Curriculum Sketch #3: Landscape Art

Prototype:

Mandala

Destruction: dragging my foot through it.

Analogue and digital mandalas:

Curriculum Sketch: Spirit Collage

Evening for Educators Workshop: Playground

James Mollison’s “Playground”

Your Classroom is a Playground for Art 

Issues: Limited funding for art classrooms and/or schools, limited materials, how to use non-art materials for art

Learning Goals:

1.      Discuss how art making can be fun and productive at the same time

2.      Discover how art making and learning is possible with limited materials

Questions:

1.      What memories do you have of the playground?

2.      How do playgrounds now differ from when you were a child?

3.      What is the purpose or function of a playground? Do kids learn specific skills or is the playground only for play?

4.      What is the difference between play and work?

5.      How can you play in your classroom? How can you accomplish your learning goals while doing so?

6.      Some of the images in the Playground exhibit show school yards without much in them, but the children are still able to play and have fun. How can you still have good art projects and accomplish your learning goals if you have limited materials or funding?

7.      Can it be beneficial to your students to limit the materials they can use for a project? How?

Project: In small groups, design a playground using only the materials given. Think about the structure of your playground: is it purely functional or could it be a work of art that also functions as a playground? Will your playground facilitate learning of specific skills or is it just for play? At the end, we will go around and show off our playgrounds and discuss them.

Materials:

·         Plastic cups

·         Plastic straws

·         Paper

·         Masking tape

·         Scissors

·         Markers

Curriculum Sketch: Drawing

High school show at Springville

Week 3: Art History Lesson

Art History Lesson

Enduring Idea: Identity

Rationale: Students will explore ideas of identity as a compilation of different traits, some that are unique, and some that are caused by outside influences.

Artists/Artworks: Rembrandt, Monet, Matisse, DaVinci, Mondrian, Michelangelo, Van Gogh, Banksy, Chuck Close, Gursky, Robert Rauschenberg, Andy Goldsworthy, Ellsworth Kelly, Cy Twombly, and others.

Key Concepts: History, criticism, aesthetics

Essential Questions:

     How have contemporary artworks been influenced by the works of the old masters?

     What are the similarities between your two artworks? Differences?

     How is your artwork response for this assignment affected by the other two you chose?

Objectives:

Lesson: We will introduce art history and criticism by projecting or pinning up two artworks from different time periods and discussing them in class.

Activities:

     Students will choose two artworks, one contemporary and one from a different period, from a list.

     They will discover the histories of both artworks and record them in their sketchbooks.

     They will practice art criticism by describing, interpreting, and judging, and comparing both artworks by writing their findings in their sketchbooks.

     They will make a final art piece as a response to their two chosen artworks. On the critique day, students will present their piece along with the two others and describe how they responded to them.

Formative Assessment:

     Students have written the histories of the two artworks they chose in their sketchbooks.

     Students have written a criticism of the two artworks in their sketchbooks.

     Their final artwork draws from elements found in the two artworks they chose.

     Their artwork was completed on time for the final critique.

          If a student misses the critique, they must write a couple paragraphs about their art piece and how it was influenced by the two artworks they chose.

Verbs and Lesson Plan 1

Inquire: Ask for information; investigate; look into. Students will study works of art and ask questions about them. Questions about materials, processes, interpretations, and apply those questions and answers to their own art.
Explore: Travel in or through an area in order to learn about or familiarize oneself with it; examine by touch. Students will use a variety of materials in art making and many students will be new to the materials, so they will be working on learning about the materials and learning how to use them in different ways.
Design: The art or action of conceiving of and producing a plan or drawing. Students will use sketchbooks to plan their projects before beginning to aid them in composition and help give me an idea of what my students will be working on and what they're interested in.
Research: The systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions. Similar to exploring, students will experiment with different materials and figure out how the materials work for different projects.
Practice: Repeated exercise in or performance of an activity or skill so as to acquire or maintain proficiency in it. Students will learn proficiency in a variety of materials through repeated use in their projects.
Critique: Evaluate in a detailed and analytical way. Students will look at their own and other works of art and learn to observe and analyze and articulate their thoughts about the artworks.

Portrait of Dora Maar, Picasso

Enduring Idea: Identity

Artist: Picasso

Rationale: Students will explore visual identity through making a blind contour portrait similar to cubism and Picasso

Objective: Students will inquire into what makes this work of art unique, then apply those discovered traits to a portrait of their own through exploration of various materials and processes.

Lesson:
Have students write down traits and elements of Picasso's portrait
Talk about cubism and Picasso
Have students begin their projects

Activities:
     Students will make a list in their sketchbooks of unique elements found in the above Picasso portrait 
     Students will begin their portraits by making a blind contour drawing of a partner or themselves
     Students will then color their portraits using a medium of their choice, such as watercolor, pastel, or collage
    
Formative Assessment:
     Students used blind contour correctly
     Students applied several elements listed in their sketchbooks
     Their portrait is fully colored and shows a high level of craftsmanship

First Day of Class

After I introduce myself, my first lesson will be to have the students do blind contours of each other and turn them into Picasso-esque portraits.

Copying deKooning: