Final Lesson Plan
Dr. Brewer
ARH 4352
Rachel Taylor
321-303-9989
RachelTaylor@knights.ucf.edu
4/19/2010
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Lesson 1: Miscellaneous Barbara Kruger
“Pro-Life for the Unborn, Pro-Death for the Born”
“Not Angry Enough”
Objective:
The objective for this lesson is to teach students about the relationship between visual and
verbal imagery and how this relationship can be used in advertisements for products and even
politics. Students will also learn about politically charged messages in art. Students will use
contextual information to identify responses to, and meanings behind works of art. Students will
learn different reasons for creating art, and how different mediums can translate these
reasoning’s. Students will also learn and apply collage techniques and how to form an
aesthetically pleasing composition.
Sunshine State Standards:
•
FL.VA.AES.6-8.1.2 ...uses research and contextual information to identify responses to
works of art.
•
FL.VA.C.6-8.1.3 ...understands and distinguishes multiple purposes for creating works
of art.
•
FL.VA.S.6-8.1 The student understands and applies media, techniques, and processes
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Procedures:
This lesson will begin with a discussion on reasons for creating art and how different
mediums can evoke different responses. We will talk about politically charged messages in art
and the relationship between visual and verbal imagery and why this relationship is seen on a
daily basis. I will then introduce Barbara Kruger’s artwork and her medium of choice. Next
students will search through magazines and web images to gain ideas for their own work of art.
They will create their piece using found images (out of magazines or found on the internet) of
famous figures and incorporate a statement which relates to that person (this person does not
have to be a political figure). Students can cut words out of magazines or type and print them
from a computer. Students will create a composition with their images and words using the
collage technique. These images can be scanned into the computer and reworked using a photo
editing program if needed.
Assessment:
Students will be graded using a rubric which focuses on technique, content and
professionalism. See Appendix A.
Origin:
This lesson originates from Jean Robertson and Craig McDaniel book Themes of
Contemporary Art: Visual Art After 1980, the textbook for ARH 3471 Art in the Last 25 Years.
Their chapter on “Language” focused on how visual and verbal images relate. I thought this
would be a great lesson for students in the secondary school because it can be applied to
advertisements for products or politics. This will help them gain a better understanding of the
world around them and how they are bombarded with these images on a daily basis.
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References:
Kruger, B. (1997) Not Angry Enough, [image of collage] retrieved from
http://photoscope.iatp.by/kruger/notstupid.jpg
Kruger, B. (2000/2004), Pro-life for the Born, Pro-death for the unborn. [ image of collage]
retrieved from http://anab.com/blog/media/blogs/new/barbkrugerbush.jpg
Robertson, J. & McDaniel, C. (2010). Themes in Contemporary Art: Visual Art after 1980.
Oxford NY: Oxford University Press. p. 259
Lesson 2: Drawing Duane Michals
“Alices Mirror”
“Things Are Queer”
Objective:
The objective of this lesson is to teach students about the idea of identity in art and how
artists represent themselves in different ways. They will learn how to tell a story about
themselves through a series of images and how a relationship between the images can create a
flow. They will learn how an artist’s intent plays a crucial role in the aesthetic value of an object
through observing Duane Michals’ photography. Students will learn how organizational
elements and principals of design communicate ideas by setting up a series of still lives. Students
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will become familiar with simple photography and lighting aspects as they set up their still lives
and photograph them. They will also learn and practice drawing techniques.
Sunshine State Standards:
•
FL.VA.AES.6-8.1.3 ...understands how an artist's intent plays a crucial role in the
aesthetic value of an object
•
FL.VA.S.6-8.1.3 ...understands what makes various organizational elements and
principles of design effective and ineffective in the communication of ideas.
•
FL.VA.S.6-8.1.4 ...creates two-dimensional and three-dimensional works of art that
reflect competency and craftsmanship
Procedures:
This lesson will begin with a discussion of the different ways artists choose to represent
themselves in their art. I will then introduce Duane Michals’ photography and how his work
uses a certain flow to tell a story. Students will apply this knowledge to create their own series
of drawings to represent who they are. Students will first create a series of still-life’s using
objects they find significant. They will take pictures of each configuration of objects while
keeping lighting and composition in mind. Students will then draw from these pictures and by
observing the objects.
Assessment:
Students will be graded using a rubric which focuses on technique, content and
professionalism. See Appendix A.
Origin:
The idea for this lesson originated from Duane Michals’ photograph’s “Alice’s Mirror”
and “Things are Queer”. I was introduced to Duane Michals through the textbook Themes of
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Contemporary Art: Visual Art After 1980 by Jean Robertson and Craig McDaniel. I also wanted
to incorporate a sense of identity into this lesson plan because of Amy R. Giles article “School
Art” Versus Meaningful Artistically Authentic Art Education. In this article, Giles (1999) writes
“When children construct and place meaning on the things they make, these objects become
meaningful to their lives in some particular way” (p. 2).
References:
Giles, R. “‘School Art’ Versus Meaningful Artistically Authentic Art Education,” NAEA
Advisory, Ed. Christine Davis, National Art Education Association, Winter 1999.
Michals, D., (1997) Alice’s Mirror, [photograph] retrieved from
http://www.retitle.com/public/exhibitors/3939/archive_290_NohraHaimeGallery-1.jpg
Michals, D., (1971) Things are Queer, [photograph] retrieved from
http://www.myraintreehouse.net/pic/Duane_Michals.jpg
Robertson, J. & McDaniel, C. (2010). Themes in Contemporary Art: Visual Art after 1980.
Oxford NY: Oxford University Press. p. 259
Lesson 3: Painting David Salle
“Lunch Box”
“Old Bottles”
Objective:
The objective of this lesson is to help students realize how practice can help them
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improve over time. They will also learn that sketchbooks can facilitate this process. Students will
learn about the idea of time and growth in art and how it can be seen in David Salle’s art. They
will learn about layering objects and recreating former ideas along with mixing seemingly
unrelated ideas to make them relate.
Sunshine State Standards:
•
FL.VA.C.6-8.1.4 ...knows and uses the interrelated elements of art and the principles of
design to improve the communication of ideas
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FL.VA.APP.6-8.1.2 ...understands the skills artists use in various careers and how they
can be developed in art school or college or through internships.
Procedure:
This lesson will open with an introduction to the idea of growth in art. We will discuss
how artists develop overtime and how sketchbooks can document this process. We will also talk
about how sketchbooks can help organize thoughts, ideas, and feelings with visual and verbal
imagery. We will then discuss David Salle’s art and how they relate to growth. We will discuss
his method of organizing his images and why they are successful. Students will then browse
through their sketchbooks and old artwork to discover how they have grown throughout the year.
They will select past ideas found in their sketchbooks and old works of art which they may or
may not have liked to create a painting which depicts their growth as an artist. Students will first
paint a background for their images and then cut out and layer their old sketches, along with
sections of old artworks on top of this background. They must consider placement and color
choices when creating their work.
Assessment:
Students will be graded using a rubric which focuses on technique, content and
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professionalism. See Appendix A.
Origin:
The idea for this lesson originated from David Salle’s art. I think it is important for
students to know how sketchbooks and practice can help them improve over time. This idea was
introduced to me through the chapter on sketchbooks by Roberta W. Rice and Sue Ellen McNeil
in the book “Secondary Art Education: An Anthology of Issues.”
References:
Rice, R. & McNeil, S.E. 1990 “Sketchbooks” Secondary Art Education: An Anthology of Issues
Ed. Bruce E. Little, National Art Education Association 1990
Salle, D. (1995) Old Bottles, [Oil and acrylic on canvas] retrieved from
http://www.saatchigallery.co.uk/imgs/artists/salle-david/david-salle-old-bottles.jpg
Salle, D. (1994) Lunch Box, [oil and acrylic on canvas] retrieved from
http://splashgallery.com/images/artist/David_Salle/lg_lunchbox.jpg
Lesson 4: Sculpture Jonathan Keegan
“Sketchbook Montage Postcard”
“September 13th Entry”
Objective:
The objective of this lesson is to help students learn the importance of recording and
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saving their thoughts, feelings, and ideas. We will observe and discuss how professional artists
use their sketchbooks in order to give them an understanding of how sketchbooks can be used in
the real world. This lesson will teach students how to develop and improve ideas over a period
of time. Students will also learn and apply the book binding process. Having the students create
their own sketchbooks will encourage them to use it more often.
Sunshine State Standards:
•
FL.VA.AES.6-8.1.3 ...understands how an artist's intent plays a crucial role in the
aesthetic value of an object
•
FL.VA.C.6-8.1.4 ...knows and uses the interrelated elements of art and the principles of
design to improve the communication of ideas
•
FL.VA.APP.6-8.1.2 ...understands the skills artists use in various careers and how they
can be developed in art school or college or through internships.
Procedure:
This lesson will begin with an introduction to sketchbooks. We will observe and discuss
Jonathan Keegan’s sketchbook images and compare them to his finished illustrations. We will
discuss how artists develop their ideas and how sketchbooks help them do this. We will then
learn the book binding technique and students will create their own sketchbooks. Students will
be encouraged to personalize their sketchbooks. They will use this book for sketching on a
weekly basis throughout the year.
Assessment:
Students will be graded using a rubric which focuses on technique, content and
professionalism. See Appendix A. They will also have sketchbook entries which will be graded
on a weekly basis.
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Origin:
The idea for this lesson originated from Robert W. Rice and Sue Ellen McNeil’s chapter
on “Sketchbooks” from the book Secondary Art Education: An Anthology of Issues. I was also
inspired by Olivia Gude’s article “Principles of Possibility: Considerations for a 21st-Century Art
& Culture Curriculum.” In this article, Gude (2007) writes that arts should “teach skills and
concepts while creating opportunities to investigate and represent one’s own experiencesgenerating personal and shared meaning” (p.6). With these sketchbooks, students will be able to
learn the book binding techniques and use them to develop their meaningful ideas.
References:
Gude, O. (2007) Principals of Possibility: Considerations for a 21st -Century Art and Culture
Curriculum. Art Education, 60(1), 6-7.
Keegan, J.(2001) Sketchbook Montage Postcard, [image of postcard] retrieved from
http://jonkeegan.com/images/sketchbooks_card_front.jpg
Keegan, J. (2004) September 13 entry [image of sketch] retrieved from
http://images.google.com/imgres?imgurl=http://jonkeegan.com
Rice, R. & McNeil, S.E. 1990 “Sketchbooks” Secondary Art Education: An Anthology of Issues
Ed. Bruce E. Little, National Art Education Association 1990
Lesson 5: Ceramics The Luo Brothers
“Welcome to the Worlds Famous Brands”
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Objectives:
The objective of this lesson is to teach students about the consequences of globalism,
consumerism and advertisements. They will learn to make connections between the visual arts,
and the real world. They will also learn how the knowledge, skills, an attitudes gained from the
arts can enhance and deepen their understanding of life. They will also learn how artists use
their art make statements about the world around them. Students will use clay to make their piece
and in doing this, will become familiar with three-dimensional techniques, tools, and processes.
Sunshine State Standards”
•
FL.VA.APP.6-8.1 The student makes connections between the visual arts, other
disciplines, and the real world
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FL.VA.APP.6-8.1.1 ...understands how knowledge, skills, and attitudes gained from the
visual arts can enhance and deepen understanding of life.
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FL.VA.S.6-8.1.1 ...uses two-dimensional and three-dimensional media, techniques,
tools, and processes to solve specific visual arts problems with refinement and control.
Procedures:
This lesson will begin with an introduction to the relationship between visual arts and the
real world. This concept will be enhanced with the artwork by the Luo Brothers. We will discuss
how they use their art to make statements about globalism, consumerism, and advertisements.
Students will then conceptualize and create a ceramics piece which makes a statement about
consumerism.
Assessment:
Students will be graded using a rubric which focuses on technique, content and
professionalism. See Appendix A.
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Origin:
This lesson was inspired by The Lou Brothers artist statement which spoke of the
consequences of globalism. Rose Goldson’s The Show and Tell Machine also led me to create a
lesson dealing with this topic. In this writing, Goldson (1978) speaks of the masses being easily
manipulated by the power of suggestion (p. xi). I chose to do this lesson to get my students
familiar with looking at advertisements so they can be aware of how these images can affect
them.
References:
Goldson, R., “ Foreward” and “Chapter 1,” The Show and Tell Machine, Delta Books, 1978. Pp.
ix-xvi, 1-27.
The Luo Brothers (2008) Welcome to the Worlds Famous Brands [ceramic]. Retrieved from
http://www.robischongallery.com/html/..%5Cpublish%5Cworksimages%5Cwebluobrothers-welcomewelcome-babyonbooks-25x18x14_sm.jpg
The Luo Brothers (2007) Welcome to the Worlds Famous Brands [ceramic]. Retrieved from
http://images.google.com/imgres?imgurl=http://www.chinesecontemporary.com/images/l
uo_bros/luo_bros_11_sml.jpg&imgrefurl=http://www.chinesecontemporary.com
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Appendix A.
Artwork Assessment Rubric
Name: ______________________________________________ Date: _____________
Assignment: ____________________________________________________________
Criteria
Points/o Comments
ut of
Creativity: Is the finished
product original in thought?
Execution: Did the student
demonstrate the necessary
skills?
Elements and principles of
design: Were they effectively
used?
Message: What is being visually
communicated?
Relevance: Is the finished
product related to the
assignment?
Participation: Did the student
efficiently use class time?
Use of Materials: Were the
materials safely used and put
away?
Presentation: Showmanship
Effort: Did the student attempt
the project with full force?
Total Points Earned:
Four Point Scale: Each category rated
4: Excellent
3: Good
2: Fair
1: Unsatisfactory
0: Not handed in
Overall Comments: _____________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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