Lesson Plan PresentationMICHELLE WISE

ARE 4250

Lesson Plan 1: Red Grooms

About the Author:

In 1937, Red Grooms was born in Nashville Tennessee. He is a painter, sculptor, printmaker, filmmaker and theater designer. Since entering the art world he has been known for his humor and the stories his works tell. Two of his most well known sculpto-pictoramas were City of Chicago (1976) and Ruckus Manhattan (1975) both were filled with colorful cartoon like characters. He also often utilized other artists or their techniques in his pieces. An example of this is his Picasso (1996-7 3D Lithograph) signing an art piece in Picasso’s studio (RoGallery Bio, 2015 ).

Statement of Origin:

I chose to create a lesson that is motivated by Red Grooms’ Picasso and chapter four Students with Emotional and/or Behavior Disorders “self understanding”. I found Red Grooms by looking at the Smithsonian’s National Gallery of Art Museum website. I was intrigued by his work so I then googled him and found his Picasso sculpture on the RoGallery website. He is an artist that created sculptures focusing on humor and tell stories about different places. His sculptures and sculpto-pictoramas make me think of shadow boxes. I decided to create a lesson plan that will have students build a sculpture of themselves in their favorite places while incorporating emotion throughout the pieces. I feel that this lesson will allow students to express themselves.

Lesson Objectives: Students will be able to create a 3 Dimensional sculpture using

paper only.

Students will be able to identify other artists and artistic techniques.

Students will be able to create emotion using different elements of art.

Questions to Consider:

What do you think the artist is telling us in the art piece?

What emotions do you feel when looking at the piece? What elements does the artist use to express emotion?

When creating your piece where are you going to be? How do you feel when you are there? What elements are you going to use to create this emotion for your audience?

Standards:

VA.68.S.1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting and responding to art.

VA.68.S.3.5: Apply two-dimensional techniques and media to create or enhance three-dimensional artwork.

VA.68.C.2: Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Procedures: Students will be shown pictures of Red Grooms artworks and in a class

discussion the students and teacher will discuss the pieces and what emotions and stories are being shown.

The teacher will tell them they will be making a shadow box containing a 3 dimensional self-portrait in a special place (bedroom, friends house, beach, etc.). The construction of the sculptures will only contain paper products and glue (Foam core, Bristol, paper mache, etc.).

The students will begin planning what and where they will be in the shadow box by sketching out a minimum of 4 sketches.

Once they have completed the sketches and gotten approval from the teacher on which planned sketch to use the students will research additional artists and incorporate one of their techniques to express emotion in their piece.

They will then begin construction of their shadow box in a provided shoe box and choice of paper.

Upon completion of the construction of the sculpture they will then paint using colors that continue to express the emotion they are trying to portray.

Procedures cont.: At the conclusion of the project the students will do a class

critique where the students will present their pieces while the other students determine if they met the criterion of the project.

Accommodations:

Step by step instructions with pictures will be posted for project.

Continuous reminders to work with materials before gluing will be provided.

Students will be allowed to use photographs and pictures to help with design.

Students will be provided individual work and storage spaces.

Rubric:SHADOW BOX PROJECT

LEVEL 4

 LEVEL 3

 LEVEL 2

 LEVEL 1

 Points

  Deadlines and Requirements

 Project was turned in on time meeting all requirements

30 pts.

 Project was turned in on time but one requirement was missing20 pts.

 Project was late and one requirement was missing 10 pts.

 Project was late or multiple requirements were missing 5 pts

 

  Content Goals

 Project met all content and was effectively presented 40 pts.

 Project met all content but lacks some clarity  30 pts.

 Project is missing some content    20 pts.

 Project is missing content and lacks clarity   10 pts.

 

  Overall Quality of Assignment

 Project is neat and focuses on details  

30 pts.

 Project is neat but neglects some detail   20 pts

 Project is of low quality and neglects detail   10 pts.

 Project is sloppy and lacks any attention to detail 

5 pts

 

  Instructor Comments

        TOTAL:

References: 

Grooms, Red. Picasso. Digital image. RoGallery Select Artworks Online.com. 1 Jan. 2001. Web.

Gerber, Beverly L. and Guay, Doris M. Reaching and Teaching Students with Special Needs through Art. Virginia: National Art Education Association, 2006. Print.

 Joyness, Amelia C. and Lokerson Jean E. (2006). “Students with Learning Disabilities”. Reaching and Teaching Students with Special Needs through Art. (83-105). Virginia: National Art Education Association.

Red grooms biography. (n.d.). Retrieved March 31, 2015, from http://www.rogallery.com

Lesson Plan 2: Romare BeardenCattle of the Sun (1977)

About the author:

Romare Bearden was born on Sept. 2, 1911 in Charlotte, NC and died on March 12, 1988 in NY. He was considered one of the “most important African American artists of the 20th century” (Romare, 2014). The earlier works he produced were “realistic and often religious” but later began a “semiabstract collage style” (Romare, 2014). His artworks are saturated with “visual metaphors” from his past in North Carolina (Romare, 2015) The tale arrangement of his paintings are simple but he achieves density by using color and geometric patterns to encourage rhythm and texture (Romare 2014).

Statement of Origin:

I chose to create a lesson based on Romare Bearden’s Black Odyssey series of paintings while integrating chapter four’s Students with Emotional and/or Behavioral Disorders idea of cross-cultural learning. I found Romare Bearden on the Smithsonian website. Romare Bearden’s the Black Odyssey series combines African American culture and Homer’s poem The Odyssey in each painting. His paintings use geometric shapes and color in order to create rhythm and movement. I feel that his influence would be a great way for students to integrate culture and principles of design.

Lesson Objectives: The students will be able to create artworks that contain culture.

Students will be able to use elements of art and principles of design in order to generate movement with in their pieces.

Standards:

VA.68.S.1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting and responding to art.

VA.68.S.1.5: Explore various subject matter, themes, and historical or cultural events to develop an image that communicates artistic intent.

VA.68.C.2 Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Questions to Consider:

What is the connection between Bearden and his paintings?

Looking at the paintings how do they make you feel?

What elements and principles do you notice when looking at them?

When planning your paintings what aspects of your culture would you like to incorporate? What colors would you like to use? How do plan to make your painting have movement?

Procedures: The teacher will put vocabulary words on the board: rhythm, repetition, pattern

and movement. In a class discussion they will define them.

After the discussion the teacher will introduce Romare Bearden’s Black Odyssey series of paintings, and will lead the class in discussion about Bearden’s connection between African American culture and Homer’s poem the Odyssey.

The teacher will leave Romare Bearden Cattle in the Sun on the projector and explain how Bearden chose to connect culturally to the characters by painting them as African American. He also chose to express movement by utilizing repetition, rhythm, and pattern.

The teacher will introduce the assignment providing a checklist with the requirements.

The students will then be asked to research a historical event that happened with in their culture and begin a series of four plan sketches to draw and paint a portrait of the event including movement.

(Students may choose to redraw one of Bearden’s Black Odyssey series but must provide the research describing his painting)

Once the students have finished their plan drawings and chose their historical event, with the teacher’s approval, they will begin to draw.

Procedures cont.:

When the drawing is complete the students will paint their portrait choosing paint colors that will continue to illuminate their artist’s intent.

At the completion of the project the students will present their pieces explaining the event and why they drew it while their classmates will critique the artwork using related art vocabulary.

Accommodations:

The instructions and vocabulary words will be posted through out the project.

The teacher will provide a check list with the requirements of the project.

Extra time will be provided if students have difficulty finishing on time.

Rubric:Cross-Cultural Project

LEVEL 4

 LEVEL 3

 LEVEL 2

 LEVEL 1

 Points

  Deadlines and Requirements

 Project was turned in on time meeting all requirements30 pts.

 Project was turned in on time but one requirement was missing20 pts.

 Project was late and one requirement was missing 10 pts.

 Project was late or multiple requirements were missing 5 pts

 

  Content Goals

 Project met all content and was effectively presented 40 pts.

 Project met all content but lacks some clarity  30 pts.

 Project is missing some content    20 pts.

 Project is missing content and lacks clarity   10 pts.

 

  Overall Quality of Assignment

 Project is neat and focuses on details  30 pts.

 Project is neat but neglects some detail   20 pts

 Project is of low quality and neglects detail   10 pts.

 Project is sloppy and lacks any attention to detail 5 pts

 

  Instructor Comments

        TOTAL:

References:

Gerber, Beverly L. and Guay, Doris M. Reaching and Teaching Students with Special Needs through Art. Virginia: National Art Education Association, 2006. Print.

Hunter, A. and Johns, B. “Students with Emotional and/or Behavioral Disorders”. Reaching and Teaching Students with Special Needs through Art. Virginia: National Art Education Association, 2006. Print.

National Gallery of Art. (n.d.). Retrieved April 8, 2015, from http://www.nga.gov/content/ngaweb.html

Romare Bearden | biography - American painter. (n.d.). Retrieved April 7, 2015. http://www.britannica.com/EBchecked/topic/57386/Romare-Bearden.

ROMARE BEARDEN FOUNDATION - Biography. (n.d.). Retrieved April 8, 2015. http://www.beardenfoundation.org/artlife/biography/biography.shtml

Lesson Plan 3: Jean-Michel Basquiat

About the author:

In December 1960 Jean-Michel Basquiat was born in New York and died in August 1988. He was a one of four children and it was discovered at an early age he had artistic talent. His art was first noticed when he was part of SAMO a graffiti group. His works were neo-expressionist and primitive (Jean-Michel, 2015).

Statement of Origin:I chose to create a lesson plan inspired by Jean-Michel

Basquiat because I find his primitive style energetic and emotionally charged. I found Basquiat while I was googling images of Romare Bearden. His images made me think about chapter five Students with Mental Retardation “choice making opportunities” and chapter four Students with Emotional and/or Behavior Disorders “fear of failure”. His use of color, line and shape produce complexity in his images while the drawings are simple. I feel students will be motivated by this artist because he offers a self-portrait the is similar to himself but not exact eliminating the “fear of failure”. In this lesson I also plan on offering two choices in order to provide success for all students.

Lesson Objectives: Students will be able to create a self portrait inspired by the artist

Jean-Michel Basquiat.

Students will be able to generate emotion with in their portraits by the using shape, line and color.

Questions to Consider:

Do you know who is the self-portrait with Basquiat? How do you think Basquiat was feeling when he drew this portrait?

What techniques did he use in order to portray this emotion?

When creating your self-portrait who would you consider to be the most influential person to you?

Standards:

VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

VA.68.C.2: Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

VA.68.S.1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Procedures: The teacher will introduce Jean-Michel Baquiat’s Dos Cabezas. She will explain that

“Dos Cabezas” means two heads in Spanish and ask the students “who they believe to two heads are”. She will then ask “if they feel that Warhol may have been influential to Basquiat?”

After engaging in a classroom discussion she will leave the Basquiats portrait on the projector and begin discussing his techniques in creating his portrait.

She will then provide instruction on the project they will be producing. She will explain that there will be two choices and the instructions for both will be posted for the entirety of the project.

Before beginning the project students will first begin by deciding which choice they will produce and if they are going to include another person who they will incorporate.

Choice 1:

The first choice is to draw a self portrait and a portrait of a influential person in your life (teacher, parent, family member, friend, etc.) utilizing the primitive style of Basquiat.

First step hold the paper horizontally and fold the paper in half. On one side of the paper the students will draw a portrait of the influential person either from memory, a picture or from real life. On the other side students will draw a self portrait from memory, a picture or a mirror.

Procedures cont.: Both drawings will be drawn in Basquiat’s style.

Once they are drawn the students will pick their medium either color pencil, watercolor, marker or paint. They will focus their choices on colors that will express their intent.

Choice 2:

The second choice is to draw one self portrait and photocopy it four times and paste it onto one larger paper.

The initial drawing will also be drawn in Basquiat’s style.

Once the drawings are pasted on the student will chose a medium in order to color it (color pencil, marker, paint or water color).

Each picture should be done to express a different emotion.

At the completion:

Once the project is complete the students will hang their portraits on the wall. Then the class will silently walk through and make notes on a sheet of paper on who they believed the self portrait belonged too and if they met the requirements.

Accomodations:

Instructions for both choices will be hung in the front of the classroom.

There will be two choices provided for the project.

Rubric:Self-Portrait Project

LEVEL 4 LEVEL 3

 LEVEL 2

 LEVEL 1

 Points

  Deadlines and Requirements

 Project was turned in on time meeting all requirements30 pts.

 Project was turned in on time but one requirement was missing20 pts.

 Project was late and one requirement was missing 10 pts.

 Project was late or multiple requirements were missing 5 pts

 

  Content Goals

 Project met all content and was effectively presented 40 pts.

 Project met all content but lacks some clarity  30 pts.

 Project is missing some content    20 pts.

 Project is missing content and lacks clarity   10 pts.

 

  Overall Quality of Assignment

 Project is neat and focuses on details  30 pts.

 Project is neat but neglects some detail   20 pts

 Project is of low quality and neglects detail   10 pts.

 Project is sloppy and lacks any attention to detail 5 pts

 

  Instructor Comments

        TOTAL:

References:Gerber, Beverly L. and Guay, Doris M. Reaching and Teaching Students with Special Needs through Art. Virginia: National Art Education Association, 2006. Print.

Hunter, A. and Johns, B. “Students with Emotional and/or Behavioral Disorders”. Reaching and Teaching Students with Special

Needs through Art. Virginia: National Art Education Association, 2006. Print.

Jean-Michel Basquiat. (n.d.). Retrieved April 11, 2015. http://en.wikipedia.org/wiki/Jean-Michel_Basquiat

Joyness, Amelia C. and Lokerson Jean E. (2006). “Students with Learning Disabilities”. Reaching and Teaching Students with Special Needs through Art. (83-105). Virginia: National Art Education Association.