Madeleine Desmornes
madeleinedesmornesucf@knights.ucf.edu
(407)968-4851
ARE 4351
 Overview:
Students will learn about the artist, David Hockney; how he is
well-known for his photo collages. Since most students are
familiar with “selfies”, they will use 2-3 of their favorites to
create a self-portrait as a photo collage using half of the photos
and drawing the other half.
They will understand facial proportions and composition relative
to creating a successful self-portrait.
 Students will view the artworks of David Hockney and gain inspiration for their
own collage self portrait.
 Students will understand facial proportions and composition relative to creating a
successful self-portrait.
 Students will use the techniques and processes of the artist to create a creative,
unique image made of multiple photographs and drawings.
NGSSS:
Critical Thinking and Reflection
 Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and
create with artistic intent
Skills, Techniques, and processes
 Enduring Understanding 3: Through purposeful practice, artists learn to manage, master, and
refine simple, then complex, skills and techniques.
Organizational Structure
 Enduring Understanding 1: Understanding the organizational structure of an art form provides
a foundation for appreciation of artistic works and respect for the creative process
 Questions
 What do you see in the artwork?
 What is the most obvious?
 What grabs your attention? Why?
 What is the theme or subject of the
artwork?
 How do you think the artist created his
pieces?
 What are some important elements of
narrative portraiture, and how do you
think the artists use these elements in
his collage artwork?
 Materials:
 12x12 Drawing paper, one sheet
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per student
2-3 copies of different photos
Glue, scissors
Pencils, colored pencils
Digital camera
The idea for this lesson came from a presentation done in
photography about David Hockney’s photo collage collection.
His silly and playful ways of collaging his various photos would
not require too much technical skills from our young artists.
Giving students the freedom to create their own designs with
photos and drawing would be a great example of “deterrent of
lookalike art”, as mentioned in the article written by Efland: “The
School Art Style: A Functional Analysis”.
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Students will have 2-3 class periods to complete the lesson
 Students will view a power point with the work of David Hockney
 Students will learn the basic drawing proportions of faces.
 We will discuss as a class possible answers to the questions.
 The students will bring copies of two of their favorite photos and cut them in half.
 They will glue each piece on a white sheet in a row.
 Then the students will draw the other half of each cut image using pencil.
 Colored background can be added.
 Teacher will then make 2 copies of all finished drawings for each student.
 Following Hockney’s idea, students will cut their copies and create a collage that
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represents their self-portrait.
Students will learn the importance of composition, perspective, color, and juxtaposition
while utilizing their knowledge of facial proportions to create a unique, creative piece.
When satisfied with their design, they can write a statement about it on a piece of paper.
Teacher will approve design and writing.
Assess students’ work
Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
Students will have to follow guidelines in the rubric given to
them at the beginning of the lesson (see Appendix I)
 Efland, A. (1976). The School Art Style: A Functional Analysis.
Art in the Elementary School. Pp 37-44.
 Hockney, D. (artist) (1999) Self Portrait. Retrieved from
www.hockneypictures.com/photos/photos_collages.php
 Overview:
Through contemporary expressions of traditional folk art forms,
students will explore multicultural identity by looking at the
artworks of Clementine Hunter.
They will have the opportunity to create their own authentic art
scene that portrays their personal cultural background, after
learning the techniques of creating a color palette and how to
apply paints with various sizes of good paintbrushes.
 Students will understand the importance of color and cropping in regards to a
successful landscape.
 Students will develop an understanding for acrylic paint and visual communication
through critiquing artworks based on visual narrative quality and media exploration.
 Students will create color and color blend charts using acrylic paint and teacher
guidance to better their understanding of the media.
 NGSSS:
Critical Thinking and Reflection
 Enduring Understanding 1: Cognition and reflection are required to appreciate,
interpret, and create with artistic intent.
Skills, Techniques, and processes
 Enduring Understanding 3: Through purposeful practice, artists learn to manage,
master, and refine simple, then complex, skills and techniques.
 Questions
 Materials:
 What do you think the artist is
 Canvas or board (8x10)
attempting to share?
 Are there visual clues such as
placement, color, language?
 How does the use of color impact
the painting?
 How did the artist successfully tell
a story with her work?
 Various paint brushes
 Acrylic paints
 Pencils to sketch first
 Water
 Old shirt or apron
 Sketchbook
I was inspired by Olivia Gude’s article “Principles of
Possibility: Considerations for a 21st- Century Art &
Culture Curriculum”. I want to use the concept of
Forming Self to introduce Clementine Hunter to my
students. I want them to formulate a sense of who they
are and their background just like the works of
Clementine reflect the idea of Gude about ‘Artmaking”.
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Students will have 3 class periods to complete the lesson.
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View images by Clementine Hunter, and discuss possible answers to the above questions that
students should record in their sketchbooks.
Students will think back to a time and place that is significant to them, something that makes
them who they are as an individual. (This could be a place they visited as a child, a family
member’s home where they spent time, or a capture of an event or ceremony that is
significant.)
As a class we will make color mixing charts using acrylic paints so students can familiarize
themselves with the material and how to mix different colors
Students will learn varying brush techniques before painting that they will practice on sheets of
paper that will be turned in with the final painting. The teacher will demo different brush
techniques as students practice simultaneously
Students will create 3 planning sketches of a place that made a significant impact on the person
they are today in their sketchbook.
Final sketch has to be approved by teacher.
Hand out canvas board ,acrylic paint, and brushes
Each student will write an artist statement.
Display all final work together in a prominent place and have a classroom critique.
Assess students’ work.
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Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
Students will have to follow guidelines in the rubric given to
them at the beginning of the lesson (see Appendix I)
 Gude, O. (2007). Principles of Possibility: Considerations for a
21st Century Art & Culture Curriculum. Art in the Elementary
School. Pp 6-15.
 Hunter, C. (artist) Pecan Picking. Retrieved from
www.gittergallery.com/Pecan-Picking
 Hunter, C. (artist) Tour Time at Melrose Plantation. Retrieved
from www.gittergallery.com/Tour-Time-at-Melrose
 Overview:
Students will learn about bookmaking and examine the work of
artist, Lisa Kokin; they will learn how artists use this method to
express their ideas, thoughts, and tell their personal family
history.
They will create their personal piece by incorporating
memorabilia, and recording cultural information to express
themselves, convey meaning about their identity, opinions, and
feelings.
Students will be able to:
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Examine the work of Lisa Kokin and identify the materials and techniques used to create these
sculptures.
 Learn about creating with recycled materials, found objects.
 Discuss and interpret the concept of beauty in a work of art.
 Create their own piece and develop a poem or creative writing that describes their idea.
 NGSSS:
Critical Thinking and Reflection:
 Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and
create with artistic intent.
Skills, Techniques, and Processes:
 Enduring Understanding 3: Through purposeful practice, artists learn to manage, master, and
refine simple, then complex, skills and techniques.
Organizational Structure:
 Enduring Understanding 3: Every art form uses its own unique language, verbal and nonverbal, to document and communicate with the world.
 Questions
 Materials:
 What are some important elements
 Paper
of the sculpture, and how does the
artist use these elements in the
artwork?
 Old books
 Glue, scissors
 Photographs
 Memorabilia
 What do you think the artist is
attempting to share? Why? Are
there visual clues?
 Pencils, pens
 Markers
 Various found objects
 Old newspaper, magazines
 How did the artist successfully tell
a story with her work?
 Decorative elements (Yarn, sequins,
thread, buttons etc..)
 Old Greeting cards
Marlene G. Linderman talked about how art offers
opportunities for students to invent and how it provides
creative experiences for students to express themselves,
in her article “Art Production: Ideas and Techniques”. I
was inspired by this article to introduce the works of
Lisa Kokin, an artist I admire, who uses a variety of
found objects to invent and reflect who she is. This
lesson will encourage freedom of expression and
awareness, which are two important factors in our
society.
 Students will have 2-3 class periods to complete the lesson
 Students will receive a brief lecture (power point) on the work of Lisa Kokin. They
will focus on the materials she uses to create her works.
 Demonstrate the techniques used to create a book art.
 In sketchbook, write down ideas of pages they would create.
 Get teacher’s approval for final ideas.
 Discuss what type of materials they will be working with (paper, cardboard, candy
wrappers, aluminum foil…mostly recycled items) and memorabilia.
 Add decorative elements (yarn, ribbon, sequins, strips of fabrics, more paper..)
 Write a short poem or creative writing about artwork.
 Display all artworks and writing/poem
 Hold a class discussion on works of art displayed.
 Assess each student.
Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
Students will have to follow guidelines in the rubric given to
them at the beginning of the lesson (see Appendix I)
 Linderman, M. G. Chapter 8: Art Production: Ideas and
Techniques. Art in the Elementary School. Pp 108-130.
 Kokin, L. (artist) Untitled Book Art. Retrieved from
www.lisakokin.com
 Kokin, L. (artist) The Pilgrims Progress in Words.
Retrieved from www.lisakokin.com
 Overview:
Students will learn about the works of Kira O’Brien; how she
uses the ceramic techniques to tell her stories and everyday
accounts of life, love and wanting of stillness and time gone by.
Students will have the opportunity to convey their personal
stories through their ceramic piece after learning hand building
techniques, such as using tools to attach pieces of clay properly
and how to create a 3-D object.
 Students will complete a ceramic piece that portrays himself/herself in a
selected cultural folktale, story, myth, or legend.
 Students will write a short paragraph about the folktale, story, myth, or
legend they chose and explain the components they used to tell the story.
 Students will self-evaluate their art work when completed.
NGSSS:
Critical Thinking and Reflection:
 Enduring Understanding 3: The processes of critiquing works of art lead to
development of critical-thinking skills transferable to other contexts.
Skills, Techniques, and Processes:
 Enduring Understanding 1: The arts are inherently experiential and actively engage
learners in the processes of creating, interpreting, and responding to art.
 Questions
 Materials:
 What are some important elements of a
 Clay
3-D ceramic work, and how do you
think the artist use these elements in
the artwork?
 Glazes and stains
 Acrylic paints
 Acrylic spray sealer
 What was the artist trying to
communicate? Are there visual clues
such as placement, color, language?
 How did the artist successfully tell a
story with her work?
 Tools for shaping and molding clay
 Personal items
When I saw Kira O’Brien’s ceramic houses, they
reminded me of the article by Claire Golomb:
Representational Concepts in Clay: The Development of
Sculpture”. I want my students to learn the modeling of
multiple sides to obtain a 3-D piece, which require great
skill and practice. The variety of human figures
integrated in Kira’s pieces gave me the idea to have
students add symbols that are meaningful to them into
their pieces.
 Students will have 3-4 class periods to complete the lesson.
 Discuss the work of the artist, Kira O’Brien by showing a power point
 Sketch houses (2-3) that portray a personal story in their sketchbook.
 Teacher approves final sketch and writing
 Students will create a 3-D house using clay.
 Talk about Hand building techniques: shaping clay without a potter’s wheel. Can
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result in almost limitless possibilities.
Begin shaping clay by using the pinching technique which is simply the
manipulation of a single lump
Add desired patterns using sticks, old forks, pencils, etc..
Let dry and finish writing paragraph if not completed.
Fire all pieces using the kiln (teacher will take care of that process); glaze or paint
them.
Add any accessories for embellishments!
Display all pieces with their writing for a class critique.
Assess each student individually
Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
Students will have to follow guidelines in the rubric given to
them at the beginning of the lesson (see Appendix I)
 Golomb, C. Representational Concepts in Clay: The
Development of Sculpture. Art in the Elementary School. Pp
125-135.
 O’Brien K. (artist). The Visitors. Retrieved from
www.corkpotters.com
 O’Brien, K. (artist). Untitled. Retrieved from
www.corkpotters.com
 Overview:
Students will learn about power used in advertising and how it
can be negotiated, not simply accepted and absorbed.
They will analyze the pieces, and discuss why do they agree or
disagree with these 2 ads. What would they change to make them
more impactful?
They will understand that art is not only limited to drawing,
painting, and sculptures; art is seen everywhere! Not only in
museum and galleries.
Students will be able to:
 Identify and examine tactics used in advertising products.
 Critique the advertisements shown using the Feldman Critique Model
 Create their own advertisement
 Students will work in groups (teamwork)
 NGSSS:
Critical Thinking and Reflection:
 Enduring Understanding 3: The processes of critiquing works of art lead to
development of critical-thinking skills transferable to other contexts.
Skills, Techniques, and Processes:
 Enduring Understanding 1: The arts are inherently experiential and actively engage
learners in the processes of creating, interpreting, and responding to art.
Innovation, Technology, and the Future:
 Enduring Understanding 1: Creating, interpreting, and responding in the arts
stimulate the imagination and encourage innovation and creative risk-taking.
 Questions
 Materials:
 Describe the artworks and identify the
 Pictures of the 2 ads
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subject matter or main focus.
What is obvious in these 2 pieces?
What do you notice about the choice of
materials?
What grabs your attention? Why?
Analyze the elements and principles of
art and design present in the work.
What would you do differently?
Interpret the message in the artworks.
Judgment: Are these ads successful?
Did they use the elements and
principles of art to deliver the intended
message?
 Paper (plain and printed)
 Pencil
 Cardstock
 Markers, crayons
 Glue
 Sketchbook
 Magazines
After reading “Art analysis: Looking at and Responding to Art”
by Marlene G. Linderman, I was inspired to teach my students
about visual discrimination and judgment using the Feldman
Critique Model. Students will record their critiques in their
sketchbooks to be evaluated, an idea that was inspired by
Marlene G. Linderman from her article titled “Lesson Planning
and Assessment”, which stated that student’s sketchbooks can be
one aspect of assessment.
 Students will have 2-3 class periods to complete the lesson
 Show ads (pictures)
 Examine and discuss the different materials used by the advertisers to sell the
product. (What could be done differently? )
 Discuss by answering the questions (Feldman Critique Model), first as a class then
in their sketchbook as an individual assessment.
 Create groups of 4-6 students and record their names
 Each group will create a product to advertise about. (Teamwork)
 Teacher will approve final decision on chosen product
 Each group will work on a script for the advertisement of their product
 Meet with each group to revise final work
 Each group will present their work to the class.
 Have a critique and vote on the best one based on the rubric
 Assess each student on their critique (sketchbook) and each group work
Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
Students will have to follow guidelines in the rubric given to
them at the beginning of the lesson (see Appendix I)
 Linderman, M. G. (1997). Chapter 12: Lesson Planning
and Assessment. Art in the Elementary School. Pp 231,
233-237.
 Linderman, M. G. (1997). Chapter 11: Art Analysis:
Looking at and Responding to Art. Art in the Elementary
School. Pp 215-228.
 Food ads. Retrieved from
www.oyejustchill.blogspot.com/creative-adverts.html