANT LINK: http://pointgreyart.blogspot.ca/2013/05/ab-ex-tables.html
Lesson PLO’s:
It is expected that students will develop and make images: using a variety of design strategies and sources of imagery, individually, and in combination
It is expected students will develop and make images incorporating some elements from a variety of styles
Guiding Questions:
How does art go beyond the traditional canvas or frame? If we were given permission, what would you do to the bottom of your desk?
How can we have fun with a non-traditional workspace?
Key Vocabulary:
Expression: The way we share our moods or tell our stories. Expression is used in music, how do we use it in painting?
Lyrics: The words of a song chosen by the song writer. In this context, how do we talk about meaning behind the selected words?
LESSON FLOW: 75 minute class
TEACHER
MATERIALS & VISUALS REQUIRED
- Welcome, Attendance & Morning Bulletin
[5 mins]
- Library art show exploration
[15 mins]
- Desk Flipping Intro [back in art classroom]
[5 mins]
-
Acryclic paints
Gesso/primer
Large scale brushes
Sharpies
Carving tools that could scratch
into the wood surface
- Clean up
[50 mins)
- Attendance, morning announcements. Review of what’s
happening in class. Outline class structure and how we’re
heading to the library for the beginning of class.
- Each student can pick an art piece that they like. We
can go around the room and say which piece we like and
why
- Images of the day: What are some examples of desk
art? (discussion about what images/writing me might
see)
- How is painting expressive and how do we express
ourselves through art? ROBERT MOTHERWELL images
-
[5 mins]
Begin planning our paintings and colours we
would like to use.
mapping out the size of what we’re working
with. What are we trying to say or do in our
paintings?
- Closure: What are some ideas we’re going to look at?
WRAP UP
Assessment: What painters do we like? How could we make our own paintings or drawings on desk art?
Final Notes / Teacher Comments:
STUDENT
- 5 mins of looking through the artwork on display.
- 10 mins: Students select what pieces they like and
get to explain their choices
- Student discussion, suggestions of what could be
on desks (graffiti, drawings, are they sometimes
rude?
- Expressionist painters, what do we like?
- Student suggestions: any artists they find
interesting that they think are expressive? (have
laptop ready for their input, visuals)
- If plan ready to go, how do we start prepping our
desks that we’re working on?
- Lots of desks/surfaces to work on. Begin working a
sample desk as a possible starting point, painting in
pairs before we take on our own individual projects.
**Clean up time. Clean table surfaces a must! Make
sure to flip tables back over and that paint is dry.
(need a note for next class coming through)
UNIT: Rhythm and Flow
LESSON: 7 of 12, Work the Surface
DATE: Friday, April 10, 2015
Lesson Objectives:
- Explore abstract expressionism through painting on flipped table undersides and provide students with work time on the project
Lesson PLO’s:
It is expected that students will develop and make images: using a variety of design strategies and sources of imagery, individually, and in combination
It is expected students will develop and make images incorporating some elements from a variety of styles
Guiding Questions:
Do we like what we did on day one? Part of painting is the ability to go over our original work and start fresh or add layers to the existing surface
Have we tried to alter the surface beyond just drawing or a light layer of paint?
Key Vocabulary:
Abstract Expressionism: Break away from accepted conventions. Value spontaneity and improvisation, emphasis on process.
Gesture: Emphasis on dynamic, energetic gesture
Fields of Colour: How are these used to create emphasis and large scale paintings?
LESSON FLOW: 75 minute class
TEACHER
MATERIALS & VISUALS REQUIRED
- Welcome, Attendance & Morning Bulletin
[5 mins]
- Desk Flip Painting
[5 mins]
-
Acryclic paints
Gesso/primer
Large scale brushes
Sharpies
Carving tools that could scratch
into the wood surface
- Clean up
[60 mins)
- Attendance, morning announcements. Review of what’s
happening in class. Outline class and how today is a work
time for students.
- Images of the day: What are some other styles that we
like? Jackson Pollock and his large-scale gestures?
-
[5 mins]
Work time on our paintings and surface
alterations. What are we doing to the surface?
Look at ways that we can scratch back in and
rework the entire wood suraface.
- Closure: What are some ideas we’re going to look at?
WRAP UP
Assessment: How do we use/paint the entire space?
Final Notes / Teacher Comments:
STUDENT
- Look at samples that have been started so far in
our groups. What would we do if we could paint our
own?
- Make sure to test out the possibilities that are
available. If we don’t like the way we alter our
paintings, can we paint over the areas we don’t like?
**Clean up time. Clean table surfaces a must!
UNIT: Rhythm and Flow
LESSON: 8 of 12, Table Flippin’
DATE: Tuesday, April 14 2015
Lesson Objectives:
Provide students additional work time on their desk painting projects
For those that have completed their first painting, introduce paint splatter start technique & other ways to look for inspiration
Lesson PLO’s:
Analyze and apply a variety of materials, technologies, and processes to create artworks
Guiding Questions:
What possibilities can we open up through painting?
What does it mean for a stroke to be ‘gestural’?
Key Vocabulary:
Doodle: Scribbling or drawing in class, not always with a strict purpose/intent
MATERIALS & VISUALS REQUIRED
- Welcome, Attendance & Morning Bulletin
[5 mins]
- Sharpies, A4 cut paper per student
[5 mins]
-
Paints & Brushes ready to go
Desks flipped
**clean out desk drawers, plenty
of garbage and debris from last
class
- Clean up
[55 mins)
[10 mins]
LESSON FLOW: 75 MINUTE SCHEDULE
TEACHER
- Welcome & Attendance, Intro to what we’re doing in
today’s class
- Warm up drawing activity with sharpies
- Doodle time. What does it mean to doodle? If given five
minutes to draw whatever you wanted, what would you
come away with? (can be used for inspiration of next
painting)
Review scratching demo with students
Gallery walk through of the paintings so far.
What do we see? What painting stands out to us
and why?
Student time to finish paintings
ALLOW MORE TIME. Clean up took longer than expected
in previous class. Lots of brushes to clean, paint to put
away
WRAP UP
Assessment: Painting surface completed? Handling of materials & cleanup?
Final Notes / Teacher Comments:
STUDENT
- Drawing freely, 5 minute intro to class
- Painting projects underway. Completing our works
**Clean up time. Clean table surfaces a must!
UNIT: Rhythm and Flow
LESSON: 9 of 12, Sharpie Art
DATE: Thursday, April 16 2015
Lesson Objectives:
Provide students additional work time on their desk painting projects
For those that have completed their first painting, introduce paint splatter start technique & other ways to look for inspiration
Lesson PLO’s:
Analyze and apply a variety of materials, technologies, and processes to create artworks
Guiding Questions:
What type of mark making maximizes the effect of a sharpie?
What happens when we start with a name and then add our own touches or doodles to it?
Key Vocabulary:
Doodle: Scribbling or drawing in class, not always with a strict purpose/intent
MATERIALS & VISUALS REQUIRED
- Welcome, Attendance & Morning Bulletin
- IMAGES for next project: Daniel Roberts
and the Sharpie projects
##
- Clean up
LESSON FLOW: 75 MINUTE SCHEDULE
TEACHER
[5 mins]
[5 mins]
- ##
- ##
[5 mins)
- ##
STUDENT
- ##
[50 mins]
- Brainstorming & drawing time for lyrics
assignment.
[5 mins]
[5 mins]
- Written example of a song/lyric that speaks to us
**Clean up time. Clean table surfaces a must!
WRAP UP
Assessment: Song choice, lyrics. Explanations of why it matters to us.
Did we use the full space that’s provided to us?
Final Notes / Teacher Comments: