PROJECT 2: GO BOX YOURSELFArt 11/12Dani RubinFA: Ching-Chiu Lin, SA: Mariette Smith

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Os Gemeos

TABLE OF CONTENTS

1. Title Page2. Table of Contents3. Unit & Project 2 Overview4. Inspirational Videos of Os Gemeos Artwork5. Graphic Organizer8. PLO’s & Learning Objectives9. Handout: Student-Friendly 1 Pager 10. Handout: Glow + Grow: Self & Peer Walk Around Critique 11. Assessment Rubric12. Self, Peer, Teacher Evaluation Assessment Form13. Formative Assessment: Possible Activities For Students

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UNIT & PROJECT 2 OVERVIEW

UNIT OBJECTIVE:In this unit, students will engage in studies of how identify is formed and expressed through their art projects. They will study the post modern principle layering and Egon Schiele contour line portraiture to enable them to explore how place develops one’s sense of self. They will study contemporary graffiti artists Os Gemoes and the post modern principle juxtaposition, to guide them through a project on features of themselves can be blown up and depicted through 3D forms, displayed in a public art format.

PROJECT 2: GO BOX YOURSELF - OVERVIEW, RATIONALE & FINAL PRODUCTStudents will engage in learning activities on Os Gemeos’s street art and juxtaposition in order to create 3D box-structured portraits. Students will create 2-4 reliefs, each enlarging and expressing a different feature, mood or quality of themselves. Students will use recycled cardboard boxes of varying sizes and paint their different features in a style inspired by Os Gemeos’s artwork. The class will learn how Os Gemeo’s work is a public styled art that engages viewers and activates space. They will translate this knowledge through the last step of the project, transforming each student’s individual work into a collective large scale 3D relief that will be installed in school space. They project can remain activate through to the duration of the Magee Student Art Show.

THE MATERIALS & TECHNIQUESWarm Up:1. 2-D and 3-D drawings, sketches and maquettes of 3-D box-portraits. Product:2. Enlarging sketches and maquettes onto box portrait surfaces. Students will outline features in pencil.3. Unify each box portrait by painting (tempera paint) the entire 3-D surface.Instillation:4. Turning our individual box-portraits into an entire class project by turning them classes work into an instillation art piece in the school.

POST MODERN PRINCIPLE - JUXTAPOSITIONJuxtaposition of art means using a mixture of non-art materials and art materials to make a statement.

VOCABULARYEngaging Public Space(s)! ! Fresco! ! ! Juxtaposition! ! Maquette! ! ReliefEnlarging! ! ! Instillation! ! Magnification ! ! Mural! ! ! ! ! ! ! ! !! !DATE + CLASS LENGTH: 23/03/15-17/04/15, 80 min. NUMBER OF LESSONS: 9BLOCK(S) + LOCATION/: Art 11/12: Day 1 - Block 3 | Art 11/12 Day 2: Block 2 (Room 143)

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INSPIRATIONAL VIDEOS OF OS GEMEOS ARTWORKSArt 11/12: Project 2 - Go Box Yourself

Giants, Granville Island Public Art, 2014: Artists’ Description & Time Lapse of Projecthttp://www.vancouverbiennale.com/artworks/giants/?location=Vancouver

2014 World Cup Buenos Aires Jet Planehttps://www.youtube.com/watch?v=a38xoWB6NAw

Too Farr Too Close Gallery Exhibition, 2008https://www.youtube.com/watch?v=VuTi4nZv_cI

Inspirational Video from artist Bluhttps://www.youtube.com/watch?v=uuGaqLT-gO4

Louis Vuitton Scarf Design, 2013http://v.youku.com/v_show/id_XNTE1NjE3MDg0_rss.html

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Lesson Objectives - Student Will Be Able To Activities Resources Assessment

1.Project Introductions -Context: Study Feature Artists Os Gemeos,

Q: Who is Os Gemoes?

What is an Instillation?

What features and moods do I want to express in my project?

-Understand the expectations of the unit including the theme, process, product, artists of exploration and how they will be assessed.-identify and analyze effectiveness of the visual style of Os Gemoes’s artworks-Identify features, moods, feelings, attributes that will developed in artworks-draw and sketch out drafts of artworks

(10 min) Introduction: Unit theme, project expectations and rubric. Hand out 1 pager.(10 min) Lecture and present: Os Gemoes - Provide background on period, artist and their artwork. Have students identify features, moods, feelinsg, attributes they can develop for their artworks. Show students images of artwork of what the finished artwork will look like.(50min.) Studio Time: students will draw and sketch images draft images of their artworks. Sign up list will be circulated around the class identifying what box portrait surfaces they will bring to class.(10min) Closer: Review project theme and vocabulary. Discuss next day’s concepts. Exit slips identifying moods, features they will develop in their artwork.

images of Os Gemeos artwork-images of artworks that showcase what the end product may look like-pencils, colored pencils, felt markers-8.5x11 paper-exit slip paper

-observations during discussions-exit slips

2. Image Development Strategies: Planning out

Q: What does my box portrait look like in 2D and 3D?

-develop the planning 2D images and 3D maquettes for final project-respond, compare and contrast exemplars of feature artist -evaluate personal progress on features and image development when speaking with teacher

(10 min) Hook: attendance, review last day, explain today’s class, give tasks to CS student. Explain today’s class production goal. Show inspitation video of Os Gemeos artwork. (see page 4 for inspirational video list). Check for students who have brought in materials(10 min) Demo & Instruction: Demo and explain why we plan, sketch, draw in 2D and 3D for a 3D project. DEmo how to build 3D maquette. Review the use of color, line, shape message Os Gemeos use in their stylized artwork. Instruct students to borrow from feature artwork’s style and to make their own. (50min.) Studio Time: 2D images and 3D maquettes for final project. Teacher will circulate through class and ask formative progress questions.(5min) Clean Up + Closer: Review what has been accomplished today. Discuss if goal has been achieved.

images of Os Gemeos artwork-images of artworks that showcase what the end product may look like-pencils, colored pencils, felt markers-8.5x11 paper-2 ply paper for 3D maquettes

-observations during discussions-observingstudent artwork during and at the end of class

3. -Elements & Principles of Art & Design -Reference to Personal Context

Q. How will you use color, line, mass, shape and space to express you?

-Understand how 3D art uses EPAD’s mass, shape and space more than 2D art-identify and implement choices of color and line in their artwork-examine relationship between chosen moods/ features and image development-complete 2D and 3D maquettes

(10 min) Hook: Review concepts and definitions covered in previous classes - securing knowledge. Explain today’s activities - 2D and 3D planning pieces due at end of class. Explain how we will enlarge planning pieces onto final product materials.60min) work time: students complete 2D and 3D planing pieces. Students who finish early start working on final products.(10min) Closer: Review concepts covered in today’s class. Discuss next day’s concepts.Remind students of big idea/end result of project. Students hand in artwork for formative assessment.

images of Os Gemeos artwork-images of artworks that showcase what the end product may look like-pencils, colored pencils, felt markers-8.5x11 paper-2 ply paper for 3D maquettes

-student participation during discussions in class-observingstudent artwork and at the end of class

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Lesson Objectives - Student Will Be Able To Activities Resources Assessment

4. Image Development Strategies: Developing Final Product Pieces

Context: Juxtaposition

Q: How do we use art and non art materials to make an original artwork?

-identify compositional strategies, EPAD in images shown in class and student artwork-analyze personal use of juxtaposition in artwork-think critically about using visual strategies for artwork learned in class and applied to art project-develop compositional line drawings of portraits on 3D box surfaces

(10 min) Hook: Review last days work and concepts. Explain next phase of project/ today’s class to students - developing portraits on final product surfaces. Explain how today we will enlarge planning pieces onto final product materials. Check for students who have brought in materials. Show inspirational Os Gemeos project video. Teacher review with class use of shape, space and mass in 3D art.(5min) Exemplars Instruction: Show Box Portrait pdf to students. Discuss with class. (30min) work time: develop compositional line drawings of portraits on 3D box surfaces. (5min) Exemplars Instruction: Show PostModern Principles pdf, Juxtaposition pages to students. Discuss with class.20min) work time: develop compositional line drawings of portraits on 3D box surfaces.(10min) Closer: Review concepts covered in today’s class. Discuss next day’s concepts.Remind students of big idea/end result of project. Thank students for their cooperation outside. Exit slip: Is my feature, mood, feeling easy to see or understand in my artwork? Explain.

PDF: PostModern Principles.pdf (Juxtaposition slides only)-final product collected cardboard boxes-pens-pencilsfelt markers-erasers

-student classroom habits-reviewing student artworks during and at end of class -exit slip

5-7. Use of Materials, Techniques, Processes-Work period(s)

Q: How can you transform a non art material into a 3D canvas for a self portrait?

Q. How can we have great use of color in our portraits?

-Understand juxtaposition use in one’s own art-develop and complete compositional line drawings of portraits on 3D box surfaces-develop and complete painting of portraits on 3D box surfaces-understand vocab. terms of of project-students use vocab.. terms of project when asked to describe artwork-assess personal use of EPAD in self and other’s work-make informed choices about strategies, devices, EPAD to help them their features/ moods of their artwork-compare and contrast image development strategies of feature artist and peer work-complete artworks by end of class 7

(5 min) Intro: Remind students what step of the project they are on, what they are doing today and what the bigger picture of the project is. Explain today is a work period and to use time maturely. Show Inspirational feature artist project video. Emphasize when moving into paint that the entire 3D surface must be first drawn on and then painted.(70 min) Work period: Give students their photocopied landscape images and continue distorting them. Have more copies available for students. (10 min - class 6) mid way class gallery walk (10 min - class 7) Glow Grow Peer/Self Assessment (10 min - class 7) Instruction on how public art activates space, define and explain what an instillation is. Explain how each student’s individual box- portraits become an instillation by being grouped and installed all together.(5min) Closer: Review content covered in today’s class. Discuss next day’s concepts. Review end dates, briefly review instillation process and assessment of project.

-final product collected cardboard boxes-pens-pencilsfelt markers-erasers-tempera paint

-Glow Grow Peer/Self Assessment-mid way class gallery walk participation -student’s ability to complete artwork(s) by the end of class 7

8. Materials, Techniques, Processes: Instillation of Project in school atrium

Q: How can we activate a space by adding our art to it?

-participate in instillation of project in atrium-understand how the atrium space changes by installing artworks-understand how individual artworks transform into a new artwork format, an instillation, by being grouped together

(10 min) Hook/ Intro: Remind students what step of the project they are on, what they are doing today and what the bigger picture of the project is. Explain instillation procedure of today’s class.(10min) Class gathers artworks and instillation materials to atrium.(50min) Instillation of project into atrium

(10min) Closer: Return to class, review today’s work, review critique of next day’s class. (note: if instillation is not completed in this class time, the instillation can be completed next class).

-finished artworks-materials for instillation

-student classroom habits-participation during instillation

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Lesson Objectives - Student Will Be Able To Activities Resources Assessment

9. Class Critique, Self & Peer Assessment

-Communicate constructive feedback for their peers during critique-Complete their self and peer assessment forms-Submit artwork and assessment sheet for teacher assessment.

(5 min) Hook: Describe what is being covered in today’s class. (10 min) set up: put away art materials and set up classroom for gallery critique (40min.) Gallery Critique: students participate and display their work (15min.) Complete self and peer assessment forms (10min) Closer: thank students for participation in project. Teacher briefs students on next project.(5 min): Students build class rapport with flexible remaining class time - students play music, have snacks together.

-critique Handout-assessment sheet-installed student work

-critique form-assessment sheet-finished student artwork

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PLO’sGRADE 11/12PERCEIVING/ RESPONDING:• examine the relationship between the use of particular image-development strategies and intended mood and message• justify interpretations of and preferences for selected images• analyze how particular elements and principles are used to create meaning and effect in 2-D and 3-D images• critique the effectiveness of image-development strategies used in particular 2-D and 3-D images

CREATING/ COMMUNICATING:• apply a variety of image-development strategies to create 2-D and 3-D to reach a specific audience or achieve a specific purpose• create 2-D and 3-D images that demonstrate a relationship between image development strategies and art processes• create 2-D and 3-D images that reflect personal contexts• create 2-D and 3-D images that demonstrate effective use of particular elements and principles

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UNIT: ELEMENTS OF IDENTITY | PROJECT 2: GO BOX YOURSELFName_______________________ Teacher: Ms. Rubin (on behalf of Ms. Smith)

IN THIS PROJECT: we are going to investigate contemporary graffiti and street art. We are going to look at Os Gemeos’s, twin brothers, who have a bright, personable and fun style of street art. We are going to continue exploring the theme of identity by using art and non art materials to create 2-4 3D box-structured portraits. Each portrait will enlarge and will express a different feature, mood or quality of you. We will learn how Os Gemeo’s work is a public styled art that engages viewers and activates space. The final step of the project is to transform each student’s individual work into a collective large scale 3D relief that will be installed in school space

WHAT TO EXPECT: 1. Gain inspiration and learn Os Gemeos’s stylized instillation art to help you create your 3-D box-portraits.2. You will plan out your 3-D box-portraits by drawing, sketching and making maquettes of your 3-D box-portraits. 3. Enlarging your sketched out maquettes imagery onto your non art box portrait surfaces. We will outline the features of portraits and then unify each box portrait

by painting the entire 3-D surface.4. Turning our individual box-portraits into an entire class project by turning them classes work into an instillation art piece in the school.

You are required to bring in cardboard box portrait surface for you and the class. These can include, but are not limited to: cereal boxes, shoe boxes, milk cartons, kleenex boxes. Any cardboard box!

TIMELINE: 23/03/15-17/04/15, 9 classes

CRITERIA: You will be marked on a 1-4 scale, on the 5 points in the table below, with a total mark out of 20. Criteria within each point is listed to explain in further detail what you are being marked on, or what you are marking on. Key: 5 = strong, 4 = moderately strong 3 = average, 2 = moderately weak, 1 = weak

Image Development Strategies

Principles/Elements of Art & Design

Use of Materials, Technologies and Processes

Reference To Personal Context

Classroom Habits

TOTAL: /20

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Project 2: Go Box Yourself | Glow & Grow! Self + Peer Walk-Around CritiqueName________________________________ Teacher: Ms. Rubin (on behalf of Ms. Smith)

Project Number:

Two Glows... (compliments)

Your Name:

...and a Grows (things to work on)

1.

2

1

1.

2

1

1.

2

1

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PROJECT 2: GO BOX YOURSELF - EVALUATION SHEETName_______________________ Teacher: Ms. Rubin (on behalf of Ms. Smith)

Directions: This form is designed to help you evaluate your own work, peer’s work or group’s work. Read the statements below. Then indicate the number from the following scale that reflects your assessment. You will be marked out of 5 on each of the 6 highlighted points. Criteria within each point is listed to explain in further detail what you are being marked on, or what you are marking on. Key: 5 = strong, 4 = moderately strong 3 = average, 2 = moderately weak, 1 = weak

1. Image Development Strategies - enlarging 2D + 3D planning pieces to express 2-4 different features, moods or qualities of oneself

Self Evaluation /4 Peer Evaluation /4 Teacher Evaluation /4

2. Principles/Elements of Art & Design: effective use of color, shape, line, rhythm, composition, mass, space.

Self Evaluation /4 Peer Evaluation /4 Teacher Evaluation /4

3. Use of Materials and Processes - demonstrates craftsmanship, accuracy and exploration with ideating portraits on non art materials. Crisp, clean, even and tonal use of color. Sharp and defined outlines of portrait features.

Self Evaluation /4 Peer Evaluation /4 Teacher Evaluation /4

4. Reference To Personal Context - identifying, describing and through art making how student artwork displays features, moods, feelings, traits of oneself

Self Evaluation /4 Peer Evaluation /4 Teacher Evaluation /4

5. Classroom Habits - punctuality, clean up, participation, appropriate use of mobile device, appropriate use of class time (doing homework in class)

Self Evaluation /4 Peer Evaluation /4 Teacher Evaluation /4

TOTAL: /20

Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name_____________________ Project 2: Go Box Yourself - Rubric TOTAL: /20Category Exceeding Expectations Meeting Expectations Almost Meeting Expectations Not Yet Meeting Expectations

Image Development Strategies /4

Consistent effective use of enlarging 2D/ 3D planning pieces to express 2-4 different features, moods or qualities of oneself.

Frequent effective use of enlarging 2D/ 3D planning pieces to express 2-4 different features, moods or qualities of oneself.

Shows an attempt to enlarging 2D/ 3D planning pieces to express 2-4 different features, moods or qualities of oneself.

Rarely shows an attempt to effectively enlarge 2D/ 3D planning pieces to express 2-4 different features, moods or qualities of oneself.

Principles/ Elements of Art & Design/4

Consistently demonstrates use of color, shape, line, rhythm, composition, mass and space in their artwork.

Uses 1-2 of the following: color, shape, line, rhythm, composition, mass and space in their artwork.

Shows an attempt to use color, shape, line, rhythm, composition, mass and space in their artwork.

Rarely shows evidence of attempting to use color, shape, line, rhythm, composition, mass and space in their artwork.

Use of Materials, Technologies and Processes /4

Consistently uses craftsmanship, accuracy and exploration with non art materials, pencil and paint in artwork’s composition.

Uses 1-2 of the following in their composition: craftsmanship, accuracy and exploration using non art materials and pencil.

Shows an attempt to use craftsmanship, accuracy and exploration with makers, pencil and ink pens - materials in artwork’s composition.

Rarely shows evidence of attempting to use craftsmanship, accuracy and exploration non art materials, pencil and paint in artwork’s composition.

Reference To Personal Context /4

Consistently able to identify, describe and through art- making convey to how artwork communicates an identified mood, feature, attribute or feeling.

Frequently able to identify, describe and through art- making convey to how artwork communicates an identified mood, feature, attribute or feeling.

Shows an attempt to identify, describe and through art- making convey to how artwork communicates an identified mood, feature, attribute or feeling.

Rarely able to convey to identify, describe and through art- making convey to how artwork communicates an identified mood, feature, attribute or feeling.

Classroom Habits /4

Consistently demonstrating punctuality, responsible with studio time, clean up, participation in learning activities, appropriate use of mobile device and in class work time and brought in cardboard materials for project.

Frequently demonstrating punctuality, responsible with studio time, clean up, participation in learning activities, appropriate use of mobile device and in class work time and brought in cardboard materials for project.

Occasionally demonstrating punctuality, responsible with studio time, clean up, participation in learning activities, appropriate use of mobile device and in class work time and brought in cardboard materials for project.

Rarely demonstrating punctuality, responsible with studio time, clean up, participation in learning activities , appropriate use of mobile device and in class work time and brought in cardboard materials for project.

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FORMATIVE ASSESSMENT: POSSIBLE ACTIVITIES FOR STUDENTS

Exit SlipsWrite a question you have for Os Gemoes about their artwork?Tell Os Gemoes something you like about their artwork.What do you think Os Gemeos would like about your artwork?What question(s) do you think Os Gemeos would have about your artwork?

Group Discussion and/ or Think Pair ShareWhat message do you think artist is trying to say in the artwork we are looking at?What do you think inspires the artist to use x (color, choosing spaces, instillation vs fresco)

Reflective QuestionsWhat is the purpose of the instillation?What was the biggest challenge of this project? How did you overcome it?What did you learn about making individual art pieces that were a part of a bigger class project?Was it a good instillation? Would you have walked in off the street to view it, if you had seen a little of it through a window? Explain your reasons.What would you tell a stranger about the art project? A viewer know knows little about art?What was the most significant thing you learned from this project?

Questions For Students Evaluating His/Her Own WorkIs my feature, mood, feeling easy to see or understand in my artwork? Explain.Can I think of another way to show similar features, moods or feelings? ExplainDid I use art materials in a new or different way? Explain.Did I use the box surface of my portrait satisfactorily? Explain.Did I enjoy making my artwork? Explain

Web Questions(have example available to students)What features, moods, feelings can you express with your box portraits?

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