4 th Grade Lasker Collage

Transcription

1 4 th Grade Lasker Collage Class Time: 45 minutes 10:20 Start Duration: 2.5 days 10:57 Clean Up 11:02 Review Attachments: PowerPoint 11:04 Line Up / Push In Chairs by Table 11:05 End PWCS Art Objectives 4P.3 Line 4P.3.1 The student will identify and use a variety of lines in a work of art. 4P.9 Principals of Design 4P.9.1 The student will identify and use variety (contrast), repetition, and unity in a work of art. 4P.12 Collage/Mixed Media 4P.12.1 The student will create a two-dimensional or three-dimensional collage/mixed media work of art. Virginia Art SOLs 4.6 The student will analyze how line choices affect the intent of a work of art and make selections accordingly. 4.7 The student will make artistic choices to create compositional unity in works of art. Essential Question: How do you know when an artwork has unity? How can you use line variations and different media to create a work of art? Materials & Supplies: Day 1 pencils white paper 9 x 12 cake tempera paint (all colors except black and white) water buckets (2 per table) small paint brushes Day 2 liquid glue colored scrap paper (fadeless and/or construction) black markers yarn regular scissors crazy scissors Vocabulary: medium, media (pl) the materials and means used to bring an artwork into existence mixed media/collage using various media in one artwork / a technique in picture making in which real materials with actual texture are attached on the picture plane surface, often in 1

2 combination with painted or drawn passages. elements of art line, shape, form, value, color, space, texture line variations (learned in 1 st grade): zig-zag, dotted, wavy, spiral principles of design the different ways artists combine the elements to achieve a desired effect or outcome: balance, unity, contrast, emphasis, pattern, movement, rhythm unity when parts combine to create a sense of oneness (all parts make a whole) o dominance one single major part in work (emphasis) o repetition of visual units o color relationships o texture and surface quality (similar textures or surfaces) Prep Work: none Start: Greet / Role / Q of the Day / Announcements: Greet teacher and students at door. o When the door closes there is no talking or you will lose your point Greet class from front table. Role SB: Artwork and Question of the Day o Day 1: Kay Sage What types of line do you see in this painting? o Day 2: Lasker What gives this artwork unity? Finish: Review / Q of the Day / Points Review Question(s) o Day 1: What are four things that create unity in an artwork? o Day 2: What are four things that create unity in an artwork? What media did we use for our collage? SB: Artwork and Question of the Day Points Lesson Plans Day 1 Objective/ Project Sample/ Prior Knowledge / Attention Grabber SB: Today we will learn about two areas in art: lines and unity. o We will make a mixed media collage. o Define: media, collage, unity o Project sample layers 1. tempera cake paint 2. colored scrap paper 3. black marker 4. yarn SB: Prior Knowledge Let s see what you remember about line variations. SB: We are going to make our collage based on artworks by Jonathan Lasker. o Show picture of Jonathan Lasker. Intro to Project / Where to Start SB: Slide of artworks by Lasker identify dominance, repetition, color, texture/surface SB: Second slide of artworks 2

3 Show project sample again: You will create a work of art inspired by Lasker s artwork. Today we will just be doing the background because it s paint and needs to dry. o Background: One color One line variations (zig-zag, straight, wavy, dotted, spiral) Demonstration and Materials Step 1: On the 9 x 12 white paper, write your name and table on the back with a pencil. Step 2: Flip over paper and place it on scrap paper. Step 3: Choose one line variation (straight, zig-zag, dotted, wavy, spiral) and one color cake paint to cover the entire paper repeating the line variation. Step 4: Place on drying rack. Lesson Plans Day 2 Review of Project (Sample, Objective, Materials, Art Techniques, Requirements) Review vocab: media, collage, unity Review four parts of unity: dominance, repetition, color, texture/surface Demonstration and Materials Step 1: Create shapes by cutting out scrap paper. Step 2: Draw lines on scrap paper and/or 9 x 12 paper with black marker. Step 3: Create texture by adding yarn. Step 4: Check your artwork for dominance, repetition, color, and texture before placing on drying rack. Yarn is the last step! I will know and assume you are done when I see yarn. 3

4 Assessments: Project Requirements Project Requirements: Students must Use one or more line variation: straight zig-zag, dotted, wavy, spiral Use one or more line characteristics. Must use these four materials: tempera cake paint, scrap Create unity in the artwork: dominance, repetition, color, texture/surface Knowledge and Skill Assessment Knowledge Assessment: Student is able to define medium / media, mixed media/collage, unity apply knowledge of line from Kindergarten and 1 st grade explain why their artwork has unity Student understands that unity can be created by using: dominance, repetition, color, texture/surface Skill Assessment: Student is able to create own line characteristics and line variations repeat visual elements by layering mixed media Reflection: I first allowed students to use pipe cleaners for texture, but it was too distracting for them to the point where that became their focus. When I eliminated that option for texture and just said yarn, it was much better! Hole punchers were also too distracting and took away from unity. Students really need to understand that yarn is the last step. That will also help me know when they are done. Fadeless paper worked best with the black markers. Two days is plenty of time and going over usually resulted in students losing focus on unity. I really enjoyed this project and I think the students did too. I would do it again. 4

5 Independence in Work Class Performance & Creativity Achievement & Craftsmanship Mrs. Jacqueline Demko, Fall 2013, Elementary School Rubric: 4 th Grade Lasker Collage S+ S S- N -mastery of the created superior unity in the artwork by using dominance, repetition, color, texture/surface line variation: straight, zig-zag, dotted, wavy, spiral use one or more line characteristics. used these four materials: tempera cake paint, scrap -superior level of lines are painted or drawn neatly cutting and gluing is neat and precise -fully participates and demonstrates effort in all class activities -exhibits originality and creativity in thinking, expression, and work products; takes risks to discover -is self-directed -assumes responsibility for behavior and assignments -adequately meets created unity in the artwork by using dominance, repetition, color, texture/surface line variation: straight, zig-zag, dotted, wavy, spiral line characteristics used these four materials: tempera cake paint, scrap - sufficient lines are painted or drawn somewhat neatly cutting and gluing is somewhat neat -willingly participates and demonstrates effort in class activities -exhibits average creativity in thinking, expression, and work products; does not take any risks -is self-directed -occasionally requires individual attention -falls short of meeting objectives; needs teacher support, more time, and assistance to meet most of the did not create unity did not use dominance, repetition, color, texture /surface one line variation: straight zigzag, dotted, wavy, spiral line characteristics did not use all four materials: tempera cake paint, scrap -falls below the average level of -inconsistently participates and demonstrates effort in class activities -no originality and lack of creativity in thinking, expression, and work products -frequently requires individual attention -has difficulty meeting objectives at this time, even when teacher support or extra time to learn is given: did not understand the concept of unity at all did not understand and use line variations or characteristics -poor -consistently requires teacher direction and encouragement to participate in class activities -demonstrates little effort in class activities -consistently requires teacher direction and encouragement to complete tasks 5