Date(s): February
- March
Teacher(s): Zachary
Topic: Art I : Graffiti-Inspired Urban Objects [Papier-Mâché]
TEKS: Art - Level I
1.a,b; 2.a,b,c,
3.a,b,c; 4.a,b
Academic Vocabulary: Line, Shape, Color, Texture, Space, Value,
Form, Value Scale, Smooth Shading, Hatching, Cross-Hatching,
Scribbling, Stippling; Organic, Geometric, Closed Shape/Form,
Curvilinear; Complementary, Split-Complementary, Analogous,
Color Triad, Primary, Secondary, Tertiary/Intermediate, Neutral,
Chromatic, Color Scheme; Highlight, Cast Shadow, Bounce
Highlight; Implied/Visual Texture, Tactile/Actual Texture;
Negative/Inactivated Space, Positive/Activated Space, Vertical,
Horizontal, Horizon, Linear Perspective, Vanishing Point, Diagonal,
Orthogonal, Convergence, Atmospheric Perspective
Extension: Variety, Rhythm, Movement, Balance, Contrast,
Emphasis, Unity and Proportion.
Specific: sculpture, in-the-round, maquette, graffiti, papier-mâché
Learning Objective:
As active learners
we will explore the
Elements of Art
(and to some
extent, the
Principles of
Design) applying
the concepts in
authentic
independent
practice in order to
achieve a
foundational
understanding of
the creative use of
and relationships
between the
Elements of Art in
personal artwork,
specifically in the
creation of GraffitiInspired Urban
Sculpture designs
using the
technique of
papier-mâché. The
history and cultural
relevance of
American street art
and graffiti will be
studied and
discussed as well.
Language Objective (Reading/Writing/Speaking/Listening):
Learners will use the Elements of Art and Principles of Design,
structural/sculptural design skills and vocabulary, and painting
terms appropriately when labeling, talking and writing about their
compositions.
Jackson, Candace BricenoConnolly, Sarah Howell,
Tim Lowke &Chris Burch
Technology Used
(Examples: BYO,
Laptops, SMART
SlateTM, etc.): ppt.
samples and doc
camera
demonstrations.
Document camera, digital presentation on terminology, a video
presentation; Enrichment: some students may use their devices to
gather reference images for their final composition.
INSTRUCTIONAL
CYCLE
QUALITY INSTRUCTION
Engage
Discuss the history of graffiti as a truly American art form, the role of the
designer/artist/gallery system in the emergence of street art, the Elements of
Art, the Principles of Design at use in graffiti design, the history and uses of
papier-mâché, sculptural vocabulary, sculptural technique, painting techniques
for creating surface designs utilizing color theory, the Principles of Contrast,
Emphasis, Balance and Proportion, as well as the Elements of Form, Color and
Texture within a composition. Students will practice making 2-D designs
become 3-D sculptures using papier-mâché construction methods.
Explore
We will explore in a series of lessons:
Intro & Guided Practice- History of Graffiti & Papier-Mâché: Taking notes and
creating a sketch of a graffiti design; taking notes and creating a maquette as a
precursor to the sculpture.
Independent Practice: The learner will create a small model, or maquette, of
their own urban sculpture design in paper and tape, exploring sculptural
techniques, in actual proportion (as close to life as possible). Tthe learner will
discover how to bring forth the illusion of three-dimensionality within twodimensional space that in turn will be reinterpreted back into a threedimensional form.
Sculptural Terminology & Technique: The learner will approach the concepts
tied to creating sculpture in-the-round out of papier-mâché through a multimedia presentation of vocabulary and techniques.
CHECK FOR
UNDERSTANDING
(FORMATIVE/SUMMATIVE)
Gallery walk; question and
answer session; peer discussion.
Formative:
Product, Monitoring, Visual
check by teacher, Rubric
Guided Practice- Construction Technique: The learner
will grapple with concepts of creating sculpture in papier-mâché and paper
materials through a hands-on technique lab guided by the instructor.
Explain
Elaborate
I will demonstrate by providing a teacher-led exemplar- creating a new
exemplar with each class period while utilizing a document camera or travelling
around the art room.
Place Elements and Principles in the context of not only sculptural and future
personal work, but also in how the human eye perceives form, texture and
proportion (link to science – biology of the human eye, physics of light &
curved lenses).
Bring art history to the forefront in the form a contemporary art form that
appeals to the style, fashion and visual culture of today.
I will check for understanding by
actively monitoring during
production and assessing the
final product.
Discussion.
DIFFERENTIATION
ACTIVITIES
As students complete their
initial designs, they will extend
their practice and apply their
skills appropriately to their
own skill set through relative
complexity. Students work on a
higher complexity level for
enhanced understanding and
practice.
Student have the option
creating a simplistic urban
sculpture (box car or building),
or a complex design depending
upon their level of sculptural
technique and concept
mastery.
Surface treatments and color
schemes for the sculptures
may be more complex (splitcomplementary) or simple
(primaries / secondaries,
cool/warm) in order to
promote the Principles of
Contrast and Emphasis.
See above.
Evaluate (Summative)
Personal / Self critique will provide some authentic assessment of student
work (i.e. ‘Why doesn’t this look right?’). Rubrics are set in place for each stage
of activity: guided practice, independent practice, and assessment / project;
each activity rubric will provide criteria, framework and critical assessment.
Summative:
Assessment via a
rubric and final grade.
Differentiation via IEP and
accommodations.
Graffiti Design
Shape
Risk-Taking
Color, Value
Craftsmanship
Design must represent a
fusion of an existing graffiti
style as well as house
elements of the students’
personal touch. The letter
shapes must overlap and
touch.
The rendered drawings are
completed at a skill level
appropriate to the abilities of
the student artist, and not
overly simplified in order to
make it “easy.”
All rendered designs include a
range of value and a
recognizable color scheme.
Shading and color are
complete and applied with
recognizable pencil technique.
The renderings are neat and
complete; it is free from any
mistakes that detract from the
composition.
25 24 23 22 21 20 19
Name:
18 17 16 15 14 13 12
11 10
9
8
7
6
5
No points earned
25 24 23 22 21 20 19
Class Period:
18 17 16 15 14 13 12
11 10 9 8 7 6 5
No points earned
25 24 23 22 21 20 19
Class: Art I, Jackson
18 17 16 15 14 13 12
11 10 9 8 7 6 5
No points earned
25 24 23 22 21 20 19
18 17 16 15 14 13 12
11 10 9 8 7 6
No points earned
5
Total score:
Urban Sculpture in Papier-Mâché:
Completed Sculpture In-The-Round
Proportion
Through the
Element of
Form; Sculpture
In-The-Round
Risk-Taking
Sculpture has near-to-life
proportion in scale, and is
formed in a recognizable
manner. The sculpture has
been rendered fully in-theround so that no parts are
unfinished. Sculpture qualifies
as 3-D with all dimensions
exceeding 2 inches.
The rendered sculptures are
completed at a skill level
appropriate to the abilities of
the student artist, and not
overly simplified in order to
make it “easy.”
Emphasis and
Contrast
Through Color &
Value
All rendered designs include a
range of value and a
recognizable color scheme
designed to promote the
Principles of Emphasis and
Contrast.
Balance and
Texture
The Principle of Balance is
achieved both visually and
physically so the work stands
on its own, and does not
appear unnecessarily Spartan.
The Element of Texture is
utilized to create obvious
contrasts between surfaces
for effect.
The renderings are neat and
complete; it is free from any
mistakes that detract from the
composition.
Craftsmanship
20 19 18 17 16 15 14
13 12 11 10 9
6
5
4
3
8
2
Name:
7
1
No points earned
20 19 18 17 16 15 14
13 12 11 10 9
6
5
4
3
8
2
7
1
No points earned
20 19 18 17 16 15 14
13 12 11 10 9
6
5
4
3
8
2
6
5
4
3
Class: Art I, Jackson
7
1
No points earned
20 19 18 17 16 15 14
13 12 11 10 9
Class Period:
8
2
7
1
Urban Sculpture in
Papier-Mache:
Completed Sculpture InThe-Round
No points earned
20 19 18 17 16 15 14
13 12 11 10 9
6
5
4
3
8
2
7
1
No points earned
Total score: