MIDPOINT REVIEW. Yousun Chung Academy of Art University School of Art Education December 4, 2015

Transcription

1 MIDPOINT REVIEW Yousun Chung Academy of Art University School of Art Education December 4, 2015

2 INTRODUCTION Section I: Education and Experience Section II: Artwork Section III: Artmaking Reflection Section IV: Curriculum Unit

3 Section I Education and Experience Autobiography Resume Letters of recommendation

4 Autobiography As I think back, I remember that I was always drawing something and I loved it. When I was in elementary school, I entered various art competitions for drawing or painting and always won a prize. Once, accidently, I looked at the announcement in some children s newspaper that was a big competition for creating art by the association of the newspaper. I had applied a technique of mosaic pattern with all my efforts to express my art work for one month. As a result, I received an honorable mention and my heart swelled with pride. Naturally, I prepared to become an artist as my dream in my mind and in my heart without any doubt. I majored in Industrial Art for my bachelor s degree and Applied Art Education for my master s. Art has been a major part of my life and a source of my strength. In the beginning of my early twenties, I studied diverse art-related classes such as graphic design, interior design, textile design, illustration, printmaking, and so forth. However, after having earned a master s degree in Applied Art Education, I began to realize that I enjoyed and was talented at teaching and delivering what I know to others. Fortunately, I had a chance to teach students at college and that was my turning point as an instructor. However, after marriage, I had to give up pursuing my academic career in the United States for the next ten years. Nevertheless, my passion for art did not diminish at all, but has grown like a snowball. I occasionally attended non-degree classes at Iowa State University and these experiences touched me to wake up my soul. In 2007, I returned to the same university in Korea where I had worked before as an instructor by the university in Korea. My favorite teaching class was History of Art and I focused my lectures on the Renaissance to 20 th Century. I liked to explain artworks to my students and often visited museums and galleries and I really enjoyed every moment of looking at various works of art. In addition, working as an instructor for the university, I have been an art training advisor, a volunteer art teacher at a community primary school in Korea. While teaching primary school students, I earned two certificates (Licensed Child Art Psychology Instructor and Licensed Children s Art Practice Instructor) because I wanted to teach them more effectively with current methodology. This is probably the main intent of this journey of mine to study Art Education for another master s at the Academy of Art University now due to the fact that I need to always keep myself up-to-date and equipped with the best teaching methods. I plan to continue to educate college students as well as expending my experiences in museums because I love learning and teaching more about art history and culture.

5 Letter of Recommendation for Yousun Chung November 12, 2015! To whom it may concern, I am an instructor in the Art Education and English for Art Purposes (EAP) Departments at the Academy of Art University, and have had the pleasure of working with Yousun Chung since she entered the Art Education graduate program in She immediately stood out as intelligent, deeply caring, and already a professional in the field. In courses such as the History of Art Education, Developmental Psychology, Teaching Students with Special Needs, and Curriculum Development, Yousun has shown the ability to process complex material and apply it to real-life educational situations, informed by her previous work as an art education and art history instructor in South Korea. She is always organized for class and thoughtful and thorough in her assignments, as well as an active participant and enthusiastic collaborator. She is adept at considering other perspectives, as well as sharing her own, and I have seen her classmates turn to her for advice time and again. In addition, the Art Education graduate program requires extensive field work, entailing coordination with schools, museums, and other art education organizations, as well as hands-on work with young students. Yousun has orchestrated all of these responsibilities with great care and skill, deepening and broadening her experience with diverse populations. From our many discussions, I know how passionate Yousun is about holistic art education that incorporates creative expression as well as history and culture, both in schools and museums. I believe she has the skills and experience to realize her goals and that she will be an asset in any art education setting. Sincerely, Susannah Schoff Academy of Art University EAP Department! San Francisco, CA 94105

6

7 Section II Artwork Illustration Children s Book Watercolor Painting Acrylic Painting Calligraphy Book Design, Calligraphy Clay Sculpture Drawing Oil Painting

8 Illustration Children s Book Title: Children s Book: The Three Little Pigs Year: 2001 Medium: Watercolor, Colored pencils on Board Size: 15 X 20

9 Illustration Children s Book Title: Children s Book: Samulnori Year: 2002 Medium: Watercolor on Paper Size: 15 X 20

10 Watercolor Painting Title: Factory in IOWA Year: 2001 Medium: Watercolor on Board Size: 15 X 20 Title: Still Life Year: 2001 Medium: Watercolor on Board Size: 15 X 20

11 Acrylic Painting Title: Laundry Room Year: 2002 Medium: Acrylic on Canvas Size: 15 X 20

12 Calligraphy Title: Calligraphy, Thankful Year: 1999 Medium: Gouache, Watercolor, Pen on Board Size: 15 X 20 Title: Calligraphy, Love Year: 1999 Medium: Gouache, Oil Pastel, Pen on Board Size: 20 X 20

13 Book Design, Calligraphy Title: Stand Book - Calligraphy Year: 1999 Medium: Mixed Media (Gouache, Watercolor, Pen, Japanese Paper) Size: 6 X 14

14 Book Design, Calligraphy Title: Mini Bible Book, Calligraphy Year: 1999 Medium: Mixed Media (Gouache, Watercolor, Pen on Board, Japanese Paper) Size: 5 X 8

15 Clay Sculpture Title: Monuments in Seoul Year: 1993 Medium: Acrylic on Paper Clay Size: 6 X 8, 6 X 8, 6 X 9, 5 X 8, 6 X 9 (From top left, clockwise)

16 Drawing Title: Puppy Year: 2014 Medium: Colored Pencil on Paper Size: 12 x 16

17 Oil Painting Title: Still Life Year: 2015 Medium: Oil on Canvas Size: 11 x 14 Title: Still Life Year: 2015 Medium: Oil on Canvas Size: 11 x 14

18 Section III Artmaking Reflection

19 Artmaking Reflection Boston Cremes by Wayne Thiebaud 1962, Oil on Canvas 14 x 18 Artwork description: This artmaking reflection is based on the artwork Boston Cremes by Wayne Thiebaud, which has the theme of Memories. My drawing features two kinds of candies which are precious memorable objects from my childhood. This was assigned in ARE 620: Curriculum Development and Analysis, in Art Education Setting, which is a class to develop a comprehensive approach to standards-aligned lesson planning. Media and Tools: The main media and tools used in the oil pastel painting (colored pencil is optional) were a micron pen, a pencil and eraser, 11 x 14 draft paper to create the contour drawing, skillbuilding exercise two different card stocks, 5 x 7, to practice color scheme and gradation technique, 11 x 14 Bristol Board, and a set of pastels and/or colored pencils. Due to their oily nature, they were not as convenient to remove from the paper surface. For solution of this problem, using colored pencils is helpful for extreme precision and fine details with oil pastels. The work was drawn from real objects that the teacher provided in the classroom. Skills: Drawing motivates people to visualize their minds, their ideas and organize the final design. Using oil pastels and/or colored pencils for drawing, students of any age from K to 12 can accomplish this drawing skill. I used oil pastels as the main medium for my drawing and colored

20 pencils for contour line and details. For an accurate drawing of Still Life, concentration was required to observe the objects. Composition of Still Life is the one of the important parts due to the fact that composition is the way in which elements in an artwork are arranged and different compositions of the same subject present different moods in works of art. I applied The Rule of Thirds that provides balance, and the main subject as the focal point has been placed at the top left. Also, the negative space at the bottom left and the top right avoids an overcrowded feeling. Vocabulary: Complementary colors: colors directly opposite one another on the color wheel Contour drawing: a continuous, single line drawing that follows the edges of objects Composition: how the elements are arranged in a work of art Contrast: refers to the difference in values, colors, texture and other elements in an artwork Texture: refers to the surface quality, its smoothness, or softness Value: describes the lightness or darkness of a color Process: Brainstorm everyday objects with theme of Memories Prepare materials and the actual objects for drawing (Pic.1) Practice the using a specific color scheme and gradation technique with oil pastels on a teacher-prepared skill-building exercise sheet/ select a complementary or contrasting color for the shadow (Pic.2) Practice and develop the color scheme and technique oil pastels for drawing the face of picture (Pic.3) (Pic.1) Materials (Pic.2) Color scheme 1 (Pic.3) Color scheme 2

21 Set up still life with ideal composition Carefully observe the real everyday objects Practice contour draft sketches to explore ideas for the image in journal notebook Create contour drawing draft of the objects with micron pen on skill-building sheet 11 x 14 draft paper (Pic.4) Transfer the draft on 11 x 14 Bristol board (with 1 drafting tape border) Draw still life with oil pastels and colored pencils and complete the work of art (Pic.5) (Pic.4) Contour drawing (Pic.5) Still Life, Oil Pastels and Colored Pencils Rewards: Every aspect of artwork is rewarding from collecting ideas to completing artworks. In this project everyday objects, representing my childhood associated with Thiebaud s artwork. Thiebaud s use of halation effects, using complementary color and emphasizes contrasting colors and makes a strong impression. I hope that my students feel rewarded and get a sense of accomplishment through the process and result. Challenges: Trying new materials and techniques are always challenging for me because I am not familiar with them. I may make a mistake while practicing and applying new skills, but there is always a first time for everything. However, this challenge can be a good opportunity to have a new experience to produce more advanced works of art. Students may have difficulty using oil pastels as new material in art class, but they also can learn by trial and error.

22 Learn/Teach I created some candies for my drawing as my memorable object from my childhood and I learned how to effectively connect an idea, memory between experiences of my childhood and contemporary art. Students might have less chance to use oil pastels in their art class. Through this project, students can learn how to apply technical skills, various color schemes, composition with using oil pastels on their Still Life. As a teacher, one helpful teaching strategy is to demonstrate the specific steps of using oil pastels to students, so they can practice starting with the basic skills of unfamiliar materials. Assessing Success: I applied warm color as a main color for my drawing because the memory of my childhood was warm and soft as yellow and sweet like candies. Like Wayne Thiebaud s painting, I tried to use complementary colors for shadow and this created the strong contrast. However, using oil pastels offered more difficulty in blending for ground. Reflection Insight: This project reminded me about my own experiences in my childhood and I realized that the artmaking involved in my everyday life. I chose some candies for my drawing about the memorable objects because I cannot forget the moment that I tasted the sweet candy when I was a little child. My childhood experiences made me actively participate in the process of my artwork, and it also showed me to use my own creativity to reflect my life.

23 Section IV Curriculum Unit Curriculum Unit Overview Artistic Perception Lesson Historical and Cultural Context Lesson Creative Expression Lesson Aesthetic Valuing Lesson Connections, Relationships, and Applications Lesson

24 Curriculum Unit Overview Unit Title: Heart Symbol of Love Unit Rationale/Big (Enduring) Idea: Artists create artworks related to their memories because these experiences provide ideas reflected in their artwork. Familiar objects from childhood inspire artists theme of artworks based on personal memories through which artists express themselves visually. Focus Artwork: Title and date: Chartres, 2014 Artist name and lifespan: Jim Dine, born in 1935 Medium: Copper plate etching with hand painting on paper Secondary Artwork: Jim Dine s additional artworks including Four Hearts as secondary artwork related to memories, illustrates familiar objects from childhood. The key themes of artworks are based on his personal experiences. He uses ordinary objects, such as hearts, clothing, tools and Pinocchio, to visually express himself. Grade Level: 9-12 Time Frame: 2 weeks (10 class periods, 50 minutes each) Objectives / Student Learning Outcomes: All students will be able to: identify the artwork, Chartres by Jim Dine as a symbol of love analyze the principles of design and elements of art learn about the artist s life and art create their own original artwork that depicts a heart shape from childhood memories connect their ideas to additional outcomes

25 Materials and Resources: Reproduction of Jim Dine s Chartes Additional images of Jim Dine s artworks Art Criticism worksheets Vocabulary list Scholastic Art magazine, Jim Dine, Activating Negative Space (Feb, 2008) Teacher-created worksheet and key Objects for contour drawing Drawing resources (paper, colored pencils, ink pen, eraser) Oral Critique sheets Reflective Journal template Summary of Unit: Artistic Perception Lesson(s): Processing, analyzing and responding to sensory information through the language and skills unique to the visual arts. Students will analyze Jim Dine s Chartres and identify colors, symbolic meaning, shapes of a heart and this encourages students to use non-realistic colors that give lots of opportunity for exploration. Historical and Cultural Context Lesson(s): Understanding historical contributions and cultural dimensions of the visual arts. Students will learn biographical information about Jim Dine s life and his artworks in order to put it into historical and cultural context. Creative Expression Lesson(s): Creating, performing and participating in the visual arts Students will create their own original artwork that connects the symbol of love using the shape of a heart based on the memory of childhood. Aesthetic Valuing Lesson(s): Responding to, analyzing, and making judgments about the visual arts.

26 Students will assess their own artwork as well as that of their peers through participation in an oral critique. Connections, Relationships and Applications Lesson(s): may be a separate lesson or woven throughout Unit Connecting and applying what is learned in the visual arts to other art forms, subject areas, and careers. Students will create a poem which is related to the theme of love in language arts as reflected theme on their own artwork. They will learn calligraphy for handwriting for their poem. Modifications for Learners Specific Needs: (indicate possible modifications) English Language Learners: teacher confirms understanding by asking students, if necessary, reteach vocabulary; pair work with classmate Students with Learning Disabilities: teacher confirms understanding by asking students individually Children of Poverty: teacher provides all necessary supplies Accelerated Learners: teacher provides extra resources for research: website research for additional information on Jim Dine s life and artworks Multiple Intelligences: (indicate the types addressed through this lesson) Linguistic/Language intelligence Logical/Mathematical intelligence Spatial intelligence Musical intelligence Intrapersonal intelligence (self-reflection) Bodily kinesthetic intelligence Interpersonal intelligence Naturalist intelligence Link to Standards: Content Standard(s) to be Addressed: (v) Standard 1: Artistic Perception: Processing, analyzing and responding to sensory information through the language and skills unique to the visual arts. (v) Standard 2: Creative Expression: Creating, performing and participating in the visual arts.

27 (v) Standard 3: Historical and Cultural Context: Understanding historical contributions and cultural dimensions of the visual arts. (v) Standard 4: Aesthetic Valuing: Responding to, analyzing, and making judgments about the visual arts. (v) Standard 5: Connections, Relationships and Applications: Connecting and applying what is learned in the visual arts to other art forms, subject areas, and careers. California Standards for the Teaching Profession: (v) Standard One: Engaging & Supporting All students in Learning (v) Standard Two: Creating & Maintaining Effective Environment for Student Learning (v) Standard Three: Understanding & Organizing Subject Matter for Student Learning (v) Standard Four: Planning Instruction & Designing Learning Experiences for All Students (v) Standard Five: Assessing Student Learning (v) Standard Six: Developing as a Professional Educator Assessment Planning: How will students be assessed to determine if the objectives have been met? Through what other evidence (performance tasks, quizzes, tests, prompts, journals, homework, etc.) will students demonstrate achievement of desired results? Formative class discussion based on art criticism/art history worksheet v Summative class discussion/worksheet based on art history lesson v contour line drawings that demonstrate understanding of v observational and compositional techniques draft for oil pastel drawing v complete drawing based on contour technique of symbol of v love oral critique and written journal v How will students reflect upon and self-assess their learning? art criticism class discussion using prior and newly acquired knowledge identify key points of life and artwork of Jim Dine the elements and principles used in contour drawing completion of drawing illustration mastery of media and knowledge of appropriate color schemes oral and written critiques

28 Artistic Perception Lesson Plan Lesson Title: Artistic Perception Lesson Goals and Description: Students will analyze Jim Dine s Chartres and identify colors, symbolic meaning, shapes of a heart and this encourages students to use non-realistic colors that give lots of opportunity for exploration. Grade Level: 9-12 Time Frame: Two class periods Chartres by Jim Dine, 2014

29 Title of Art Work and Artist Chartres, 2014 Copper plate etching with hand painting on paper Jim Dine (1935- ) Lesson Objectives/Student Learning Outcomes: All students will be able to: identify the symbols of love: Heart of Jim Dine s artworks compare to his secondary artworks Four Hearts analyze the principles of design and elements of art Materials and Resources: Video, Jim Dine Hearts Medium Heart: Symbols of Love Scholastic Art magazine, Jim Dine, Activating Negative Space Vocabulary lists of elements of art and principles of design related to pop art Art Criticism Procedures: Analyze colors, patterns, textures, shapes, and lines of Jim Dine s artwork Discuss the artwork of Jim Dine through the video and reading material and a handout Describe the feeling with the artwork in your small group Extend your idea of symbol of hearts as a brainstorming Modifications for Learners Specific Needs: English Language Learner: teacher confirms that students understood / provide visual dictionary or a handout that help students to understand for key concept such as symbol of pop art, vocabulary, medium, etc Students with Learning Disability: reduce the number of concept within shape, line, color, and texture

30 Multiple Intelligences: Linguistic intelligence (v) Logical-mathematical intelligence (v) Spatial intelligence (v) Musical intelligence Intrapersonal intelligence (v) Bodily-kinesthetic intelligence Interpersonal intelligence (v) Naturalist intelligence Vocabulary: Shape: shapes are limited to two dimension; length and width Texture: refers to surface quality, its smoothness, roughness, of softness Line: continuous mark made a surface by a moving point Color: o Hue: the name of the color o Primary colors: yellow, blue, red o Secondary colors: orange, green, and purple which can be mixed from the primaries o Intermediate colors: between a primary and a secondary color on the color wheel o Complementary colors: opposite each other on the color wheel o Warm colors: the yellows and reds of the color spectrum, associated with fire, heat, sun, and warmer temperatures o Cool colors: the blues and greens of the color spectrum, associated with water, sky, ice, and cooler temperatures Symbol: a design that represents something else Positive space: interior area of a shape Negative space: area surrounding a shape Symmetrical: the same on both sides Foreground: the part of a picture that seems to be nearest the person looking at it Background: the part of a picture that is behind the main subject Criteria for Assessment of Student Learning: To what extent did Students: Successfully describe the work? Successfully recognize the concept of symbols? Find connections between other pop artworks? Participate in a classroom and discuss about their artworks with teachers and classmates?

31 Method of Assessment Effort & Behavior: students discuss and participate in art classroom Assignment: students apply elements and principles of design to analyze Creativity & Originality: students use a variety of art media and develop ideas well Excellent Average Poor Effort & Behavior Extra effort to be successful. Participated fully in class discussions. Assignment Extra effort to finish an assignment. Good use of elements and principles of design. Handed in on time Creativity & Originality Project finished with total originality and presented creativity well. Made some effort toward goals. Some participation in discussions. Need more work: Little care toward effort. Project finished but not completely original, problem solved logically. Made little effort to meet goals. No participation in class discussions. Difficulty listening and following directions. Very poor effort. Handed in late. Project incomplete or finished with no evidence of experimentation. California Visual Arts Standards (Grades 9-12) 1.0 Artistic perception Processing, Analyzing, and Responding to Sensory Information Through the Language Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. Analyze Art Elements and Principles of Design 1.3 Research and analyze the work of an artist and write about the artist s distinctive style and its contribution to the meaning of the work. 1.4 Analyze and describe how the composition of a work of art is affected by the use of an particular principle of design.

32 Impact of Media Choice 1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.

33 Vocabulary Shape: shapes are limited to two dimension; length and width Texture: refers to surface quality, its smoothness, roughness, of softness Line: continuous mark made a surface by a moving point Color: o Hue: the name of the color o Primary colors: yellow, blue, red o Secondary colors: orange, green, and violet which can be mixed from the primaries o Intermediate colors: between a primary and a secondary color on the color wheel o Complementary colors: opposite each other on the color wheel o Warm colors: the yellows and reds of the color spectrum, associated with fire, heat, sun, and warmer temperatures o Cool colors: the blues and greens of the color spectrum, associated with water, sky, ice, and cooler temperatures Symbol: a design that represents something else Positive space: interior area of a shape Negative space: area surrounding a shape Symmetrical: the same on both sides Foreground: the part of a picture that seems to be nearest the person looking at it Background: the part of a picture that is behind the main subject

34 Name Date Art Criticism Title of Art Work Name of Artist Medium 1. Sketch what you see. 2. List or describe what you see. 3. What do you think it means? (analyze, interpret) 4. How do you know? (substantiate your findings) 5. Check principles of design and elements of art you can find in artwork. Color Line Value Texture Shape Form Space Balance Emphasis Contrast Unity Proportion Movement Repetition

35 Historical and Cultural Context Lesson Plan Lesson Title: Historical and Cultural Context Lesson Goals and Description: Students will learn biographical information about Jim Dine s life and art in order to put it into historical and cultural context. Grade Level: 9-12 Time Frame: one class period Title of Art Work and Artist Jim Dine (1935-, Cincinnati, Ohio ) Chartres, 2014 Copper plate etching with hand painting on paper Lesson Objectives/Student Learning Outcomes: All students will be able to: watch videos of artworks of Jim Dine and discuss his works in a small group read and learn about Jim Dine s life and artwork through the magazine and a handout of his biography Materials and Resources: Video, The Art of Jim Dine Artist with Heart Reading material of biography about Jim Dine and his arts Reflection worksheet Scholastic Art magazine, Jim Dine, Activating Negative Space pencils

36 Procedures: Students will watch 2 short videos about Jim Dine s works of art and his life. Students will discuss that Jim Dine is not only a painter or sculpture, but also a photographer, graphic artist, illustrator, performance artist, and poet. Students will discuss about Jim Dine s artwork related to symbols of love in pair work Students will read the Scholastic Art magazine article and a handout about the artist and art. Students will describe their answers on the reflection worksheet of the artist and art Modifications for Learners Specific Needs: English Language Learner: teacher confirms understanding by asking students, if necessary, reteach vocabulary; pair work with classmate Students with Learning Disabilities: teacher confirms understanding by asking students individually Accelerated Learner: provide extra sources for research; website research for additional information on Jim Dine s life and works Multiple Intelligences: Linguistic intelligence (v) Logical-mathematical intelligence (v) Spatial intelligence (v) Musical intelligence Intrapersonal intelligence (v) Bodily-kinesthetic intelligence Interpersonal intelligence (v) Naturalist intelligence Vocabulary Pop Art: a movement in modern art that imitates the methods, styles, and themes of popular culture and mass media, such as comic strips, advertising, and science fiction Abstract Expressionism: an artistic movement of the mid-20th century comprising diverse styles and techniques and emphasizing especially an artist's liberty to convey attitudes and emotions through nontraditional and usually nonrepresentational means Neo-Dada: a minor art movement chiefly of the 1960s reviving some of the objectives of dada but placing emphasis on the importance of the work of art produced rather than on the concept generating the work Neo-Expressionism: an art movement, chiefly in painting, that developed in Germany, Italy, and the U.S. in the late 1970s, emphasized large heavy forms and thick impasto, and typically dealt with historical narrative in terms of symbolism, allegory, and myth

37 Criteria for Assessment of Student Learning: To what extent did Students: read and learn about Jim Dine s life and artworks through the Scholastic Art magazine, Jim Dine, Activating Negative Space? answer questions on a provided reflection worksheet after reading the magazine article and the reading material about the artist and art? California Standards Addressed: Visual Arts: grades 9 through 12 Proficient in California 1.0 Artistic perception Processing, Analyzing, and Responding to Sensory Information Through the Language Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. 3.0 Historical and Cultural Context Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts Diversity of the Visual Arts 3.3 Identity and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence and reflected in selected works of art. 3.4 Discuss the purposes of art in selected contemporary cultures. 5.0 Connections, Relationships, Applications Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts. Visual Literacy 5.3 Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition.

38 Career and Career-Related Skills 5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician). English Language Arts Reading 1.0 Word Analysis, Fluency and Systematic Vocabulary Development 2.0 Reading Comprehension (Focus on informational materials) 3.0 Literary Response and Analysis Listening and Speaking 1.0 Listening and Speaking Strategies (focused, coherent presentations that convey ideas clearly)

39 About the Artist and Art Jim Dine, American ( ) Jim Dine was born in 1935 in Cincinnati, Ohio. For years he struggled with a learning disorder. Luckily, he was good at art. As the artist remembers: I just couldn t concentrate. So I was able to get through school by drawing. When he was 12, his mother died, and his father sent him to live with his grandparents. He spent much of his time working in his grandfather s hardware store, an experience that would have a great influence on his later art. He studied at the University of Cincinnati and at the Boston School of Fine and Applied Arts in Boston, Massachusetts from 1953 to In 1957 he received a Bachelor of Fine Arts degree from the Ohio University, Athens. After graduation, in 1957 he moved to New York City and became involved with Robert Rauschenberg, Claes Oldenburg, and Roy Lichtenstein whose work moved away from abstract expressionism toward pop art. He staged his first Happenings with Claes Oldenburg and Allan Kaprow at the Judson Gallery, New York. He had his first oneman exhibition at the Reuben Gallery, New York. Between 1960 and 1965 he had various guest professorships, among others at Yale University, New Haven, and Oberlin College, Ohio. He was represented at the Venice Biennale in 1964, and at the documents "4" in Kassel in Dine incorporated images of everyday objects in his art, but he diverged from the coldness and impersonal nature of pop art by making works that fused personal passions and everyday experiences. His repeated use of familiar and personally significant objects, such as a robe, hands, tools, and hearts, is a signature of his art. In his early work, Dine created mostly assemblages in which he attached actual objects to his painted canvases. From 1959 to 1960, Dine also was a pioneer of happenings, works of art that took the form of theatrical events or demonstrations. Dine has made a number of three-dimensional works and environments, and is

40 well-known for his drawings and prints. Jim Dine has also written and illustrated several books of poetry. Although often associated with both Pop Art and Abstract Expressionism, Jim Dine did not identify with a specific movement, producing a vast oeuvre of paintings, drawings, works on paper, sculpture, poetry, and performances. Emerging as a pioneer of New York s Happenings of the 1960s, Dine would carry the spontaneous energy of this movement throughout his style, which emphasized the exploration of everyday life. He championed a return to figuration after a period of more concept-dominated works, and is considered an important figure in Neo-Dada and a forerunner of Neo-Expressionism. The figure is still the only thing I have faith in in terms of how much emotion it s charged with and how much subject matter is there, he once said. Chartres by Jim Dine, 2014 Copper plate etching with hand painting on paper Jim Dine used everyday objects for his theme of artworks and saw ordinary objects in extraordinary new ways. Dine s method involved repeating his theme again and again such as hearts, clothing, tools, and Pinocchio. Personally significant objects were Dine s primary motifs, as in his iconic series of hearts. For his artwork of Four Hearts, he explained that A while ago I saw a painting of a heart, and it reminded me of valentine that I had loved as a kid. His recent art uses imagery borrowed from ancient Greek, Egyptian, and African objects. In his paintings, drawings, sculptures, graphics, collages and assemblages he combined different techniques with handwritten texts and words and set real everyday objects against undefined

41 backgrounds. The objects were both commonplace and personal, both poetic and ironic, reflecting his feelings about life. His constantly varied bathrobe, transparent to the gaze of the world, was a kind of metaphor for a self-portrait. Sources: Scholastic ART magazine, Feb

42 Reflection Worksheet 1. Before the arrival of Pop art, what kind of art dominated the art world? 2. What did Jim Dine and Pop artists choose as their new subject matter? 3. How did Jim Dine present everyday objects in his work? 4. How does Jim Dine invite the viewer into his childhood memories in his artwork? 5. Describe the biography of Jim Dine.

43 Reflection Worksheet 1. Before the arrival of Pop art, what kind of art dominated the art world? Before Pop art, formal, serious, nonrepresentational painting made by the Abstract Expressionists dominated the art world. 2. What did Jim Dine and Pop artists choose as their new subject matter? Jim Dine and Pop artists based their art on images and objects taken directly from popular culture. They looked for ideas in everyday life. 3. How did Jim Dine present everyday objects in his work? Dine chose objects with personal meanings that often related to his childhood memories or symbolized his identity as an artist. 4. How does Jim Dine invite the viewer into his childhood memories in his artwork? The use of objects, such as tools, clothing, and Pinocchio is all about memories in his childhood. Also, a heart is a symbol of love and reminds him that he had loved as a kid. 5. Describe the biography of Jim Dine. Jim Dine is a contemporary America artist. Also, he is an illustrator, sculptor, printmaker, performance artist, graphic artist, stage designer, and poet. Jim Dine was born in 1935 in Cincinnati, Ohio and studied in Cincinnati, Ohio and Boston, Massachusetts. After graduation, he moved to New York and became involved with Pop artists, but he did not identify with a specific movement.

44 Creative Expression Lesson Plan Lesson Title: Creative Expression Lesson Goals and Description: Students will design a work of art that connects to the symbol of love using shapes of heart. Students will create various compositions, lines, colors, and shapes of heart. Students will practice to create a draft to be used as a reference, a technique using oil pastels and/or colored pencils. Students will create Acrostic Poem using the word LOVE as the theme of artwork. Students will practice calligraphy for writing their Acrostic Poem on their artwork. Grade Level: 9-12 Time Frame: One class period for contour hand drawings/ idea sketches for shape of heart One class period for a draft sketch and transferring to paper One class period for oil pastel practice exercises Two class periods for final contour drawing One class period for Acrostic Poem and calligraphy Title of Art Work and Artist Chartres, 2014 Copper plate etching with hand painting on paper Jim Dine (1935- ) Objectives/Outcomes: All students will be able to use the technique of contour line to draw diverse shapes of heart use color of oil pastel to express relationships with hue, value, and texture in their artwork apply calligraphy for Acrostic Poem in their artwork extend the secondary artwork such as creating a greeting card or a book mark through color printer

45 Materials and Resources: Reproduction of Chartres Pencils (2HB, 4B), eraser, ruler Journal notebook Draft paper (9 x 12 ) Paper (or black paper optional) (11 x 14 ) Bristol board (11 x 14 ) with a 1 border (making a 9 x 12 image size) Oil pastel or colored pencils Gel ink pen Drafting tape Procedures: Applying the Disciplines in Looking for Meaning Teacher will demonstrate contour line drawing method on overhead or white board as students observe the characteristics of contour technique Have students practice 4 contour draft sketches with shapes of heart in their journal notebook Encourage students to create different shapes of heart and compositions Discuss in a small groups, comparing the draft sketches with teacher giving feedback Have students choose best composition to use as their final drawing Have students transfer their draft to 11 x 14 Bristol board (with 1 drafting tape border) Review the elements of art and principles of design Teacher will describe and demonstrate the technique of oil pastel Students will practice the using a specific color scheme and gradation technique with oil pastels and/or colored pencils on a teacher-prepared skill-building exercise sheet / select a complementary or contrasting color for the shadows Students will complete the skill-building exercise to practice and improve technique required for working confidently with the medium Students will work independently on their design using oil pastels until completed Students will create Acrostic Poem with using word LOVE as theme of artwork Students will practice calligraphy with a pen on their journal notebook Students will apply calligraphy for their Acrostic Poem in their artwork Student artwork will be matted and exhibited in the classroom in preparation for assessment activity.

46 Modifications for Specific Needs: English Language Learner: pair with native speaker: teacher confirms that students understood, if necessary, demonstrate contour techniques again Learning Disabilities: provide slow instruction/ provide simple works Children of Poverty: provide supplies as needed Accelerated Learner: allow extra techniques like mixed media Multiple Intelligences: Linguistic intelligence (v) Logical-mathematical intelligence (v) Spatial intelligence (v) Musical intelligence Intrapersonal intelligence (v) Bodily-kinesthetic intelligence (v) Interpersonal intelligence (v) Naturalist intelligence (v) Vocabulary: Contour line: a continuous, single line drawing that follow the edges of objects Shape: shapes are limited to two dimension; length and width. Texture: refers to surface quality, its smoothness, roughness, of softness. Line: continuous mark made a surface by a moving point. Color: o Hue: the name of the color o Primary colors: yellow, blue, red o Warm colors: the yellows and reds of the color spectrum, associated with fire, heat, sun, and warmer temperatures o Cool colors: the blues and greens of the color spectrum, associated with water, sky, ice, and cooler temperatures Printmaking: a process in which an artist repeatedly transfers an original image from one prepared surface to another Silkscreen: a printmaking technique in which a mesh cloth is stretched over a heavy wooden frame and the design, painted on the screen by tusche or affixed by stencil, is printed by having a squeegee force color through the pores of the material in areas not blocked out by a glue sizing Etching: the art of preparing etched plates, especially metal plates, from which designs and pictures are printed

47 Criteria for Assessment of Student Learning: To what extent did Students: Use the technique of contour line to carefully observe and draw shapes of heart? Use color to establish relationships with shape, value, line, and texture in their artworks? California Visual Arts Standards (Grades 9-12) 1.0 Artistic perception Processing, Analyzing, and Responding to Sensory Information Through the Language Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Analyze Art Elements and Principles of Design 1.4 Analyze and describe how the composition of a work of art is affected by the use of an particular principle of design. 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. Skills, Processes, Materials and Tools 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. 2.4 Review and refine observational drawing skills. Communication and Expression Through Original Works of Art 2.5 Create an expressive composition, focusing on dominance and subordination. 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

48 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Make Informal Judgments 4.4 Articulate the process and rationale for refining and reworking one of their own works of art.

49 Using Poetry to Interpret Art Acrostic Poem Create an Acrostic Poem using the word LOVE as the theme of your artwork Write the title of the artwork vertically, one letter at a time Focus on sensory imagery which is language that draws on the five senses: sight, sound, touch, taste and smell. Your reader will be able to understand the abstract concept of LOVE. L O V E

50 Calligraphy A Visual Art related to writing Practice calligraphy for writing an Acrostic Poem on your artwork

51 Materials

52 Procedures Design contour draft sketches Transfer draft Apply using oil pastels /colored pencils Create Acrostic Poem of word LOVE Use calligraphy on artwork Complete artwork

53 Modification for Learning Disabilities I provided Scholastic Art magazine of Jim Dine & Wayne Thiebaud to my student with high functioning autism and he created his artwork based on a heart shape and freeways with colored pencils. Urban Freeways by Wayne Thiebaud, 1979 Student s artwork: an eighth-grade boy with high functioning autism

54 Aesthetics Valuing Lesson Plan Lesson Title: Aesthetic Valuing and Assessment Lesson Goals and Description: Students will orally critique their artwork, and that of their peers, using a teacher-created Self- Critique sheet that asks students to reflect on the process of creating their artwork. The sheet contains a rubric on which the students artworks will be assessed by themselves and the teacher. Grade Level: 9-12 Time Frame: one class period Title of Art Work and Artist Chartres, 2014 Copper plate etching with hand painting on paper Jim Dine (1935- ) Lesson Objectives/Student Learning Outcomes: All students will be able to: participate in an oral critique and articulate their process, success and judgments of their own artworks and that of their peers. articulate and substantiate responses and choices in both written form on the critique sheet as well as in their oral presentation of their completed artwork. Materials and Resources: Completed student artwork Self-Critique worksheet Journals Pencils Handout for assignment

55 Procedures: Applying the Discipline Students will complete the teacher-prepared Self-Critique sheet and attach into their journal notebook Students will participate individually in oral critique that covers the following process questions: 1. Describe the composition for your artwork. 2. What color scheme did you use and how did you use color to create a mood or feeling? (Based on Jim Dine s images of hearts) 3. Describe the elements and principles most dominant in your drawing. 4. What is the most successful part of your drawing? 5. Which other works by your peers do you like based on visual impact? Explain why. Students will participate in the critique process by standing next to their completed artwork and answer the questions from the critique sheet Teacher will describe a supplementary explanation about a work of art after finishing students oral critique Modifications for Learners Specific Needs: English Language Learner: teacher confirms understanding by prompting students orally Learning Disability: teacher ensures successful critique by asking students questions if needed during oral presentation Children of Poverty: provide all necessary supplies Accelerated learner: provide an opportunity for extended answers/reflection. Ask student to share compositional and technique strategies with whole class

56 Multiple Intelligences: Linguistic intelligence (v) Logical-mathematical intelligence (v) Spatial intelligence (v) Musical intelligence Intrapersonal intelligence (v) Bodily-kinesthetic intelligence (v) Interpersonal intelligence (v) Naturalist intelligence Vocabulary: Composition: how the elements are arranged in a work of art Elements of Art: the basic components artists use in creating artworks: color, line, value, texture, shape, form, and space Principles of Design: the different ways that the elements have been used in an artwork. Artists design their works by controlling and arranging the elements of art: balance, emphasis, contrast, unity, proportion, movement, rhythm, repetition, and pattern Assessment of Student Learning: To what extent did students: participate in the oral critique of personal artwork and that of peers and verbalize how it reflects meaning? provide substantial responses and justifications? Links to California Content Standards California Visual Arts Standards (Grades 9-12) 1.0 Artistic perception Processing, Analyzing, and Responding to Sensory Information Through the Language Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

57 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination. Analyze Art Elements and Principles of Design 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design. Impact of Media Choice 1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work. 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principle of design, and aesthetic qualities. Derive Meaning 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning of message in a work of art. Make Informal Judgments 4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others. 4.4 Articulate the process and rationale for refining and reworking one of their own works of art. 4.5 Employ the conventions of art criticism in writing and speaking about works of art. 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers

58 Self-Critique Sheet Name 1. Describe the composition for your artwork. 2. What color scheme did you use and how did you use color to create a mood or feeling? (Based on Jim Dine s images of hearts) 3. Describe the elements and principles most dominant in your drawing. 4. What is the most successful part of your drawing? 5. Which other works by your peers do you like based on visual impact? Explain why. Visual Arts Assessment Rubric Assignment Heart Drawing Follows Directions 4 Outstanding Creativity Thoughtful, Insightful 3 Very good Creativity and Craftsmanship 2 Good to Adequate Skills and Some Creativity 1 Limited Craftsmanship Not Creative 0 No Creativity Incomplete STUDENT SCORE TEACHER SCORE Communicates knowledge of color, line, texture and shape through use of art elements Makes effective use of compositional choices and design principles Handles the media with a degree of craftsmanship Reflects the emotional message of warm heart

59 Rubric for Oral Critique & Visual Art Journal Category 4 Excellent 3 Very good 2 Average 1 Poor Use of Time Maintained time frame. Student mostly stayed within the time frame. Student exceeded the time frame, but still acceptable. Student s speech was too short or too long. Posture & Eye Contact Excellent posture and eye contact with audience. Good eye contact most of the time. Little eye contact and student s posture needs improvement. No eye contact and poor posture. Content Journal Responses Student s content was always accurate. Student wrote journal responses with no major errors. Student s content was essentially accurate. Student wrote journal responses with only few major errors and some minor errors. Student s content was mostly unclear. Student wrote journal responses with some major errors and many minor errors. Not enough information was presented or was not relevant. Student failed to write journal responses. Concept Student demonstrated a full understanding of the concepts. Student demonstrated a strong understanding of the concepts. Student had difficulty understanding the concepts. Student did not understand the concepts.

60 Connections, Relationships and Applications Lesson Plan Lesson Title: Connections, Relationships and Applications Lesson Goals and Description: Students will learn about Jime Dine s poetry related to theme of love, and students will create a poem in language arts as same theme on their own artwork. Also, they will learn calligraphy for handwriting for their poem. Students are able to extend their artwork as greeting cards for a special day such as Valentine s day, Mother s day, Father s day, and Christmas. Grade Level: 9-12 Time Frame: One class period for creating a poem and practicing calligraphy One class period for transferring calligraphy on their artwork Title of Art Work and Artist Jim Dine (1935-, Cincinnati, Ohio ) Chartres, 2014 Copper plate etching with hand painting on paper Lesson Objectives/Student Learning Outcomes: All students will be able to: create a short poem related to their artwork practice calligraphy to present their artwork Modifications for Learners Specific Needs: English Language Learner: provide more information of Acrostic Poem and allow to cite other sources Accelerated Learner: provide an opportunity to extend a secondary artwork Links to California visual Arts Standards (Grades 9-12) 1.0 Artistic perception

61 Processing, Analyzing, and Responding to Sensory Information Through the Language Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. 1.4 Analyze and describe how to composition of a work of art is affected by the use of a particular principle of design. 3.0 Historical and Cultural Context Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts Diversity of the Visual Arts 3.3 Identity and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence and reflected in selected works of art. 3.4 Discuss the purposes of art in selected contemporary cultures. 5.0 Connections, Relationships, Applications Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts. Connections and Applications 5.1 Design an advertising campaign for a theatre of dance production held at school, creating images that represent characters and major events in the production. 5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature of history. Visual Literacy 5.3 Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition. Career and Career-Related Skills

62 5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician). English Language Arts Reading 1.0 Word Analysis, Fluency and Systematic Vocabulary Development 2.0 Reading Comprehension (Focus on informational materials) 3.0 Literary Response and Analysis Listening and Speaking 1.0 Listening and Speaking Strategies (focused, coherent presentations that convey ideas clearly)

63 Modifications for Learners Specific Needs: Accelerated Learners are able to create their secondary artwork as greeting cards