eaes visual art unit disabilities

8/14/2019 EAES Visual Art Unit Disabilities

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Artwith a

Challenge

A Visual Arts Unit forGrade 6


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Unit Description/Rationale:

This unit, designed to fit into the Grade 7 Visual Art Strand Unit of Whats it

All About: A Sense of Order, is constructedto demonstrate physical

challenges that people have overcome in the expression of art, as well as to

give students a chance to attempt to create art using the same disabilities.

Students will learn a bit about various types of art, how art can represent

individuals or cultures, as well as develop an understanding, appreciation

and respect for people who challenge themselves on a day to day basis.

Batiking, painting with both feet and mouth, and drawing are some of the

mediums with which this mini-unit is based on.

Unit Objectives:

The Students will:

examine ways visual art mirrors and influences individuals, societies and

cultures, past and present

examine sources of ideas for art-making, make connections between ideas

and visual art works, and generate ideas for personal expression

continue to discover a variety of sources of inspiration and consider

the sources as starting-points for personal expression reflect on and examine the intentions, development and

interpretations of their own and their peers' art works

Materials/Resources:

Supplies:

Thin white cotton material and T-Shirts

Sticks of Parafin wax

Pot

Clothes iron

RIT dye


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Washable poster paint

Large pieces of thick art paper

Dish soap

Wash tubs

LCD projector Water color paints and brushes

Sight impairment tools(goggles, paper coverings, blindfolds, etc)

Garbage bags

Websites:

Jeffrey Ladow. AMFPA - Association of Mouth and Foot Painting Artists of the World.

http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&

i_exhib=-1&bcnt=-6&bnr=1&pid=76

This website has many images and explanations of Jeffrey Ladows artwork, as well

as a biography.

Color Symbolism Chart by Culture. About.com. 2008.

http://webdesign.about.com/od/color/a/bl_colorculture.htm

Videos:

Video1-3.Alvins Law of Life. http://www.alvinlaw.com/video/index.htm

Alvin Law talks about his motivations, experiences and challenges that he

has overcome, while demonstrating his adaptability to life.
http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.alvinlaw.com/video/index.htmhttp://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.alvinlaw.com/video/index.htmhttp://www.alvinlaw.com/video/index.htmhttp://www.alvinlaw.com/video/index.htmhttp://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76


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Lesson #1

Art with a Challenge

Strand: Visual Arts

Time Required: 2 classesLesson Description: This lesson will introduce the unit, and an artist to

inspire students and make them aware that anything is possible if you look

at the situation in the right way. This is a good way to start so that hopefully

students will take the challenges of the unit in a positive way to see what

they are capable of, and how others although may have physical challenges,

are still able to express themselves through art. A look at Alvin Law and then

feet painting will make up this lesson.

Objectives:

Knowledge: Students will examine

un-traditional ways of making art.

-Students will know and implement

the principles of design

Assessment/Evaluation

-final portrait/description

Skills: Students will create a portrait

of themselves using their feet.

-description and portrait(rating scale)

Attitude: Students will appreciate

their abilities, and think about how

they view themselves.

-exit slip

Materials: LCD Projector, garbage bags, large thick art paper, washable

poster paint

CELS: COM, CCT, PSVS

Curriculum Components: Creative/Productive, Critical/Responsive


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Set: Play video 1-3 of Alvin Law. Ask

students to write down points that

they think are important.

http://www.alvinlaw.com/video/index.

htmDevelopment:

Principles of Design:

Emphasis, Contrast, Balance,

Repetition, Variety, Movement and

Unity.

Push aside desks for a talking circle,

start a class discussion about some

of the challenges he has overcome,

his laws for life, etc.

-Get students to jot down some ideas

about how they see themselves.

What parts of them do they value,

characteristics, features, etc. How do

they think others see them, and

anything else that makes them who

they are.

-then ask them to do a rough outline

of a self portrait. It does not have to

look like themselves, but instead may

represent how they see themselves,

and some of the qualities they have

written down.

-Introduce Principles ofdesign(give handout)

--there must be at least 2 principles

thought of when doing their final

piece.

Finally, once students are finished

their rough drafts, they may start

their good pieces. BUT tell them that

they must paint with their FEET(they

can use brushes or toes, etc)

-Tape down garbage bags on the floor

all over the room, and then tape the

paper on the floor. Make sure

students get their paint on a plate

ahead of time, shoes are on the sides


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of the room, and they have lots of

paper towel!!

-play music, and let students have at

er!

-when students are finished, get

them to write a description of the

priniciples of design they used and

how.Closure: -finally, display portraits, and have a

viewing for the class. Get students

to analyze them and try to see the

Principles of design used.

-Have students fill out exit slips on a

scrap piece of paper about whether

or not they enjoyed this assignment,

and what they learned from it.

Principles of

Design:The way in which the elements of visual are areorganized

is referred to as the Principles of Design. There are 7:

Emphasis: Is used to make certain parts of an artwork stand out andgrab your attention.


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Contrast: describes the degree of difference in an element of art. Forexample, there is a high degree of contrast between the colors black and

white. Contrast creates excitement and interest in artwork.

Balance: describes how artists create visual weight. There are severalways to balance an artwork:

Symmetrical Balance: If you were to draw an imaginary line through

an artwork, both sides would be the same.

Asymmetrical Balance: if you would draw an imaginary line through an

artwork, both sides would be different, but equal in visual weight.

Radial Balance: Lines or shapes grow from a center point(eg: a

sunflower)

Repetition: Occurs when a single elementis used over and over again to create a pattern

in an artwork.

Variety: Allows an artist to create interestand avoid the same effect. This often involves

theme and variations: the same image is

repeated, but in different sizes, colors, values or

shapes.

Movement: Can be implied in works of visual art. Live figuresportrayed in unstable body positions cause us to feel that motion is

occurring. When figures movepast us at very high speeds, we perceive that

figure as somewhat blurry. Similarly in art, showing multiple

overlapping images gives us the impression of motion(so if you

dont want an illusion of art, maybe dont use this effect!)

Unity: Is the feeling that everything in the work of art belongs togetherand looks like it fits. For example: repletion of shape or color can make an

artwork unified.

Lesson #2


Strand: Visual Arts

Time Required: 1-2 classes


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Lesson Description: This lesson will challenge the students once again to

create art in a different way. This time they will be using their mouths to do

watercolor landscapes or their favorite places. We will also study an artist

that paints like this, and look at some of his artwork.

Objectives:

Knowledge: Students will learn how

another artists work expresses their

individual thoughts.


-exit slip to peer artist.

Skills: Students will work individually

to produce a watercolor communicating

their thoughts

-finished product and explanation.

Attitude: Students will foster a

positive trying attitude while

attempting a challenge

-participation

Materials: new paintbrushes, watercolor paints, paint shirts, LCD projector

CELS: CCT, COM,

Curriculum Components: Creative/Productive, Critical/Reflective,

Cultural/Historical

Set: IntroduceJeffrey Ladow. Biography and

Paintings on LCD.

http://www.amfpa.com/html/show.php?lang=2&

mid=98&appl=GALERIE&thema=8&i_exhib=-

1&bcnt=-6&bnr=1&pid=76Development: Get students to think about a favorite place of

theirs. Get them to imagine it: the color,

shapes, lighting, etc. All corresponding with the

mood of the place. Emphasize trying to convey

feeling throughout the painting. Dont forget

principles of design!!

-Introduce how to use watercolors. (first getpaper wet, then dip brush, get some paint, and

paint away.) Have paint, water in shallow

bowls(not cups so they wont spill!), paper

towels and paint shirts ready.

**Ask students to come up with some important


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safety rules for during the class: no movement

out of desk with object in mouth, dont bump

anyone, etc. Encourage a few practice strokes

(dont forgetno hands, but be careful not to

swallow the brush!!) on a scrap piece of paper.

-Play music during work time.

-When finished ask students to write a

paragraph about the place they painted. Why

is it special to them, what feelings do they have

when they are there and Principles of design

used.Closure: Get students to walk around and find a favorite

piece of artwork. Get them on a piece of scrap

paper, to write to the artist what theythought/liked about the piece and what they

thought the place painted suggested.


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Lesson #3


Strand: Visual Arts

Time Required: 1 class

Lesson Description: Students will tap into their memory and minds eye to

represent an object through drawing without seeing it.

Objectives:

Knowledge: Students will learn how

other senses take over with the loss

of one.


-personal reflection

Skills: Students will work

independently and use their memory

to reflect in their artwork.

-participation

Attitude: Students will not worry

about what they look like, but rather

what other things look like.

-participation

Materials: classroom objects, paper, blind materials(blindfold, goggles

with glue over them to haze the sight, paper with small holes punched inright at the centre)

CELS: COM, CCT, IL

Curriculum Components: Creative/Productive, Critical/Historical

Set: Ask students to get in partners to

play the blind game studentsmay

use either classroom or portions of

the school. One partner will close

their eyes and trust the other. Theother will start off guiding their

partner by the elbow giving verbal

and physical instructions. Eventually,

they will stop, and the blind person

will have to guess where they are.

Then they will switch. The object is


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for students to practice imagining

sights they may take for granted, and

using their other senses.Development: When all students have returned to

the classroom, you will get the

students to sit in their desks, and pull

out one object from their desk and

set it on top, and close their eyes.

The teacher will come around, give

each student some type of blind

device, and collect the objects, and

redistribute them giving each student

a different object. They will then

attempt to find a piece of paper from

their desk, a writing material, anddraw with as much detail the object

they have. They can color as well, if

they have access to color

materials(without leaving their desk),

and use shading for depth. Try to

promote 3-D drawings, not simply

2D(although different levels of

artistry may not allow for this on the

best of daysthe point is to try).

When they are finished they can try

to switch with a partner beside them,

etc. When everyone has finished, get

students to take off the masks, and

see how they did.Closure: -ask students to write a reflection

about what they noticed when they

could not see. What happened to

their other senses. What would it be

like to be blind all the time, what kindof adaptations would you need to

make? Would art be possible?


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Lesson #4


Strand: Visual Arts

Time Required: 2-3 classes

Lesson Description: Students will work in small groups to create Batik, but

they are unable to speak to each other.

Objectives:

Knowledge: Students will learn

about Batiking and some symbolismthat may come with it.


-check for symbolism in the finished

batik and explanationSkills: Students will practice

communication within a group

without speaking

-checklist for participation

Attitude: Students will appreciate

others input and adapting their own

ideas

-checklist for group work

Materials: Parrafin wax, paintbrushes, white cotton cloth/t-shirts, RIF (cold

water)dye in old glue bottles, old clothes,

CELS: COM, CCT, PSVS

Curriculum Components: Creative/Productive, Cultural/Historical

Set: Give a brief history of Batik and


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Was created in East Africa, and

asiancountries like Japan, Indonesia

and Malaysia. Were signifiers of

family lines, and had different

patterns for different occasions.

where it is used. Explain the use of

symbolism and pattern that may be

used.

Development:

-write symbols/colors on board

Symbols:

Are all usually related to earth, sky

and water.

Flowers or animals may demonstrate

forms of life, or spirits

Birds: may symbolize power and

success, and are a symbol of the God

Vishnu.

A phoenix: is a symbol of beauty and

wards off bad luck.

Snake or dragon: are symbols of the

underworld, water and fertility.

Mountains: are symbols of the gods,

since that was where they were

believed to live.

Clouds: procreative power

Rocks: Strength endurance

Some do not have any symbols at all

and are simply to be visually

pleasing.

Colors:

Red: purity, good luck or celebration

Yellow: courage

White: death

Using these symbols within an image,


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as a group(2-3) you will create a

batik. However, during the exercise

students will not be allowed to speak,

so will need to find other ways to

communicate.

Clear desks to work on the floor.

Heat up wax(teacher) in a can in a

pot of boiling water. Students will

then paint with a brush on their piece

of fabric the area that they want to

keep white, and wait for the wax to

dry. When it is dry, by using a

paintbrush, paint the dye on to thefabric(the next lightest color you

want to use where you want it), then

rinse out fabric in cold water to set

dye. Then put wax over areas of the

dye just done, and paint the next

lightest color where it is needed, etc.

When the whole fabric is

completed(covered in wax, except for

the darkest color which is now dyed),

wash the fabric in hot water, or iron

off the wax. TA DA!!

**if a crinkle effect is desired, before

dying shirt, crinkle up fabric to put

cracks in the wax which will then be

dyed.Closure: Ask students to do a final

reflection about the last

assignment (outlining their

symbolism) past unit. Which

activities were the hardest, the

most fun, and what did they

learn from them. What did you

learn about yourself and your

abilities or ability to face a


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challenge?

Rating Scale for Reflections: Reflection #_______

Student Name:_______________________________________________Does Student

reflection:

Almost

none(1)

A bit(2) Quite a

bit(3)Demonstrate

thoughtfulnessRepresent art

assignmentAnswer suggested

questionsShow effort

Total: /12


Student Name:_______________________________________________

Does Student

reflection:

Almost

none(1)

A bit(2) Quite a

bit(3)Demonstrate




Total: /12


Student Name:_______________________________________________


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Does Student

reflection:

Almost

none(1)

A bit(2) Quite a

bit(3)Demonstrate




Total: /12

Studen

t Name:

Participa

tion

Participa

tion

Participa

tion

Effort(5

)

Group

Work(5)


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eaes visual art unit disabilities

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