Proposal I Elementary Art

Elementary Art Lesson
Grades 3-5
Crystina Castiglione
ARE 4351 – Thomas Brewer
Wayne Thiebaud
Student’s will learn about artist
Wayne Thiebaud and will:
-Explore the iconic imagery of mass
produced foods that represent
American consumerism
-How these images are symbolic of
popular culture
-Understand the elements and
principles of light, color, space,
repetition, line, shape and
composition to create a still life
- Examine how advertising is used to
market mass produced consumer
products by turning their
drawing into an advertisement
Statement of Origin
The idea for this lesson plan was inspired by
the article “Principles of Possibility:
Considerations for a 21st Century Art Culture
and Curriculum,” by Olivia Gude and the
chapter 8 article on “Art Production: Ideas
and Techniques,” by Linderman. In the first
article Gude stresses the importance of
“empowered making” in art education and
how “artists and educators who are
responsive to the needs of their current
students must consider contemporary as well
as traditional artistic and critical practice
and ask what students need to know to
successfully make and understand art and
culture today, (Gude, pp. 12, 2007). In the
second article, Linderman addresses how to
create a still life and the questions involved
that students should address when creating
one, (Linderman, pp. 124-125, 1997). The
images chosen were inspired by an exhibition
I have seen in the past at the National Art
“Hot Dog Row,” 2000. Oil on Canvas.
“Cafe Flowers, Caged Condiments, Cream Pie, Java and Sinkers, and Other
Food,” 1995. Drawing, ink on paper.
“Bakery in
2009. Oil
on Canvas.
“Cupcakes and Donuts,” 2006. Color Direct Gravure.
Lisa Kokin
Sculpture/Mixed Media
Students will :
- Explore bookmaking as an
artistic way for artists to express
ideas, symbols, and subject matter
and to meaningfully incorporate
personal family history and
written records or prose in a
work of art
- About the work of artist Lisa
Kokin as well as be introduced to
“The Sketch Book Project.”
- Examine the question “Who I
Am” and use their moleskin
journals from The Sketch Book
Project that incorporates the
question and answer into a 3
dimensional work of art.
Statement of Origin
This lesson was inspired by the article,
“The School Art Style: A Functional
Analysis,” by Efland and the NAEA
Advisory, “School Art Versus
Meaningful Artistically Authentic Art
Education,” by Amy Giles. Both articles
emphasize the important of students
have an artistically authentic
experience by closely following the
practices of authentic artists to make
quality products that draw from life
experiences. I was also inspired by The
Sketch Book Project and wanted to
incorporate it into the lesson to teach
students about the value of visual
diaries as a way to record their artistic
process and communicate their “art
voice” and their relation to the artistic
process of bookmaking.
“Memoria Technica,” 2002. Mixed Media Artists Book.
( )
“Equal Rights,” 2006. Mixed Media Book Collage.
“Jewish Science,” 1998.
Mixed media collaged altered
pamphlets, clothing hanger
“Our American Way of Life,” 2006.
Mixed media book collage
The Sketch Book Project 2011
Jo Cheung
Roberta Baird
Rachel Anilyse
Juane “Quick-to-See” Smith
Mixed Media Collage/Painting
Statement of Origin
Students will:
-Examine the work of artist Juane “Quickto-See” Smith to understand how artists
use their work to represent their
cultural and ethnic background and
address stereotypes about them
-Explore the importance of diversity and
how art can help us to learn about
cultures other than our own, expand
our ideas about the world and develop
respect and sensitivity to people that
are different from ourselves.
-Understand how to mix paint on a palette
to create new colors and various
paintbrush techniques
-Create a painting that portrays their
personal cultural background and the
symbolism associated with it
This lesson was Inspired by the
article, “Principles of Possibility:
Considerations for a 21st Century
Art and Culture Curriculum,” by
Olivia Gude in which she
emphasizes the importance of
encountering difference in art by
saying, “Good multicultural
curriculum introduces us to the
generative themes of others –
helping us to see the world through
the eyes of others-understanding
the meaning of artworks in terms of
the complex aesthetic, social, and
historical contexts out of which
they emerge, (Gude, p. 9, 2007).
Juane “Quick to See”
“House,” 1995. Mixed
media on canvas.
“Cheyenne #16,” 1983. Mixed
Media on Canvas.
Kiel Johnson
Student’s will:
-Examine Kiel Johnson’s sculptures
in explore how he uses antique
machinery and dying
technological machines as his
subject matter to communicate
the role of technology in
contemporary society.
-Explore the advancing age of
technology, its importance as a
tool for communication and the
differences between form of
technology throughout history,
and those that we have now
-Create a ceramic piece that
contrasts with one of Johnson’s
Statement of Origin
The idea for this lesson plan
came from class discussions
related to the role of the media
and technology in art and in
contemporary society.
Developing it into a ceramics
lesson was inspired by the
article, “Representational
Concepts in Clay: The
Development of Sculpture,” by
Claire Golomb. The article
emphasizes the need to focus
on evolving student’s three
dimensional representations of
objects accurately using clay.
“Twin Lens Reflex Camera.” 2009. Cardboard and mixed mediums.
Assemblage video:
“Two Sides to Every Story, AKA Boom Boom,” 2009.
“Publish or Perish,” 2009. Plywood steel and mixed mediums.
Przemek Matecki
Media Criticism
Student’s will
-Examine the role of images in the
media and how Przemek
Matecki uses and reassembles
magazine imagery to create
works of art
-Explore art criticism and answer
the question, “what makes
something a work of art”
-Understand the differences
between mass produced
imagery and authentic
artwork in a media analysis
and critique
Statement of Origin
This lesson plan originated by class
discussions on the role of imagery in
the media and “Chapter 11: Art
Analysis: Looking at and Responding
to Art,” from the book Art in the
Elementary School by Linderman. I
wanted to incorporate a media
criticism into a lesson by using
Linderman’s model of analyzing
artworks to teach students how to
describe, analyze, interpret and judge a
work of art.Linderman defends the
importance of art analysis by saying,
“To have a dialogue with an artwork
means to enter into and interact with
the work…to experience it by looking
at it, responding to it, and
comprehending it…perception of just
what is art,” (Linderman, p. 215, 1997).
“Sketches: Pages from
Glossy Magazines,”
“Sketches: Pages from Glossy Magazines,” 2007.
Annie, (2009). “Publish or Perish: Kiel Johnson,” Hi Fructose Magazine: Contemporary Art,
Retrieved October 23, 2010, from:
Bluffton, (N/D). “Juane Quick to See Smith,” Retrieved October 21, 2010, from:
Brown, P.L. (2010). “Art & Design: Sweet Home California,” The New York Times, Retrieved
October 19, 2010, from:
Breuer, K., Fine, R.E. & Nash, S. (1997). Thirty-Five Years of Crown Point Press: Making
Prints and Doing Art. Fine Arts Museum of San Francisco; Berkeley; University of California Press: San Francisco, CA.
Catherine Clark Gallery. (2003). “Lisa Kokin,” Retrieved October 19, 2010, from:
Crown Point Press, (2008). “Wayne Thiebaud,” Retrieved October 19, 2010, from:
Giles, A. (1999). “School Art Versus Meaningful Artistically Authentic Art Education,” NAEA
Advisory, Ed. Davis, C., National Art Education.
Golomb, C. (1996). “Representational Concepts in Clay: The Development of Sculpture,”
Child Development in Art, National Art Education Association. Pp. 45-58.
References Continued
Gude, O. (2007). “Principles and Possibilities: Considerations for a 21st Century Art & Culture
Curriculum. Art Education, 60(1), Pp. 6-17.
Johnson, K. (2010). “Kiel Johnson,” Retrieved November 1, 2010, from:
Kokin, L. (2010). “Lisa Kokin Portfolio”, Retrieved October 20, 2010 , from:
Koplos, J. (2010). “Kiel Johnson,” Art in America, Retrieved October 30, 2010, from:
Linderman, M. (1997). “Chapter 8: Art Production: Ideas and Techniques.” Art in the
Elementary School. Dubuque, IA: Wm.C.Brown Publishers. Pp 108-118, 120-130.
Linderman, M. (1997). “Chapter 11, Art Analysis.” Art in the Elementary School. Dubuque, IA:
Wm. C. Brown Publishers, Pp. 215-228.
Nash, S. (2000). Wayne Thiebaud: A Paintings Retrospective. Thames and Hudson: New York.
References Continued
National Museum of Women in the Arts, (2010). “The Permanent Collection: Juane Quick-toSee Smith,” Retrieved October 20, 2010, from:
National Gallery of Art, (2010). “Counting on Art,” Retrieved October 1, 2010,
Pescovitz, D. (2009). “Kiel Johnson: Cardboard Sculptures of Media Machines,” Retrieved
November 1, 2010, from:
Raster. (2007). “Przemek Matecki – Works,” Retrieved November 10, 2010, from:
San Jose Museum of Art, (2010). “Wayne Thiebaud: Seventy Years of Painting,” Retrieved
October 20, 2010, from: painting.
Tremblay, G. (N/D). “Juane Quick-to-See Smith: Flathead Contemporary Artist,” Retrieved
October 21, 2010, from:
Women’s Action Network. (2007). “Lisa Kokin,” Retrieved October 20, 2010, from: