Creative Expression- art making

Lesson Title:

Creative Expression- Artmaking

Lesson Goal and Description:

Students will create a cardboard relief portrait based on identity. The portrait entitled “Layered,” will seek to symbolize the layers of who we are and though these “layers” may not always be seen they play an integral part in how we define ourselves. Students will apply their knowledge of line and the technical skills of relief cutting acquired in their art making exercises to complete a well composed portrait. Students will be given the opportunity to choose their portrait subject, self, family or friend, but must be able to account as to how if not self, the particular person has helped in developing their personal identity.

Grade Level:

High School-AP

Time Frame:

3-2 Hour Class Periods.

Focus Artwork:

Louise Bourgeois (1911-2010) Giles Oldershaw

I do, I undo, I redo, 2000, Portrait, Cardboard Relief

Installation

Guy Denning (1965- ). Teacher Example

Portrait, Charcoal on Cardboard

Objectives/Student Learning Outcomes:

Students will be able to:

Work with a variety of media to create a composed composition.
Express an understanding of line.
Efficiently handle and work in relief on a cardboard surface.
Identify and discuss the work of the focus artists.
Convey idea, emotion and theme through their work.

Art Materials and Tools:

Pencil
Eraser
Charcoal
Pastels
Cardboard
X-Acto knife and blades
Scissors (Modification option).
Glue (Modification option).
Krylon Crystal Clear spray sealant
Reference photo

Instructional Resources:

Artists reference images
Smartboard
Teacher example
Rubric

Procedures:

DAY 1

Anticipatory Set

Teacher reviews with student the line and cardboard relief study students had previously completed. Teacher ask students to consider the idea of “layers” and how they can be related to identity and express through art.

Direct Instruction

Teacher discusses how our identity is made up of more then what is shown externally.
Teacher states that the goal of the portrait is to consider a layer below and what or who has influenced us.
Teacher asks students to reflect on the life and work of Louise Bourgeois. To consider how she indirectly addressed the idea of layers in her work by slowly peeling away the traumatic events of her youth and expressing her emotions and herself in each of her pieces.
Teacher directs student’s attention to the smartboard and shows them works by artists Guy Denny and Giles Oldershaw.
Teacher asks students to consider the similarities and differences in each of the artist’s portraits and to consider the layers exposed by the cardboard.
Teacher next asks students to consider the intention of the layers in each of the portraits by Denny and Oldershaw. Discussing with students their thoughts on whether the layers are symbolic to the portraits or only for aesthetic purpose.
Teacher asks students to begin to consider if their portrait will be of themselves or of a person who they feel has influenced their identity.
Teacher shows students an example of a finished portrait and shares that in choosing a person of deep influence, the end result almost appeared to be a self-portrait and is curious to see results of student’s work who choose an influential person.
Teacher reviews the assignment instructions and objectives and answers any questions or concerns they may have. Students are given the remainder of class to gather materials and continue to practice or sketch ideas in preparation for beginning the following class period.

Guided Instruction

Students gather materials and practice relief cutting or sketching. Teacher walks around room and answers any questions or concerns students have.

Independent Practice

Students are to bring a reference photo to the next class period and be prepared to being their portrait assignment.

DAY 2

Guided Practice

Students begin portrait/relief assignment.
Teacher walks the room an answers questions as student begin to sketch out their portrait on the cardboard.
Teacher continues to observe and monitor students’ progress as they continue to develop their portraits.
Teacher monitors safety of students as they begin to make relief cuts.

DAY 3

Guided Practice

Students work to complete their relief portion of the assignment. Teacher continues to walk the room and answer any questions.
Students make any last minute adjustments to assignment. Teacher observes that all students are close to completion.
Students finish assignment and begin to clean up work station.

Closure

Teacher reviews with class the theme of “Layered” and how it relates to identity.
Students have an opportunity to discuss their work and what they liked, disliked and were surprised by with the assignment.
Students discuss issues they encountered with the assignment and how they overcame them.
Teacher collects all portraits from students to be graded according to the rubric.

Accomodations and/or Modifications:

Fine Motor Skills: students who struggle with fine motor skills will be given alternative instructions and will not be required to create a relief. They will be able to peel back a chosen layer from the cardboard and draw the rest of the portrait. For though wishing to add a sculptural element they may add layers of cardboard to the surface to create depth.

Gifted and talented: if students show mastery of relief and portrait composition they may be able to add additional elements to the portrait through the use of color and text.

Multiple Intelligences:

Interpersonal: addressed through classroom discussion and interaction with peers and teacher throughout artmaking process.

Intrapersonal: addressed through self- reflection of identity and those who impact their identity.

Bodily/ kinesthetic: addressed through the hands-on learning of creating their portrait.

Linguistic: addressed through student’s proper use of vocabulary to communicate the elements of art and design used in their portraits.

Logical/Mathematical: addressed in student’s ability to think conceptually and abstractly. Expressed through the choices of shape and patterns created and their relationships to one another within the portrait.

Vocabulary:

Line- an element of art that is used to define shape, contours, and outlines, also to suggest mass and volume.

Outlines- Lines made by the edge of an object or its silhouette.

Contour Lines- Lines that describe the shape of an object and the interior detail.

Gesture Lines- Lines that are energetic and catch the movement and gesture of an active figure.

Sketch Lines- Lines that captures the appearance of an object or impression of a place.

Implied Line- Lines that are not actually drawn but created by a group of objects seen from a distance.

Relief- to give an impression that the sculpted material has been raised above the background plane.

Criteria for Assessment:

Did Students:

Incorporate different types of line in their portraits?
Apply relief techniques within the composition?
Communicate the theme of identity and layers?
Utilize effective time management?
Display craftsmanship in their work?

Method of Assessment:

Students will be evaluated on participation and understanding of vocabulary, techniques and focus artists during class discussions. Teacher will continue to observe and monitor students’ progress and craftsmanship throughout the assignment. Students will finally be evaluated upon competition of the assignment and will be given a grade according the specifications of the rubric.