Lesson Plan: Vicki Easton McClung! ! ! ! Grades 1-4

OME Curricular Expectations

VISUAL ARTSReflecting, Responding, and Analysing

D2.2 Students will apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences; and demonstrate awareness of the meaning of signs, symbols, and styles in works of art.

Exploring Forms and Cultural ContextsD3.1 Students will describe how visual art forms and styles represent various messages and contexts in the past and present; and demonstrate an awareness of a variety of art forms, styles, and traditions, and describe how they reflect the diverse cultures, times, and places in which they were made.

Creating and PresentingD1.1 Students will create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences.

CROSS-CURRICULAR CONNECTIONS

HEALTH ! Students can interpret product information on food labels and critique media messages related to ! gender stereotypes and body image.

LANGUAGE! Students are made aware of the historical, social, and cultural contexts for both the traditional and ! non-traditional gender and social roles represented in the materials they are studying.

Oral Communication Strand: To develop their oral communication skills, students need numerous opportunities to listen and to talk about a range of subjects, including personal interests, school work, and current affairs.Writing Strand: Students will generate, gather, and organize ideas and information to write for an intended purpose and audience.

About the Artist: Vicki Easton McClung creates striking collages that starklyexpose antiquated gender identifications to contemporary discourse and theory. Herapproach is both humorous and harsh as she photographs old advertisements aimedtowards the female consumer and transforms them into artworks that question the veryword, ladylike. These images are cut out from photographs and then distorted or juxtaposed with other images. Her work evolves in groups or series of works that target popular culture and the vague memories of childhood training. The series with a black background conjures up memories of the old black paper photo album of the mid twentieth century, while another group of works can sparks connection to fashion magazines and the covers of Simplicity clothing patterns. The artist’s manipulations and distortions of the images portray the ladylike postures of the 1950s as unnatural and contrived from the perspective of the 21st century, raising questions about the nature of ‘ladylike’ itself.

In the Spotlight:

Title: Puddle JumpersArtist: Vicki Easton McClung

Materials: Collage

Pre-Visit Activity

Project an image of the artwork. Use the following questions and information to discuss the work.

• Describe what you see in this work.• What kind of artwork is this?• What materials do you think the artist used to make it?• Why do you think the artist put the legs and feet of models from a fashion

magazine onto a background that shows the outdoors?• Why do you think the title of this work is “Puddle Jumpers”?• Do you think that the lady is wearing clothing that is appropriate for jumping

puddles?• Do the photographs of the ladies’ legs look modern to you? Why or why not?• Try to stand with your legs positioned like the lady’s legs. Is it comfortable?

Explain.• Do you think a person could really walk like that in real life?• What do the images say about being a “lady”? Do you agree?• View a variety of photographs of fashion models advertising shoes. How are these

images similar to the artwork?• http://inofashion.com/wp-content/uploads/2011/05/Dolores-textured-cotton-platform-

pumps-on-model.jpg• http://rintsadvertising.com/home/wp-content/uploads/

2010/05/4013571939_615604cbdf.jpg• http://www.vancitybuzz.com/image.php?src=http://www.vancitybuzz.com/wp-content/

uploads/2012/04/1_confessions-of-a-shopaholic-sample-sale-stampede.jpg&w=650&a=t• How are the following advertisements for men’s shoes similar or different from

those for women’s shoes?• http://www.salesgossip.co.uk/image/3485/Mens-shoes-header.jpg• http://i00.i.aliimg.com/wsphoto/v0/686532236/Winter-New-Mens-Cotton-Shoes-leather-

flats-shoes-Skateboard-Rubber-sole-high-top-Ankle-platform-spike.jpg• http://img.alibaba.com/img/pb/903/451/534/534451903_404.jpg

1960‘s Advertisements with similar foot/leg posture:

Extension Activity after Gallery VisitVisual Arts/Media Literacy

Collage

Materials:• advertising flyers, magazines, old calendars

• card stock or cartridge paper

• scissors

• school glue, diluted

• paint

• paintbrushes for paint and for glue

Goal: Students will use their knowledge of the elements of design to create a thematic collage that arranges images from advertising on a painted or contrasting

photographic background.

Method:Preliminary Activity• Discuss advertising: purpose, methods, target audience, message

• How does advertising encourage us to purchase a particular item?

• What does it say about the person who uses the product?

• Discuss examples of effective advertisements from different media.

• Discuss ways in which an artist might take a print advertisement and change its meaning.

Lesson 1. Prepare the background for your collage. You can do this by painting a colourful

background on your surface (card stock or cartridge paper) or by painting a scene. (Alternatively, students may use a photograph from a magazine or a calendar as a background.)

2. Choose at least three advertisements for the same kind of product (e.g., shoes) and cut out the images.

3. Arrange the images on your background.4. Does the artwork look complete? If not, add more images.5. Be sure that the images are arranged with the principles of design in mind (balance,

proportion, rhythm, etc.).6. Once you have the images the way you want them, brush diluted glue on the backs

of the images and paste them to your background.

Post-Activity Writing Exercise

Artist’s Statement: Use the attached worksheet to write about your artwork.

Resources

Advertisements with Gender Stereotyping:http://ctworkingmoms.files.wordpress.com/2011/09/swiffer.jpghttp://nezta.com/wp-content/uploads/2012/11/mr-clean-products.jpghttp://ext.homedepot.com/community/blog/wp-content/wpuploads/snow-blower.jpg

On how to write an artist’s statement: http://www.maryabma.com/Teachers_Corner.html

Collage: This site has a lot of examples of advertisements used in collage and ideas for art projects. Note that not all images may be suitable for younger students:

http://www.smashingmagazine.com/2009/12/13/get-creative-with-collage-trends-and-inspiration/

Artistʼs Statement

Answer the following questions about your artwork:

What materials did you use in your work?

_____________________________________________________________________

_____________________________________________________________________

Describe what you made.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe something that is important about your art.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What do you like best about your work?

_____________________________________________________________________

_____________________________________________________________________

Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding: The studentKnowledge and Understanding: The studentKnowledge and Understanding: The studentKnowledge and Understanding: The studentKnowledge and Understanding: The student

Use of elements and principles of design

demonstrates limited knowledge of elements and principles of design

demonstrates some knowledge of elements and principles of design

demonstrates considerable knowledge of elements and principles of design

demonstrates thorough knowledge of elements and principles of design

Understanding of how to convey ideas in an artwork

demonstrates limited understanding of how to convey ideas

demonstrates some understanding of how to convey ideas

demonstrates considerable understanding of how to convey ideas

demonstrates thorough understanding of how to convey ideas

Thinking: The studentThinking: The studentThinking: The studentThinking: The studentThinking: The student

Use of planning skills

uses planning skills with limited effectiveness

uses planning skills with some effectiveness

uses planning skills with considerable effectiveness

uses planning skills with a high degree of effectiveness

Use of critical/creative thinking processes

uses creative thinking processes with limited effectiveness

uses creative thinking processes with some effectiveness

uses creative thinking processes with considerable effectiveness

uses creative thinking processes with a high degree of effectiveness

Communication: The studentCommunication: The studentCommunication: The studentCommunication: The studentCommunication: The student

Expression of ideas through art

expresses ideas through art with limited effectiveness

expresses ideas through art with some effectiveness

expresses ideas through art with considerable effectiveness

expresses ideas through art with a high degree of effectiveness

Expression of ideas through writing

expresses ideas through writing with limited effectiveness

expresses ideas through writing with some effectiveness

expresses ideas through writing with considerable effectiveness

expresses ideas through writing with a high degree of effectiveness

Application: The studentApplication: The studentApplication: The studentApplication: The studentApplication: The student

Application of knowledge of principles, elements, and symbolism to artwork

applies knowledge and skills to artwork with limited effectiveness

applies knowledge and skills to artwork with some effectiveness

applies knowledge and skills to artwork with considerable effectiveness

applies knowledge and skills to artwork with a high degree of effectiveness

Making connections between the gallery visit and the making of visual art

makes connections between the gallery visit and creation of artwork with limited effectiveness

makes connections between the gallery visit and creation of artwork with some effectiveness

makes connections between the gallery visit and creation of artwork with considerable effectiveness

makes connections between the gallery visit and creation of artwork with a high degree of effectiveness