Elementary Art Unit Plan:
Cities: Landscapes, people and cultural
tradition. Grade
5
Unit
Introduction:
It
is very important at the elementary age that students be given opportunities to
observe and create art based on their observations. Through observation and art making students
will begin to better understand the world around them; how they fit into it,
how people have both similarities and differences that are to be embraced and
understood.
In
this unit, students will be given the opportunity to explore
differences/similarities in landscapes, people and cultural practices by taking
a closer look at cities around the world.
This unit will consist of three lessons; one creating a tempera resist cityscape
after being introduced to different aspects of dwelling places and cities from
around the world; second a lesson in self- portraits through introducing unique
cultural practices from four different cities from around the world such as
Mardi Gras in New Orleans, Day of the Dead in Mexico City, The Rodeo in Dallas,
Texas and Geisha Traditions of Kyoto, Japan; and finally a lesson in meaning
making by creating a cultural object such as a reliquary that relates to their
own lives. Language arts activities will
be included in these lessons such as; writing a poem about their city, writing
a letter to someone in a faraway city, and finally a personal history note to
be included in their reliquary.
A
unit focused on cities around the world opens up a myriad of material for
making lessons that will help the students understand themselves and others,
create community and open connections to the world around them.
Revised S.C. Visual and Performing Arts
Standards reflected in all three lessons:
·
VA5-1.1 Experience painting, drawing, printmaking, mixed and open media, and
three-dimensional art formation.
·
VA5-1.3 Describe how the selection of differing media affects the final art
product.
·
VA5-1.4 Explore and investigate new and innovative techniques, including those
that are self-designed, as means for personal creative expression.
·
VA5-1.6 Determine and describe what media are used within the historical and
cultural arts and artifacts that they observe.
·
VA5-2.2 Identify which of the elements and principles of design are in
evidence in an artwork and describe how these characteristics express personal
ideas and affect the viewer.
·
VA5-2.3 Demonstrate the ability to select and choose elements of design and
some principles of design such as pattern, balance, rhythm, and unity, to
create artworks with a personal meaning and to describe such meaning.
·
VA5-2.4 Identify differences between organic (natural) lines and shapes, and
geometric lines and shapes both in art and in nature.
·
VA5-2.5 Demonstrate the ability to determine what media are used in historical
and contemporary artwork and how the choice of media affects the viewer’s
response.
·
VA5-3.1 Select and use age-appropriate subject matter, symbols, and ideas to
communicate a visual image that has personal meaning.
·
VA5-3.2 Identify and describe structures used by artists to convey meaning,
whether it be literal or symbolic.
·
VA5-3.3 Make artistic choices that reflect personal experience and personal
thoughts, and have these choices demonstrate capable technical use of the
principles and elements of design.
·
VA5-3.4 Expand their sensory awareness to notice and describe the elements of
design in nature and in man-made objects.
·
VA5-4.1 Continue to identify specific artworks and styles as belonging to
particular artists, cultures, periods, and places.
·
VA5-4.2 Understand the important role of the arts in the development of
civilization and as an integral part of communities.
·
VA5-4.3 Identify a variety of artworks and artists that are part of their
communities.
·
VA5-5.1 Demonstrate the ability to describe in appropriate vocabulary the
different types of media and differing styles in their artwork and the artworks
of others.
·
VA5-5.2 Discuss about art using appropriate terms from the elements and
principles of design and show an understanding of constructive criticism.
·
VA5-5.3 Identify some of the purposes for creating artworks, including
political, social, religious, economic, as well as cultural enrichment.
·
VA5-5.4 Demonstrate an acceptance for personal diversity among the art of
their peers and demonstrate a basic understanding of the diversity of styles
within the visual arts.
·
VA5-6.1 Identify connections between the visual arts and content areas across
the curriculum.
·
VA5-6.2 Discuss the relationship of visual art to language as a means of
storytelling.
·
VA5-6.4 Start to practice the usage of aesthetic terminology when discussing
other areas of learning.
Lesson One: My Imaginary City
Art Teacher: Ms. Ginger Henson
The lesson will begin with an introductory
video clip: “Cities around the World” http://www.youtube.com/watch?v=VU8c2dEpRZw
Lesson
Introduction
The object of this first lesson is to explore city
landscapes while creating tempera resist paintings. The students will create their own city after
observing artists and their works such as; Amy Casey’s Architectural Dystopia, Landscapes inspired by Egon Schiele and Martina
Shapiro’s Fauvist city landscapes. The
students will use lines, shapes and color theory to create this composition. Tempera resist is a technique where a line
drawing is created, then gone over with chalk, then the spaces between the
lines are filled with a thick coat of tempera paint and finally an ink wash is
spread over the entire composition. Once
it is dry the ink is rinsed away leaving shading and tonality which gives the
painting depth and natural shading. The students will create a beautiful
finished cityscape with tempera resist by going through a multi-step process,
for the final result.
Artist Exemplars:
Amy Casey
Egon Schiele
Martina
Shapiro
Objectives
·
The teacher will
introduce artists; Amy Casey’s Architectural Dystopia, Landscapes
inspired by Egon Schiele and Martina Shapiro’s fauvist city landscapes.
·
The students with the
teachers guidance will look critically at exemplar artist’s paintings and
discuss different attributes of the paintings; what they like and don’t like, color
and composition, visible shapes, foreground, middle ground, background,
birds-eye view, vanishing point, and positive and negative space.
·
The students will
create a sketch of the city they intend to create with perspective in mind.
·
The teacher will
demonstrate the process of creating a line drawing and going over it with
chalk.
·
The students will create
a line drawing from their sketches and then go over the lines with chalk.
·
The teacher will
demonstrate how to choose colors and to apply a thick layer of tempera between
the lines of the composition.
·
The students will choose
their cityscape color palate and then apply thick layers of tempera resist to
their compositions.
·
The teacher will
demonstrate applying an ink wash over the composition.
·
Students will decide
whether they want to do an ink wash or not.
·
Students will allow
ink to dry.
·
Teacher will
demonstrate rinsing the ink off with a soft bristle fan brush.
·
Students will rinse
ink from their pictures.
·
Students will hand in
their cityscape tempera resist painting.
Approximate Duration- 5 class periods; 45 minutes per, day; 1 day per a week
Procedures:
Day 1
The teacher will introduce
unit on Cities: Landscapes, People and Cultural Tradition. The students will watch a short video that
shows cityscapes from around the world.
The teacher will then lead a discussion with students about attributes
of cities that are observable. The
students will discuss architecture, landscape, people, lighting, sounds,
smells, tastes and culture. The teacher
will then show a teacher’s example sketch of an imaginary city. The students will then write a paragraph
about an imaginary city and then sketch this city in their art journals.
Day 2
The teacher will
demonstrate how to create a line drawing of a city that is effective for the
tempera resist technique and then go over the lines with chalk. The students will then enlarge their sketch
ideas into a line drawing on an 18x24 sheet of colored construction paper and
trace the lines with colored chalk, as demonstrated by the teacher. Clean-up begins 5 minutes before class
concludes.
Day 3
The teacher will
demonstrate painting with tempera in order to fill in the large shapes of the
cityscape. The teacher will discuss
color choices relating to the color wheel.
The students will choose a 3-5 color palate depending on their
detail. The students will begin painting
their imaginary cityscapes with tempera.
The teacher will reiterate to the students the necessity of painting the
tempera on thickly. Clean-up will begin
10 minutes before class concludes.
Day 4
The teacher will
demonstrate how to apply and rinse India ink on the tempera resist cityscape
compositions. Students will continue to
finish painting their cityscapes. Students who are finished will apply India
ink and allow drying thoroughly before rinsing.
Students who complete tempera resist project will work on ongoing
altered book projects until all students are finished.
Day 5
The teacher will introduce
next lesson in the Cities Unit. Students
who are done cityscapes may begin next project, others will finish theirs
today.
Materials:
Pencils
Tempera Paint
Soft Bristle Paint Brushes
Plastic Yoghurt Cups
Erasers
Rulers
18X24 Colored Construction Paper
Black India Ink
Colored Chalks
Butcher paper
Smocks
Teacher Resources:
Books:
Gabriel Campanario: The Art of Urban Sketching: Drawing on
Location around the World
Egon Schiele: Landscapes by Rudolf Leopold
Artists:
Egon Schiele, google images keywords: Egon
Schiele Landscapes
Assessment:
Elementary
Art/ 5th Grade
Project: My Imaginary City- Tempera Resist Art Project
Assessment Rubric
5th Grade Art
Imaginary City Project
|
Excellent
meets all
criteria
|
Good
meets
most
criteria
|
Average
meets some criteria
|
Needs
Improvement
meets one or less criteria
|
Self
Assessment
|
Teacher
Assessment
|
Teacher
Comments:
|
Composition: Student must create an original
tempera resist cityscape that is based on characteristics of a city. The
Student shows understanding of cityscapes,
line variation, shape, color and perspective. Must show grasp of Art Elements & Principles of Design (listed on wall).
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Concept/Content:
Student will show
grasp of the different aspects that make up a city landscape. Their painting will show varying architecture, time of day and a sense of
the people/culture that dwell there.
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Craftsmanship:
Student will show
understanding of tempera resist techniques. The painting is well thought through, neat, clean, complete and easy to understand
(representational).
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Originality: Ideas
are independent, unique, and innovative.
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Language
Arts Activity: A poem will be submitted with the
painting that describes or relates to it in some way. The poem must be thoughtful and relate to
the elements that are included in your cityscape.
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
POSSIBLE
POINTS: 50/50
50x2=
100
50-46.5=
A
46-42.5=B
42-38.5=C
38-35=D
Below 35=F
|
Final
Score:
|
Work
Ethic Grade:
(Refer
to Work Ethic expectations hanging on classroom wall)
|
Feldman Art Critique
Description: Discuss art making process, concept,
ideas and how you used these elements to create your finished artwork.
Analysis & Interpretation: Explain in detail how you
accomplished the goals of this project.
What Art Elements (Line, Shape, Color, Texture, Value, Space) you
included to make your art? What
Principles of Design (Contrast, Balance, Emphasis, Unity, Movement, Rhythm)
were used in the compositon of your painting?
Discuss meaning and communication, how you accomplished these in your
art. Use
evidence, examples, and vocabulary in your explanation.
Critique Grade:
|
Judgment: Discuss
the overall strengths/success/merit of the work. What have you learned
about in the art making process? If you could have done anything differently
when creating this work, what would you have done? Did you like or dislike this project? Please
explain in detail.
Lesson Two: If I Lived In This City- Self Portrait
Art Teacher: Ms. Ginger
Henson
The lesson will begin with a Prezi
presentation and a class reading of Abuela
by Arthur Dorros; a story about a young girl and her grandmother who fly
above New York City.
Lesson
Introduction
The object of this second lesson is to learn about people
from cities around the world and the traditions that they have, by creating chalk
pastel self-portraits. The students will
get to explore unique cultural
practices from five different cities from around the world such as Diwali in
India, Mardi Gras in New Orleans, Day of the Dead in Mexico City, The Rodeo in
Dallas, Texas and Geisha Traditions of Kyoto, Japan. The teacher will give the
students background on each of these celebration/traditions and plenty of
visual content. The students will be
given the opportunity to dive into a deeper exploration of these people and
their traditions by becoming them through a self-portrait culture mash-up. The exemplar artist introduced will be Frida
Kahlo for her many self-portrait representations. Kahlo’s striking portraiture
often has objects and backgrounds that are very intriguing and speak to
location and personal narrative which will be important for the students to
mimic as they create their portraits. This lesson will connect students to the
world around them and allow them to gain a deeper appreciation and respect for
others who are different from themselves.
Students will gain skills in drawing self-portraits with chalk pastel
and look deeper into their own identity and the identity of others in relation
to one’s location and surroundings.
Artist Exemplar:
Frida Kahlo
Other Images:
Diwali, India
Mardi Gras, New Orleans
Day of the Dead, Mexico
City
Rodeo, Dallas Texas
Geisha, Kyoto Japan
Objectives
·
The teacher will
introduce unique cultural practices from five different cities from around the
world such as Diwali in India, Mardi Gras in New Orleans, Day of the Dead in
Mexico City, The Rodeo in Dallas, Texas and Geisha Traditions of Kyoto, Japan.
·
The students with the
teacher’s guidance will discuss different cultures, traditions and practices
from cities around the world. Students
will compare and contrast in a writing exercise their own cultural practices
and those of the ones introduced.
·
The teacher will introduce
artist Freda Kahlo.
·
The students will
look critically at self-portraiture of Kahlo and discuss composition, color,
symbols, line, expression, emotion and meaning making through art.
·
The students will choose
a city and cultural practice to portray in their self-portrait.
·
The teacher will
introduce a teacher’s example to give students idea of project.
·
The students will
sketch ideas for their portrait.
·
The teacher will
demonstrate creating a self- portrait with chalk pastels.
·
The students will
enlarge their sketch drawing on 9x12 papers.
·
The students will
choose their color palate and color their drawings with chalk pastel.
·
The teacher will
spray a fixative in a well-ventilated area after school has been dismissed.
·
The students will
write a letter to a pretend person in the city they have chosen and tell them
what they have learned about their city and unique cultural tradition and share
some of their own traditions.
Approximate Duration- 5 class periods; 45 minutes per, day; 1 day per a week
Procedures:
Day 1
The teacher will introduce
lesson If I lived in This City self-portraits. The lesson will begin with the introduction
of photos and artifacts from city celebration/traditions from around the
world. The students will have a crash
course in unique cultural practices from five
different cities from around the world such as Diwali in India, Mardi Gras in
New Orleans, Day of the Dead in Mexico City, The Rodeo in Dallas, Texas and
Geisha Traditions of Kyoto, Japan. The
students will compare and contrast cultural practices and traditions to their
own by writing in their art journals and discussing with the class.
Day 2
The teacher will introduce
exemplar artist Frida Kahlo. Students
will discuss symbols, portraiture, expression and color meaning. The teacher will show a teachers example of
the chalk pastel self-portrait project.
Students will discuss how to create a self-portrait that portrays one of
the introduced cities celebration/tradition.
The teacher will demonstrate to the students how to create a
self-portrait composition using a mirror and a pencil. Students will begin project by drawing a
picture of themself on 9x12 papers.
Day 3
The teacher will show use
of chalk pastels and blending techniques. The students will finish creating
their pencil drawing self-portrait and begin using chalk pastels to create a
cohesive composition.
Day 4
Student workday. Students who have completed portrait will
work on letters to an imaginary person from the city that they have portrayed
in their self-portrait. When all
components of the project are complete students will work on ongoing altered
book project.
Day 5
The teacher will introduce
next lesson in the Cities Unit. Students
who are done self-portrait may begin next project, others will finish theirs
today.
Materials:
Pencils
Erasers
9X12 White Paper
Chalk Pastels
Spray Fixative
Mirrors
Smocks
Teacher Resources:
Books:
Abuela by Arthur Dorros
Frida Kahlo: The Paintings by Hayden
Herrara
Artists:
Frida Kahlo- google images, keywords:
Frida Kahlo self-portrait paintings
Cities:
Assessment:
Elementary
Art/ 5th Grade
Project: If I Lived in this City- Self-Portrait
Assessment Rubric
5th Grade Art
Self-Portrait
|
Excellent
meets all
criteria
|
Good
meets
most
criteria
|
Average
meets some criteria
|
Needs
Improvement
meets one or less criteria
|
Self
Assessment
|
Teacher
Assessment
|
Teacher
Comments:
|
Composition: Student must create an original self-portrait
that depicts themselves as someone from another culture. The Student shows
understanding of self-portraiture,
composition, symbols, expression and emotion. Must show grasp of Art Elements & Principles of Design (listed on wall).
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Concept/Content:
Student will show
grasp of self-portraiture as a way to understand other cultures. Their portrait
will show understanding of chosen culture and accurately depicts the
celebration or tradition that we discussed.
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Craftsmanship:
Student will show
understanding of self-portrait and
chalk pastel techniques. The
portrait is well thought through, neat,
clean, complete and easy to
understand (representational).
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Originality: Ideas
are independent, unique, and innovative.
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Language
Arts Activity: A letter will be submitted with the portrait
that is written to a child from the culture the student portrayed. Must show knowledge of facts that were
learned.
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
POSSIBLE
POINTS: 50/50
50x2=
100
50-46.5=
A
46-42.5=B
42-38.5=C
38-35=D
Below 35=F
|
Final
Score:
|
Work
Ethic Grade:
(Refer
to Work Ethic expectations hanging on classroom wall)
|
Feldman Art Critique
Description: Discuss art making process, concept,
ideas and how you used these elements to create your finished artwork.
Analysis & Interpretation: Explain in detail how you
accomplished the goals of this project.
What Art Elements (Line, Shape, Color, Texture, Value, Space) you
included to make your art? What
Principles of Design (Contrast, Balance, Emphasis, Unity, Movement, Rhythm)
were used in the compositon of your painting?
Discuss meaning and communication, how you accomplished these in your
art. Use
evidence, examples, and vocabulary in your explanation.
Critique Grade:
|
Judgment: Discuss
the overall strengths
Lesson: My Hometown- Found Object Personal Reliquary
Art Teacher: Ms. Ginger
Henson
Lesson
Introduction
The object of this third lesson is for students to
explore the hometown where they are currently living. With the previous lessons the students
escaped to imaginary places and explored cities around the world. Now it is time for their final lesson in this
unit to “come home,” in their art making.
Students will create Hometown
Personal Reliquaries to explore the world in which they live in; the things
they hold dear, the things that have both positive and negative impacts on
themselves and/or their community.
Students will represent locations, people, things that are a part of
their everyday lives, which in turn helps form their identities through making
reliquaries. Reliquaries by definition
are containers that hold holy relics. The teacher will take the students on a
reliquary journey through time in order to share the significance of
reliquaries historically to post-modern day art. The teacher will introduce
contemporary artists who make reliquaries
such as Frank Turek, Karen Hatzigeorgiou,
Louise Nevelson & some historical reliquaries. The students will not only explore
themselves, their community and its history but also concepts of design,
assemblage, architectural principles and use of found objects for art making.
Exemplar Artists:
Frank Turek
Karen Hatzigeorgiou
Louise
Nevelson
Historical Reliquaries:
The Mandylion of Eddessa- 1623
Reliquary
with Madonna and Child with Saints by Lippo Vanni-1359
Objectives
·
The teacher will
introduce Frank Turek, Karen
Hatzigeorgiou, Louise Nevelson & some historical reliquaries.
·
The students with the
teachers guidance will look critically at reliquaries and discuss different
attributes such as; construction, shape, found objects, assemblage, etc.
·
The teacher will show
a Frank Turek video so they can see the close up aspects of an altered book
reliquary.
·
The teacher will
introduce the project idea of creating a My
Hometown-Personal Reliquary. Concepts such as community, places we love,
people we treasure, things they adore.
·
The students will
sketch ideas for construction, and brainstorm ideas for found objects and a
theme.
·
The teacher will
demonstrate constructing a box for personal relics.
·
The students will
gather material and construct their own box using their sketches.
·
The teacher will
demonstrate assembling found objects, creating collage and different techniques
to create a personal reliquary.
·
The students will
bring objects from nature, home, etc. to assemble reliquary.
·
Students will
construct their reliquary using methods their teacher has shown them.
·
Students will write a
personal history/hometown history note that will be included in any manner
within their reliquary. (collage, in an envelope, etc.)
·
Students will allow
ink to dry.
·
Teacher will
demonstrate rinsing the ink off with a soft bristle fan brush.
·
Students will rinse
ink from their pictures.
·
Students will hand in
their cityscape tempera resist painting.
Approximate Duration- 5 class periods; 45 minutes per, day; 1 day per a week
Procedures:
Day 1
The
teacher will introduce My Hometown- Found
Object Reliquaries lesson by showing Frank Turek’s video and photos of
reliquaries by artists Frank Turek, Karen Hatzigeorgiou, Louise Nevelson & ancient
artists from the12th-17th century.
The students will discuss construction,
shape, found objects, assemblage, meaning, collage that they see in these works
of art. The teacher will then talk about
hometown and how it could be portrayed through objects of meaning and reliquary
creation. The students will sketch drawings
and write words in their art journals that make them think of their hometown.
Day 2
The teacher will show a
personal reliquary example and ask the students to think about how they want to
portray their hometown experience through a reliquary. What objects, photographs, etc. that they
want to include and what shape and size they want their box to be with the
materials that will be provided. Teacher
will give a demonstration on how to turn a sketch of a box into and actual box
with either cardboard materials or an old book.
Students will sketch boxes and begin construction with cardboard, books
and glue gun assistance. The students
will go home and gather materials for their project. The class will also supply random found
objects.
Day 3
The students will begin
class with a field trip outside looking for natural materials and in the school
looking for discarded items that could be used in their art project. The teacher will review photographs of
reliquaries and requirements for the project.
Students will continue to construct their boxes and begin assembling
materials in and on their boxes.
Day 4
Student workday.
Day 5
The students will finish their reliquaries and compile their personal history note if they have not already done so. Students will submit project by the end of class along with their assessment forms.
Materials:
Cardboard Hot glue
Glue gun Elmer’s
glue
Paint Brushes Acrylic Paint
Methylcellulose (ART PASTE) Magazines
Gesso Plastic
Yogurt Cups
Pencils Erasers
Rulers Photographs
Old books Hinges
Scissors
Found objects (nature, home)
Teacher Resources:
Videos:
Reliquaries by Laura Roberts https://www.youtube.com/watch?v=2yaIEzc9nos (how to build box and other ideas.
Frank Turek https://www.youtube.com/watch?v=i1q22-ALREE
Artists:
Historical Reliquaries:
Lippo Vanni- http://commons.wikimedia.org/wiki/File:Lippo_Vanni_-_Reliquary_with_Madonna_and_Child_with_Saints_-_Walters_37750.jpg
The Mandylion of Eddessa- http://www.historytoday.com/james-robinson/relics-and-reliquaries-divine-contributions
Assessment:
Elementary
Art/ 5th Grade
Project: My Hometown- Personal Reliquary Project
Assessment Rubric
5th Grade Art
Imaginary City Project
|
Excellent
meets all
criteria
|
Good
meets
most
criteria
|
Average
meets some criteria
|
Needs
Improvement
meets one or less criteria
|
Self
Assessment
|
Teacher
Assessment
|
Teacher
Comments:
|
Composition: Student must create an original hometown
personal reliquary. The Student shows understanding of construction,
shape, found objects, assemblage, meaning & collage
Must show grasp of Art Elements
& Principles of Design (listed on wall).
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Concept/Content:
Student will show
grasp of the different aspects that make up a reliquary. Their art will show concepts of hometown,
places, people, objects and history.
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Craftsmanship:
Student will show
understanding of architectural building
techniques. The reliquary is well
thought through, neat, clean, complete and easy to
understand (abstract & representational).
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Originality: Ideas
are independent, unique, and innovative.
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
Language
Arts Activity: A personal history narrative will be
included in the reliquary whether in collage, envelope form or other.
|
10-9
|
8-7
|
6-5
|
4 or less
|
|||
POSSIBLE
POINTS: 50/50
50x2=
100
50-46.5=
A
46-42.5=B
42-38.5=C
38-35=D
Below 35=F
|
Final
Score:
|
Work
Ethic Grade:
(Refer
to Work Ethic expectations hanging on classroom wall)
|
Feldman Art Critique
Description: Discuss art making process, concept,
ideas and how you used these elements to create your finished artwork.
Analysis & Interpretation: Explain in detail how you
accomplished the goals of this project.
What Art Elements (Line, Shape, Color, Texture, Value, Space) you
included to make your art? What
Principles of Design (Contrast, Balance, Emphasis, Unity, Movement, Rhythm)
were used in the compositon of your painting?
Discuss meaning and communication, how you accomplished these in your
art. Use
evidence, examples, and vocabulary in your explanation.
Critique Grade:
|
Judgment: Discuss
the overall strengths/success/merit of the work. What have you learned
about in the art making process? If you could have done anything differently
when creating this work, what would you have done? Did you like or dislike this project? Please
explain in detail.
Teacher: Ginger Henson
Advanced 3-D Design Class, High School
Level 3
Project: Consumerism Explored through
Clay
“I SHOP
THEREFORE I AM!”
Exploring Consumerism through Clay
What is a
Consumer?
1)
A person
who purchases goods and services for personal use.
2)
A person or thing that eats or uses something.
What is
Consumerism?
1) A modern movement for the protection of the consumer against useless,
inferior, or dangerous
products, misleading advertising, unfair pricing, etc.
2) The concept that an everexpanding consumption of goods is advantageous
to the economy.
3)
The fact or practice of an increasing consumption of goods.
Discuss
production and consumption?
·
Do you think we
live in a consumerist society?
·
How do you think
Media and Marketing play a role in our consumption of goods, products and
services?
·
Do you think
America’s consumer behavior affects other’s around the world? How? (Slave
labor, appear to be affluent but really in debt, etc.)
How can we address consumerism through art?
Introduce
art:
Sherrie Knipe
Sherrie Knipe
Magid Salmi
Magid Salmi
http://www.magidsalmi.com/
(give students link to explore his other works)
1.
Visual
Thinking Strategies: What do you
see? Tell me more. Okay what else?
2.
Have students talk about messages
in art. What might the above artists be
trying to say? How can we convey
messages in art literally and
through abstraction? Talk about ambiguity and how the artist is leaving it up to the viewer
for interpretation.
3.
How are these specific artworks talking about
consumerism?
About the
ART/Artist:
Sherrie Knipe: She explores the tensions between consumerism and desire. Knipe has
created enigmatic sculptures using pine, plywood, and acrylic, with each work
synthesising a type of consumer product. Focusing predominantly on shoes and
handbags much of Knipe’s work in Bootiful can be
seen as coded with a sense of the feminine.
Consumer
brand names have become synonymous with ideas of mass production, sweatshops
and slave labor. Having delicately created each sculpture, distinctions are
forged between Knipe’s artwork and the consumer products they are based on.
Each of Knipe’s sculptures is imbued with a sense of the fake. They are not
designed to be functional, consumer items. Knipe’s works are not replicas, but
yet aim to imitate items from a consumer culture.
BIO: Knipe is a sculptor, who was born at the Gold
Coast, Queensland, in 1970. She studied at Queensland University of Technology,
Brisbane, completing a Bachelor of Arts (Visual Art) from 1988 to 1990 and a
Graduate Diploma of Education in Secondary Teaching (Art and English) in 1992.
She attained a Masters of Fine Art (Sculpture) in 2006 and an Honorary Research
Fellowship from 2007 to 2009 at Monash University, Melbourne.
Magid Salmi: It is within this
process that he describes and encapsulates our society’s obsession with
consumerism, and how prevalent technological progress has become in our daily
lives. “My photographs suggest that ideas, concepts, and truths are only as
pertinent as the time in which they exist,” states Salmi. Taking a humorous
approach to many of his works, Salmi encourages the audience to discover
their own individual connections and interpretations to the images.
Bio: A native of Paris,
France, Magid Salmi graduated from Diderot University
with a Physics degree and started working in a research lab. Completely
unsatisfied with this career path, he began a life pursuing his passions--
travel and photography. Upon returning to Paris, he spent several years as a
photographer's assistant, eventually becoming a working fashion photographer.
Always ready for new challenges and
after another especially trying day dealing with uncooperative, rude Parisians, Magid and
his Texan wife sold everything they owned and moved to Houston, Texas in
2009. Armed with two suitcases, four boxes, and a camera, he was ready to
continue his artistic endeavors on a full-time basis.
Exploration Terms:
Consumer-A person who purchases goods and services for personal use.
A person or thing that eats or uses something.
Consumerism-A modern movement for the protection of the consumer against useless,
inferior, or dangerous products, misleading advertising, unfair pricing, etc./
The concept that an everexpanding consumption of goods is advantageous
to the economy./
The fact or practice of an increasing consumption of goods.
Ceramics-A general term referring to
all wares made from fired clay, including earthenware, stoneware, and
porcelain. It is derived from the Greek words keramikos and keramos, which
translate to “potter’s clay” and “pottery,” respectively.
Slip- Mixture of clay
and water with a mud like texture. Used
for attaching scored clay pieces when make a ceramic sculpture.
Score- The act of making
textures hash marks in clay, usually using an implement such as a fork or
needle tool.
Wedge- The act of
compressing clay with force to ensure that it has no air bubbles in it. If a sculpture has air bubbles it will
possibly explode during the firing process.
Slab
building- Creating slabs (flat pieces of clay) of clay with
either a rolling pin, compressing by hand, or a slab roller. Then building a form with slabs that have
been slipped and scored in order to attach to one another.
Hollow Form-
Creating a form that is hollow within.
Allows for a more even drying process and a light weight sculpture using
less clay material. When creating hollow
form it is important that a hole is made so the air can get out while firing,
otherwise the art may explode.
Leather Hard- When the clay is
between its first sculptural state of moistness and heading towards
drying. Almost like leather. This is the stage in which you can add
attachments, such as handles and spouts on pots.
Irony- A statement or situation where the meaning is contradicted by the
appearance or presentation of the idea. The use of words to express
something other than or opposite to the actual meaning of things.
Irony gives the impression that things are not what they are said to be, or
what they seem.
Juxtaposition- The act of placing two or more things close
together or side by side.
Ambiguity- Vagueness or uncertainty of meaning that makes an
artwork open to more than one interpretation.
Abstraction- art that is unrecognizable as a picture of a
person, place, or thing. An abstract work of art may reflect an emotion, a
sensation, or some aspect of the real world that has been generalized,
simplified, or distorted.
Representational- Art that “represents” something. It is a depiction
of something we could see (such as a person, a tree, etc.), and so is unlike
abstract art.
Transform- To change the form of; to change in shape or
appearance.
Unity- Total visual effect in a composition achieved by the careful blending of
the elements of art and the principles of design.
Scale- The measurement of the size and weight of a visual element. The
relationship or comparison of size and weight of an image or object to
something known and recognizable. Scale is essentially another word for size.
Sculpture- A sculpture is a three-dimensional (3-D) work
of art. Sculptures are not usually hung on the wall. You
can often see a sculpture best by walking all the way around it.
3-D- Something that is three-dimensional (3-D) sticks out into space, like a
box, and has height, width, and depth.
Content- is
idea-based. What the artist meant to portray, what
the artist actually did portray and how we react, as
individuals, to both the intended and actual messages. Additionally, content includes ways in which a work was
influenced--by religion, or politics, or
society in general.
Meaning- Something that one wishes to convey. Significance.
Configuration- Something that results from an arrangement of parts
or components.
Fabricator- A person, who constructs objects by combining or
assembling diverse, typically standardized parts.
So what are
we going to do?
Create
a hollow-from clay sculpture using hand-building & slab-building
techniques. The sculpture will convey a
message about consumerism and must evoke critical thought processes relating to
the subject matter. The sculpture must
be at least 4” tall, no taller than 10”.
Sculpture cannot be wider than 10”.
The final work will be fired, and submitted with a strong artist’s
statement telling what your subject matter was and how you conveyed this
message through your clay sculpture.
·
Choose your subject matter relating to consumerism.
(Research online, library, etc)
·
Draw some sketches of ideas.
·
Decide how you will convey your message through
clay. Will it be text, paint, collage or
simply the clay itself?
·
Build clay form
·
Fire
·
Finish work (paint, collage, etc.)
·
Write an artist’s statement
Process/Demonstration:
Day 1: Teacher will
introduce lesson via Prezi. Students
will then research their subject matter and sketch ideas for the remainder of
the class.
Day 2: Teacher will give a quick demo re-introducing
slab/hand-building techniques. Show an example of completed project. Students will choose the sketch they like the
best and begin to create their structure or form.
Day 3: The teacher will demo at the beginning of
class different techniques for furthering their sculptures; creating
attachments, adding texture. Reintroduce
the stages of drying clay; leather hard, bone dry, bisque and fired. Student work day. Continue to make clay sculptures.
Day 4: Student work day. Continue work on clay sculptures.
Day 5: Student work day. Work on finishing up projects. Introduce an interim project while clay
sculptures are drying and being fired.
Work on artist statement.
Day 6: Continue working on interim projects while
class projects are being fired. Work on
artist statement.
Day 7: Paint, collage, etc. fired clay sculptures. Student Work Day.
Day 8: Paint, collage, etc. fired clay
sculptures. Finalize artist
statements. Student Work Day.
Day 9: Finish all
projects; clay Sculpture on consumerism, Artists statement and interim project.
Day 10: Class critique. Display works on their tables. Students
will discuss their own sculptures of irony.
This is an opportunity for them to show what they learned, gain skills
in talking about their art and share their ideas with the class.
Supplies:
Low
fire clay
Clay
tools (Needle tool, fork, ribs etc.)
Slip
Ceramic
paint
Magazines
Ceramic
clear coat
Newspaper
Wooden
bats
Plastic
bags for drying
Lazy
susan
Visual Arts
Standards:
·
VAH3-1.6 Demonstrate proficiency in a specific art form.
·
VAH3-1.2 Describe how different media, techniques, and processes have different outcomes
that cause different viewer responses.
·
VAH3-2.2 Create artworks that effectively apply appropriate elements and
principles of design and other compositional structures and strategies that solve specific
visual arts problems.
·
VAH3-3.1 Explore the prospective content for the creation of artworks in
relation to subject matter, symbols, and ideas from a variety of art forms,
styles, and movements.
·
VAH3-3.2 Analyze and describe the relationship among subject matter, symbols,
and themes in communicating intended meaning in their artworks and the works of
others.
·
VAH3-3.3 Select and effectively use subject matter, symbols, and ideas to
communicate meaning.
·
VAH3-5.1 Analyze the intention of the artist in a specific artwork and justify
their interpretation.
·
VAH3-5.2 Make complex, descriptive, interpretative, and evaluative judgments
about their artworks and those of others.
·
VAH3-6.2 Compare and contrast concepts, issues and themes in the visual arts
and other subjects in the school curriculum.
Bibliography:
Artists:
Sherrie Knipe
Magid Salmi
Exploration terms:
Presentation Link:
Holistic Rubric
Advanced 3-D Design Class, High School Level 3
Project: Consumerism
Explored through Clay
Criteria for Consumerism through Clay Projects:
Artwork- Student will submit a completed clay sculpture
that demonstrates proper use of clay technique and material (slab, wedge,
slip, score, handbuilt, low-fire, leather hard, bone-dry, bisque, ceramic
paint/glaze).
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Composition: Student must create an original clay sculpture
that is a successful representation of the theme consumerism. Must show
understanding of Elements of Design such as balance, emphasis, unity,
contrast and Elements of Art such as line, shape, color, texture, value,
space.
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Concept/Content: Student will show grasp of meaning in
their artwork. Their art will demonstrate consumerism in a
reflective manner, whether abstract or representational.
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Craftsmanship: Student will show understanding of hand
building techniques. Clay sculpture is well thought through, neat,
clean and complete. Attached objects/texture are applied with
care. Art shows proper use of wedging, slip & score techniques
(fired art came out of the kiln without blow-out from air pockets and
dis-attached pieces because of improper slip & score).
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Originality: Student ideas are independent, unique, and
innovative. Artwork shows critical thinking. Sculpture addresses
consumerism through obvious thought and research.
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Artist’s Statement:
A short paragraph will
be submitted with describing your clay sculpture. Why you chose your
subject matter? How it relates to consumerism and how you decided to
execute your message through clay. Describe your process from start to
finish (research, sketches, ideas).
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Evidence of research
and exploration: Student
will show the thought and study they put into their work via sketches,
journaled ideas and note taking on research conducted on-line or library.
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