Allison Pitre: Lesson Examples

UNIT THEME: Expressions of My World and Me

Lesson Title: What’s Inside? Media: Paint, Mixed Media

Teacher: Allison Pitre

Grade Level: 5-7 Date: Fall 2014

Number of Sessions: 1

Elements:

_____ LINE

__x _ COLOR

____ SHAPE/FORM

____ TEXTURE

____ VALUE

__x__ SPACE

Principles:

____ EMPHASIS

____ CONTRAST

__ __ UNITY

_____ BALANCE

__x___ RHYTHM/MOVEMENT

_____ PROPORTION (SIZE)

__x___ REPETITION/PATTERN

Materials Needed:

paper, photos, paint, pencils, erasers, glue, scissors, paper towels, water cups, newspaper

Resources:

Camera, printer, Prezi- What’s Inside?

Inside/Outside Worksheet

Erin Case

Brosmind Studio

‘What’s Inside?’ Series

Martin O’Neill

The Folio Society

Cut it Out

Skills/Objectives:

The students will:

PRODUCTION:

Students will draw shapes to cut out of their photos and cut them out. Then they will trace their photo onto their paper and paint anywhere the photo is not showing. Once they have filled in all the spaces they will glue their photos on their paper.

AESTHETICS:

Students will discuss if it the works are art or not because of the medium.

ART CRITICISM:

Talk about artist intent in artworks in Prezi.

Talk about works of art and bio on artists.

STANDARDS ADDRESSED:

VA5-1.4 Select and use the most effective materials, techniques, and processes

to communicate his or her ideas, experiences, and stories through works

of visual art

VA5-1.1 Identify the materials, techniques, and processes used in a variety of

artworks.

VA5-3.3 Discuss the ways that choices of subject matter, symbols, and ideas

combine to communicate meaning in his or her works of visual art.

VA5-2.3 Select elements and principles of design to create artworks with a

personal meaning.

VA5-3.3 Discuss the ways that choices of subject matter, symbols, and ideas

combine to communicate meaning in his or her works of visual art.

Lesson Content:

Students will create a ‘what’s inside’ painting using photos of themselves and cutting out shapes and painting inside those shapes. Students will draw what you would see inside if you cut away what’s on the outside. For example, parts about themselves or feelings that they would normally hide from others. They will paint the outside of their portraits with aspects about themselves they show to everyone.

Extension Activity:

Students will write 2 to 3 sentences about their painting.

Materials Needed for Extension:

Pencil, paper

ART HISTORY:

Erin Case-

Erin Case is an award winning artist with a focus in collage from Midland, Michigan. She is only an undergraduate in collage but her work has been exhibited all around the world. She is currently in school for dual degrees in fine arts and psychology.

Martin O’Neill- Martin O’Neill is a collage artist and illustrator from the UK. His collages are handmade and he uses found and self-generated material. He works in collage, silkscreen, photography, paint, and digital techniques.

Brosmind Studio- Brosmind is a studion in Barcelona founded by Juan and Alejandro Mingarro in 2006. They have illustrated for clients such as Nike, Microsoft, Gillette, Honda, and many others. Juan (36) and Alejandro (33) were born in Spain and as children liked to spend their time drawing comics, building vehicles for their toys and making home movies with their camcorder.

Vocabulary/Definitions:

Space: refers to the distances or areas around, between and within things.

Self-portrait: representation of an artist, drawn, painted, photographed, or sculpted by the artist.

Symbol: a thing that represents or stands for something else, especially a material object representing something abstract.

Collage: a piece of art made by sticking various different materials such as photographs and pieces of paper or fabric onto a backing.

Repetition/ Pattern: element that occurs over and over again in a composition.

Color: element of art that is produced when light, striking an object, is reflected back to the eye.

Assessment/Evaluation: (Visual/Verbal/Written/ Actual Product)

Visual: walk around and watch students as they work, look for progress and effort

Assessment Checklist: 1-5

Did the student cut out shapes from his/ her photo and paint inside?
Did the student fill the entire background with content?
Is it apparent that the student has efficiently used the purpose of the lesson in their work?

MANAGEMENT PROCEDURES:

Teacher will introduce ‘What’s Inside’ to the class. First the teacher will tell the students about the lesson then ask them some questions to get them thinking about what to put in their paintings. What makes you happy? What makes you sad? What makes you afraid? Angry? Etc. Teacher will explain that what’s inside is the ‘Inside Me’, and what’s outside is the ‘Outside Me’. The ‘Inside Me’ is what you keep to yourself and the ‘Outside Me’ is the parts about you that you want to show others. Teacher will ask students if they want to tell something about their ‘Outside Self’. During the introduction, the teacher will show artists and give a short bio about them and show the students a few pieces by each artist. Teacher will ask students what they think of the artworks (whether they think they are successful or not and why). Teacher will ask students what they think the focal point of each artwork is. Teacher will also discuss vocabulary words with students. Teacher will also ask what they think the artworks are trying to convey.
Teacher will explain lesson by showing the students the teacher example. Teacher will explain that they can paint abstract patterns that convey emotions or symbols or any object that describes what they want to convey.
Teacher will do a short demo. Teacher will draw shapes, cut them out, trace them onto the paper and then start to paint inside the shapes and outside of the body.
Teacher will pass out paper, scissors, and pencils/erasers to each table. Teacher will also pass out printed out portraits of the students and Outside/Inside Me Worksheet.
First, the students will draw shapes onto their photos and cut them out. Then they will trace this onto their paper and fill in the open areas with paint (shapes and background). Students will then sketch what they are going to be painting with a pencil. Teacher will emphasize that they need to sketch large and take up the whole page. Students will get a plate of paint, a paint brush, a cup of water, and a paper towel. Teacher will walk around class and help as needed with drawing, painting, picture placement, ideas, etc.
When students are finished they will throw all their paper scraps away and rinse all paintbrushes in the sink and materials in the proper place.
When students are finished they can write 2-3 sentences in their sketchbook about their artwork that explains what it is about. What does the inside of the subject mean and what does the outside mean?

FRONT:

The Inside Me:

Think about words, symbols, or drawings that describe the “private you”. (the self that is hidden)

_________________________

BACK:

The Outside Me:

Think about words, symbols, or drawings that describe the “public you”. (the self that is shown)

_________________________

UNIT THEME: Expressions of My World and Me

Lesson Title: A Look at Myself

Teacher: Allison Pitre

Grade Level: 5-7 Date: Fall 2014

Number of Sessions: 2

Elements:

__x___ LINE

__ _ COLOR

____ SHAPE/FORM

__x__ TEXTURE

____ VALUE

____ SPACE

Principles:

____ EMPHASIS

____ CONTRAST

____ UNITY

____ BALANCE

_____ RHYTHM/MOVEMENT

__x___ PROPORTION (SIZE)

_____ REPETITION/PATTERN

Materials Needed:

Pencils, erasers, mirrors, rubber blocks, carving tools, brayers, paint trays, paints, charcoal, paper

Resources:

Prezi- A Look At Myself

Frida Kahlo

Self Portrait in a Velvet Dress, 1926

Self-Portrait with Monkey, 1938

Self-Portrait, 1940

Jean Michel Basquiat

Self-Portrait as a Heel, 1982

Self-Portrait, 1982

Untitled, 1981

Deborah Klein

Phaos aglaophara Moth Mask, 2009

Scoliacma bioclora Moth Mask, 2009

Digama marmorea Moth Mask, 2009

Skills/Objectives:

The students will:

PRODUCTION:

Students will draw their portrait on a piece of paper while looking in the mirror. Then students will transfer drawings to rubber blocks and carve them. Then students will make at least 2 prints each using their carved rubber blocks.

AESTHETICS:

Decide whether the works are successful, why or why not?

ART CRITICISM:

Compare works of Frida Kahlo to Jean Michel Basquait. Talk about intent of artist’s paintings. One is very uniform and realisitic, one is very expressive and abstract.

STANDARDS ADDRESSED:

VA5-1.5 Use all art materials and tools in a safe and responsible manner.

VA5-1.3 Use a variety of materials, techniques, and processes to create

artworks

VA6-3.1 Identify and describe the content in works of visual art.

VA5-1.1 Identify the materials, techniques, and processes used in a variety of

artworks.

Lesson Content:

This lesson is about creating self-portraits using rubber block prints. Students will draw their self-portraits while looking in a mirror. Students will create at least two prints; one on plain white paper, one on an alternative paper, and a third that is hand painted onto the block if time allows.

Extension Activity:

If the students finish on the first day they can make watercolor paper as an alternative paper.

If the students finish early on day two they can an ‘I am’ poem to be displayed with their prints. (worksheet attached)

Materials Needed for Extension

Worksheet, paper, watercolor cakes, brushes, water

ART HISTORY:

The students will examine artworks of various artists in Prezi.

Frida Kahlo- Frida Kahlo is a Mexican self-portrait artist who was born in July of 1907 in Coyacan, Mexico. She was one of Mexico’s most famous artists. Her art included elements of Mexican and Amerindian mythology and dramatic symbolism.

Jean Michel Basquiat- Jean Michel Basquiat was born in December of 1960 in Brooklyn, NY and died August of 1988. He was first noticed for his graffiti in NYC under the name “SAMO”. Before his painting career took off he sold sweatshirts and postcards on the streets that featured his artwork. Andy Warhol and Basquiat collaborated in the mid-1980’s in a show of their artwork.

Deborah Klein

Deborah Klein is an Australian artist born in Melbourne, Australia in 1951. She grew up in the southern suburbs of St. Kilda then moved to London to work from 1973- 1980. The experience of living in both Australia and London had a big influence on her work. Her printmaking series of moth masks was done in 2009.

Vocabulary/Definitions:

Print-making: process of making artworks by printing, normally on paper.

Self-portrait: a representation of an artist, drawn, painted, photographed, or sculpted by the artist.

Line: a point moving in space.

Proportion/Size: comparative relation between things or magnitudes as to size

Texture: refers to the way things feel, or look as if they might feel if touched.

Chatter: texture created in linocuts

Linocut: A linocut is a printmaking technique in which a sheet of linoleum is used for the relief surface.

Inking plate: plate used to roll out ink for printing

Brayers: tool used to smooth paper onto rubber block

Rollers: tool used to roll ink onto rubber block

Assessment/Evaluation: (Visual/Verbal/Written/ Actual Product)

Visual: walk around and watch students as they work, look for progress and effort

Checklist:

Student filled the space on their rubber block sufficiently.
Student finished at least one finished print, neatly with clean edges.
Student carefully drew out their portrait and spent time with detail.
Student’s use of proportion is apparent in their drawing.

MANAGEMENT PROCEDURES:

Day One:

The teacher will tell the students they are printmaking and ask if they have done printmaking before/ know what it is and explain what they will be doting. Then the teacher will present the Prezi to the class. During the introduction, the teacher will show artists and give a short bio about them and show the students a few pieces by each artist. Teacher will ask students what they think of the artworks (whether they think they are successful or not and why). Teacher will ask students what they think the intent of the artist is. Teacher will also discuss vocabulary words with students. Teacher will ask students to compare the art of Frida Kahlo and Jean Michel Basquait. Other examples of questions teacher will ask are: ‘What emotions do you think the artists are trying to convey with their work?’ ‘What differences in style do you see from Kahlo to Basquait?” Then will show the artworks of Deborah Klein as examples of linocut prints. Then teacher will show examples of linocut print portraits and talk about different techniques, for example cutting the drawn lines or cutting everything around the drawn lines. Teacher will show example of their block and prints. Showing options for printing like plain white paper, alternative papers; colored paper, map page, book page, etc. and painting with a paintbrush onto the block.
Teacher will then demonstrate how to draw a self-portrait using a mirror in front of students. Teacher will first draw the outline of the face then lines that show where to put the eyes, bottom of the nose, and middle of the lips. Teacher will show students tricks to use their pencil to see that the edge of their nose may line up with the inner point of their eye and the middle of their eye may line up with the outer point of their lips. Teacher will then ask the students if they have any questions. Teacher will then demonstrate how to transfer their drawings to the rubber block. Then teacher will demonstrate how to carve into the rubber block and explain the rules about using the tools for safety measures. Teacher will show different techniques for rubber block carving; lines, textures, etc.
Teacher will pass out pencils, paper, erasers, and mirrors. Students will get items for next steps when they are finished drawing their portraits and the teacher approves that they are ready for the next step.
Students will draw their portraits first. When they are finished they will show the teacher and the teacher will give them a rubber block, charcoal, and a piece of tape and after they have transferred their drawings onto the rubber block the teacher will give them a carving tool so they can begin to carve. The student will either pick the pencil-type or the small, medium, or large carving tool to start with. If they need another size later on they can switch it out for another size. The teacher will walk around the class and help as needed with drawing, carving, and transferring. Teacher should keep a rubber block to keep using as an example to walk around and show students who have questions how to carve. While students are carving, teachers should also walk around to make sure they are being safe. While carving students will have a bowl to put carving scraps on.
When students are finished they will throw away carving scraps and put carvings and drawings in the appropriate place with their name on everything.
If students finish early, they can paint paper with watercolor as their alternative printing paper.

Day Two:

1. Teacher will review artists and printmaking lesson.

2. Teacher will review the printmaking lesson and name each tool used in printmaking; brayer, baren, inking plate. Teacher will demonstrate how to print in front of the whole class. Teacher will show students how to roll ink onto the inking plate and then onto the block. Then teacher will emphasize that they need to put a new sheet of newspaper under their block before they put their printing paper on so they will have clean edges. Teacher will also show them how to clean their area and get it ready for the next student when they are finished.

3. Teacher will also review carving safety for students who have not finished carving.

4. Teacher will pass out rubber blocks, pencils, drawings, and erasers to students.

5. Students will work on their rubber blocks. When students have finished carving they can start printmaking. Teacher will have a printmaking station set up that the children can come to when they are finished carving. Teacher will pass out tools need for printmaking to students; brayer, baren, paper, inking plate and paper towel. Teacher will give students a small amount of ink on their inking plate. Students will make at least one print on white paper, make one with colored paper, and make one print by painting their block with a paint brush in different colors on any color paper, if time allows.

6. When students are finished making prints they will put their prints on the drying rack and make more in other colors if time allows.

7. If students finish early they can wash their hands, clean up their area, and start working on their ‘I Am’ Poem worksheet.