Mandy L. Dillman

Report
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.

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