PROJECT 2: GO BOX YOURSELF
Art 11/12
Dani Rubin
FA: Ching-Chiu Lin, SA: Mariette Smith
Os Gemeos
1
TABLE OF CONTENTS
1. Title Page
2. Table of Contents
3. Unit & Project 2 Overview
4. Inspirational Videos of Os Gemeos Artwork
5. Graphic Organizer
8. PLO’s & Learning Objectives
9. Handout: Student-Friendly 1 Pager
10. Handout: Glow + Grow: Self & Peer Walk Around Critique
11. Assessment Rubric
12. Self, Peer, Teacher Evaluation Assessment Form
13. Formative Assessment: Possible Activities For Students
2
UNIT & PROJECT 2 OVERVIEW
UNIT OBJECTIVE:
In this unit, students will engage in studies of how identify is formed and expressed through their art projects. They will study the post modern principle layering
and Egon Schiele contour line portraiture to enable them to explore how place develops one’s sense of self. They will study contemporary graffiti artists Os
Gemoes and the post modern principle juxtaposition, to guide them through a project on features of themselves can be blown up and depicted through 3D forms,
displayed in a public art format.
PROJECT 2: GO BOX YOURSELF - OVERVIEW, RATIONALE & FINAL PRODUCT
Students will engage in learning activities on Os Gemeos’s street art and juxtaposition in order to create 3D box-structured portraits. Students will create 2-4
reliefs, each enlarging and expressing a different feature, mood or quality of themselves. Students will use recycled cardboard boxes of varying sizes and paint
their different features in a style inspired by Os Gemeos’s artwork. The class will learn how Os Gemeo’s work is a public styled art that engages viewers and
activates space. They will translate this knowledge through the last step of the project, transforming each student’s individual work into a collective large scale 3D
relief that will be installed in school space. They project can remain activate through to the duration of the Magee Student Art Show.
THE MATERIALS & TECHNIQUES
Warm Up:
1. 2-D and 3-D drawings, sketches and maquettes of 3-D box-portraits.
Product:
2. Enlarging sketches and maquettes onto box portrait surfaces. Students will outline features in pencil.
3. Unify each box portrait by painting (tempera paint) the entire 3-D surface.
Instillation:
4. Turning our individual box-portraits into an entire class project by turning them classes work into an instillation art piece in the school.
POST MODERN PRINCIPLE - JUXTAPOSITION
Juxtaposition of art means using a mixture of non-art materials and art materials to make a statement.
VOCABULARY
Engaging Public Space(s)! !
Fresco! !
!
Juxtaposition!
!
Maquette!
Enlarging!
!
!
Instillation!
!
Magnification ! !
Mural
!
!
!
!
!
!
!
!
!
!
!
DATE + CLASS LENGTH: 23/03/15-17/04/15, 80 min.
NUMBER OF LESSONS: 9
BLOCK(S) + LOCATION/: Art 11/12: Day 1 - Block 3 | Art 11/12 Day 2: Block 2 (Room 143)
!
Relief
3
INSPIRATIONAL VIDEOS OF OS GEMEOS ARTWORKS
Art 11/12: Project 2 - Go Box Yourself
Giants, Granville Island Public Art, 2014: Artists’ Description & Time Lapse of Project
http://www.vancouverbiennale.com/artworks/giants/?location=Vancouver
2014 World Cup Buenos Aires Jet Plane
https://www.youtube.com/watch?v=a38xoWB6NAw
Too Farr Too Close Gallery Exhibition, 2008
https://www.youtube.com/watch?v=VuTi4nZv_cI
Inspirational Video from artist Blu
https://www.youtube.com/watch?v=uuGaqLT-gO4
Louis Vuitton Scarf Design, 2013
http://v.youku.com/v_show/id_XNTE1NjE3MDg0_rss.html
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Lesson
1.Project
Introductions
-Context: Study
Feature Artists Os
Gemeos,
Q: Who is Os
Gemoes?
Objectives - Student Will Be Able To
Activities
Resources
Assessment
-Understand the expectations of the unit including
the theme, process, product, artists of exploration
and how they will be assessed.
-identify and analyze effectiveness of the visual
style of Os Gemoes’s artworks
-Identify features, moods, feelings, attributes that
will developed in artworks
-draw and sketch out drafts of artworks
(10 min) Introduction: Unit theme, project expectations and rubric. Hand
out 1 pager.
(10 min) Lecture and present: Os Gemoes - Provide background on
period, artist and their artwork. Have students identify features, moods,
feelinsg, attributes they can develop for their artworks. Show students
images of artwork of what the finished artwork will look like.
(50min.) Studio Time: students will draw and sketch images draft images of
their artworks.
Sign up list will be circulated around the class identifying what box portrait
surfaces they will bring to class.
(10min) Closer: Review project theme and vocabulary. Discuss next day’s
concepts. Exit slips identifying moods, features they will develop in their
artwork.
images of Os
Gemeos artwork
-images of artworks
that showcase what
the end product may
look like
-pencils, colored
pencils, felt markers
-8.5x11 paper
-exit slip paper
-observations during
discussions
-exit slips
-develop the planning 2D images and 3D
maquettes for final project
-respond, compare and contrast exemplars of
feature artist
-evaluate personal progress on features and
image development when speaking with teacher
(10 min) Hook: attendance, review last day, explain today’s class, give
tasks to CS student. Explain today’s class production goal. Show inspitation
video of Os Gemeos artwork. (see page 4 for inspirational video list). Check
for students who have brought in materials
(10 min) Demo & Instruction: Demo and explain why we plan, sketch,
draw in 2D and 3D for a 3D project. DEmo how to build 3D maquette.
Review the use of color, line, shape message Os Gemeos use in their
stylized artwork. Instruct students to borrow from feature artwork’s style and
to make their own.
(50min.) Studio Time: 2D images and 3D maquettes for final project.
Teacher will circulate through class and ask formative progress questions.
(5min) Clean Up + Closer: Review what has been accomplished today.
Discuss if goal has been achieved.
images of Os
Gemeos artwork
-images of artworks
that showcase what
the end product may
look like
-pencils, colored
pencils, felt markers
-8.5x11 paper
-2 ply paper for 3D
maquettes
-observations during
discussions
-observing
student artwork
during and at the end
of class
-Understand how 3D art uses EPAD’s mass,
shape and space more than 2D art
-identify and implement choices of color and line
in their artwork
-examine relationship between chosen moods/
features and image development
-complete 2D and 3D maquettes
(10 min) Hook: Review concepts and definitions covered in previous
classes - securing knowledge. Explain today’s activities - 2D and 3D
planning pieces due at end of class. Explain how we will enlarge planning
pieces onto final product materials.
60min) work time: students complete 2D and 3D planing pieces. Students
who finish early start working on final products.
(10min) Closer: Review concepts covered in today’s class. Discuss next
day’s concepts.Remind students of big idea/end result of project. Students
hand in artwork for formative assessment.
images of Os
Gemeos artwork
-images of artworks
that showcase what
the end product may
look like
-pencils, colored
pencils, felt markers
-8.5x11 paper
-2 ply paper for 3D
maquettes
-student participation
during discussions in
class
-observing
student artwork and
at the end of class
What is an
Instillation?
What features and
moods do I want to
express in my
project?
2. Image
Development
Strategies: Planning
out
Q: What does my
box portrait look like
in 2D and 3D?
3. -Elements &
Principles of Art &
Design
-Reference to
Personal Context
Q. How will you use
color, line, mass,
shape and space to
express you?
5
Lesson
Objectives - Student Will Be Able To
Activities
4. Image
Development
Strategies:
Developing Final
Product Pieces
Context:
Juxtaposition
-identify compositional strategies, EPAD in
images shown in class and student artwork
-analyze personal use of juxtaposition in artwork
-think critically about using visual strategies for
artwork learned in class and applied to art project
-develop compositional line drawings of portraits
on 3D box surfaces
(10 min) Hook: Review last days work and concepts. Explain next phase of
project/ today’s class to students - developing portraits on final product
surfaces. Explain how today we will enlarge planning pieces onto final
product materials. Check for students who have brought in materials. Show
inspirational Os Gemeos project video. Teacher review with class use of
shape, space and mass in 3D art.
(5min) Exemplars Instruction: Show Box Portrait pdf to students. Discuss
with class.
(30min) work time: develop compositional line drawings of portraits on 3D
box surfaces.
(5min) Exemplars Instruction: Show PostModern Principles pdf,
Juxtaposition pages to students. Discuss with class.
20min) work time: develop compositional line drawings of portraits on 3D
box surfaces.
(10min) Closer: Review concepts covered in today’s class. Discuss next
day’s concepts.Remind students of big idea/end result of project. Thank
students for their cooperation outside. Exit slip: Is my feature, mood, feeling
easy to see or understand in my artwork? Explain.
PDF: PostModern
Principles.pdf
(Juxtaposition slides
only)
-final product
collected cardboard
boxes
-pens
-pencils
felt markers
-erasers
-student classroom
habits
-reviewing student
artworks during and
at end of class
-exit slip
-Understand juxtaposition use in one’s own art
-develop and complete compositional line
drawings of portraits on 3D box surfaces
-develop and complete painting of portraits on 3D
box surfaces
-understand vocab. terms of of project
-students use vocab.. terms of project when
asked to describe artwork
-assess personal use of EPAD in self and other’s
work
-make informed choices about strategies,
devices, EPAD to help them their features/ moods
of their artwork
-compare and contrast image development
strategies of feature artist and peer work
-complete artworks by end of class 7
(5 min) Intro: Remind students what step of the project they are on, what
they are doing today and what the bigger picture of the project is. Explain
today is a work period and to use time maturely. Show Inspirational feature
artist project video. Emphasize when moving into paint that the entire 3D
surface must be first drawn on and then painted.
(70 min) Work period: Give students their photocopied landscape images
and continue distorting them. Have more copies available for students.
(10 min - class 6) mid way class gallery walk
(10 min - class 7) Glow Grow Peer/Self Assessment
(10 min - class 7) Instruction on how public art activates space, define
and explain what an instillation is. Explain how each student’s individual boxportraits become an instillation by being grouped and installed all together.
(5min) Closer: Review content covered in today’s class. Discuss next day’s
concepts. Review end dates, briefly review instillation process and
assessment of project.
-final product
collected cardboard
boxes
-pens
-pencils
felt markers
-erasers
-tempera paint
-Glow Grow Peer/
Self Assessment
-mid way class
gallery walk
participation
-student’s ability to
complete artwork(s)
by the end of class 7
-participate in instillation of project in atrium
-understand how the atrium space changes by
installing artworks
-understand how individual artworks transform
into a new artwork format, an instillation, by being
grouped together
(10 min) Hook/ Intro: Remind students what step of the project they are on,
what they are doing today and what the bigger picture of the project is.
Explain instillation procedure of today’s class.
(10min) Class gathers artworks and instillation materials to atrium.
(50min) Instillation of project into atrium
-finished artworks
-materials for
instillation
-student classroom
habits
-participation during
instillation
Q: How do we use
art and non art
materials to make
an original artwork?
5-7. Use of
Materials,
Techniques,
Processes
-Work period(s)
Q: How can you
transform a non art
material into a 3D
canvas for a self
portrait?
Q. How can we
have great use of
color in our
portraits?
8. Materials,
Techniques,
Processes:
Instillation of Project
in school atrium
Q: How can we
activate a space by
adding our art to it?
Resources
Assessment
(10min) Closer: Return to class, review today’s work, review critique of next
day’s class.
(note: if instillation is not completed in this class time, the instillation can be
completed next class).
6
Lesson
9. Class Critique,
Self & Peer
Assessment
Objectives - Student Will Be Able To
-Communicate constructive feedback for their
peers during critique
-Complete their self and peer assessment forms
-Submit artwork and assessment sheet for
teacher assessment.
Activities
(5 min) Hook: Describe what is being covered in today’s class.
(10 min) set up: put away art materials and set up classroom for gallery
critique
(40min.) Gallery Critique: students participate and display their work
(15min.) Complete self and peer assessment forms
(10min) Closer: thank students for participation in project. Teacher briefs
students on next project.
(5 min): Students build class rapport with flexible remaining class time students play music, have snacks together.
Resources
-critique Handout
-assessment sheet
-installed student
work
Assessment
-critique form
-assessment sheet
-finished student
artwork
7
PLO’s
GRADE 11/12
PERCEIVING/ RESPONDING:
• examine the relationship between the use of particular image-development strategies and intended mood and message
• justify interpretations of and preferences for selected images
• analyze how particular elements and principles are used to create meaning and effect in 2-D and 3-D images
• critique the effectiveness of image-development strategies used in particular 2-D and 3-D images
CREATING/ COMMUNICATING:
• apply a variety of image-development strategies to create 2-D and 3-D to reach a specific audience or achieve a specific purpose
• create 2-D and 3-D images that demonstrate a relationship between image development strategies and art processes
• create 2-D and 3-D images that reflect personal contexts
• create 2-D and 3-D images that demonstrate effective use of particular elements and principles
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UNIT: ELEMENTS OF IDENTITY
|
Name_______________________
Teacher: Ms. Rubin (on behalf of Ms. Smith)
PROJECT 2: GO BOX YOURSELF
IN THIS PROJECT: we are going to investigate contemporary graffiti and street art. We are going to look at Os Gemeos’s, twin brothers, who have a bright,
personable and fun style of street art. We are going to continue exploring the theme of identity by using art and non art materials to create 2-4 3D box-structured
portraits. Each portrait will enlarge and will express a different feature, mood or quality of you. We will learn how Os Gemeo’s work is a public styled art
that engages viewers and activates space. The final step of the project is to transform each student’s individual work into a collective large scale 3D relief that will
be installed in school space
WHAT TO EXPECT: 1. Gain inspiration and learn Os Gemeos’s stylized instillation art to help you create your 3-D box-portraits.
2. You will plan out your 3-D box-portraits by drawing, sketching and making maquettes of your 3-D box-portraits.
3. Enlarging your sketched out maquettes imagery onto your non art box portrait surfaces. We will outline the features of portraits and then unify each box portrait
by painting the entire 3-D surface.
4. Turning our individual box-portraits into an entire class project by turning them classes work into an instillation art piece in the school.
You are required to bring in cardboard box portrait surface for you and the class. These can include, but are not limited to: cereal boxes, shoe boxes,
milk cartons, kleenex boxes. Any cardboard box!
TIMELINE: 23/03/15-17/04/15, 9 classes
CRITERIA: You will be marked on a 1-4 scale, on the 5 points in the table below, with a total mark out of 20. Criteria within each point is listed to explain in further
detail what you are being marked on, or what you are marking on.
Key: 5 = strong, 4 = moderately strong 3 = average, 2 = moderately weak, 1 = weak
Image Development
Strategies
TOTAL:
Principles/Elements of Art &
Design
Use of Materials,
Technologies and Processes
Reference To Personal
Context
Classroom Habits
/20
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Project 2: Go Box Yourself | Glow & Grow! Self + Peer Walk-Around Critique
Name________________________________
Teacher: Ms. Rubin (on behalf of Ms. Smith)
Project Number:
Your Name:
Two Glows... (compliments)
...and a Grows (things to work on)
1.
1
2
1.
1
2
1.
1
2
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PROJECT 2: GO BOX YOURSELF - EVALUATION SHEET
Name_______________________
Teacher: Ms. Rubin (on behalf of Ms. Smith)
Directions: This form is designed to help you evaluate your own work, peer’s work or group’s work. Read the statements below. Then indicate the number from
the following scale that reflects your assessment. You will be marked out of 5 on each of the 6 highlighted points. Criteria within each point is listed to explain in
further detail what you are being marked on, or what you are marking on. Key: 5 = strong, 4 = moderately strong 3 = average, 2 = moderately weak, 1 = weak
1. Image Development Strategies - enlarging 2D + 3D planning pieces to express 2-4 different features, moods or qualities of oneself
Self Evaluation
/4
Peer Evaluation
/4
Teacher Evaluation
/4
2. Principles/Elements of Art & Design: effective use of color, shape, line, rhythm, composition, mass, space.
Self Evaluation
/4
Peer Evaluation
/4
Teacher Evaluation
/4
3. Use of Materials and Processes - demonstrates craftsmanship, accuracy and exploration with ideating portraits on non art materials. Crisp, clean, even and tonal use of color.
Sharp and defined outlines of portrait features.
Self Evaluation
/4
Peer Evaluation
/4
Teacher Evaluation
/4
4. Reference To Personal Context - identifying, describing and through art making how student artwork displays features, moods, feelings, traits of oneself
Self Evaluation
/4
Peer Evaluation
/4
Teacher Evaluation
/4
5. Classroom Habits - punctuality, clean up, participation, appropriate use of mobile device, appropriate use of class time (doing homework in class)
Self Evaluation
TOTAL:
/4
Peer Evaluation
/4
Teacher Evaluation
/4
/20
Comments:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
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Name_____________________
Project 2: Go Box Yourself - Rubric
TOTAL:
/20
Category
Exceeding Expectations
Meeting Expectations
Almost Meeting Expectations
Not Yet Meeting Expectations
Image
Development
Strategies
/4
Consistent effective use of
enlarging 2D/ 3D planning
pieces to express 2-4 different
features, moods or qualities of
oneself.
Frequent effective use of
enlarging 2D/ 3D planning pieces
to express 2-4 different features,
moods or qualities of oneself.
Shows an attempt to enlarging 2D/
3D planning pieces to express 2-4
different features, moods or
qualities of oneself.
Rarely shows an attempt to
effectively enlarge 2D/ 3D
planning pieces to express 2-4
different features, moods or
qualities of oneself.
Principles/
Elements of
Art & Design
/4
Consistently demonstrates
use of color, shape, line,
rhythm, composition, mass
and space in their artwork.
Uses 1-2 of the following: color,
shape, line, rhythm, composition,
mass and space in their artwork.
Shows an attempt to use color,
shape, line, rhythm, composition,
mass and space in their artwork.
Rarely shows evidence of
attempting to use color, shape,
line, rhythm, composition, mass
and space in their artwork.
Use of
Materials,
Technologies
and
Processes
/4
Consistently uses
craftsmanship, accuracy and
exploration with non art
materials, pencil and paint in
artwork’s composition.
Uses 1-2 of the following in their
composition: craftsmanship,
accuracy and exploration using
non art materials and pencil.
Shows an attempt to use
craftsmanship, accuracy and
exploration with makers, pencil and
ink pens - materials in artwork’s
composition.
Rarely shows evidence of
attempting to use craftsmanship,
accuracy and exploration non art
materials, pencil and paint in
artwork’s composition.
Reference To
Personal
Context
/4
Consistently able to identify,
describe and through artmaking convey to how artwork
communicates an identified
mood, feature, attribute or
feeling.
Frequently able to identify,
describe and through art- making
convey to how artwork
communicates an identified
mood, feature, attribute or
feeling.
Shows an attempt to identify,
describe and through art- making
convey to how artwork
communicates an identified mood,
feature, attribute or feeling.
Rarely able to convey to identify,
describe and through art- making
convey to how artwork
communicates an identified mood,
feature, attribute or feeling.
Classroom
Habits
/4
Consistently demonstrating
punctuality, responsible with
studio time, clean up,
participation in learning
activities, appropriate use of
mobile device and in class
work time and brought in
cardboard materials for
project.
Frequently demonstrating
punctuality, responsible with
studio time, clean up,
participation in learning activities,
appropriate use of mobile device
and in class work time and
brought in cardboard materials
for project.
Occasionally demonstrating
punctuality, responsible with studio
time, clean up, participation in
learning activities, appropriate use
of mobile device and in class work
time and brought in cardboard
materials for project.
Rarely demonstrating punctuality,
responsible with studio time,
clean up, participation in learning
activities , appropriate use of
mobile device and in class work
time and brought in cardboard
materials for project.
12
FORMATIVE ASSESSMENT: POSSIBLE ACTIVITIES FOR STUDENTS
Exit Slips
Write a question you have for Os Gemoes about their artwork?
Tell Os Gemoes something you like about their artwork.
What do you think Os Gemeos would like about your artwork?
What question(s) do you think Os Gemeos would have about your artwork?
Group Discussion and/ or Think Pair Share
What message do you think artist is trying to say in the artwork we are looking at?
What do you think inspires the artist to use x (color, choosing spaces, instillation vs fresco)
Reflective Questions
What is the purpose of the instillation?
What was the biggest challenge of this project? How did you overcome it?
What did you learn about making individual art pieces that were a part of a bigger class project?
Was it a good instillation? Would you have walked in off the street to view it, if you had seen a little of it through a window? Explain your reasons.
What would you tell a stranger about the art project? A viewer know knows little about art?
What was the most significant thing you learned from this project?
Questions For Students Evaluating His/Her Own Work
Is my feature, mood, feeling easy to see or understand in my artwork? Explain.
Can I think of another way to show similar features, moods or feelings? Explain
Did I use art materials in a new or different way? Explain.
Did I use the box surface of my portrait satisfactorily? Explain.
Did I enjoy making my artwork? Explain
Web Questions
(have example available to students)
What features, moods, feelings can you express with your box portraits?
13