A STORY OF A FOUND OBJECT By Margaret Mask, Mari Daniel, Krystal Waterman and Rubina Mander Inspired By: Resource Center 222 East 135th Pl. Chicago, Illinois 60827 (773) 821-1351 http://www.resourcecenterchicago.org/ For 35 years, a non-profit environment education organization called the Resource Center, has led the way in demonstrating innovative techniques for recycling and reusing materials. Too often in the urban setting, abundant and important resources are being tragically wasted. Their “recovery” work is aimed at reversing waste and improving the quality of life for urban dwellers. They have been devoted from the beginning to the economic and educational revitalization of city neighborhoods through recycling, urban gardening, composting, and other programs that reclaim and reuse resources. Creative Reuse Warehouse This innovative program locates and collects overruns, rejects and by-products that businesses and industries treat as "waste", and redistributes the materials as valuable educational and artistic resources appropriate for reuse. Donors have an opportunity to dispose of materials free of charge, clear out valuable storage space, receive tax deductions and support cultural and educational programs. The donation of tangible property is one no-cost method for companies to support nonprofit organizations in their communities. Who are the recipients? Chicago schools and teachers, local cultural centers, social service organizations, summer programs, performance companies, museums, community organizations as well as individual artists. Recipients have used materials to teach classes, present artwork, and to make possible exhibitions and productions. The materials go a long way toward making up for teaching and art resources that many urban schools and organizations cannot afford to purchase. Resources (1) Resource Center :: Home. 1999. Web. 07 June 2010. <http://www.resourcecenterchicago.org> Scheduling a Field Trip to the Resource Center

• To schedule a private tour for a group of students, call (773) 821-1351 (try to call at least two weeks in advance)

• Hours of operation are: M-F 10:00am – 3:00pm Sat 10:00am – 6:00pm Sun Closed

• Arrange transportation – two options: a. Take the Metra Electric District and it is about a 9-minute (.5 mile) walk b. Arrange for school buses through your school (keep in mind that students will have to carry back bags of items so option b may be better)

• Parking is available and free along 135th Street in front of the Resource Center • There are no chaperone requirements unless dictated by your school

• The Resource Center does not have a maximum accommodation number for students • For lunch – two options:

a. You can either pack coolers for a picnic lunch outside the resource center (if you chose option b for transportation) b. Eat at one of the restaurants nearby (Domino’s Pizza, Andy’s Hot Dogs, Rene’s Pizza, etc. – check on Google maps for more) Below is a map that shows the location of the Resource Center in relation to the Riverdale Metra station.

Pre-Lesson PART I – Introduction to Found Object Art Objective The students will learn about found object art, and will then critically reflect on relics from their past by choosing one to draw and share with their classmates. Related Learning Components - Critical: Students must brainstorm about a favorite childhood relic - Aesthetic: Students must create a well-balanced drawing that illustrates the object as they remember it Motivation/Anticipatory Set - PowerPoint of various found object works of art - Discussion on favorite childhood objects (students get to share their memories with the class) Equipment/Materials Laptop/projector 8.5x11 Drawing paper Colored pencils Worksheet for childhood relics Activity Day One: The teacher will begin the class with a ten-minute PowerPoint presentation on found object artwork/artists. Then the students will take ten to fifteen minutes to fill out worksheets to get them thinking about a memorable object from their childhood. The students will choose a favorite object and share its story with the class. Once every student has participated in the class discussion, they will be asked to draw their favorite childhood relic that has since then been lost or forgotten. Drawings will be simple line drawings on an 8.5x11 sheet of paper, using pencils and colored pencils. They will only have a little time to start their drawings, but will complete them in class the following day. Day Two: The teacher will bring in his or her own childhood relic and take five minutes to share it with the class. The students will then work on finishing their childhood relic drawings, which will be posted around the room for inspiration during their final project. Closure and Evaluation Drawings will not be graded for quality of work, but rather just as participation. State Goals 27.B.4a: Analyze and classify the distinguishing characteristics of historical and contemporary art works by style, period and culture.

Childhood Relics Worksheet

1. What was your favorite toy growing up when you were a kid? Why?

2. Did you ever collect anything? If so, what was it and why did you decide to collect it?

3. Did you ever keep a diary or a journal? What kinds of things did you write about? Do you keep one today?

4. Think back to your fondest memories of childhood. Write about one.

5. Is there an object (stuffed animal, pair of socks, watch, etc.) from your past that you have lost? Where do you think this object could be now?

PART II - Reuse Warehouse Field Trip: Finding your own found objects Objective Students will collect objects of interest from the Reuse Warehouse that will fill up a bag, and choose one of those objects to write a background story for. Related Learning Components Critical: Students have to select objects from around the warehouse while filling out the Field Trip Activity Form Subject matter integration: Students will learn about recycling, composting and urban gardening during the tour (environmental study) Equipment/Materials Extra pens/pencils Extra copies of the Field Trip Activity Worksheet Activity Students will meet in the Art Room on the day of the trip. The teacher will explain transportation and field trip etiquette, as well as what to expect upon arrival at the warehouse. Students require pens, and a hard surface, such as a notebook, to write on while they complete a worksheet. Every student will have a “buddy” during the field trip. At the Reuse Warehouse:

11-11:30 AM - Students arrive at the Reuse Warehouse and will file into the main hall area where bags will be distributed. After an introduction and a tour, the students will be given 30 minutes to grab what they can. (The key is NOT to tell students to look for one focus object, but rather for them to fill their bags with objects they find interesting).

11:30- 12:00 PM - Students will fill up their bags and complete the Field Trip Activity Worksheet.

12:00 PM - Students will meet on the lawn for lunch (either a picnic or a nearby restaurant). 1-1:15 PM- Students head back to school where they will be given the take-home assignment

(Story Writing Worksheet). Students will select their “focus object” and check in with the teacher as to what their focus object is (for credit) before departing for the rest of their school day.

Closure and Evaluation Students will receive credit for the completion of both worksheets and for selecting a focus item by the end of the field trip. State Goals 25.B.2: Understand how elements and principles combine within an art form to express ideas.

Field Trip Activity Worksheet

Directions: Please fill out this sheet while selecting objects at the Reuse Warehouse 1) What was the first object that you selected? How did you come upon this object?

2) What do you think was its original purpose?

3) Could it, together with other found objects create something’s new?

4) How might the second item you selected for your bag be used to create something with Item #1?

5) How would you compare found object art to another fine art piece, for instance a bronze sculpture?

6) Do you think that found object art should only be a composite of objects, or can a found object be altered and reduced to something else? Why/why not. 7) What is the purpose of using found objects to make sculpture as opposed to conventional materials like clay, metal, or wood?

What’s The Story? (Post Trip Story Writing Worksheet) Assignment: Choose one item from your bag from the Reuse Warehouse. Think about a story for how you think the item arrived at the warehouse. Be creative and use your imagination! It doesn’t have to be a realistic story. Use this worksheet to write out your storyboard. Be prepared to share your story with a group of 3-4 classmates.

Trip Lesson Found Object Sculpture Objective After the collection of objects at the Reuse Center along with the creation of a story, students will split into groups, choose one story, and create a found object sculpture that represents this story. Related Learning Components Aesthetic: Students will create a sculpture that visually represents a story Studio Production: Students will learn elements of design while assembling a variety of materials to create a work of art Motivation/Anticipatory Set - The teacher will explain the project details and show a PowerPoint of past student project examples. Equipment/Materials Computer, projector, projection screen Bag of found objects Drawing paper folded into 4 squares (white, 8X10) Rulers, pencils, variety of adhesives and tools (e.g. wood glue, rubber cement, hammer, pliers) Digital camera Self-Assessment/Reflection handout Group-Assessment/Reflection handout Activity Day One: The teacher will explain the details of the project including: group collaboration, choice of story, thumbnail sketches, and construction of sculpture. The teacher will then present a PowerPoint of past student project examples. Day Two: Students will choose groups of 3-4 people. They will each share their stories within their groups and as a group, choose one story or combine stories to create a master story for the sculpture. For the rest of the class, every student will brainstorm and sketch 4 thumbnail drawings of ideas for the sculpture on the paper provided. If they do not finish their sketches in class, it will be homework. Day Three: Students will get into groups and discuss and choose a final design from the variety of thumbnail sketches. Students will begin to plan sculpture. The teacher will ask questions to jumpstart brainstorming:

• How can the objects in your bags be used together to create a sculpture? What other materials would you need to create this piece? What kinds of skills and tools have you previously used in class that would help your group create this piece?

Day Four: The teacher will explain the types of materials provided for the construction of the project as well as their uses. The teacher will encourage students to use a variety of materials and to think outside of the box while constructing their sculptures. Students will get into their groups and finish planning their sculpture or begin building. Day Five: The teacher will discuss elements of design: shape, form, and balance. The teacher will ask the following questions:

• How can you create shapes to contribute to the overall design of the sculpture? How can the chosen objects create the form of the sculpture? How will you choose to balance your sculpture? Will you have an asymmetrical or symmetrical piece?

Students will use the rest of the class to work on sculpture. The teacher will walk around and assist each group as needed. Day Six: Students have the entire class time to work on sculptures. The teacher will walk around and assist each group as needed. Day Seven: The teacher will review elements of design and emphasize the importance of these elements represented in the sculpture. Students will use the rest of the class to work on sculpture. The teacher will walk around and assist each group as needed. Day Eight: The teacher will review project requirements. Students will use the rest of class to finish group sculptures and ask any last questions that might arise. Teacher will walk around and assist each group as needed. Day Nine: Found Object Sculpture critique. The students will offer constructive criticism on their peers’ projects, and evaluate themselves and their group members on the assessment handouts. Closure and Evaluation Class Critique and Self/Group-Assessments Students will participate in a class critique, provide constructive feedback to their peers, complete the self-assessment and group-assessment handouts, and photo document their sculpture. Students will give constructive feedback on their peers’. Students will also think critically about their participation and the participation of their group members. Students will determine what was/wasn’t effective in the finished sculptures, and they will strengthen their visual perceptions. Critique (What it Might Look Like):

1. Class Critique – Each group will begin their critique by briefly discussing the story behind the finished sculpture. Students will have guiding questions on the board to help deliver constructive feedback for each group’s sculpture. Each student must participate in at least one discussion for participation points (25 minutes)

2. Photo Documenting – Each group will take two photos of their sculpture; one of the entire sculpture and one of the object that the story developed around (10 minutes)

3. Self-Assessment handout for students to complete individually (5 minutes) 4. Group-Assessment handout for students to complete individually (5 minutes) 5. Closure: What have you discovered in your own sculpture that you may not have known or

thought of before? (5 minutes) State Goals 25A: Understand the sensory elements, organizational principles and expressive qualities of the arts. 26A – Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts 26B – Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts

Guiding Questions for the Critique

As Handout, or Written on the Board

Does the sculpture reflect in some way (abstract or literal) the story behind the chosen object? What are some things about the sculpture that really work with the theme? What are some things about the sculpture that don’t really make sense? Is the sculpture visually interesting? Is there something that you might want the group to change that would enhance the piece? What is your favorite aspect about the sculpture? Why is this part your favorite? Any addition comments?

Name__________________________________Date___________________Period________

Self­Assessment/Reflection

Howwouldyourateyourparticipationinthisgroupproject?ExceedsStandards‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Awaystogo 10 9 8765 4 3 2 1Why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Howwouldyouratethesuccessofyoursculpture?ExceedsStandards‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Awaystogo 10 9 8765 4 3 2 1Isthereanythingyouwouldchangeaboutit?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Howwouldyourateyourtimemanagement?ExceedsStandards‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Awaystogo 10 9 8765 4 3 2 1Doesyoursculpturemakesense?Doesitreflectthestorybehindthechosenobject?Explain.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Whatdidyoucontributetothissculpture?__________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________Whathaveyoulearnedthroughthecompletionofthisproject?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name___________________________________Date____________________Period________

Group­Assessment/Reflection

Howwouldyouratethesuccessofyourgroup?ExceedsStandards‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Awaystogo 10 9 8765 4 3 2 1Dideveryonecontributeequallytothecompletionofyoursculpture?Explain.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Didyourgroupworkwelltogetherorweretheredifficulties?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Waseveryoneinyourgroupmotivatedorwerethereproblemswithindividualinitiative?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Howwouldyouratethetimemanagementofthegroup?ExceedsStandards‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Awaystogo 10 9 8765 4 3 2 1Why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Didyourgroupfinishthesculptureintime?Didyouhavetospendanyextratimeoutsideofclasstofinish?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Whowasyourgroup’sgreatestasset?Why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Ifgiventheopportunity,wouldyouworkinthisgroupagain?Whyorwhynot?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Post Lesson Creating a Website to Display Finished Sculptures Goal/Objective The students will learn how to create a five page working website for their artwork, and understand the new advancements technology has provided artists in making and promoting their work. Related Leaning Components Historical: Students will discuss the historical differences between how artists previously promoted work and how artists market their work now; how technology has changed social networking Subject Matter Integration: Students will blend the art forms of sculpture and photography in this project; computer literacy; web technology Popular Culture: Students will reflect on what makes a website interesting; how to market their work through the media Motivation/Anticipatory Set This lesson will follow the sculpture lesson of the unit in which students have created a story for an individual object and created a sculpture around that object. Students will make a five page group website (in groups) for their finished sculpture project that will include a home, story, image, meet the artists, and contact tab. Students will be shown several PowerPoints that will guide them through the process of creating a website. PowerPoint presentations will include visual instructions and relevant terminology. Students will be shown a completed website as an example. Equipment/Materials

Computer Lab Digital Camera PowerPoint Presentations Website Software Website Examples

Activity Day One

1. Questions: What are some reasons for creating websites? What are some ways that technology has helped artists? Are there other ways artists can display their work? Of all the ways artists have to display their work, what do you think is the most effective? Email me your reflections

2. Introduction to creating a website – intuitwebsites.com a. Example of finished website: http://artteachwaterman.intuitwebsites.com b. Walk through the steps for creating the website (Setting up the user ID, selecting a

template, customizing the URL) c. PowerPoint presentation on what will be expected on each tab (Home page, object’s

story, photo page, about the artists, and contact blog) 3. Students (in groups) will create their URL account and select their template to begin working the

following day 4. Closure: What kind of audience are you building your website for?

Day Two

1. PowerPoint introduction on how to import photos onto the website and how to crop/enlarge images with the website software

2. Students will begin modifying their generic template to the desired information on their designated page

*** Each student in the group will be in charge of a different page of their group website (have project guidelines on overhead)

3. Closure: Is there anything listed that you feel adds/detracts from your website? Would you arrange your website differently if given the opportunity?

Day Three

1. Students will finish working on their page of the website and run through their group members pages to make sure the website is cohesive

2. Briefly review all vocabulary terms that the students have learned through the unit using PowerPoint to quiz the class and following up with questions about the terms

3. Have a brief Q&A with the students to answer any remaining questions about their websites 4. Closure: Does your placement of photos make sense? Are there things you would like to

change/alter about the images? Day Four

1. Time for students to ask any additional questions they may have before taking the test 2. Students will take the unit test 3. Closure: Is there something that would have made the information on the test easier to remember

that you could implement in the next unit? Day Five

1. Students will break back into their groups and determine whether their sculpture will be going back to the Re-Use Center or if they have found a preapproved location they would prefer

2. Each group will give a short (five minute) presentation on their finished website 3. Students may earn additional points for posting blogs on at least two other group’s websites

(outside of class) Closure and Evaluation

Student websites will be assessed with the provided rubric Students will be assessed with the unit test Students will be assessed on class participation and time management Students will be continually assessed on their progress

ILS 25A – Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts 25B – Students who meet the standard understand the similarities, distinctions, and connections in and among the arts 26A – Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts

26B – Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts 27A – Students who meet the standard can analyze how the arts function in history, society and everyday life

Name ____________________________________

Date ____________________ Period ___________

Website Rubric

Rate your performance on a scale of 1-5 (1-poor, 5-excellent)

1. My group’s website has five pages that 1 2 3 4 5

includeahomepage, the story, images, a meet the artists page, and contact tab.

2. I created one of the five pages by myself. 1 2 3 4 5

3. My group’s website has no spelling or 1 2 3 4 5 or grammar errors.

4. My group’s website is cohesive. 1 2 3 4 5 Total Points _____ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Name ____________________________________

Date ____________________ Period ___________

Website Rubric

Rate your performance on a scale of 1-5 (1-poor, 5-excellent)

1. My group’s website has five pages that 1 2 3 4 5

includeahomepage, the story, images, a meet the artists page, and contact tab.

2. I created one of the five pages by myself. 1 2 3 4 5

3. My group’s website has no spelling or 1 2 3 4 5 or grammar errors.

4. My group’s website is cohesive. 1 2 3 4 5 Total Points _____

Toaddanadditionaltextbox

Toaddanadditionalimage

Clickalongthetabstochangebetweenpages

Whenyouselectatextbox,thiswillappearontherightwithfurtheroptionsforyourtext

Whenyouselectanimage,thiswillappearontherightwithfurtheroptionsforyourimageincludingthe“replace”buttonwhereyoucanchangeoutthecurrentimageforanother.

Youcanalsozoomandcropinthisselectionbox

Youcancreateanewwebpageatthetopofthemenubarifyouaccidentallydeleteapage.Whenyouarefinished,youcansave,preview,andpublishyoursiteatthetopofthescreen.

Name____________________________________

Date____________________Period___________

VocabularyTest

Directions:Selectthecorrectwordtocompleteeachsentence.Circlethecorrectletter.

1. Artworkcreatedbysecuringpiecesofpaper,fabricorothermaterialsontoasubstrateiscalled________________________.

a. Sculptureb. Collagec. FoundObjectArtd. AbstractArt

2. Anythree‐dimensionalformcreatedasanartisticexpressioniscalled____________________.a. Sculptureb. Collagec. FoundObjectArtd. AbstractArt

3. Artassembledfromvariousdiscoveredobjectsiscalled_____________________.a. Sculptureb. Collagec. FoundObjectArtd. AbstractArt

4. Anyartinwhichthedepictionofrealobjectshasbeendiscardedinfavorofpatterns,linesandcoloriscalled______________________________.

a. Sculptureb. Collagec. FoundObjectArtd. AbstractArt

5. _________________________isathreedimensionalfieldinwhichtheartistworksa. Formb. Valuec. Timed. Space

6. Thevolumeandshapeofathree‐dimensionalworkisdescribedas______________________.a. Formb. Valuec. Spaced. Texture

7. Exhibitingapassagethroughtimeiscalled__________________________.a. Formb. Linec. Valued. Time

8. Anareawhoselengthisgreaterthanitswidthiscalled_________________________.a. Formb. Spacec. Lined. Value

9. ______________________isconsideredtobeafunctionoflight.a. Lineb. Spacec. Valued. Color

10. Thestressingofaparticularcharacteristicorareaiscalled_______________________.a. Spaceb. Formc. Emphasisd. Proportion

11. Themeasuredrepetitionofvisualaccentsiscalled_________________________.a. Rhythmb. Formc. Proportiond. Balance

12. Theequaldistributionofvisualweightasinfluencedbyotherprinciplesiscalled___________________.

a. Proportionb. Balancec. Varietyd. Repetition

13. Theabsenceofnonessentialcomponentsiscalled______________________.a. Emphasisb. Economyc. Abstractiond. Rhythm

14. ________________________istherelationshipbetweensize.a. Balanceb. Proportionc. Varietyd. Emphasis

Directions:WriteclearlywhetherthetermisconsideredtobeanElementofDesignoraPrincipleofDesign

15. Value _______________________________________16. Time _______________________________________17. Balance_______________________________________18. Texture_______________________________________19. Form _______________________________________20. Economy______________________________________

Directions:Identifyeachofthefollowingartworks.Thenidentifytheartistandstateacharacteristicoftheartworkonthelines.

21. Artwork____________________________

22. Artistwas

a. TonyCragg

b. BillWoodrow

c. RichardDeacon

d. ArtGrant

23. Characteristic/Meaning

__________________________________

__________________________________

__________________________________

24. Artwork____________________________

25. Artistwas

a. TonyCragg

b. BillWoodrow

c. RichardDeacon

d. ArtGrant

26. Characteristic/Meaning

__________________________________

__________________________________

27. Artwork____________________________

28. Artistwas

a. TonyCragg

b. BillWoodrow

c. RichardDeacon

d. ArtGrant

29. Characteristic/Meaning

__________________________________

__________________________________

__________________________________

30. Artwork____________________________

31. Artistwas

a. TonyCragg

b. ClaesOldenburg

c. Noble&Webster

d. ArtGrant

32. Characteristic/Meaning

__________________________________

__________________________________

__________________________________

33. Artwork____________________________

34. Artistwas

a. JessicaStockholder

b. ClaesOldenburg

c. Noble&Webster

d. ArtGrant

35. Characteristic/Meaning

__________________________________

__________________________________

__________________________________

36. Artwork____________________________

37. Artistwas

a. JessicaStockholder

b. ClaesOldenburg

c. Noble&Webster

d. ArtGrant

38. Characteristic/Meaning

__________________________________

__________________________________

__________________________________

39. Artwork____________________________

40. Artistwas

a. JessicaStockholder

b. Noble&Webster

c. MikeKelley

d. AlexanderCalder

41. Characteristic/Meaning

__________________________________

__________________________________

__________________________________

42. Artwork____________________________

43. Artistwas

a. StaceyKalmanvosky

b. AlexanderCalder

c. MarkJenkins

d. MikeKelley

44. Characteristic/Meaning

__________________________________

__________________________________

__________________________________

45. Artwork____________________________

46. Artistwas

a. MikeKelley

b. StaceyKalmanvosky

c. AlexanderCalder

d. MarkJenkins

47. Characteristic/Meaning

__________________________________

__________________________________

48. Artwork____________________________

49. Artistwas

a. AlexanderCalder

b. StaceyKalmanvosky

c. MikeKelley

d. MarkJenkins

50. Characteristic/Meaning

__________________________________

__________________________________

__________________________________