Unit Topic and Rationale
Topic Taught:
In this unit, students will explore various means of self-discovery through multiple mediums of art. The first lesson revolves around brainstorming techniques in the drawing medium, and the student’s sketches will serve as a plan or map for the following lessons. The second lesson is based in a mixed media/ collage format. In this lesson students will explore unique objects and materials particular to them, while using these mediums to construct a personal narrative. The third and final lesson students will gather their ideas/ findings from both previous lessons to create a three-dimensional character of themselves using symbolism and mixed media (found objects). After completing their sculpture, in an exhibition, students will display their three-dimensional character with their mixed media narrative to create a complete scene.
Lesson One “Getting’ Sketchy!”
Brainstorming, sketching, planning, Symbolism, Elements of Art are all key concepts/terms that we will be introducing in this first lesson. Students will experiment and explore with the processes of sketching and planning an artwork. They will further explore the term, SYMBOLISM by finding ways they can research symbolic imagery to represent themselves that will then be incorporated into their next projects, “Mix it up” and “Building Me.” This will be an exploration that involves using various art materials, especially drawing, and find things they will potentially incorporate in their future projects revolving around the unit of Unique “Self Portraits.” Students will be exposed to the process of planning an artwork (Lesson 2/3) by referencing photographs from different referential resources (such as magazines, the internet, life around them, etc.) and find ways they can find symbolic imagery and translate what they have been referencing or found into drawings. Towards the end of the lesson students will have collected a variety of drawings that will then formulate portions of "their stories" (personal narrative). This will then connect to the remaining lessons and serve as a foundation for where they will be exploring their creativity more deeply.
Lesson Two “Mix It Up!”
Mixed media, personal narratives, self portrait/characters, symbolism, multi-media, and collage are all key concepts/terms that we will be introducing in this second lesson. Students will explore the relationship between materials and meaning. This exploration will be in the format of MIXED MEDIA artwork, using materials to symbolize and express their “stories”. Using their preliminary sketches/drawings from the first lesson, students will have an idea of places they will want to further create a personal narrative using symbolic imagery, however they will push further into the art practice of Mixed Media. The idea for this second project is to create a mixed media artwork that will tell a “story” that will identify themselves and their characteristics. Rather than finding objects that can be used in their mixed media collage making from sources like magazines, students will further explore mixed media in the sense that it incorporates a variety of imagery. For example, students will think about including natural objects, man-made objects, drawings, the use of multiple art mediums (painting, drawings, fibers, photography, etc.), and more.
Lesson Three “Building Me!”
Sculpture, mixed media, found art, self-characters, creating characters, three-dimensional form, personal narrative are all key concepts/terms that we will be introducing in this third (and final) lesson. Students will create a three-dimensional character of themselves expanding on the concepts of mixed media, personal narrative, and symbolism as introduced in the preliminary lessons. This stage will incorporate their findings and creativity that was developed in their first two lessons by creating a 3D "character" using found objects that are symbolic and pertinent to their "stories." Students will be challenged by assembling objects to create a three-dimensional form. Some things to consider are how they would like their characters to be presented with the Mixed Media artwork as a backdrop environment for their character, the size and form of their character, and what objects to prominently stick out over others.
Relevance of the Topic to Content Standards and Within Curricular Sequence:
Standard:
Comprehend
Prepared Graduate Competencies:
-Recognize, articulate, and debate that the visual arts are a means for expression
-Analyze, interpret, and make meaning of art and design critically using oral and written discourse
-Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
Grade Level Expectations:
-Visual arts connect multiple characteristics of art
-Visual arts communicate the human experience
-Visual arts learning involves analyzing the formal and sensory qualities of art
Relevance to Topic:
At the end of a project, the students will review their own an their peers artwork in a variety of ways. In experiencing their peers’ work students learn to recognize expressive features of art, interpret meaning and intent, recognize the multiple characteristics used in the mixed media pieces, interpret their peers identity and personal story. Students have done this through a gallery walk with the entire class’s work; pair sharing about their work (explaining meaning, intent, use of materials, and methods to a partner, and vice versa,) add final critique and exhibition here. Expressing the students’ own identity and personal story in their art creates an understanding of the visual arts as a means for expression and communicating the human experience, meaningful messages, etc. During the critiques, students learn to analyze, recognize and interpret expression in their peers work in their own, following that interpretation students learn and practice how to articulate that interpretation about their own work. After a student has articulated their interpretation to their peers, students have debated whether or not the piece of art is an effective expression of the artist’s meaning.
Students’ have also experienced multiple different mediums, artists, and purposes of art. In the “Building Me” project, students were able to explore and learn about changing the purpose and meaning of different sculptures, for example, they saw how an artist could use aluminum soda cans to create a beautiful flower, the students didn’t even realize they were originally soda cans! Through the artists Ron Ulicny, Mary Engel, and Anthony Heywood they learned about the transformation of “trash” and found objects into art, and how those objects can be used as symbols representing their identity or message. In the first lesson, students learned about how Frida Kahlo and Salvador Dahli’s self portraits were not just portraits, but images of symbolism meant as a tool of communication to viewer’s.
Standard:
Reflect:
Prepared Graduate Competencies:
-Recognize, demonstrate, and debate philosophic arguments about the nature of art and beauty (aesthetics)
-Recognize, demonstrate, and debate the place of art and design in history and culture
-Use specific criteria to discuss and evaluate works of art
-Critique personal work and the work of others with informed criteria
-Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information
Grade Level Expectations:
-Evaluative criteria are used when responding to works of art.
-Specific methods of planning support the development of intended meaning.
Relevance to Topic:
In the students’ second project “Mix it Up!,” students works were judged and evaluated on specific criteria: their use and incorporation of at least 3 symbols representing themselves, their use of at least 3 different materials in their piece, and their exploration of materials (whether or not they explored with each material at least once,) and if their piece clearly seemed it was a representation of the artist.
In the Gallery walk following the collage project, students discussed their peers’ work in the context of the criteria. They debated if their peers had explored materials, how they used their materials, what symbols they used, and finally, if the piece served as a representation of the artist.
In planning for the student’s creature found object project, students filled out a Mad Scientist planning worksheet, the worksheet gave them a formula to evaluate the symbols they used in their last project, analyze its meaning, and then use that evaluation to plan and create a creature that went as a continuation of their last piece (a form of synthesis.)
In the student’s “Getting’ Sketchy project, students created a variety of sketches as works in themselves and as a plan for their collage. First, students sketched images of symbols they felt were symbolic of them, then they sketched a composition using those symbols to tell a story, they added color using multiple materials, and then used that sketch as a guide in their collage making. The students’ made scientist worksheets were also repeatedly referenced during the sculpting process.
Standard:
Create
Prepared Graduate Competencies
-Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
-Develop and build appropriate mastery in art-making skills using traditional and new technologies and an understanding of the characteristics and expressive features of art and design
-Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
-Recognize, compare, and affirm that the making and study of -art and design can be approached from a variety of viewpoints, intelligences, and perspectives
Grade Level Expectations
-Use artistic media and expression to communicate personal and objective points of view
-Create art using technological media
-Apply an understanding of art processes and creative thinking to plan and create art
Relevance to Topic
In students projects for lessons one, two, and three, students use expressive media such as the characteristics and features of art, sculpture, collage methods, painting and drawing to express their identity, story, and theme. Students use technology to learn about modern artists as well as research references for their own art making and processes.
Students were able to explore and learn about many processes of art before beginning on their art works, using stations set up in the classroom, students were able to experiment to their hearts content, and make some amazing pieces! In the drawing station students explored processes of charcoal, pastel, markers, colored pencils, and how they can be combined; at a mixed media station, students were able to explore the combination of multiple materials; the painting station was a place to learn how water color and acrylic paints are different and can be used together; when the clay station was set up, Jenna demonstrated the process and characteristics of clay, and then students were able to get their hands dirty creating with clay. Experience in learning how to use these materials have students an understanding about how they work and what will they do, preparing them to plan effectively for how they would use the materials in their art work. In addition to the exploration of materials, students used sketching, lists, webs, and worksheets to plan and brainstorm for their projects, as well as reflections on their projects after they were finished. Through the students’ sketches and collage they practice communicating sophisticated ideas about their identity, emotions, point of view and experiences.
Standard:
Transfer
Prepared Graduate Competencies:
-Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts
-Identify, compare, and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas.
-Transfer the value of visual arts to lifelong learning and the human experience
-Explain, compare, and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art relatd arenas
Grade Level Expectations:
-Artists, viewers, and patrons assign intended meaning to works of art
-Artists, viewers, and patrons respond to art from familiar and unfamiliar cultures
Relevance to Topic:
Students were exposed to the works of Frida Kahlo, Salvador Dahli, An Tower, GREATeclectic, Bridget Rust, Ron Ulicny, Mary Engel, and Anthony Heywood. They explored and discussed the materials, possible processes, meaning and artist intent in regards to the pieces we looked at. By examining different works of art, the students were able to make judgments about the artist; who they were, the culture they lived in, and the times they lived in.
Significance of Topic:
Globally:
In our unit, “Unique Self Portraits,” students were able to explore the concepts of communication and expression in a variety of different ways. Communication is the process of understanding and sharing meaning with others, an important life skill. Visual communication, or reading visual messages is something every person encounters throughout their life, and through the projects in the unit students have practiced making their own visual messages and reading the visual messages of others. The ability to express yourself is a vital skill in our culture; it’s how you communicate your identity, feelings, spirit, and character. Expressing yourself is how you make a place for yourself and establish yourself in our culture. Students were able to think and practice new ways through art to express, themselves ideas, and emotions.
Personally:
When brainstorming for topics and lessons in this unit. I was drawn towards the concepts of identity and expression, as well as using art as a form of communication. Specifically how art could be used as a tool to communicate ideas of identity or expression. I wanted an opportunity to introduce students to these concepts and allow them to explore them. Expression, expression of identity, and communication are all life skills each student should learn, and they are concepts I explore in my own work and the work of others. I love working with mixed media techniques, and in the modern art world recycled objects and mixed media are ever growing in popularity. They are also techniques I am very passionate in, when I create a work using only one technique I get bored. Letting the students use mixed media allows them to explore so many more possibilities than one medium alone does.
For this Population:
As stated above, in the modern art world recycled objects and mixed media are ever growing in popularity, investigating these mediums gave students a connection to modern artists. When a student looks at highly realistic paintings made by very dead people, they feel no personal connection or relevance. “What does this ancient painting have to do with anything to do with anything in my life?” they may think… Especially if they are not a student who is art focused, students who don’t want to grow up to be artists, which is most of my students. Seeing artists such as GREATeclectic (an artist who paints celebrities the students know and love), Ron Ucliny (who creates objects out of completely different objects), and Anthony Heywood (who creates pieces using modern objects such as televisions, toys, and other electronic bits), connects art to the modern world they are living in.