lesson title: mixed media collage, drawing ii, painting ii ... · mixed media collage is the type...
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Lesson Title: Mixed Media Collage, Drawing II, Painting II, AP Art Co-Produced by: Katy Potts & Carol Beth Torrance Grade: 10th - 12th
Dates Taught: Day Five – November 13th - 14th
Day Six – November 15th - 16th Main Idea: Students will create expressive artworks that demonstrate a sense of purpose and
understanding of the relationship among various forms, materials, techniques, and subject matters. Mixed media collage is the type of project that requires equal parts organization and technical skill.
Objectives: Students will create a unified artwork that uses three or more mediums, includes at least three collage elements (one of which is hand-drawn), features one assembled human figure, and
incorporates one found object.
Necessary Elements:
Digital Projector
Introductory PowerPoint
Media
◦ charcoal (vine, permanent)
◦ graphite
◦ pastels (oil, chalk)
◦ paint (watercolor, oil, acrylic)
◦ ink (markers, india ink)
Common Resource Area
◦ magazines
◦ newspapers
◦ butcher paper
◦ drawing paper (fine and heavy grain)
◦ cardboard
◦ picture books
◦ photographs
Accommodations:
Students who need more time to develop their idea, gather materials, or assemble their piece due to disabilities mentioned in their 504 will be allowed the time necessary to complete the project.
DAY FIVE: Unified Statements
Dates: November 13th, 14th
Time
Activity Procedure
Materials and
References Needed
Warm-Up/
Anticipatory Set
The teacher will wait for the students to settle into their
desks (about 15 seconds after the tardy bell) before
Teacher:
- small microphone
Objectives:
Students will practice drawing
unified compositions.
15 _
min
beginning the warm-up.
The teacher will ask two students to pass out blank sheets of 8.5x11 paper. (Alternatively, if the teacher has time,
he/she will place a sheet of blank paper at each student's workstation)
The teacher uses a small microphone to gain the rest of the students' attention.
Teacher: Good (Morning or Afternoon) students, I'd
appreciate it if I could have your attention. Thank you. The teacher puts down the microphone and projects voice
instead.
Teacher: For today’s warm-up, I would like you all to draw a series of shapes in an arrangement that emphasizes unity. First off, what is unity? (If no one answers, teacher
will provide definition)
Student: Unity addresses the need to tie various
elements of a work of art together. Unity is a
measure of how the elements of a page seem to fit
together - to belong together.
Here is an example I created earlier: see attached drawing at end of lesson plan.
Teacher walks around the class, holding the example so
all students can see. Teacher: I drew my shapes in an interlocking lattice
pattern—very similar to a Celtic knot. Although the lines are broken as I had to lift my pen off of the paper, the
shapes appear to be connected—even though they exist in separate cells. Teacher: Give it a try. I know you all have created
colorful mandalas before—so this shouldn’t be too difficult to realize.
After ten minutes have passed, the teacher will walk around and collect the warm-ups. These will allow the
teacher to formally assess how familiar most of the students are with this concept.
- hand-drawn
example of unity Students:
- a ream of 8.5x11 white paper.
- various drawing implements
LESSON ACTIVITIES & PROCEDURES MATERIALS
1stActivity Before students enter the classroom, the teacher will have Teacher:
Perspective and
Environment: Review
Objectives:
Students will review the elements of unity
and identify how to apply these
design elements within their own collage.
_15_
min.
queued a PowerPoint presentation. The slides contain
examples of mixed media collage by the artist, John Diebel.
Teacher: Our mixed media projects are coming along nicely. Now that we have collected our materials and
arranged our compositions, we can begin the process of gluing everything down. But, before we make any permanent decisions, let's talk about unity, one of the
important elements/criteria in your collage.
Slide #1: depicts the word unity, a picture of Legos, and the definition of unity.
Teacher: Unity can be defined as the relationship among the design elements of an artwork that helps the varied
elements to function as a whole. Unity gives a sense of oneness to a visual image. With your collages, you are combining several resources to create a unified
statement—therefore achieving unity should be your top priority.
Slide #2: depicts, 'Settlement', a mixed media collage by John Diebel
Teacher: Here, we have a mixed media collage by John
Diebel. This piece is called, 'Settlement'. Could someone please tell me how Diebel manages to convey unity within this artwork? Or: What design principles does
Diebel use to emphasize the unity within his artwork?
If no one answers, the teacher will call on a student. Student: Well, he's using a lot of the same images...
Teacher: Correct, even though his figures are isolated, his
use of repetition helps to promote a sense of harmony. Slide #3: depicts, ‘Forshadowings’, a mixed media
collage by John Diebel
Teacher: This collage, by the same artist, is called ‘Forshadowings’. Someone tell me how Diebel unified this artwork. Or: What design principles does Diebel use
to unify this artwork?
Student: The collage elements are easy to read, the composition is arranged cohesively.
One
PowerPoint Presentation with images of mixed
media collages by John Diebel.
(Settlement, Foreshadowings, The Future of the Past)
- One painting by Jacopo Pontormo
(Deposition) - One digital projector, screen
Teacher: Right, here Diebel is using a circular
composition to achieve a sense of storytelling, foreshadowing—if you will.
Slide #4: depicts, ‘Deposition’, by Jacopo Pontormo.
Teacher: Although this arrangement is unique to Diebel, circular compositions such as these have been around since the Mannerist period—directly after the
Renaissance.
Slide #5: depicts, ‘The Future of the Past’, by John Diebel.
Teacher: As our final composition, I want you all to really analyze this artwork. Why did I choose this to represent
unity? What design elements did the artist use here to emphasize a cohesive whole out of multiple parts?
The teacher will call on a student to answer after the class has spent about 10 seconds staring at the collage.
Student: Well, the observation deck, night lamp, and watch tower all help to frame the subjects.
Teacher: Yes, and what about the subjects? What object
are they interacting with? Student: The sun.
Teacher: Correct—we know this because the two bird-like
figures are staring towards it, but can someone think of something else that ties these three subjects together?
Student: Color. These objects are all primary colors.
Teacher: Yes. The purposeful color choice helps to unify these subjects.
2ndActivity
Collage
Background
Perspective:
Individual Practice
Objectives:
Teacher: Today, I would like for you all to work on
achieving unity within your mixed media collage. Like John Diebel, you could achieve this through color choice,
composition, or repetition—but don’t limit yourself to these three principles. There are several ways to design unity, simply look over there (Teacher points at posters of
design terms in North East corner of classroom) if you need help creating a unified statement.
Teacher: Remember, after today, you will have only one
Media
- charcoal (vine, permanent)
- graphite - pastels (oil, chalk) - paint (oil, acrylic,
watercolor) - ink (markers, pens,
india ink)
Students will
draft/sketch ideas and collect, arrange, or create
resources to use in their mixed
media collages. _~ 55 minutes__
min
class period to finish your collage—please try your best to
have 85% of your collage finished within the next hour. Teacher: Those of you who are not sure what I've been
talking about for the past 15 minutes should flag me down as I make my way around this classroom. I would love to
discuss your work. As students work, the teacher will circulate around the
room and offer help where needed, give advice, and informally assess how well the lecture communicated the
lesson's objectives. The teacher will also make note of any information that need re-teaching, or methods for providing better insight to students struggling with the
content.
Material Resources
- magazines - newspapers - paper (drawing, card
stock, newsprint, watercolor, fine grain,
large grain) - cardboard - picture books
- photographs
CLOSURE ACTIVITES & PROCEDURES MATERIALS
1st Activity
Clean-up: Whole Class
Housekeeping _5__
min
Seven minutes before class ends, students will be asked to put any stray paper clippings in the recycle bin, add their
collected resources to their portfolios/drawers, and generally clean their work areas.
When the class' condition is satisfactory, the teacher will make a final announcement.
- trash can - recycle bin
2nd Activity
Collage
Techniques/Pro
cess: Review
Objective:
Students will identify/define unity and
consider how to finish their
collages. 3
min
Teacher: Before you leave, I would like to review a few ideas from our earlier discussion. Could someone please
define the term 'unity' for me? Student: Unity is a design principle that suggests a
composition of many parts forms a cohesive whole.
Teacher: Correct. Before our final work day—that is, this Thursday, please think about what you need to do to finish your collage. Does it lack unity? Is your
composition strong? Is your theme cohesive? Is your media mixed? And finally, have you fulfilled all of the
requirements the rubric demands? Pay attention to the rubric's criteria—for that is the first thing I will check off when I grade these.
Class is dismissed.
DAY SIX: Criteria Review
Dates: November 15th, 16th
Time
Activity Procedure
Materials and
References Needed
Warm-
Up/Anticipatory
Set
Objectives:
Students will identify the
project criteria by analyzing the instructor's
mixed media collage.
_12
min.
Before students enter the classroom, the teacher will project an image of a mixed media collage the teacher
his/herself has created. The teacher will wait for the students to settle into their
desks (about 15 seconds after the tardy bell) before beginning the warm-up.
The teacher uses a small microphone to gain the rest of the students' attention.
Teacher: Good (Morning or Afternoon) students, I'd
appreciate it if I could have your attention. Thank you. The teacher puts down the microphone.
Teacher: For today's warm-up, I am inviting everyone to
critique the mixed media collage that I created as an example for this project. I tried to follow the criteria of my own rubric as closely as I possibly could—but having
looked at this piece for the past three weeks, I have noticed several weaknesses. I encourage you all to really speak your minds at this
juncture—I can guarantee that whatever you say about my artwork in this room cannot possibly be worse than
what my art professors put me through during my portfolio review.
Teacher: With all that said, (teacher names student), what do you think is the theme of my collage? Is it readily
identified? Can you put it into words? Student: Not exactly. I see that your collage tells a story—
but the figures are somewhat random.
Teacher: You're absolutely right. The randomness of my appropriated images detracts from the unity of my piece.
Teacher: And what about my hand-drawn elements? (teacher names student) are they particularly strong?
Student: I really like the texture of your hand-drawn resources—but all you drew were patterns. You could
have incorporated more of your drawings into the collage's subjects. That could have encouraged more
unity.
Teacher: - One Picture of a
mixed media collage created by the teacher - One digital
projector, screen - One microphone
Teacher: Finally, let's talk about the assembled human
figures. What do you think of them (teacher names student)?
Student: They are assembled...and human for the most part...but they're a little small and assembled from the
same resource: magazines. Teacher: Good. What I'm having you all do with my
work, I want you all to do privately with your own collages today. Really try to analyze your artwork
objectively. If you notice major changes that need to be made, talk to me and I'll help you with damage control.
LESSON ACTIVITIES & PROCEDURES MATERIALS
1st Activity
Collage Project
Criteria:
Review
Objectives:
Students will
compare their collages to the
criteria projected upon the board.
_6__ min.
Teacher: Because today is the final day we will work on this project, I'll keep my opening remarks short.
Teacher: While the vast majority of these collages are nearing completion, I have noticed that many of you need
to work on mixing your media a little more. I keep saying 'mixed media collage' but it looks like a lot of you don't seem to understand what is meant by 'mixed media'.
Mixed media means that you are drawing collage materials from multiple resources. If more than 60% of
your mixed media collage was appropriated from magazine images, then you need to think about how to incorporate a wider array of media and resources into
your collage.
Teacher: I'm going to project the Collage Project criteria on the board. Please take five minutes and check to make sure your mixed media collages align with these
standards.
The teacher projects the project criteria upon the board. Do you have at least
One assembled human figure?
One found object?
One hand-drawn element?
Three different media?
Three different collage elements?
Teacher: If you have these elements, then consider the strength of your composition and the unity of your
artwork. How might you make seemingly random elements belong? What finishing touches might you apply
Teacher: - Computer - Digital Projector,
screen - A list of project
criteria
to unify each element?
2nd Activity
Collect Collage
Resources:
Independent Practice
Objectives:
Students will choose various media and
collage materials to lay upon their
completed background.
Students will continue to
draft/sketch ideas and collect, arrange, or create
resources to use in their mixed media collages.
_~65__
min
Teacher: Let's get to work.
As students collect resources and draft ideas, the teacher
will circulate around the room and offer help where needed, give advice, and informally assess how well the lecture communicated the lesson's objectives.
The teacher will also make note of any information that needs re-teaching, or methods for providing better insight
to students struggling with the content.
Media
- charcoal (vine, permanent)
- graphite - pastels (oil, chalk) - paint (oil, acrylic,
watercolor) - ink (markers, pens,
india ink) Material Resources
- magazines - newspapers
- paper (drawing, card stock, newsprint, watercolor, fine grain,
large grain) - cardboard
- picture books - photographs
CLOSURE ACTIVITIES & PROCEDURES MATERIALS
1st Activity
Clean-Up: Whole Class Housekeeping
_5__ min
Seven minutes before class ends, students will be asked to name and date their collages if they have not already. The
collages will be left in either the students' drawer or portfolio to be graded at a later date. (During the grading process, students will be called individually to the front of
the class where they will discuss their work with the instructor before the instructor uses the discussion and the
rubric to assign a final grade.) The students will then be instructed to put any stray paper
clippings in the recycle bin, add their collected resources to their portfolios/drawers, and generally clean their work
areas. When the class' condition is satisfactory, the teacher will
make a final announcement.
- trash can - recycle bin
2nd Activity
Teacher: Before you all leave, I was wondering if anyone
would like to voice an opinion about this project. Were
Collage
Composition: Whole Class Review
Objectives:
Students will identify various design elements
that were implemented in
today's lesson. 2
min
the criteria too specific? Not specific enough?
Students: X
What would have helped you be more comfortable creating your mixed media collage?
Students: X
Teacher: Tell me something you enjoyed about this project.
Students: X
Teacher: Tell me something that could have been implemented better.
Students: X
Teacher: Thanks! See you all next week.
Assessment:
Formative – The teacher will formatively assess student understanding based upon the questions they
have during and after the project discussion, the resources they collect, and the content that needs re-teaching.
Summative – The teacher will summatively assess student understanding based upon the mixed media collages the students create as a result of this presentation. The collages will be graded based upon the criteria found within this project’s attached rubric (in email).
TEKS: Four basic strands
(b) Introduction.
1. perception, creative expression/performance, historical and cultural heritage, and critical
evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and
life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing
disciplined effort and problem-solving skills. 2. By analyzing artistic styles and historical periods students develop respect for the traditions
and contributions of diverse cultures. Students respond to and analyze artworks, thus
contributing to the development of lifelong skills of making informed judgments and evaluations.
(c) Knowledge and skills.
1. Perception. The student develops and organizes ideas from the environment. The student
is expected to:
A. analyze visual characteristics of natural and human-made subjects in a variety of ways,
illustrating flexibility in solving problems, creating multiple solutions, and thinking
imaginatively; and
B. analyze visual qualities to express the meaning of images and symbols
2. Creative expression/performance. The student expresses ideas through original artworks,
using a variety of media with appropriate skill. The student is expected to:
A. solve visual problems by planning and attempting a variety of solutions;
B. solve visual problems and develop multiple solutions for designing ideas, clarifying presentations, and evaluating consumer choices, using design skills; and
C. select from a variety of art media and tools to express intent
3. Historical/cultural heritage. The student demonstrates an understanding of art history
and culture as records of human achievement. The student is expected to:
A. study a selected period, style, or movement in art;
B. trace influences of various cultures on contemporary artworks
Attachments:
Settlement