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Lesson Title:

Artistic Perception

 

Lesson Goal and Description:

Students will continue to examine the work of Louise Bourgeois and be introduced to the work of Cindy Sherman. Students will explore the connections between balance and identity expressed in both artist’s work. Students will begin with gaining an understanding of balance and the different methods of achieving balance in photographic compositions. Next students be introduced to different forms of technology which can be used to capture and alter images. Finally, students will take their understanding and apply it, creating a series of three photographic self-portraits.

 

Grade Level:    

High School- AP

 

 

Time Frame:   

3 -2-hour class periods.

 

Focus Artwork:
 
 
 
 
 

                                                                       

 

 

 

 

 

 

 

 

Louise Bourgeois (1911-2010).                          Louise Bourgeois (1911-2010).

I do, I undo, and I redo, 2000,                        Photography

Installation           

 

                             

 

 

 

 

 

 

 

 

 

 

 

 

 

Cindy Sherman (1954-).                                 Cindy Sherman (1954-)          

Untitled Film Series #58,1980.                         Untitled Film Series # 53,1980.    Photography                                            Photography

 

Objectives/Student Learning Outcomes:

Students will be able to:

  • Identify balance in Photographic composition.

  • Recognize the work of artist Cindy Sherman.

  • Understand proper terminology in relation to balance and photography.

  • Become familiar with using basic photo-editing software.

  • Comfortable using devices, such as digital cameras, smartphones and tablets to take photographs.

 

Instructional Resources:

  • Understanding Balance in Photography (web article).

  • Balance worksheet

  • Identity Exchange Activity

  • BeFunky photo-editor

  • Computer/ tablet (students own and class provided).

  • Smartboard

  • Digital camera/smart phone (Students own and class provided).

  • Color photo printer

  • Louise Bourgeois and Cindy Sherman reference images.

 

Procedures: 

DAY 1

Anticipatory Set

  • Teacher asks students to recall the life and work of Louis Bourgeois, refers to I do, I undo, I redo and the balance created in the installation.

  • Teacher then shows the students the photograph of Louise Bourgeois and the mirror, asks students to discuss the message of the photo and how it is expressed using Principles of Design, focusing on the Principle of Balance.

  • Teacher next introduces artist Cindy Sherman and explains that Sherman is known for her conceptual self-portraits. Students examine Sherman’s photographs and discuss the artist’s intentions and how she incorporated balance into her portraits.

  • Teacher and students continue to discuss comparing and contrasting the work of Bourgeois and Sherman and make connections to the themes of identity and balance and the messages conveyed through self-portraits.

  • Teacher asks students to contemplate the sharing of images on social media sites and how the images relate to our identity and how important they feel composition is in a self-portrait or “selfie?”

  • Teacher explains that they will be using their smartphones, tablets or digital cameras to create their own self-portraits and will incorporate specific objects and photo editing software to create balance and identity within their portraits.

  • Teacher explains that students have the option to take photos in or out of school setting, but must be ready to begin editing next class period.

  • Teacher briefly summarizes balance.

Direct Instruction

  • Teacher explains and provides materials for “Identity Exchange” activity.

  • Teacher provides students with “Understanding Balance in Photography” article.

  • Teacher explains the various devices students may use for photographing images.

  • Teacher uses Smartboard to show students BeFUNKY editing software and models the assignment for students.

  • Teacher inquires if there are any questions or concerns about assignment before moving forward.

Guided Practice

  • Students work together as a class and participate in “Identity Exchange” activity. Teacher walks around the room and observes the interaction between students.

  • Students keep their identity cards to be used as reference material for planning their self-portraits.

  • Students read “Understanding Balance in Photography” article.

  • Students begin to consider the elements of balance and their identity. Teacher answers questions students have concerning developing a balanced photograph.

  • Students decide on what device they will use for capturing their photograph and review the settings for the device.

 

 

DAY 2

Direct Instruction

  • Teacher briefly reviews balance with students and discusses article.

  • Teacher creates a schedule for students who need to use computers to do their editing and a schedule for printing out final photographs. 

  • Teacher hands out worksheet to be completed and turned in with the final project.

  • Teacher inquires if students have any questions relating to technology and/or the assignment before they begin.

Guided Practice

  • Students begin to work on different aspects of the assignment simultaneously.

  • Teacher navigates the room and assists students with issues that arise during the project ensuring that all students complete the project on time.

  • Students work to complete assignment and will be allowed the first half of next class period to finish assignment.

 

DAY 3

Guided Instruction

  • Students complete self-portrait assignment during first half of class. Teacher continues to observe and assist students when necessary.

  • Students complete Balance worksheet.

Direct Instruction

  • The class reviews what they learned about using balance in photography.

  • Students take turns showing their projects to the class and discussing a photo-editing technique they used in one of the portraits.

  • Students reflect on each other’s work in terms of identity and self- expression.

Closure

  • Teacher summarizes the importance of balance in composition and reflects on technology and its relationship to creating art and the impact it has on identity.

 

Accommodations and/or Modifications:

English Language Learners: will be provided with a digital copy of the reading to be ran through translation software. In addition, these students will be paired with bilingual students to help them in gaining understanding of the material being covered.

Visually Impaired: Students will be given the Reading in enlarged Text, the computer monitors will also be adjusted to provide less strain on these students while editing their projects.

Fine Motor: Students who struggle with fine motor skills will be able to have their portrait taken for them.

 

Multiple Intelligences:       

Interpersonal: addressed through class activity, discussions and interaction during actual assignment.

Intrapersonal: addressed through activity and reflection of self and assignment.

Verbal/Linguistic: addressed in class activity, discussions as well as through worksheet and vocabulary.

Bodily/Kinesthetic: addressed through stability and posture during photo taking.

 

Vocabulary:

  • Balance is the distribution of the visual weight of objects, colors, texture, and space.

  • Symmetrical balance/formal balance, the elements used on one side of the design are similar to those on the other side

  • Asymmetrical balance, the sides are different but still look balanced.

  • Radial balance, the elements are around a central arranged point and may be similar.

 

 

Criteria for Assessment:  

Did Students:

  • Identify the various forms of balance in composition?

  • Use their knowledge of balance in creating their self-portraits?

  • Gain an understanding of the Technology used?

  • Create a portrait which expresses their identity?

 

Method of Assessment:

Teacher will check for student’s understanding during discussions. Teacher will observe students as they participate in the class activity. Teacher will monitor student’s progress as they complete the assignment. Teacher will evaluate the students upon competition of the assignments.

 

California Visual Arts Standards:

Artistic Perception

 

1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.

 

1.3 Analyze their works of art as to personal direction and style.

 

1.6 Describe the use of the elements of art to express mood in one or more of their works of

Art.

 

Reading:             

Understanding Balance in Photography

 

http://www.slrlounge.com/school/understanding-balance-in-photography/

 

 

Worksheet:
BALANCE and PHOTOGRAPHY

We have seen how objects of different sizes can be used to counterbalance each other within a frame. What are some other methods you could use to create balance in an image?

 

___________________________________________________________________________________________________

 

___________________________________________________________________________________________________

 

___________________________________________________________________________________________________

 

 

Define the following terms:

  • Balance:________________________________________________________________________________________

 

  • Asymmetrical Balance:___________________________________________________________________________

 

  • Symmetrical Balance:____________________________________________________________________________

 

  • Radial Balance:_________________________________________________________________________________

 

The following photograph is an example of what type of balance?

 

 

 

 

 

 

 

 

 

 

 

 

___________________________________

 

 

Identify a specific editing effect you used in one of your photos. How did the effect create balance and/or the overall aesthetic of the photo?

 

___________________________________________________________________________________________________

 

___________________________________________________________________________________________________

 

___________________________________________________________________________________________________

 

 

Has this assignment changed your outlook of posting images on social media?

 

___________________________________________________________________________________________________

 

___________________________________________________________________________________________________

 

___________________________________________________________________________________________________

 

Did you learn anything new about how people perceive you or how you perceive yourself during the “Identity Exchange” activity?

 

___________________________________________________________________________________________________

 

_______________________________________________________________________________________________________

 

_______________________________________________________________________________________________

 

What did you enjoy most about the assignment? What did you find most challenging?

 

___________________________________________________________________________________________________

 

___________________________________________________________________________________________________

 

___________________________________________________________________________________________________

 

 

Identity Exchange Class Activity:                                                                                             

Brainstorm. Each person should receive ten index cards. On each card, write a word or a phrase describing something that is important to your identity.

 

Connect. Lay your cards out on a desk or surface. Walk around the room, reading what others wrote on their cards. Anytime you see a word or phrase that you also identity with, add a dot sticker to that person’s card.

 

Reflect. As a group, discuss what you noticed during this exercise. Which cards had the most dot stickers on them? Did anything surprise you?

 

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