EAES Visual Art Unit Disabilities
Transcript of EAES Visual Art Unit Disabilities
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Artwith a
Challenge
A Visual Arts Unit forGrade 6
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Unit Description/Rationale:
This unit, designed to fit into the Grade 7 Visual Art Strand Unit of Whats it
All About: A Sense of Order, is constructedto demonstrate physical
challenges that people have overcome in the expression of art, as well as to
give students a chance to attempt to create art using the same disabilities.
Students will learn a bit about various types of art, how art can represent
individuals or cultures, as well as develop an understanding, appreciation
and respect for people who challenge themselves on a day to day basis.
Batiking, painting with both feet and mouth, and drawing are some of the
mediums with which this mini-unit is based on.
Unit Objectives:
The Students will:
examine ways visual art mirrors and influences individuals, societies and
cultures, past and present
examine sources of ideas for art-making, make connections between ideas
and visual art works, and generate ideas for personal expression
continue to discover a variety of sources of inspiration and consider
the sources as starting-points for personal expression reflect on and examine the intentions, development and
interpretations of their own and their peers' art works
Materials/Resources:
Supplies:
Thin white cotton material and T-Shirts
Sticks of Parafin wax
Pot
Clothes iron
RIT dye
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Washable poster paint
Large pieces of thick art paper
Dish soap
Wash tubs
LCD projector Water color paints and brushes
Sight impairment tools(goggles, paper coverings, blindfolds, etc)
Garbage bags
Websites:
Jeffrey Ladow. AMFPA - Association of Mouth and Foot Painting Artists of the World.
http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&
i_exhib=-1&bcnt=-6&bnr=1&pid=76
This website has many images and explanations of Jeffrey Ladows artwork, as well
as a biography.
Color Symbolism Chart by Culture. About.com. 2008.
http://webdesign.about.com/od/color/a/bl_colorculture.htm
Videos:
Video1-3.Alvins Law of Life. http://www.alvinlaw.com/video/index.htm
Alvin Law talks about his motivations, experiences and challenges that he
has overcome, while demonstrating his adaptability to life.
http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.alvinlaw.com/video/index.htmhttp://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.alvinlaw.com/video/index.htmhttp://www.alvinlaw.com/video/index.htmhttp://www.alvinlaw.com/video/index.htmhttp://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76http://www.amfpa.com/html/show.php?lang=2&mid=98&appl=GALERIE&thema=8&i_exhib=-1&bcnt=-6&bnr=1&pid=76 -
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Lesson #1
Art with a Challenge
Strand: Visual Arts
Time Required: 2 classesLesson Description: This lesson will introduce the unit, and an artist to
inspire students and make them aware that anything is possible if you look
at the situation in the right way. This is a good way to start so that hopefully
students will take the challenges of the unit in a positive way to see what
they are capable of, and how others although may have physical challenges,
are still able to express themselves through art. A look at Alvin Law and then
feet painting will make up this lesson.
Objectives:
Knowledge: Students will examine
un-traditional ways of making art.
-Students will know and implement
the principles of design
Assessment/Evaluation
-final portrait/description
Skills: Students will create a portrait
of themselves using their feet.
-description and portrait(rating scale)
Attitude: Students will appreciate
their abilities, and think about how
they view themselves.
-exit slip
Materials: LCD Projector, garbage bags, large thick art paper, washable
poster paint
CELS: COM, CCT, PSVS
Curriculum Components: Creative/Productive, Critical/Responsive
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Set: Play video 1-3 of Alvin Law. Ask
students to write down points that
they think are important.
http://www.alvinlaw.com/video/index.
htmDevelopment:
Principles of Design:
Emphasis, Contrast, Balance,
Repetition, Variety, Movement and
Unity.
Push aside desks for a talking circle,
start a class discussion about some
of the challenges he has overcome,
his laws for life, etc.
-Get students to jot down some ideas
about how they see themselves.
What parts of them do they value,
characteristics, features, etc. How do
they think others see them, and
anything else that makes them who
they are.
-then ask them to do a rough outline
of a self portrait. It does not have to
look like themselves, but instead may
represent how they see themselves,
and some of the qualities they have
written down.
-Introduce Principles ofdesign(give handout)
--there must be at least 2 principles
thought of when doing their final
piece.
Finally, once students are finished
their rough drafts, they may start
their good pieces. BUT tell them that
they must paint with their FEET(they
can use brushes or toes, etc)
-Tape down garbage bags on the floor
all over the room, and then tape the
paper on the floor. Make sure
students get their paint on a plate
ahead of time, shoes are on the sides
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of the room, and they have lots of
paper towel!!
-play music, and let students have at
er!
-when students are finished, get
them to write a description of the
priniciples of design they used and
how.Closure: -finally, display portraits, and have a
viewing for the class. Get students
to analyze them and try to see the
Principles of design used.
-Have students fill out exit slips on a
scrap piece of paper about whether
or not they enjoyed this assignment,
and what they learned from it.
Principles of
Design:The way in which the elements of visual are areorganized
is referred to as the Principles of Design. There are 7:
Emphasis: Is used to make certain parts of an artwork stand out andgrab your attention.
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Contrast: describes the degree of difference in an element of art. Forexample, there is a high degree of contrast between the colors black and
white. Contrast creates excitement and interest in artwork.
Balance: describes how artists create visual weight. There are severalways to balance an artwork:
Symmetrical Balance: If you were to draw an imaginary line through
an artwork, both sides would be the same.
Asymmetrical Balance: if you would draw an imaginary line through an
artwork, both sides would be different, but equal in visual weight.
Radial Balance: Lines or shapes grow from a center point(eg: a
sunflower)
Repetition: Occurs when a single elementis used over and over again to create a pattern
in an artwork.
Variety: Allows an artist to create interestand avoid the same effect. This often involves
theme and variations: the same image is
repeated, but in different sizes, colors, values or
shapes.
Movement: Can be implied in works of visual art. Live figuresportrayed in unstable body positions cause us to feel that motion is
occurring. When figures movepast us at very high speeds, we perceive that
figure as somewhat blurry. Similarly in art, showing multiple
overlapping images gives us the impression of motion(so if you
dont want an illusion of art, maybe dont use this effect!)
Unity: Is the feeling that everything in the work of art belongs togetherand looks like it fits. For example: repletion of shape or color can make an
artwork unified.
Lesson #2
Art with a Challenge
Strand: Visual Arts
Time Required: 1-2 classes
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Lesson Description: This lesson will challenge the students once again to
create art in a different way. This time they will be using their mouths to do
watercolor landscapes or their favorite places. We will also study an artist
that paints like this, and look at some of his artwork.
Objectives:
Knowledge: Students will learn how
another artists work expresses their
individual thoughts.
Assessment/Evaluation
-exit slip to peer artist.
Skills: Students will work individually
to produce a watercolor communicating
their thoughts
-finished product and explanation.
Attitude: Students will foster a
positive trying attitude while
attempting a challenge
-participation
Materials: new paintbrushes, watercolor paints, paint shirts, LCD projector
CELS: CCT, COM,
Curriculum Components: Creative/Productive, Critical/Reflective,
Cultural/Historical
Set: IntroduceJeffrey Ladow. Biography and
Paintings on LCD.
http://www.amfpa.com/html/show.php?lang=2&
mid=98&appl=GALERIE&thema=8&i_exhib=-
1&bcnt=-6&bnr=1&pid=76Development: Get students to think about a favorite place of
theirs. Get them to imagine it: the color,
shapes, lighting, etc. All corresponding with the
mood of the place. Emphasize trying to convey
feeling throughout the painting. Dont forget
principles of design!!
-Introduce how to use watercolors. (first getpaper wet, then dip brush, get some paint, and
paint away.) Have paint, water in shallow
bowls(not cups so they wont spill!), paper
towels and paint shirts ready.
**Ask students to come up with some important
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safety rules for during the class: no movement
out of desk with object in mouth, dont bump
anyone, etc. Encourage a few practice strokes
(dont forgetno hands, but be careful not to
swallow the brush!!) on a scrap piece of paper.
-Play music during work time.
-When finished ask students to write a
paragraph about the place they painted. Why
is it special to them, what feelings do they have
when they are there and Principles of design
used.Closure: Get students to walk around and find a favorite
piece of artwork. Get them on a piece of scrap
paper, to write to the artist what theythought/liked about the piece and what they
thought the place painted suggested.
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Lesson #3
Art with a Challenge
Strand: Visual Arts
Time Required: 1 class
Lesson Description: Students will tap into their memory and minds eye to
represent an object through drawing without seeing it.
Objectives:
Knowledge: Students will learn how
other senses take over with the loss
of one.
Assessment/Evaluation
-personal reflection
Skills: Students will work
independently and use their memory
to reflect in their artwork.
-participation
Attitude: Students will not worry
about what they look like, but rather
what other things look like.
-participation
Materials: classroom objects, paper, blind materials(blindfold, goggles
with glue over them to haze the sight, paper with small holes punched inright at the centre)
CELS: COM, CCT, IL
Curriculum Components: Creative/Productive, Critical/Historical
Set: Ask students to get in partners to
play the blind game studentsmay
use either classroom or portions of
the school. One partner will close
their eyes and trust the other. Theother will start off guiding their
partner by the elbow giving verbal
and physical instructions. Eventually,
they will stop, and the blind person
will have to guess where they are.
Then they will switch. The object is
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for students to practice imagining
sights they may take for granted, and
using their other senses.Development: When all students have returned to
the classroom, you will get the
students to sit in their desks, and pull
out one object from their desk and
set it on top, and close their eyes.
The teacher will come around, give
each student some type of blind
device, and collect the objects, and
redistribute them giving each student
a different object. They will then
attempt to find a piece of paper from
their desk, a writing material, anddraw with as much detail the object
they have. They can color as well, if
they have access to color
materials(without leaving their desk),
and use shading for depth. Try to
promote 3-D drawings, not simply
2D(although different levels of
artistry may not allow for this on the
best of daysthe point is to try).
When they are finished they can try
to switch with a partner beside them,
etc. When everyone has finished, get
students to take off the masks, and
see how they did.Closure: -ask students to write a reflection
about what they noticed when they
could not see. What happened to
their other senses. What would it be
like to be blind all the time, what kindof adaptations would you need to
make? Would art be possible?
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Lesson #4
Art with a Challenge
Strand: Visual Arts
Time Required: 2-3 classes
Lesson Description: Students will work in small groups to create Batik, but
they are unable to speak to each other.
Objectives:
Knowledge: Students will learn
about Batiking and some symbolismthat may come with it.
Assessment/Evaluation
-check for symbolism in the finished
batik and explanationSkills: Students will practice
communication within a group
without speaking
-checklist for participation
Attitude: Students will appreciate
others input and adapting their own
ideas
-checklist for group work
Materials: Parrafin wax, paintbrushes, white cotton cloth/t-shirts, RIF (cold
water)dye in old glue bottles, old clothes,
CELS: COM, CCT, PSVS
Curriculum Components: Creative/Productive, Cultural/Historical
Set: Give a brief history of Batik and
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Was created in East Africa, and
asiancountries like Japan, Indonesia
and Malaysia. Were signifiers of
family lines, and had different
patterns for different occasions.
where it is used. Explain the use of
symbolism and pattern that may be
used.
Development:
-write symbols/colors on board
Symbols:
Are all usually related to earth, sky
and water.
Flowers or animals may demonstrate
forms of life, or spirits
Birds: may symbolize power and
success, and are a symbol of the God
Vishnu.
A phoenix: is a symbol of beauty and
wards off bad luck.
Snake or dragon: are symbols of the
underworld, water and fertility.
Mountains: are symbols of the gods,
since that was where they were
believed to live.
Clouds: procreative power
Rocks: Strength endurance
Some do not have any symbols at all
and are simply to be visually
pleasing.
Colors:
Red: purity, good luck or celebration
Yellow: courage
White: death
Using these symbols within an image,
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as a group(2-3) you will create a
batik. However, during the exercise
students will not be allowed to speak,
so will need to find other ways to
communicate.
Clear desks to work on the floor.
Heat up wax(teacher) in a can in a
pot of boiling water. Students will
then paint with a brush on their piece
of fabric the area that they want to
keep white, and wait for the wax to
dry. When it is dry, by using a
paintbrush, paint the dye on to thefabric(the next lightest color you
want to use where you want it), then
rinse out fabric in cold water to set
dye. Then put wax over areas of the
dye just done, and paint the next
lightest color where it is needed, etc.
When the whole fabric is
completed(covered in wax, except for
the darkest color which is now dyed),
wash the fabric in hot water, or iron
off the wax. TA DA!!
**if a crinkle effect is desired, before
dying shirt, crinkle up fabric to put
cracks in the wax which will then be
dyed.Closure: Ask students to do a final
reflection about the last
assignment (outlining their
symbolism) past unit. Which
activities were the hardest, the
most fun, and what did they
learn from them. What did you
learn about yourself and your
abilities or ability to face a
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challenge?
Rating Scale for Reflections: Reflection #_______
Student Name:_______________________________________________Does Student
reflection:
Almost
none(1)
A bit(2) Quite a
bit(3)Demonstrate
thoughtfulnessRepresent art
assignmentAnswer suggested
questionsShow effort
Total: /12
Rating Scale for Reflections: Reflection #_______
Student Name:_______________________________________________
Does Student
reflection:
Almost
none(1)
A bit(2) Quite a
bit(3)Demonstrate
thoughtfulnessRepresent art
assignmentAnswer suggested
questionsShow effort
Total: /12
Rating Scale for Reflections: Reflection #_______
Student Name:_______________________________________________
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Does Student
reflection:
Almost
none(1)
A bit(2) Quite a
bit(3)Demonstrate
thoughtfulnessRepresent art
assignmentAnswer suggested
questionsShow effort
Total: /12
Studen
t Name:
Participa
tion
Participa
tion
Participa
tion
Effort(5
)
Group
Work(5)
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