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Art Education Lesson Plan Format Dr. Kathy Unrath Tiger Artists - Saturday, November 3, 2012 Lyria Bartlett - bartlettld@missouri.edu Megan Schafler - mnsq63@mail.missouri.edu Gabryel (Gabe) McBaine - gdm5h3@mail.missouri.edu Shanna Smith - smsr25@mail.missouri.edu Kristin Griffin - kmgrq6@mail.missouri.edu TITLE OF LESSON- The Story of an Object GRADE LEVEL (S)- 8-13 years old

NATIONAL VISUAL ARTS STANDARDS1. Content Standard: Understanding and applying media, techniques, and processes 2. Content Standard: Using knowledge of *structures and functions 3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas 4. Content Standard: Understanding the visual arts in relation to history and cultures 5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others 6. Content Standard: Making connections between visual arts and other disciplines (i.e. literature, film)

SHOWME VISUAL ARTS STANDARDS1. process and techniques for the production, exhibition or performance of one or more of the visual or performed arts 2. the principles and elements of different art forms 3. the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts 4. interrelationships of visual and performing arts and the relationships of the arts to other disciplines 5. visual and performing arts in historical and cultural contexts

GRADE LEVEL EXPECTATIONS (GLEs)Strand I: Product/Performance Grade 1: Create original artwork that communicates ideas about the following themes: People (e.g., self, family, friends), Animals (e.g., pets, farm, zoo, wild), Things (e.g., toys, tools, food) Grade 5: Create original artwork that communicates ideas about the following themes: United States, Patriotism, World Time (e.g., past, present, future) Grade 6: Create original artwork that communicates ideas about the following themes: Functions of Art in Culture (e.g., celebrate rites of passage, teach history and/or religion, decorate useful objects), Personal Identity Strand II: Elements and Principles (EP) Grade 3: Differentiate between shapes and forms


Grade 4: Identify and use organic (freeform) shapes Grade 5: Identify and use symbolic shapes Grade 6: Identify and use complex shapes such as people, animals, vehicles Strand III: Artistic Perceptions (AP) Grade 1: Discuss a response (feeling or idea) to an artwork based upon the student’s life experience Grade 2: Explain different responses you have to different artworks Grade 3: Compare different responses students may have to the same artwork Grade 5: Discuss and develop answers to questions about art, such as: Who decides what makes an artwork special, valuable or good? Strand IV: Interdisciplinary Connections (IC) Grade K: Explain how stories can be told in pictures and/or words Grade 7: Explain the relationship between illustration and written text. Strand V: Historical and Cultural Contexts Grade 6/7: Compare and contrast two artworks on: Time, Place, Subject matter, Theme, Characteristics, Cultural context RATIONALE and GOALS FOR THIS LESSONThe understanding of objects, their function and their history enables students to continuously evaluate their surroundings in an empathetic manner. The ability to simplify and/or clarify the story of an object through visual expression aids in the student’s understanding of abstraction, hierarchy, and value. ENDURING BIG IDEA: Students will explore the Big Idea of Story through the examination of something of value to the museum, to themselves and to others. They will convey their personal stories through abstraction and simplification. Deep meaning will develop through shapes and symbols. ESSENTIAL QUESTIONSWhat is the story of this object? Theory [viewing art]: How do people give meaning to objects? Why do some artists simplify forms? Does simplicity help you understand something more clearly? Or in a different way? Can the same object have different meanings for different people? What makes something important to you? What do people use this object for? Application [making art]: Where was this object before you met? What is your favorite memory of this object?


How could you represent this object? In it's purest, most simplified form? What shape could represent your object? What color would you represent this object with? Why? KNOWLEDGE BASE AND KEY CONCEPTSStudents will examine and explore the telling of a story through visual representation. They will begin to recognize that many stories can be tied to one object. This understanding can lead to deeper meanings and associations within cultures and society. Connections between objects and emotions will become evident. OBJECTIVESThe student will observe two objects in the Museum of Art History & Archaeology. They will first observe silently with deep contemplation and personal analysis of the object’s story from their perspective. They will then share their understanding/experience with their peers. Lastly, an instructor will share the Museum’s understanding of the object. [Strand III: Artistic Perceptions (AP)] [Strand V: Historical and Cultural Context] [NAEA 6] The student will bring an object of significance for them to class that day. They will first tell their object’s story from personal experience. They will then use abstraction and critical thinking to create a simplified composition that portrays a key moment of their narrative. The composition will use symbolism, shapes and icons to convey an idea. [Strand I: Product/Performance] [Strand II: Elements and Principles (EP)] [Strand IV: Interdisciplinary Connections (IC)] [NAEA 1, 3] The student will present their work to the class in an exhibition-style display. The student will then review their peers work with constructive criticism/praise. [NAEA 5] The student will learn how they can interpret art and they will also learn about simplification and abstraction in art to convey specific emotions/meanings. VOCABULARY- (Make sure to bring in TT2 use of icon) Abstract art uses a visual language of form, color & line to create a composition, which may exist with a degree of independence from visual references in the world. Significance Abstraction Minimalism Simplification Purpose Symbolism


LESSON VIGNETTETime: 9:30-9:40am Arriving Immersion TT3 members will display their objects in the classroom. *TT3 members will each bring a few objects for students in case they forget. Students will find their nametags & journals. At their designated seat. Seats will be decided based on the groups for the museum tour. Kristin Grace – 7.9, Elsa – 8, Meghan – 8, Faith – 8 Megan Keaton – 8, Addison – 9, Nora – 10 Shanna Julia – 10, Sophie – 10, Evelyn – 10, Axel – 10 Gabe Korben – 11, Lauren – 12, Mikaela – 13 As students arrive, they will immediately begin to consider STORY. On the first page of their journals, they will write words that describe their object. As many as they can think of. Questions to consider are written on the board 9:35-9:45am Gabe will tell Stories about Objects with Dirty Wow Wow. 9:45-9:50am Kristin will tell the ‘Toy Story’ & show a clip 9:50-9:55am Lyria will show Little Mermaid clip & discuss how Objects can have multiple stories. TT3 members will review essential ‘theory’ questions on the board. Time: 9:55-10 am Trip to Museum of Art & Archaeology **walking activity – What common objects can you think of that could have multiple stories?? Time: 10-10:10am Object 1 4 minute observation/journal entry 2-3 minute sharing 3-4 minute instructor-led discussion Switch/Rotate Time: 10:10-10:20 am Object 2 4 minute observation/journal entry 2-3 minute sharing 3-4 minute instructor-led discussion Bathroom Break @ the Museum, impromptu discussion of MU logos, symbols & Abstraction


Time: 10:20-10:25am Return to Classroom TT3 members will highlight columns on the walk back alluding to the posters we will show in class. TT3 members will be sure to include the columns as ‘icons’ of our campus. **talk about basic shapes/geometric features found in the columns, symbols of MU. (Truman the tiger, football helmet, columns, stripes, etc) Time: 10:25-10:45am Prezi, Exemplars, Project instructions & Demos 10:25-10:28am Truman & Columns Poster – bring in discussion from return walk 10:28-10:33am Shanna – Artist Presentation 10:34-10:39am Megan – Artist Presentation 10:40-10:45am – Posters, Exemplars & Definitions Significance Simplification Abstraction Purpose Minimalism Symbolism Time: 10:46-11:40 Art Making Time: 11:40-11:45am Clean Up & Pin-Up Time: 11:46-12noon Discussion Time: 12-12:15pm Dismissal & Final Clean Up

ASSESSMENT/RUBRICExcellent (4)

Good (3)

Fair (2)

Poor( 1)


Formal Aspects

The student is able to simplify through abstraction their object with visual icons to bring across all of their own thoughts or ideas of the significance of the object based on a personal story.

The student is able to simplify through abstraction their objects with shapes to bring across two of their own ideas.

The student is able to simplify through abstraction their objects with shapes to bring across a thought to suggest the story of the object.

The student did not simplify the object through abstraction with shapes to show the story of the object

Craft and Techniques

The student showed great skill in both craftsmanship and technique in the creation of their representation of the object.

The student showed good skill in both craftsmanship and technique in the creation of their representation of the object.

The students showed skill in either craftsmanship or technique in the creation of their representation of the object.

The student did not show skill in either craftsmanship or technique in the creation of their representation of the object.

Concept/Content

The student had a deep understanding of what a story of an object is.

The student had a good understanding of what a story of an object is.

The student had an okay understanding of what a story of an object is.

The student did not understand how an object can tell a story.

Originality

The student was able to create an original design that is distinctly their own that goes above and beyond expectations.

The student was able to create an original design that is distinctly their own.

The student was The student did not able to create make work that was an original original. design.

Points:


STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL NEEDSDuring the museum visit, TT3 will have 4 instructors at 4 different objects. The students will be assigned their 2 objects based on age & ability to maximize their museum experience. Our presentation times are limited to 20 minutes maximum to optimize attention span. For those that finish early, we will have them plan the display and begin to assist with pin-ups as others finish their work. If someone is extremely fast, we could have them do a third journal reflection on another object. MATERIALS, TEACHING RESOURCES/REFERENCESHigh Quality Cardstock in varied hues [multi-colored craft paper] Glue Sticks, Scissors, Xacto Knives, Cutting Mats Scratch Paper, plain bond or newsprint Pencils, Rulers, Compasses Prezi Exemplars Mini-Journals w/ standard paper & staples ** Request for parents to ensure students bring objects to class sent out with TT2**

TT3 LESSON PLAN 3.0  
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