1
LESSON 1 Title: Collagraph Printmaking
Unit Plan Title:
Lesson Author: Lynnette Gilbert
TOPIC OR FOCUS OF LESSON:
GRADE LEVEL:
TIME ALLOTED FOR LESSON:
5-8
Collagraph Printmaking: Exploring the Figure
4 days- 1:45 minute sessions
DATE: June 2012
LESSON DESCRIPTION: Write a brief, yet concise, description of what occurs in this lesson. App. 50 words.
CLASSROOM LAYOUT / GROUPING OF
STUDENTS: Where will instruction take place?
How will the room be organized?
How will students be grouped for practice?
TLW create a collagraph plate incorporating a figure and scenes of Memphis using cut pieces of cardboard and mat board. TLW create 5 9x12 collagraph prints from plate and 1 large scale collagraph prints overlapping images
Tables
Individual/
Small Groups
OBJECTIVES:
Use Bloom’s
Taxonomy.
Objectives should be specific, outcome based and measurable.
TLW view a power-point presentation on printmaking and printmaking artists. (art history)
5-8 min
TLW view/critique collagraph prints and discuss why one piece may be more effective than another piece. (criticism) 5-10 min
TLW define and identify terms to be used in the printmaking process (vocabulary)
TLW
 sketch ideas and concepts for collagraph plate 10-15 min
 construct collagraph plate and gesso 30-45 min
 prepare printing paper 15-20 min
 produce collagraph prints from plates. (production) Day 2 – 60-90 min
5-10 min
TLW present and evaluate collagraph prints through class critique (evaluate/criticism) Day 3
10-20 min
TLW properly sign and number all collagraph prints and select 2 prints to create into monoprints making use of the principle of design emphasis and contrast (production)
30-45 min
TLW Day 4
 evaluate his/her own work through self-critique evaluation form
 complete monoprints
 mat artwork
 create an embossed print (production)** added process if time
(evaluation/production)
STATE CURRICULUM
STANDARDS:
Select the grade appropriate Standards/Student Performance Indicator’s that are being met in this lesson
Standard 1.0 Media, Techniques and Processes
Students will understand and apply media, techniques, and processes.
Standard 2.0 Structures and Functions Students will use knowledge of both structures and functions.
Standard 4.0 Historical and Cultural Relationships Students will understand the visual arts in relation to history and cultures.
Standard 5.0 Reflecting and Assessing
Students will reflect upon and assess the characteristics and merits of their work and the work of others.
Standard 6.0 Interdisciplinary Connections Students will make connections between visual arts and other disciplines.
TN Curriculum Standards: http://state.tn.us/education/ci/arts/visualart912.shtml
MATERIALS: Student/ Cardboa Scissors Elmer’s Glue
1

Identify resources materials and technology used other than textbook: be as specific as possible. 1B and
4B
Teacher
Examples rd/mat board
Manila
Paper
Gesso
Printing
Paper
Colored
Pencils
Printing
Ink
Oil pastels
Brayers
Watercolor paint
Plexi glass
Computer and projector pencils Sketchbook brushes Exact-o knives Ink
2
MEDIA AND
TECHNOLOGY:
VCR/DVD
Video
Computer Websites
Overhead
Projector
Slide/PPT projector
Other:
PPT
CD
Player
INSTRUCTIONAL
PROCEDURES This sometimes referred to as Set:
TTW show a ppt presentation about printmaking/artists and vocabulary terms
TTW show images and discuss the human form in motion
TTW show images of Memphis and show examples of how to incorporate them into the collagraphs
TTW show examples of finished pieces
TTW demonstrate assembly techniques
TTW demonstrate the printmaking process
TECHNIQUES
AND ACTIVITIES:
List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures a variety learning.
of classroom teaching strategies (methods) are identified. Student centered activities are included as well as guided practice of the
INSTRUCTION (The Teacher Will):
1.
TTW begin the lesson by stating the objective
2.
TTW show a ppt presentation (printmaking. Artists and terms)
3.
TTW show teacher/student made examples
4.
TTW demonstrate lesson activity by…

A. Demonstrating design ideas

B. Demonstrating how to construct collagraph plate

C. Demonstrating printing process
5.
TTW assign students to pass out materials
6.
TTW will move about the class, check for understanding, reteach as necessary and give students appropriate feedback as to project.
7.
TTW assess/evaluate learning by utilizing observations and rubric. Students will be given appropriate feedback.
8.
TTW initiate closure activity to reinforce objective(s).
9.
TTW assign students to help with specific clean up activities,
10.
TTW dismiss students using established classroom procedures.
SUPERVISED PRACTICE (The Student Will)
1.
TSW enter the room and prepare for learning by following established classroom procedures.
2.
TSW listen quietly while the teacher introduces and demonstrates the lesson.
3.
TSW will answer questions, be attentive and respectful of their peers and teacher.
4.
TSW sketch out collagraph composition using figures and images of Memphis
5.
TSW work independently to create collagraph plates
6.
TSW answer questions
7.
TSW complete work according to rubric/assessment guidelines.
8.
TSW clean their area and put away materials neatly and quietly.
9.
TSW will line up and exit the room following designated classroom procedures
CLOSURE How will the lesson come to a close? The content should be summarized
What did we learn about today?
Who can tell me what our lesson objective was?
2

and related to future lessons, and actively involve the students.)
STUDENT PRODUCTS: What artifacts or products will result from the lesson? (Such as a painting, drawing, clay piece, slideshow, report, etc.)
3
5 9x12 Collagraph Prints
1 18x24 Collagraph Collaged
Image print
(if time) 1 embossed print
EVALUATION Students will be evaluated using the rubric below:
Lesson Rubric
Elementary/Middle :
Possible
Points
25
High School:
Earned
Points:
E
25-20
A
Enthusiastic class participation
G
20-15
B
Good class participation
S
15-10
C
Satisfactory class participation
Possible
Points
25
Possible
Points
25
25
Possible
Points
Possible
Points
25
Earned
Points:
Earned
Points:
Earned
Points:
Earned
Points:
N
10-5
D
Minimal class participation
U
5-0
F
Little if any class participation
Followed directions correctly and completely
Showed skill in use of materials
Followed most directions correctly
Showed some skill in use of materials
Understood concepts to create an original, and interesting work of art
Completed assignment on time. Work shows excellent craftsmanship
Understood concepts but needed some assistance to create an interesting and original work of art
Completed assignment but may not show excellent craftsmanship
Followed few directions correctly
Needed some assistance with basic materials use
Understood concepts but needed a lot of assistance to create an interesting work of art
Followed only one or two directions correctly
Very little understanding of basic material use
Needed assistance to complete project in an interesting manner
Did not follow directions
No understanding of basic material use
Did not finish project. Little originality or creativity
Completed most of assignment with some level of craftsmanship
Completed little of the assignment with minimal craftsmanship
Did not participate in any of the objectives of the lesson
3

4
LESSON 1 Title: Fused Glass Wind Chimes and Jewelry
Lesson Author: Melanie Anderson
TOPIC OR FOCUS OF LESSON:
GRADE LEVEL:
TIME ALLOTED FOR LESSON:
LESSON DESCRIPTION: Write a brief, yet concise, description of what occurs in this lesson. App. 50 words.
Fused Glass Wind Chimes and Jewelry
7-12
3 class periods
DATE: June 2012
TLW design and create wind chimes and jewelry from cut glass that will be fused in the kiln. TLW then add findings and hardware to finish their pieces.
Tables CLASSROOM LAYOUT / GROUPING OF
STUDENTS: Where will instruction take place?
How will the room be organized?
How will students be grouped for practice? Small Groups
OBJECTIVES:
Use Bloom’s
Taxonomy.
Objectives should be specific, outcome based and measurable.
TLW view a powerpoint presentation on the art of glass making from the past to the present.
(art history)
TLW determine the value of decorative glass in society (aesthetics)
TLW critique the work, and discuss why one piece may be more effective than another piece.
(criticism)
TLW evaluate ideas and create glass wind chimes and jewelry. (production)
TLW present and evaluate glass creations through class critique (evaluate/criticism)
TLW evaluate his/her own work through self-reflection form (evaluation)
STATE CURRICULUM
STANDARDS:
Select the grade appropriate Standards/Student Performance Indicator’s that are being met in this lesson
Standard 1.0 Media, Techniques and Processes
Students will understand and apply media, techniques, and processes.
Standard 2.0 Structures and Functions Students will use knowledge of both structures and functions.
Standard 4.0 Historical and Cultural Relationships Students will understand the visual arts in relation to history and cultures.
Standard 5.0 Reflecting and Assessing
Students will reflect upon and assess the characteristics and merits of their work and the work of others.
Standard 6.0 Interdisciplinary Connections Students will make connections between visual arts and other disciplines.
TN Curriculum Standards: http://state.tn.us/education/ci/arts/visualart912.shtml
MEDIA AND
TECHNOLOGY:
VCR/DVD
Video
Computer Websites
Overhead Slide/PPT
Projector projector
Other:
PPT
CD
Player
MATERIALS:
Identify resources materials and technology used other than textbook: be as specific as possible. 1B and
4B
Glass Glass Cutters Colored
Pencils
Teacher Made
Example(s)
Crayons Scissors Paper Glass
Breakers
Safety
Glasses for
Styrofoam plates
Fishing line kiln teacher
Bails E6000 pliers Toothpicks
Jump
Rings
Elmers
Glue
Student Made
Example(s)
Computer and projector
4

5
INSTRUCTIONAL
PROCEDURES This sometimes referred to as Set:
TECHNIQUES
AND ACTIVITIES:
List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures a variety of classroom teaching strategies (methods) are identified. Student centered activities are included as well as guided practice of the learning.
TTW show a ppt presentation about the history of glassmaking both past and present
TTW show examples of finished pieces
TTW demonstrate assembly techniques
INSTRUCTION (The Teacher Will):
11.
TTW begin the lesson by stating the objective
12.
TTW show a ppt presentation about the history of glassmaking both past and present
13.
TTW show teacher/student made examples
14.
TTW demonstrate lesson activity by…

A. Demonstrating design ideas

B. Demonstrating assembly techniques

C. Demonstrating how to attach findings and hardware
15.
TTW assign students to pass out materials
16.
TTW will move about the class, check for understanding, reteach as necessary and give students appropriate feedback as to project.
17.
TTW assess/evaluate learning by utilizing observations and rubric. Students will be given appropriate feedback.
18.
TTW initiate closure activity to reinforce objective(s).
19.
TTW assign students to help with specific clean up activities,
20.
TTW dismiss students using established classroom procedures.
SUPERVISED PRACTICE (The Student Will)
10.
TSW enter the room and prepare for learning by following established classroom procedures.
11.
TSW listen quietly while the teacher introduces and demonstrates the lesson.
12.
TSW will answer questions, be attentive and respectful of their peers and teacher.
13.
TSW practice …
14.
TSW work independently, use materials appropriately, and …
15.
TSW answer questions
16.
TSW complete work according to rubric/assessment guidelines.
17.
TSW clean their area and put away materials neatly and quietly.
18.
TSW will line up and exit the room following designated classroom procedures
CLOSURE How will the lesson come to a close? The content
What did we learn about today?
Who can tell me what our lesson objective was? should be summarized and related to future lessons, and actively involve the students.)
STUDENT PRODUCTS: What artifacts or products will result from the lesson? (Such as a painting, drawing, clay piece, slideshow, report, etc.)
EVALUATION Students will be evaluated using the rubric below:
Lesson Rubric
Elementary/Middle :
Possible
Points
25
High School:
Earned
Points:
E
25-20
A
Enthusiastic class participation
G
20-15
B
Good class participation
S
15-10
C
Satisfactory class participation
Glass windchimes
Glass Jewelry
N
10-5
D
Minimal class participation
U
5-0
F
Little if any class participation
Possible
Points
25
Earned
Points:
Followed directions correctly and completely
Followed most directions correctly
Followed few directions correctly
Followed only one or two directions correctly
Did not follow directions
5

6
Materials:
Magazines
Elmers Glue
Toothpicks
Styrofoam blocks
Sculpture wire
Tape
Hemp
Mod Podge
Brushes
Paper Cutter
Scissors
Possible
Points
25
Possible
Points
25
Possible
Points
25
Earned
Points:
Points:
Points:
Earned
Earned
Showed skill in use of materials
Understood concepts to create an original, and interesting work of art
Completed assignment on time. Work shows excellent craftsmanship
Showed some skill in use of materials
Understood concepts but needed some assistance to create an interesting and original work of art
Completed assignment but may not show excellent craftsmanship
Needed some assistance with basic materials use
Understood concepts but needed a lot of assistance to create an interesting work of art
Completed most of assignment with some level of craftsmanship
Very little understanding of basic material use
Needed assistance to complete project in an interesting manner
Completed little of the assignment with minimal craftsmanship
No understanding of basic material use
Did not finish project. Little originality or creativity
Did not participate in any of the objectives of the lesson
Time Table:
Day 1:
TLW view teacher demonstrations and begin to assemble glass chimes
TLW create a color drawing of each piece of glass on paper and store pieces on top of each drawing with name
Day 2:
TLW add findings to glass pieces an store to dry
TLW view teacher demonstration and begin creating paper beads
Day 3:
TLW assemble final wind chime piece
TLW continue to create paper beads
Day 4:
TLW view teacher demonstration and create macramé bracelets and necklaces with paper beads
Day 5:
TLW finish creating jewelry pieces and clean up room
Follow-up activity:
Paper Beads and Hemp Jewelry
6

7
GUITAR PROJECT AT A 5 day GLANCE
SCSFAA 2011-2012
DAY ONE
Step one – day one
Students are motivated by the awesome guitars and participate in a lecture/discussion about action painting.
Students view a documentary about action-painter Jackson Pollock. Students understand that action paintings look very spontaneous but in fact, are planned. Students understand that the guitar will be created in stages and not all at once.
Step two – day one
Students participate in painting their guitars with a solid color and begin action painting.
Students are reminded that action paintings are planned, and as a result, they are required to:
Think about their guitar
Sketch their ideas and have a sketch available the next day
Collect items to collage onto their guitar and bring to class if desired
DAY TWO
Students will apply collaged images of MEMPHIS to their guitars.
Students will action paint on top of the collaged imagery.
Students completed with this step my sketch in their sketchbooks until all are finished.
Students will view excerpts of the film “Pollock” and discuss action painting further.
DAY THREE
Students continue action painting and collaging guitars
Students who comlete this step will assist other students or sketch in their sketchbooks
DAY FOUR
Students have time to finalize guitars and make last minute details. If time permits, a coat of polyurethane sealant will be applied over the surface of the guitar for added strength, protection, and beauty.
DAY FIVE
If time permits,
Students will critique their guitars as a group and offer positive comments in this group discussion. Teacher will prompt by asking, “If you were the curator of a gallery, which guitar would you choose to hang in your art gallery and why?” “Which guitar would you like to hang in your room?” “Who used action painting the most affectively?
Who used collage the most affectively? “If you did it over, what would you do different and why? “Can you recreate this project yourself?” “What other things could you do now that you know how to action paint?” “What objects could you begin collecting that will both simultaneously help the earth and improve your art?
7

8
LESSON Title: Louise Nevelson Assemblage
Unit Plan Title: Unity
Lesson Author: Carrol McTyre
TOPIC OR FOCUS OF LESSON:
GRADE LEVEL:
TIME ALLOTED FOR LESSON:
LESSON DESCRIPTION: Write a brief, yet concise, description of what occurs in this lesson. App. 50 words.
Louise Nevelson Assemblage Sculpture
6-9 DATE: June 2012
3 class periods
TLW design and assemble a mixed media sculpture contained within a rectangular box. TLW use repetition of shape and texture to create unity within their sculpture. TLW finally use color to completely unify the artwork. All of the students will
CLASSROOM LAYOUT / GROUPING OF
STUDENTS: Where will instruction take place?
How will the room be organized?
How will students be grouped for practice? stack their boxes together to create one large installation. student desks
Small Groups two students per glue gun
OBJECTIVES:
Use Bloom’s
Taxonomy.
Objectives should be specific, outcome based and measurable.
TLW view a slide presentation on the art of Louise Nevelson. (art history)
TLW determine the value of sculpture that uses assemblage (aesthetics)
TLW critique the work, and discuss what Elements of Art the artist has used to unify the artwork . (criticism)
TLW evaluate ideas and create their own mixed media sculpture. (production)
TLW present and evaluate and install their sculptures (evaluate/criticism)
STATE CURRICULUM
STANDARDS:
Select the grade appropriate Standards/Student Performance Indicator’s that are being met in this lesson
Standard 1.0 Media, Techniques and Processes
Students will understand and apply media, techniques, and processes.
Standard 2.0 Structures and Functions Students will use knowledge of both structures and functions.
Standard 4.0 Historical and Cultural Relationships Students will understand the visual arts in relation to history and cultures.
Standard 5.0 Reflecting and Assessing
Students will reflect upon and assess the characteristics and merits of their work and the work of others.
Standard 6.0 Interdisciplinary Connections Students will make connections between visual arts and other disciplines.
TN Curriculum Standards: http://state.tn.us/education/ci/arts/visualart912.shtml
MEDIA AND
TECHNOLOGY:
Computer Websites
Keynote presentation
Slide projector
MATERIALS:
Identify resources materials and technology used other than textbook: be as specific as possible. hot glue drop clothes papier mache boxes
Computer and projector found objects
Teacher Made
Example(s) spray paint
8

9
INSTRUCTIONAL
PROCEDURES This sometimes referred to as Set:
TECHNIQUES
AND ACTIVITIES:
List the step-by-step activities in sequential order as they occur in the lesson. They clearly identify what is to take place in the lesson. Within the procedures a variety of classroom teaching strategies (methods) are identified. Student centered activities are included as well as guided practice of the learning.
TTW show a slide presentation about the artist Louise Nevelson and how she used repeating shapes, textures and color to unify her artwork.
TTW show examples of finished pieces
TTW demonstrate assembly techniques
INSTRUCTION (The Teacher Will):
21.
TTW begin the lesson by stating the objective
22.
TTW show a slide presentation about the artist Louise Nevelson
23.
TTW show a slide presentation about creating unity in artwork
24.
TTW show teacher/student made examples
25.
TTW demonstrate lesson activity by…

A. Demonstrating design ideas

B. Demonstrating assembly techniques

C. Demonstrating how to assemble materials
26.
TTW assign students to pass out materials
27.
TTW will move about the class, check for understanding, reteach as necessary and give students appropriate feedback as to project.
28.
TTW assess/evaluate learning by utilizing observation. Students will be given appropriate feedback.
29.
TTW initiate closure activity to reinforce objective(s).
30.
TTW assign students to help with specific clean up activities,
31.
TTW dismiss students using established classroom procedures.
SUPERVISED PRACTICE (The Student Will)
19.
TSW enter the room and prepare for learning by following established classroom procedures.
20.
TSW listen quietly while the teacher introduces and demonstrates the lesson.
21.
TSW will answer questions, be attentive and respectful of their peers and teacher.
22.
TSW practice …
23.
TSW work independently, use materials appropriately, and …
24.
TSW answer questions
25.
TSW complete work according to rubric/assessment guidelines.
26.
TSW clean their area and put away materials neatly and quietly.
27.
TSW will line up and exit the room following designated classroom procedures
CLOSURE How will the lesson come to a close? The content
What did we learn about today?
Who can tell me what our lesson objective was?
Who can tell me a way to unify a work of art? should be summarized and related to future lessons, and actively involve the students.)
STUDENT PRODUCTS: What artifacts or products will result from the lesson? (Such as a painting, drawing, clay piece, slideshow, report, etc.)
EVALUATION Students will be evaluated using the rubric below:
Lesson Rubric
Elementary/Middle :
Possible
Points
25
High School:
Earned
Points:
E
25-20
A
Enthusiastic class participation
G
20-15
B
Good class participation
S
15-10
C
Satisfactory class participation
Assembled mixed media sculpture
N
10-5
D
Minimal class participation
U
5-0
F
Little if any class participation
Possible
Points
25
Earned
Points:
Followed directions correctly and completely
Followed most directions correctly
Followed few directions correctly
Followed only one or two directions correctly
Did not follow directions
9

10
Possible
Points
25
25
25
Possible
Points
Possible
Points
Earned
Points:
Points:
Earned
Points:
Earned
Showed skill in use of materials
Understood concepts to create an original, and interesting work of art
Completed assignment on time. Work shows excellent craftsmanship
Showed some skill in use of materials
Understood concepts but needed some assistance to create an interesting and original work of art
Completed assignment but may not show excellent craftsmanship
Needed some assistance with basic materials use
Understood concepts but needed a lot of assistance to create an interesting work of art
Completed most of assignment with some level of craftsmanship
Very little understanding of basic material use
Needed assistance to complete project in an interesting manner
Completed little of the assignment with minimal craftsmanship
Time Table:
Day 1:
TLW view teacher slide presentation explaining lesson objective
TLW view teacher demonstration and begin assembling mixed media sculptures
Day 2:
TLW continue/complete assemblage
Day 3:
TLW continue/complete assemblage
TLW paint sculpture
Day 4:
TLW paint sculpture
TLW work on Louise Nevelson handout
Day 5:
TLW finish and clean up room
Follow-up activity:
No understanding of basic material use
Did not finish project. Little originality or creativity
Did not participate in any of the objectives of the lesson
Louise Nevelson color sheet
Description:
Repeating Pattern(s) is another way to create unity in a work of art, however, this concept is not relevant to the lesson at hand. Each student will glue the handout, which is a line drawing of Louise Nevelson. Nevelson was a bold personality and her wardrobe reflected that. For example: she might wear a headscarf, with a kaftan, big, thick eyelashes and large jewelry. The student is to fill the drawing with student created patterns.
Materials:
handout
glue
drawing materials: colored pencils, pencils, markers
10

11
LESSON TOPIC/FOCUS:
GRADE LEVEL:
Developed by: Amanda Galbraith
Enduring Idea: The Power of Words
Acrylic painting and text design
8th-10th DATE:
TIME ALLOTED:
LESSON DESCRIPTION:
Words are powerful symbols of ideas. In today’s society, a person sees an average of over 10,000 words, hears 5,000 words, and speaks 2,500-3000 words each day. Students will begin by exploring the design of words and letters by analyzing fonts and colors in a variety of ways. Students will compare artwork by several modern and contemporary artists who incorporate text in their artwork. Students will explore color by selecting and mixing 3 colors with white and a dark to create at least 3 lighter and 3 darker values of each of the colors they selected. Students will then create a collage of font designs taken from popular culture. Students will then identify words that are important to them, or relate to the musical or city of Memphis, and will use their knowledge of fonts, color, and design to create three planning sketches in preparation for their mixed-media painting. Students will then select one planning sketch and will create an 18x24 mixed media painting based on their planning sketch. Students will also engage in group critiques of art at various points in the project.
CLASSROOM LAYOUT / GROUPING OF STUDENTS:
Room Organization:
Grouping:
OBJECTIVES:
Learning Circle
Whole group
Rows
Pairs
Tables
Individuals
Studios
Small Groups
TLW compare the work of several modern and contemporary artists who incorporate text in their art.
TLW create 3 lighter values and 3 darker values of 3 student-selected colors by mixing acrylic paint with a brush.
TLW assemble examples of fonts from popular culture into a collage.
TLW compose a list of words that are meaningful to them for personal reasons, or that are meaningful because they are related to the musical or the city of Memphis.
TLW develop 3 planning sketches using their knowledge of color, fonts, and design.
TLW create a mixed-media and acrylic work on canvas using their selected word as the subject matter.
TLW demonstrate art criticism skills by giving and receiving critiques.
STATE CURRICULUM STANDARDS: http://www.tn.gov/education/ci/arts/index.shtml
5.1
MATERIALS
Sketchbooks 150 Material var Brushes 25
HB Pencils
Erasers
75 Disposable palate sheets
25 Magazines
10 Scissors
25
25
Fabric Glue
Command strip hooks
Teacher Made
Example
Found Objects
25
25
1 var
18x24 canvas 75
Acrylic paint in a variety of colors
Water/ cups
20 Glue 25
25 18x24 manila paper
25
MEDIA/TECHNOLOGY
Video VCR/DVD
Slides
Camera X
Books
Computer
Projector
Smart Board
X Overhead Projector
X Websites
Transparencies
TV
X PPT
CD Player
Other:
X
11

WEB ADDRESSES NEEDED FOR LESSON:
1 http://www.alextrochut.com/#/works
2 http://www.edfella.com
ADDITIONAL RESOURCES NEEDED FOR LESSON (Title of prints, books, etc.)
Artwork powerpoint (textartists.ppt)
Laminated font sheets (teacher designed)
STUDENT’S PRESENT LEVEL OF PERFORMANCE & KNOWLEDGE:
12
INSTRUCTIONAL PROCEDURES:
Outline expectations for participating in discussion about modern and contemporary artists (taking notes, making comments to the class, copyright considerations)
Teach procedures for setting up studio
Demonstrate organizing supplies and materials in locations when in use and not in use
Go over procedure for changing painting water
Teach expectations in participating in critique (taking notes, phrasing comments to be constructive)
TECHNIQUES, STRATEGIES AND ACTIVITIES:
28.
MONDAY
29.
(15 minutes) The teacher will show students familiar logos with the bottom half cropped and will see how many students will recognize. The teacher and students will identify why the logos are still recognizable with half of it missing. The conversation should eventually turn to the design of the letter (font) and the color. The teacher will contrast today’s culture of visual ads with the culture of the spoken word in the 50’s when Memphis the Musical was set.
30.
The teacher will provide an overview of the projects that they will complete in this workshop (color value study, text collage, planning sketches, painting, and critiques).
31.
(60 minutes including set-up, work time, break, and clean up) Value mixing activity: Students will set up a page in their sketchbooks for a value study of three colors. The page should be divided into 7 columns and 3 rows. The students will select 3 colors that they would like to use in their final composition. The pure color will go in the middle column. The students will also get white and a dark value (either violet or burnt umber). The columns on the right will be used to mix three lighter values of each of the colors and the columns on the left will be used to mix three darker values of each of the colors. Students will complete the mixing activity as part of the preparation for creating the final painting. Students who finish activity early can mix two of their selected colors together and repeat the three lighter and three darker values mixing activity. The teacher will also demonstrate the procedures for cleaning paint water and cleaning studio area.
32.
(30 minutes) The students will take notes using the suggested format (artist name, thumbnail sketch of work, important information) for each artist in the powerpoint presentation. The powerpoint will show the work of various modern and contemporary artists who incorporate text in different ways in their work.
33.
TUESDAY
34.
(10 minutes) The teacher will review learning from the previous day, see if any students researched artists further, and will outline the goals for today.
35.
(30 minutes) Students will create 3 planning sketches for their final mixed media composition. The teacher will demonstrate brainstorming words that are relevant to the city of Memphis and will ask students to contribute words and phrases to the list. The students will then take 5 minutes to brainstorm words that are important to them and compose a list of their words. The teacher will then demonstrate creating 3 thumbnail sketches to begin planning for the final composition. The students will work on composing their thumbnail sketches for 15 minutes.
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36.
(15 minutes) Planning sketches critique. The students will put their sketchbooks up on the board rail open to their planning sketches. The teacher will write a number above each book so books can be identified by critiquers. The group may be divided into two rounds depending on display space available. The students will be asked to examine the books and then identify strengths of selected compositions, and could also make suggestions to improve the strength of the compositions (like more size variety, extending the letters off the page, etc.)
37.
(35 minutes) Students will complete font collage activity. The students will cut at least 2 examples will draw at least 1 (not the same font as what they cut) example of each letter they plan to use. (if a student has more that one of the same letter in their word or phrase, it is a option to find more than 3 examples, but not required). Students will construct a collage by arranging the letters they cut and are drawing in an interesting manner on a sketchbook page.
38.
WEDNESDAY
39.
(10 minutes) Prepare canvas and studio space. The students will set up their workspace with paper and canvas, paper palate, and water. The students will write their names on their canvas and will tone their canvas with a neutral color.
40.
(10 minutes) While the tone is drying, the teacher will review tint mixing, demonstrate acrylic techniques of drip, scrape, mask, and wash.
41.
(10 minutes) Students will return to their studio spaces and will sketch their design on their toned canvas.
The students will also gather their other paint colors and materials.
42.
(75 minutes including break and clean up) The students will work independently on creating their paintings and the teacher will offer individual assistance and critique as needed. The students will clean up the materials and their studio spaces.
43.
THURSDAY
44.
(10 minutes) Students will gather materials and will set up studios.
45.
(60 minutes, including break and clean up) The students will work independently on creating their paintings and the teacher will offer individual assistance and critique as needed. The students will clean up the materials and their studio spaces.
46.
(35 minutes) Students will participate in a group critique of the final projects. Paintings will be numbered for identification. Students will look for strengths both technically and in message communicated in finished painting.
CLOSURE
The students will participate in a final critique.
The students will identify influences from the preparation work that appear in the final composition.
The students will identify learning from this project that can be applied in their other artwork.
STUDENT PRODUCTS:
1 color mixing sheet in sketchbook
1 text collage in sketchbook
3 planning sketches in sketchbook
1 18x24 completed acrylic mixed media painting on canvas
ADAPTATIONS FOR SPECIAL NEEDS:
Preferential seating
Printed step by step directions for the color study, collage, and painting
SUPPLEMENTAL ACTIVITIES:
Extra paint mixing activity
Sketchbook Scavenger Hunt
EVALUATION
Pre-Assessment: Logo quiz, Value study color mixing,
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Formative
Assessments:
Summative
Assessments:
Text collage, note taking from artist power point, 3 planning sketches, plan sketches critique
Painting, final critique
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