Mandy L. Dillman Secondary Art Lesson Plan - ARE 4352 - Spring 2010 AUTHENTIC ART LESSONS Inspired by Amy R. Giles Reflection Self Process Understanding Voice Cognition Define Illustrate Solve Creation Principals Elements Organize Connection Unify World view Judge Culture Identity Skill Religion Technique History Lesson 1 IDENTITY CONTRAST CERAMIC SCULPTURE Lesson: IDENTITY CONTRAST CERAMIC SCULPTURE Artist: Sergei Isupov COGNITION : What students will learn… Define and analyze personal and social identity and solve specific visual art problems to illustrate separate identities. CREATION: Studio Component Build a ceramic sculpture based on social identity incorporating physical characteristics of an animal to convey meaning about the subject. Then, Paint completed sculpture with illustrations of personal identity. CONNECTION: Application to life Self Identity – Examine self and outward appearances. REFLECTION: Writing component Write about a personal experience that helps define your personal identity. This will be illustrated on your sculpture. SERGEI ISUPOV SERGEI ISUPOV SERGEI ISUPOV Personal Identity Student Name: ___________________________________________ Complete the following questions. The most important thing that has happened to me is: _______________________________________________________________________ I am most proud of: _______________________________________________________________________ Something that makes me happy is: _______________________________________________________________________ I work hard at doing: _______________________________________________________________________ The funniest thing that ever happened to me was: _______________________________________________________________________ My favorite place to go is: _______________________________________________________________________ My hobbies are: _______________________________________________________________________ One secret no one knows about me is: _______________________________________________________________________ Social Identity Our social identity can be developed based on many factors such as groups we belong to, physical appearance, behaviors, or values and beliefs. Fill in the chart using descriptive terms to help identify characteristics of your social identity. School groups Social class Community Gender Religion Race Ethnicity Occupation Social organization Other Other Other Characteristic Characteristic Characteristic Characteristic Characteristic Characteristic Statement of origin Artist Chronogram Arts and Culture Magazine Theme: School visit - Karen LeBlanc, Visual Arts Teacher 9-12 Lake Mary High School Don’t judge a box by it’s cover lesson Activity: Sergei Isupov inspired the creation of the sculpture, incorporating animal features, and hand painted decoration. Organization: Amy R. Giles article “School Art Versus Meaningful Artistically Authentic Art Education” Blooms Taxonomy Lesson 2 FAMILY CIRCLE PORTRAIT DRAWING Lesson: Family circle portrait drawing Artist: Shizu Saldamando COGNITION : What students will learn… Analyze and Identify aspects of religion, culture, heredity , and tradition and solve how to communicate these ideas through symbols. CREATION: Studio Component Draw a family portrait using symbols to recognize and communicate specific religious, traditional, cultural, and inherited aspects of their family. CONNECTION: Application to life Culture: Understands the influence of family background and culture within an artist’s body of work. REFLECTION: Writing component Write a paragraph about the experience. Did you learn new things about your family? Did you discover new ways to incorporate your personal background into a work of art? Shizu Saldamando Shizu Saldamando FAMILY CIRCLE Name_________________ Class ___________________ Fill in the circle using each section topic as a guide. You may add additional family portrait ideas to help you figure out how to represent your family visually and symbolically. Tradition Values/Beliefs/Religion Culture Heredity Statement of origin Artist: Art Forum Magazine Theme: Family portraits were discussed in ARE 4352 class “Teaching Art History” Floyd W. Martin who talked about understanding art objects reflect the culture of the artist. Activity: Shizu Saldamando’s drawings inspired the studio component, as well as the use of symbolism. Organization: Amy R. Giles “School Art Versus Meaningfully Artistically Authentic Art Education Blooms Taxonomy Lesson 3 CLASS DEBATE COLLAGE Lesson: Class Debate Collage Artist: Deborah Faye Lawrence COGNITION : What students will learn… Analyze current political, social, and environmental issues that involve opposing viewpoints and resolve how to convince viewers to consider the artists view. CREATION: Studio Component Create a collage using various paper magazines, articles, newspapers, and images to portray one side of a political, social, or environmental issue to convince the viewer to sway their vote. CONNECTION: Application to life World view – understands how the social and political conditions influence the function, meaning, and execution of art works. REFLECTION: Writing component Write a paragraph explaining why they chose a particular subject and side. Deborah Faye Lawrence Deborah Faye Lawrence Deborah Faye Lawrence Statement of origin Artist: SeattleChannel.ORG Theme: Recent political commercials and public debates regarding healthcare, education, etc. Activity: Deborah Faye Lawrence incorporate news print and media into her collages to convey her political views. Organization: Amy R. Giles “School Art Versus Meaningfully Artistically Authentic Art Education Blooms Taxonomy Sunshine State Standards Lesson 4 COMIC LIBERATION PAINTING Lesson: Comic Liberation painting Knickerbocker Artist: Carl COGNITION : What students will learn… Students will analyze social and political issues as they relate to the artist. Then they will find ways to confront these issues using humor. CREATION: Studio Component They will create an autobiographical painting based on their personal social or political experiences and use humor to communicate a lighthearted theme. CONNECTION: Application to life Understands how recognized artists recorded, affected, or influenced change in a historical, cultural, or religious context. REFLECTION: Writing component Write about a personal experience you confronted with humor. Carl Knickerbocker Carl Knickerbocker Statement of origin Artist Book titled: Extraordinary interpretations.: Florida’s self-taught artists Theme: Sheri Klein article – discusses forms of humor within a work of art Activity: Klein article Karl Knickerbocker uses humor within his work to comment on social and political issues. Organization: Amy R. Giles “School Art Versus Meaningfully Artistically Authentic Art Education Blooms Taxonomy Sunshine State Standards Lesson 5 MODERN FOLKLORE BOOK SCULPTURE Lesson: Modern Folklore Book Sculpture Artist: Lisa Kokin COGNITION : What students will learn… Research cultural tales otherwise known as the modern folklore. Understand the characteristics of modern folklore and solve specific visual art problems to illustrate one in a book sculpture. CREATION: Studio Component Construct a sculpture using a discarded book as a canvas, illustrating a modern folklore using various mixed media. CONNECTION: Application to life Culture – understand works of art may be inspired through different cultures and traditions. REFLECTION: Writing component Write an artist statement and label your artwork to display in the class. Modern Folklore Examples For initiation prospective gang-members drive around at night with their headlights off, and kill the first person who flashes his lights to warn them. A woman in a mall parking-lot was approached by someone trying to sell an expensive bottle of perfume for only eight dollars. The salesperson insisted she smell the perfume and she did. A couple hours later she awakened to find her car and all of her belongings had been taken, the bottle had been filled with ether. Resource online: Warphead.com LISA KOKIN LISA KOKIN - detail LISA KOKIN LISA KOKIN - detail Statement of origin Artist: Artist’s website LisaKokin.com Theme: Warphead.com - urban-legends and folklore Activity: The artist Lisa Kokin inspired the book sculpture. Organization: Amy R. Giles “School Art Versus Meaningfully Artistically Authentic Art Education Blooms Taxonomy Assessment Rubric Criterion Below expectations Poor (1 point) Meets expectations Fair (2 points) Above expectations Good (3 points) Exceeds expectations Content Expressiveness, Originality, Clear understanding of lesson Preparation Effective use of materials, Carefully consideration in production of the work, Uses sketches to plan finished work Form/ Technique Displays knowledge of art elements and principals of design, proper use of tools, follows instruction Participation Class participation, focuses on task Critique Understands and communicates the importance of art works, understands purpose of art work Total Total points Excellent (4 points) Below expectations References Beck, D.(Producer). Lyall, B. (Director) (2008, May 29). Art zone in studio with Nancy Guppy. Seattle Channel. Podcast retrieved from http://www.seattlechannel.org. DeVuono, F., Frank, P, Platt, S. (2008) Deborah Faye Lawrence: Dee-Dee Does Utopia. Seattle, WA. Marquand Books, Inc. Isupov, S. (artist) (2000) Monkey. Retrieved from www.vitreographs.com/Artists/IsupovS/IsupovS.html Isupov, S. (artist) (ND) Teapot. Retrieved from http://santiagogallery.wordpress.com/past-exhibitions Isupov, S. (artist) (ND) No title. Retrieved from imgfave.com/view/75342?t Klein, S.R. (2008) Comic Liberation: The feminist face of humor in contemporary art. Art Education. 61-(2)Pp. 47-52. Knickerbocker, C. (artist) (ND) They're putting TV in my brain. Retrieved from http://www.jtfolkart.com Knickerbocker, C. (artist) (ND) In the land of puritans. Retrieved from http://www.jtfolkart.com Kokin, L. (artist) (2006) Equal Rights . Retrieved from http://www.lisakokin.com/sculpture/01 Kokin, L. (artist) (2006) How Do Men Get Oil?. Retrieved from http://www.lisakokin.com/sculpture/01 Lawrence, D.F. (artist). (2008) Blind execution. Retrieved from http://www.deedeeworks.com/pages/citizen_artist/ca06_Committed.htm Lawrence, D.F. (artist). (2008) Anti-Nuke Bolly. Retrieved from http://www.deedeeworks.com/pages/citizen_artist/ca06_Committed.htm References Lawrence, D.F. (artist). (2008) Committed. Retrieved from http://www.deedeeworks.com/pages/citizen_artist/ca06_Committed.htm Mahony, B.K. (Ed.) (2005, July) Chronogram Magazine. Cover. Monroe, G. (2003) Carl Knickerbocker. Extraordinary interpretations.: Florida’s self-taught artists.(p.83) Florida. University Press of Florida Moss, K. (2007 ) What Remains. Retrieved from http://www.artreview.com Moss, K. (2007 ) Production Line. Retrieved from http://www.artreview.com NA. (2008) Urban Legends. Retrieved from http://www.warphead.com/ Saldamando, S. (Artist)(ND) Irina and Ami. Retrieved from http://www.shizusaldamando.com/Shizu_Saldamando/Projects Saldamando, S. (Artist)(ND) Highland Park Luau. Retrieved from http://www.lipsticktracez.com/features/feature/47/1 Shapiro, Mike.(artist) No title. Retrieved from http://www.cartoonstock.com Bryan-Wilson, J. (2008)Phantom sightings: art after the Chicano movement. Artforum International. New York. Artforum.