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
Principals/Elements
Skill
Technique
Unify
Judge
Connection
Culture
Identity
Religion
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 threedimensional works of art
Procedures /Materials: Plan
Paper
Pencil
Eraser
Teacher will…
Create
White low fire clay
Various clay tools
Plastic bags
Newspaper
Fine grit sandpaper
Water
Decorate
Pencil
Acrylic paints
Paint brushes
Translucent antique agent
Mineral spirits
Gloves
Rags
Sealer
Newspapers
Water
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/pastexhibitions
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
Family circle map
Pencil
Eraser
Create
Drawing Paper
Pencil
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
Research tools
Computer/Internet
Newspapers
Political magazines
Pencil
Eraser
Paper
Create
Paper
Decoupage medium
Paint brush
Scissors
Various media paper
Ruler
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
Paper
Pencil
Eraser
Instructional
Create
Pencil
Acrylic paints
Paint brushes
Watercolor paper
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
Paper
Pencil
Eraser
Instructional
1.
2.
3.
4.
5.
6.
7.
8.
Create
Books
hole punch
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
Teacher will…
Discuss Folklore, cultural ties to folklore, and modern
folklore.
Display works by Lisa Kokin.
Discuss ways in which Kokin uses recycled books to tell a
story.
Discuss resources available on modern folklore.
Demonstrate various book sculpting techniques which may
be used in combination to form a work of art. This includes
carving paper, painting, collage, etc.
Display completed works of art.
Hold class critique.
Assessment.
Vocabulary:
Students will…
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.
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
Criterion
Poor
Fair
Good
Excellent
(1 point)
(2 points)
(3 points)
(4 points)
Below
expectations
Meets
expectations
Above
expectations
Exceeds
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