tag:blogger.com,1999:blog-60304921637346742202024-03-18T07:25:12.327-07:00Kids Art MarketMollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.comBlogger196125tag:blogger.com,1999:blog-6030492163734674220.post-2533949015920507882019-02-11T07:19:00.001-08:002019-02-11T07:19:58.539-08:00Modular Unit Repetition<div class="p1">
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<span class="s1">Modular Unit Repetition</span></div>
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<span class="s1">Objective: Use toothpicks to create a modular sculpture. Create a series of modular units and combine 20 together to make a free-standing, 3-dimensional form.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Key Vocabulary:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><b>Modular</b>: employing or involving a module or modules as the basis of design or construction.</span></div>
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<span class="s1"><b>Modular Sculpture: </b>created by joining together standardized units (<b>modules</b>) to form larger, more complex compositions. In some works the units can be subsequently moved, removed and added to – that is, modulated – to create a new work of <b>art</b>, different from the original or ensuing configurations.</span></div>
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<span class="s1"><b>Repetition</b>: The Art principle of repetition simply means the reusing of the same or similar elements throughout your design. Repetition of certain art elements in design will bring a clear sense of <b>unity</b>, consistency, and cohesiveness.</span></div>
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<span class="s1"><b>Unity</b>: refers to a set of compositional strategies used by an artist to make the parts of the artwork work together as a whole through visual relatedness. Unity always expresses a shared commonality within a painting or sculpture or textile. </span></div>
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<span class="s1"><b>Non-objective</b> art is not meant to look like anything (so don’t turn your toothpicks into a flower or cat!) but it also shouldn’t look like a random hot mess, either! •</span></div>
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<span class="s1"><b>ARTIST:</b> Bean Finneran (1947- <span class="Apple-converted-space"> </span>)<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">American artist who was born in Cleveland, OH<br />Their work has featured in numerous exhibitions at key galleries and museums, including the Crocker Any Museum.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Attended Goucher College, Baltimore, MD</span><span class="s2">, </span><span class="s1">University of Michigan, Ann Arbor, MI</span><span class="s2">, </span><span class="s1">Museum School, Boston Museum of Fine Arts, MA</span><span class="s2">, </span><span class="s1">Massachusetts College of Art, Boston, MA</span></div>
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<span class="s1">The constructions are abstract rings, lines, cones, circles but often evoke real things: sea anemones, coral reefs, haystacks or wind-blown grasses. </span></div>
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<span class="s1">“I work with a simple elemental form, a curve made from the most basic natural material, clay. I make and build with hundreds or thousands of these forms. The clay curve connects me to time, the earth, the elements, and human culture.” —Bean Finneran</span></div>
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<span class="s1">The sculptures cannot be moved without taking them apart and reconstructing them.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">sculptures are built curve-by-curve and disassembled one by one.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">This process of continual and possible change and transformation connects me to the natural world along with the ordered chaos that comes from organizing thousands upon thousands of individual elements into a form. </span></div>
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<span class="s1"><b>CA Art Standards:<span class="Apple-converted-space"> </span></b></span></div>
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<span class="s1">1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.</span></div>
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<span class="s1">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></div>
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<span class="s1">3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.</span></div>
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<span class="s1">4.4 Articulate the process and rationale for refining and reworking one of their own works of art.</span></div>
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<span class="s1">5.0 Develop competencies and creative skills in problem-solving, communication, and management of time and resources that contribute to lifelong learning and career skills.</span></div>
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<span class="s1"><b>Project Requirements:</b><span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Sketchbook: Complete observational sketches in your sketchbook. Revisit the work of by artist Sol Lewitt and research the artist Bean Finneran.</span></div>
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<span class="s1">Final Project: You will construct 20 of the same modular unit BEFORE combining all 20 into one sculpture. View the modules from several angles as you build. Consider the space created in between the toothpicks. How do light and shadow affect your module?</span></div>
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<span class="s1">Students will need a 100 (or more) toothpicks (flat or round) in plain wood. Wood glue ONLY. Hot glue is not allowed as it leaves blobs. <span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Sculpture must be at least 4”x4”x4” and be free-standing.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Can be attached to a base (such as wood, cardboard, or foam core)<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Can be painted one color<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Units should be glued on hard movable surface (book, sketchbook) covered with wax paper.<span class="Apple-converted-space"> </span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com18tag:blogger.com,1999:blog-6030492163734674220.post-44998036611490966192018-02-19T07:15:00.000-08:002018-02-19T07:15:17.804-08:00Pop Art Wood <div class="separator" style="clear: both; text-align: center;">
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<span class="s1">Lesson Objective: Students will learn about the Pop Art Movement. Students will create a Pop Art Food Sculpture in the style of the Pop Art Movement and Texture<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Project Requirements:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Sketchbook: Create a full-color drawing of final food sculpture<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Include: <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Details</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Texture</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pop Art Elements<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Final Project:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Construction includes fully realized food structure</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Student uses the additive construction method<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Details include accurate food texture and detail</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Pop art sculpture is complete from all sides and is in keeping with pop art style</span></div>
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<span class="s1">Assessment:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Informal: Small group written critique</span></div>
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<span class="s1">Formal: Artist Statement</span></div>
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<span class="s1">Formal: Grading final sculpture</span></div>
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<span class="s1"><b>Modifications:</b><span class="Apple-converted-space"> </span></span></div>
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<span class="s1">English Language Learner: Handout for project, project samples, Powerpoint with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></div>
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<span class="s1">Special Needs: Handout for project, project samples, Powerpoint with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Accelerated Learner: Expand on skills learned to create a unique project.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></div>
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<span class="s1"><b>Scaffolding adaptations:</b><span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Students will revisit contrast, Color, Repetition, and Pattern from the earlier learning. We will use similar visuals to refresh earlier learning.<span class="Apple-converted-space"> </span>Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Art Link:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Compare Pop art and Op art</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>What is pop short for</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>What artist do you associate with Pop art?<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>If you had to create a Pop art project what would you create?<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">INTRODUCTION to the lesson (Anticipatory Set):<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Show Wayne Thiebaud’s ice cream</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Analyze</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Describe</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Interpret</span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">Key Vocabulary:</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pop Art<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Texture</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Physical Texture<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Visual texture<span class="Apple-tab-span"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span></span></div>
<div class="p1">
<span class="s1">CA STANDARDS:<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1">1.1 Analyze and discuss complex ideas, such as color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.</span></div>
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<span class="s1">1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.</span></div>
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<span class="s1">1.6 Describe the use of the elements of art to express mood in one or more of their works of art.</span></div>
<div class="p1">
<span class="s1">1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.</span></div>
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<span class="s1">2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.</span></div>
<div class="p1">
<span class="s1">2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, expressive content, and real versus virtual.</span></div>
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<span class="s1">3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.</span></div>
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<span class="s1">4.4 Articulate the process and rationale for refining and reworking one of their own works of art.</span></div>
<div class="p1">
<span class="s1">5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.</span></div>
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<span class="s1">5.3 Prepare portfolios of their original works of art for a variety of purposes<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">INSTRUCTION:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Students will receive details about Pop Art</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pop Artists</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Texture in art</span></div>
<div class="p1">
<span class="s1">MATERIALS:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Craft Sticks</span></div>
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<span class="s1">Coffee stirrers</span></div>
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<span class="s1">Wooden blocks</span></div>
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<span class="s1">Small Wood pieces</span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">DIRECT INSTRUCTION:</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 1: PowerPoint Presentation Pop Art</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Opening:</b> Art Link:</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>What is pop short for?</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>When you hear the words Pop Art what artist comes to mind?<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>If you were asked to create a Pop Art project, what would you<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Create?<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Pre-assessment: </b>Sketchbook: Wayne Thiebaud’s Ice Cream Cones</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>How does this art effect you?<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review: Describe, analyze, interpret</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Teacher Models:<span class="Apple-converted-space"> </span></b></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pop Art and art History</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors throughout discussion</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Check for Understanding:<span class="Apple-converted-space"> </span></b></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion to be sure notes are being taken<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Presentation assessment</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Art Activity: </b>Critique Roy Lichtenstein’s Flag<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Think-Pair-Share Table Groups</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Describe, Analyze, Interpret</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Discussion:</b> Pop Art</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>History</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pop Art defined</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pop Art Characteristics</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>TEXTURE:<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Texture:<span class="Apple-converted-space"> </span></b></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span>Discussion: Texture and Color</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>What is Texture?<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Physical Texture</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Visual Texture</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span>Teacher Models:<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Texture</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors throughout discussion</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><b>Check for Understanding:<span class="Apple-converted-space"> </span></b></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion to be sure notes are being taken<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Presentation assessment</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><b>ART HISTORY</b>: Indirect Instruction</span></div>
<div class="p1">
<span class="s1">Each table will receive research paper on one of nine artists</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span>Students will read, collect data and present one artist to the class as a</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Group</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span>The presentation will be of a group artwork inspired by their artist.<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Artwork must be of the subject matter most identified with the artist</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Artwork must include characteristics of the artist</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span>Students will aid in instruction by researching one of nine artists and sharing the information<span class="Apple-tab-span"></span><span class="Apple-tab-span"></span> with the class.<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span>Students will take notes in their sketchbook about each of the nine artists</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Wayne Theibaud</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Jasper johns</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Andy Warhol</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Jim Dine</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Roy Lichtenstein</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Tom Wesselman</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Claes Oldenburg</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>David Hockney</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Robert Indiana</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Day 3: Art Link: <b>ART HISTORY</b>: Wayne Thiebaud</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>VIDEO</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Critique works of dessert</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Color<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Texture</span></div>
<div class="p1">
<span class="s1">ART HISTORY: Barbara Spring </span></div>
<div class="p1">
<span class="s1">Barbara Spring (1916- 2011) 94 years old</span></div>
<div class="p1">
<span class="s1">An exceptional wood sculptor, </span></div>
<div class="p1">
<span class="s1">Barbara Spring's career began in 1935 in her native England </span></div>
<div class="p1">
<span class="s1">She studied at the Gravesend School of Art in Kent and the Central School of Art in London. </span></div>
<div class="p1">
<span class="s1">Her exhibits in this country span from 1962 to present.</span></div>
<div class="p1">
<span class="s1">Actively worked at the studio she built in 1972 next to her home in Big Sur. </span></div>
<div class="p1">
<span class="s1">"Barbara is Magic.” "She can give an ordinary face so much emotion," says Greg Hawthorne of the Hawthorne Gallery, where much of her work is exhibited. </span></div>
<div class="p1">
<span class="s1">She pokes fun at the human frailties of her characters, their pettiness, self-importance, and self-doubt</span></div>
<div class="p1">
<span class="s1">Spring's gentle sense of humor makes them sympathetically engaging. </span></div>
<div class="p1">
<span class="s1">Her keen observation of human nature and genius for creating the subtlest nuances are further enhanced by punning titles like "Major Faupar" and "Upton O'Goode".</span></div>
<div class="p2">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><b>Sketchbook Activity:<span class="Apple-converted-space"> </span></b></span></div>
<div class="p1">
<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Begin to sketch your final wood project</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><b>Sketchbook Activity:<span class="Apple-converted-space"> </span></b></span></div>
<div class="p1">
<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Continue to sketch your final wood project add texture and color</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><b>Check for Understanding:<span class="Apple-converted-space"> </span></b></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion to be sure notes are being taken<span class="Apple-converted-space"> </span></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Presentation assessment</span></div>
<div class="p2">
<span class="s1"><span class="Apple-tab-span"> </span><b><span class="Apple-tab-span"> </span></b></span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span>Students will use texture (wood chips, saw dust) to achieve an emotion or mood</span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com6tag:blogger.com,1999:blog-6030492163734674220.post-82720292172682207752018-02-19T06:38:00.000-08:002018-02-19T06:38:01.765-08:00Environmental Installation Slab <div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><b>Objective:</b> Students explore outdoors to create an original environmental installation that demonstrates this acquired knowledge</span></div>
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<span class="s1">Students define, identify and discuss the significance of these art terms in relation to their own artwork, their peer’s artwork as well as current and historical artist’s work</span></div>
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<span class="s1">Historical and cultural exemplars: Andy Goldsworthy, Christo and Jeanne-Claude</span></div>
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<span class="s1">Final Project is inspired by environmental photo and created through slab building with clay.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Project Requirements:<span class="Apple-converted-space"> </span></span></div>
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<li class="li1"><span class="s2"></span><span class="s1">Student will explore and create an environmental installation while on nature walk</span></li>
<li class="li1"><span class="s2"></span><span class="s1">Student will preserve the installation through photography and video</span></li>
<li class="li1"><span class="s2"></span><span class="s1">Student will use the installation to inspire a final project as a slab vase.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">Student will design and create a hand built slab base in a style of their choosing while sticking with demo instructions.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">The vase will be a min of 6” and a max of 10”</span></li>
<li class="li1"><span class="s2"></span><span class="s1">Vase should include relief, indentation, subtraction and pattern,<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">Student will complete the vase using only one, neutral glaze color</span></li>
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<span class="s1">CA Art Standards:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.</span></div>
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<span class="s1">1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.</span></div>
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<span class="s1">2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).</span></div>
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<span class="s1">3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.</span></div>
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<span class="s1">4.4 Articulate the process and rationale for refining and reworking one of their own works of art.</span></div>
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<span class="s1">5.3 Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition.</span></div>
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<span class="s1">DISCUSSION:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><b>ARTIST: Christo Javacheff (June 13, 1935- <span class="Apple-converted-space"> </span>)</b></span></div>
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<span class="s3"><a href="https://www.britannica.com/biography/Christo">Christo</a></span><span class="s1"> attended the Fine Arts Academy, Bulgaria,<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">When the <a href="https://www.britannica.com/event/Hungarian-Revolution-1956"><span class="s3">Hungarian Revolution</span></a> of 1956 broke out, he fled to <a href="https://www.britannica.com/place/Vienna"><span class="s3">Vienna</span></a>.</span></div>
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<span class="s1">He studied for a semester, moved to <a href="https://www.britannica.com/place/Paris"><span class="s3">Paris</span></a> and began exhibiting his works with the <i>nouveaux réalistes</i>.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Christo’s earliest sculptures were composed of cans and bottles—some as found and some<span class="Apple-converted-space"> </span>painted or wrapped in paper, plastic, or fabric.</span></div>
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<span class="s1"><b>Vocabulary: N<i>ouveaux Réalistes:</i></b><i> </i>Founded in 1960 by the critic Pierre Restany, artists associated with </span><span class="s4"><b>nouveau</b></span><span class="s1"> réalism (which translates as ‘new realism’) made extensive use of collage and assemblage as well as painting</span></div>
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<span class="s1">While working there as a portrait artist, Christo met <a href="https://www.britannica.com/biography/Jeanne-Claude"><span class="s3">Jeanne-Claude</span></a> de Guillebon, whom he married in 1959. </span></div>
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<span class="s1"><b>ARTIST: Jeanne-Claude de Guilleb</b></span><b>J</b><b style="-webkit-text-stroke-width: initial;">on</b><span style="-webkit-text-stroke-width: initial;"> (June 13, 1935- 2009)</span></div>
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<span class="s1">environmental sculptors, noted for their controversial outdoor sculptures that often involved monumental displays of fabrics and plastics.</span></div>
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<span class="s3"><a href="https://www.britannica.com/biography/Jeanne-Claude">Jeanne-Claude</a></span><span class="s1"> was once described as her husband’s publicist and business manager.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">She later received equal billing with him in all creative and administrative aspects of their work. In 1964 the pair relocated to <a href="https://www.britannica.com/place/New-York-City"><span class="s3">New York City</span></a>, where their art was seen as a form of Arte Povera.</span></div>
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<span class="s1"><b>Vocabulary: </b></span><span class="s4"><b>Arte povera: </b></span><span class="s1"> means literally ‘poor art’ but the word poor here refers to the movement’s signature exploration of a wide range of materials beyond the traditional ones of oil paint on canvas, bronze, or carved marble</span></div>
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<span class="s1">Christo and Jeanne-Claude’s first collaborative works included <i>Dockside Packages</i></span></div>
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<span class="s1">In 1968 they also completed a suspended 18,375-foot (5,600-metre) “air package” over <a href="https://www.britannica.com/place/Minneapolis"><span class="s3">Minneapolis</span></a>, Minnesota,<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Their monumental later projects included <i>Valley Curtain</i> (1972; Rifle Gap, Colorado), </span></div>
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<span class="s1"><i>Running Fence</i> (1976; Marin and Sonoma counties, California),<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">In 1985 in Paris, they wrapped the <a href="https://www.britannica.com/topic/Pont-Neuf"><span class="s3">Pont Neuf</span></a> (bridge) in beige<span class="Apple-converted-space"> </span>cloth.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">In 1995 the couple received the Japan Art Association’s <a href="https://www.britannica.com/topic/Praemium-Imperiale"><span class="s3">Praemium Imperiale</span></a> prize for sculptures<br />
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<span class="s5"><b>ARTIST:</b></span><span class="s1"><b>Christo and Jeanne-Claude</b><i>The Gates, Central Park, New York City, 1979–2005</i> was unveiled in 2005. Stretching across 23 miles (37 km) of walkway in <a href="https://www.britannica.com/place/Central-Park-New-York-City"><span class="s3">Central Park</span></a>, the work featured 7,503 steel<span class="Apple-converted-space"> </span>gates that were 16 feet (5 metres) high and decorated with saffron-coloured cloth panels. <i>The Gates</i> was on display for 16 days and attracted more than four million visitors.</span></div>
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<span class="s1">Christo and Jeanne-Claude’s huge, usually outdoor sculptures are temporary and involve hundreds of assistants in their construction.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Seen as they are by all manner of passersby, including those who would not necessarily visit museums</span></div>
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<span class="s1">These works force observers to confront questions regarding the nature of art.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">As the scope of the projects widened, increased time was needed for planning and construction phases, the securing of permits, and environmental-impact research.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">For each project, they formed a corporation, which secured financing and sold the primary models and sketches.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Most installations were documented in print and on film, and the materials that created them were sold or given away after the projects were dismantled.</span></div>
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<span class="s1"><b>ARTIST: Andy Goldsworthy (1956- <span class="Apple-converted-space"> </span>)</b></span></div>
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<span class="s1">Born in Cheshire, England</span></div>
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<span class="s1">Currently resides in Scotland.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">He studied at Bradford School of Art and Preston Polytechnic and has been making art in the environment, both rural and urban, since the<span class="Apple-converted-space"> </span>mid-1970s.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Over the past 25 years, Goldsworthy has gained a significant reputation for both his ephemeral works and his permanent installations that draw out the endemic character of a place.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">The artist works with natural materials, such as leaves, sand, ice, and stone that often originate from the local site.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Goldsworthy has produced more than 70 exhibitions and projects all over the world</span></div>
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<span class="s1">In addition, he has made temporary museum installations at the J. Paul Getty Museum, The Metropolitan Museum, and The Tate.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Goldsworthy's other large-scale installations in the United States include Garden of<span class="Apple-converted-space"> </span>Stones (2003, Museum of Jewish Heritage, New York); </span></div>
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<span class="s1">All of these large-scale commissioned works have their origins in ephemeral works.</span></div>
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<span class="s1"><b>Vocabulary: </b>ephemeral: lasting for a very short time.</span></div>
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<span class="s1">Andy Goldsworthy's Garden of Stones at the Museum of Jewish Heritage in NYC has trees growing from boulders creating an ongoing process of growth </span></div>
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<span class="s6"><b>PROCEDURES:<span class="Apple-converted-space"> </span></b></span></div>
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<span class="s1">Students receive and hour of class time outside to create an environmental installation.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Students document that installation in photograph</span></div>
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<span class="s1">Students use their photograph to inspire their slab sculpture<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">SLAB STEPS:<span class="Apple-converted-space"> </span></span></div>
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<li class="li1"><span class="s7"></span><span class="s1">Slab-built ceramics: the artist assembles an artwork by hand using flat slabs of clay.</span></li>
<li class="li1"><span class="s7"></span><span class="s1">Artists form slabs by forcing a lumps of clay through a roller mechanism, flattening the clay to a consistent thickness.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s7"></span><span class="s1">Roll slabs of clay using 1/4” slab sticks (Guides)</span></li>
<li class="li1"><span class="s7"></span><span class="s1">Slabs can be used to build sculpture or functional vessels, and often gives the artist more freedom to alter a form from the beginning of the process.</span></li>
<li class="li1"><span class="s7"></span><span class="s1">Start with wedging and throwing clay on a flat surface (covered with canvas).</span></li>
<li class="li1"><span class="s7"></span><span class="s1">**<b>Wedging:</b> throwing or kneading clay to remove air bubbles</span></li>
<li class="li1"><span class="s7"></span><span class="s1">Spread the clay out by patting it with your whole hand.</span></li>
<li class="li1"><span class="s7"></span><span class="s1">Flip the clay over carefully.</span></li>
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<span class="s1">Place wooden slab sticks (guides) on both sides of the clay to help you achieve an even thickness</span></div>
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<span class="s1">Trace from sketchbook planning and cut with a needle tool.</span></div>
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<span class="s1">Sketchbook plan should be to scale.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Once slab is complete: Students will use additive, subtractive and relief methods to create the look of their environmental sculpture in their final sale vase.<span class="Apple-converted-space"> </span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com7tag:blogger.com,1999:blog-6030492163734674220.post-47479275829955326612018-01-04T10:40:00.001-08:002018-01-04T10:40:20.246-08:00Layered Illusion Sculpture <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieR-kPfOw-e6nVhvhKMfMTqcxv8w_FX2vzzLtNwfOQIDwdTYzfA2tq0eimh19UNZCcHyrobDSO0Nk2XJnOFHye_abBJs0f_sX8zASqVUFaMQNCNHmvOoxMWM9a0ULteqm3UGqdCqgYjq0/s1600/2018-01-04_0822.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="403" data-original-width="594" height="434" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieR-kPfOw-e6nVhvhKMfMTqcxv8w_FX2vzzLtNwfOQIDwdTYzfA2tq0eimh19UNZCcHyrobDSO0Nk2XJnOFHye_abBJs0f_sX8zASqVUFaMQNCNHmvOoxMWM9a0ULteqm3UGqdCqgYjq0/s640/2018-01-04_0822.png" width="640" /></a></div>
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<span class="s1"><b>LESSON OBJECTIVE</b>: Students will learn how the Op Art Movement effects<span class="Apple-converted-space"></span> the works of art and the viewer.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Plan and create a wire sculpture from layered transparency with a social/political/emotional meaning.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><b>CA Art Standards</b></span></div>
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<span class="s1">1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.</span></div>
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<span class="s1">1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.</span></div>
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<span class="s1">2.5 Create an expressive composition, focusing on dominance and subordination.</span></div>
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<span class="s1">2.6 Create a two or three-dimensional work of art that addresses a social issue.</span></div>
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<span class="s1">3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.</span></div>
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<span class="s1">4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.</span></div>
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<span class="s1">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></div>
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<span class="s1">5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.</span></div>
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<span class="s1">Key Vocabulary:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Op Art<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Kinetic<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Optical Illusion<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Chromatic <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Achromatic<span class="Apple-tab-span"> </span>Complementary </span><span style="-webkit-text-stroke-width: initial;">Neutral</span><span class="Apple-tab-span" style="-webkit-text-stroke-width: initial;"> </span><span class="Apple-tab-span" style="-webkit-text-stroke-width: initial;"> </span><span class="Apple-tab-span" style="-webkit-text-stroke-width: initial;"> </span> <span style="-webkit-text-stroke-width: initial;">Contrast</span><span class="Apple-tab-span" style="-webkit-text-stroke-width: initial;"> </span><span class="Apple-tab-span" style="-webkit-text-stroke-width: initial;"> </span><span class="Apple-tab-span" style="-webkit-text-stroke-width: initial;"> </span> <span style="-webkit-text-stroke-width: initial;">Value</span><span class="Apple-tab-span" style="-webkit-text-stroke-width: initial;"> </span><span class="Apple-tab-span" style="-webkit-text-stroke-width: initial;"> </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Emphasis<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Subordination<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Free Standing</span></div>
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<span class="s1"><b>MATERIALS:<span class="Apple-converted-space"> </span></b></span></div>
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<span class="s1">Wire</span></div>
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<span class="s1">Transparencies</span></div>
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<span class="s1">Sharpie Markers<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><b>Modifications:</b><span class="Apple-converted-space"> </span></span></div>
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<span class="s1">English Language Learner: Handout for project, project samples, Powerpoint with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></div>
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<span class="s1">Special Needs: Handout for project, project samples, Powerpoint with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Accelerated Learner: Expand on skills learned to create a unique project.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></div>
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<span class="s1"><b>Scaffolding adaptations:</b><span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Students will revisit<span class="Apple-converted-space"> </span>Color, Repetition, and Pattern from the earlier learning. We will use similar visuals to refresh earlier learning.<span class="Apple-converted-space"> </span>Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><b>DIRECT INSTRUCTION:</b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Day 1: Power Point Presentation Op Art</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Opening: Art Link: Gerhard Richter<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pre-assessment: Sketchbook:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>How does this art effect you?<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review: Describe, analyze, interpret, Evaluate<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-converted-space"> </span><b>ART HISTORY</b></span><span class="s2"><b>: </b>Gerhard Richter</span></div>
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<span class="s1"><b><i>Version VII</i></b>—of Richter’s kaleidoscopic work, <b><i>4900 Colors</i></b> (2007) in this new venue of Beijing. Composed of 196 panels, each consisting of 25 colored squares that can be arranged in 11 core configurations, this work pursues the artist’s early investigation of color field paintings which he began creating in 1966 by replicating, in large-scale, industrial color charts produced by paint manufacturers. It epitomizes Richter’s practice, and his constant quest to ultimately “desubjectivise” painting. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Discussion: Op Art</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>History</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Impact on culture</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Objective of Op Art</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Requirements to be considered Op art</span></div>
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<li class="li3"><span class="s3"></span><span class="s2">Short for Optical Illusion Art<span class="Apple-converted-space"> </span></span></li>
<li class="li3"><span class="s3"></span><span class="s2">1964 Time Magazine article gives the art form its name Optical Art (Op Art)</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Op Art:<span class="Apple-converted-space"> </span>appears to be moving due to the precise, mathematical composition</span></li>
<li class="li3"><span class="s3"></span><span class="s2">1965 exhibition Op Art</span></li>
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<li class="li3"><span class="s3"></span><span class="s2">Entitled, The Responsive Eye</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Artists: Victor Vasarely, Bridget Riley and Frank Stella</span></li>
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<li class="li3"><span class="s3"></span><span class="s2">1965 art exhibition starts a huge fashion and advertising trend</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Op Art exists to fool the eye</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Creates a visual tension between the eye and mind of the viewer</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Geometric<span class="Apple-converted-space"> </span></span></li>
<li class="li3"><span class="s3"></span><span class="s2">Non-representational</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Art elements are chosen to achieve maximum effect</span></li>
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<li class="li3"><span class="s3"></span><span class="s2">Line</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Shape</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Color</span></li>
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<li class="li3"><span class="s3"></span><span class="s2">Critical Techniques</span></li>
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<li class="li3"><span class="s3"></span><span class="s2">Perspective</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Juxtaposition of color</span></li>
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<li class="li3"><span class="s3"></span><span class="s2">Chromatic (hues)</span></li>
<li class="li3"><span class="s3"></span><span class="s2">Achromatic (black, white, gray)</span></li>
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<li class="li3"><span class="s3"></span><span class="s1">More then any other art movement, positive and negative space are of <b>equal</b> importance</span></li>
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<span class="s1">In visual art, the term kinetic art refers to works that incorporate real or apparent movement.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Op art paintings & drawings 'motion' is merely an optical illusion.</span></div>
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<span class="s1"><b>ART HISTORY: Jesus Rafael Soto<br />
</b>1923-2005</span></div>
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<span class="s1">Born Venezuela</span></div>
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<span class="s1">Kinetic Sculpture and painter</span></div>
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<span class="s1">founder kinetic art</span></div>
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<span class="s1">1950-1955 experiments with geometric forms</span></div>
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<span class="s1">Turns Op art from 2D to 3D with large plexiglass sculptures</span></div>
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<span class="s1">Influenced by Braque</span></div>
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<span class="s1">1950 he moves to Paris. There he associated with Yaacov Agam, Jean Tinguely, and Victor Vasarely, as well as artists connected to Galerie Denise René and the Nouveau Réalistes (New Realists).<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Soto started out as an illusionistic painter, in 1955 he participated in Le mouvement (The<span class="Apple-converted-space"> </span>Movement) the exhibition that effectively launched Kinetic art. </span></div>
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<li class="li3"><span class="s1">Kinetic Art: is art from any medium that contains movement perceivable by the viewer or depends on motion for its effect.</span></li>
<li class="li3"><span class="s3"></span><span class="s1">Emphasis: principle of art<span class="Apple-converted-space"> </span></span></li>
<li class="li3"><span class="s3"></span><span class="s1">One element of an artwork is given dominance by the Artist.<span class="Apple-converted-space"> </span></span></li>
<li class="li3"><span class="s3"></span><span class="s1">The artist makes a part of the work stand out to draw the viewer's eye there first.</span></li>
<li class="li3"><span class="s3"></span><span class="s1">All worthy works of art employ emphasis</span></li>
<li class="li3"><span class="s3"></span><span class="s1"> Without this principle: the art piece seems monotonous and boring to the eye.</span></li>
<li class="li3"><span class="s3"></span><span class="s1">Subordination:<span class="Apple-converted-space"> </span>minimizing or toning down other compositional elements in order to bring attention to the focal point.</span></li>
<li class="li3"><span class="s3"></span><span class="s1">Emphasis: an area that the artist wants to draw attention to as the most important aspect. This area has dominance.<span class="Apple-converted-space"> </span></span></li>
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<span class="s1"><b>Check for Understanding:<span class="Apple-converted-space"> </span></b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion to be sure notes are being taken<span class="Apple-converted-space"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Presentation assessment</span></div>
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<span class="s1"><b>FINAL PROJECT</b></span></div>
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<li class="li3"><span class="s4"></span><span class="s1">Student will create a layered 3D art project in the style of Jesus Rafael Soto and/or Gerard Richter<span class="Apple-converted-space"> </span></span></li>
<li class="li3"><span class="s4"></span><span class="s1">Student must incorporate the principle of emphasis and a social/political/emotional issue</span></li>
<li class="li3"><span class="s4"></span><span class="s1">Student will create an free standing interior<span class="Apple-converted-space"> </span>structure to place layers</span></li>
<li class="li3"><span class="s4"></span><span class="s1">Student will use a minimum of 5 transparent layers to create one art project</span></li>
<li class="li3"><span class="s4"></span><span class="s1">The size of the project may not exceed 10”x10”</span></li>
<li class="li3"><span class="s4"></span><span class="s1">The final project must include color choices</span></li>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com2tag:blogger.com,1999:blog-6030492163734674220.post-75929038687120757652018-01-04T10:29:00.001-08:002018-02-19T06:40:10.744-08:00Scale Dwelling Model <div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNH0qirpAdIplPp_qBhKYOt5z5s0l0BAMAFhL_W2DqCs-c5gsw6vvUS1RrJdawUMmm9TRP1_Ecq6qTEu3s9wc-g3u5gC-tFRhBXcxuHgr8X4mmmE2HCfqaddEeFfM5gt7Hfc3idc-kF5I/s1600/IMG_4469.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="256" data-original-width="219" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNH0qirpAdIplPp_qBhKYOt5z5s0l0BAMAFhL_W2DqCs-c5gsw6vvUS1RrJdawUMmm9TRP1_Ecq6qTEu3s9wc-g3u5gC-tFRhBXcxuHgr8X4mmmE2HCfqaddEeFfM5gt7Hfc3idc-kF5I/s640/IMG_4469.jpg" width="547" /></a></div>
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<span class="s1">Lesson Plan Nest Dwelling Model <span class="Apple-converted-space"> </span></span></div>
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<span class="s1">OBJECTIVE:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Design and create an <b>architectural model</b> of a dwelling for a specific species of bird of your choice.</span></div>
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<span class="s1">MATERIALS:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">sticks, wooden matches, toothpicks, dowel rods, straws, mat board, cardboard, paper, Foam Core, wire any combination of the above, or similar materials of your choice.</span></div>
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<span class="s1">CA Advanced Art Standards</span></div>
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<span class="s1">1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.</span></div>
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<span class="s1">1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.</span></div>
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<span class="s1">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></div>
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<span class="s1">3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influenc</span></div>
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<span class="s1">4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.</span></div>
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<span class="s1">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></div>
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<span class="s1">5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.</span></div>
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<span class="s1">DISCUSSION:<span class="Apple-converted-space"> </span></span></div>
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<li class="li1"><span class="s1">An architectural model is a type of scale model - a physical representation of a structure - built to study aspects of an architectural design or to communicate design ideas.</span></li>
<li class="li1"><span class="s1">Architectural models are a good way of presenting a 3D version of your architectural design, interior design, or urban design project.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">They give you a sense of how the different elements will feel in reality combined together</span></li>
<li class="li1"><span class="s1">SCALE: In art the size relationship between an object and the human body is significant. In experiencing the scale of an artwork we tend to compare its size to the size of our own bodies.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">Proportion refers to the relative size of parts of a whole (elements within an object, i.e.: your face).<span class="Apple-converted-space"> </span></span></li>
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<span class="s1">ARTIST:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Tim Prythero</span></div>
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<li>Creates miniaturized structures that record nostalgic moments in time</li>
<li>Small worlds are simple but powerful and dramatic<span class="Apple-converted-space" style="-webkit-text-stroke-width: initial;"> </span></li>
<li>Favorite subjects include gas stations, trailer parks, diners, and architectural kitsch.<span class="Apple-converted-space" style="-webkit-text-stroke-width: initial;"> </span></li>
<li>He researches his subjects and spends hours carving and assembling and hand painting his environments. <span class="Apple-converted-space" style="-webkit-text-stroke-width: initial;"> </span></li>
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<span class="s1">ARTIST:</span></div>
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<li class="li1"><span class="s1">M. Pei was born in China on April 26, 1917.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">In 1935 he began studying architecture in the United States<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">He earned his B.A. from MIT and his M.A. from Harvard.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">He started his own architectural firm in 1955, Pei designed such well-known structures as the Kennedy library, the glass pyramid at the Louvre.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">Pei continued to design impressive buildings during the 1990s, including the United States Holocaust Memorial Museum in Washington, D.C., and the Rock and Roll Hall of Fame in Cleveland, Ohio.</span></li>
<li class="li1"><span class="s1">Now in his nineties, Pei continues to design innovative structures throughout the world.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">He has countless honors for his work within the field of architecture.</span></li>
<li class="li1"><span class="s1">In December 1992, Pei was awarded the Presidential Medal of Freedom by President George H. W. Bush</span></li>
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<span class="s1">PROJECT REQUIREMENTS:</span></div>
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<span class="s1">Student will research a bird of their choosing</span></div>
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<span class="s1">Based on that specific species birds habits, needs, etc., student will design (sketchbook) and build a scale <b>architectural model</b> of the bird's habitat.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">This habitat should not be traditional. Be creative.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">In the design, include a visual reference to at least one characteristic of the bird AND an element that references a specific human-made architectural structure.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Additional Resources</span></div>
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<span class="s1">You may want to explore the work of<span class="Apple-converted-space"> </span></span><span class="s1" style="-webkit-text-stroke-width: initial;">Frank Gehry, </span><span style="-webkit-text-stroke-width: initial;">Zaha Hadid, </span><span style="-webkit-text-stroke-width: initial;">Moshie Safdie</span></div>
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<style type="text/css"> p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px 'Avenir Next'; color: #000000; -webkit-text-stroke: #000000} p.p2 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px 'Avenir Next'; color: #000000; -webkit-text-stroke: #000000; min-height: 16.0px} p.p3 {margin: 0.0px 0.0px 0.0px 0.0px; font: 11.0px 'Avenir Next'; color: #000000; -webkit-text-stroke: #000000} li.li1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px 'Avenir Next'; color: #000000; -webkit-text-stroke: #000000} span.s1 {font-kerning: none} ol.ol1 {list-style-type: upper-roman} ul.ul1 {list-style-type: disc} </style>Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com2tag:blogger.com,1999:blog-6030492163734674220.post-86849009028643965722018-01-04T09:28:00.001-08:002018-01-04T09:28:08.997-08:00Repeated Paper Modules <div class="p1">
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<span class="s1">Repeated Paper Modules<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">PROJECT OBJECTIVE:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Create a repeated Paper Module Sculpture inspired by origami</span></div>
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<span class="s1">Fold, curl, twist or crumple paper (magazine pages, printed out photos, maps, book pages, etc.) and create 30-60 of the same form (they can be different sizes). Glue the papers into either a 3D-sculptural form or a relief sculpture on painted cardboard. This piece should emphasize unity/variety and balance.</span></div>
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<span class="s1">PRESENTATION:<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Critical to 3-D production, students must consider presentation:<span class="Apple-converted-space"> </span></span></div>
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<li class="li1"><span class="s1">Freestanding</span></li>
<li class="li1"><span class="s1">Suspension</span></li>
<li class="li1"><span class="s1">Relief</span></li>
<li class="li1"><span class="s1">Pedestal</span></li>
<li class="li1"><span class="s1">Consider the environment</span></li>
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<span class="s1">CA ART STANDARDS</span></div>
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<span class="s1">1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.</span></div>
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<span class="s1">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></div>
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<span class="s1">3.4 Discuss the purposes of art in selected contemporary cultures</span></div>
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<span class="s1">4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.</span></div>
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<span class="s1">4.4 Articulate the process and rationale for refining and reworking one of their own works of art.</span></div>
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<span class="s1">5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.</span></div>
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<span class="s1">DISCUSSION:<span class="Apple-converted-space"> </span></span></div>
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<li class="li1"><span class="s2"></span><span class="s1">Origami historians argue that since the invention of paper is credited to Ts'ai Lun of China in A.D.105, paper folding must have been invented soon after.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">Paper was then introduced to Japan in the late sixth century by Buddhist monks, and paper folding was brought along with it.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">In Japan, paper was considered an expensive commodity, and it was used in many aspects of Japanese life, most notably in architecture.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">Historians claim that origami is definitely a Japanese invention.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">Regardless of its ultimate origin, Japan is recognized as the country that most fully developed the traditional art of origami.</span></li>
<li class="li1"><span class="s2"></span><span class="s1">The Japanese transmitted their designs via an oral tradition</span></li>
<li class="li1"><span class="s2"></span><span class="s1">Recreational designs being passed from mother to daughter.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">Because nothing was ever written down, only the simplest designs were kept.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">The first written instructions appeared in AD 1797 with the publication of the <i>Thousand Crane Folding</i><span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">The name origami was coined in 1880 from the words oru (to fold) and kami (paper). Previously, the art was called orikata ("folded shapes”).</span></li>
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<span class="s1">Origami generally involves folding a square piece of paper into a two or three dimensional object.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">Folding paper in origami is typically performed by hand only on a smooth surface, but can include tools: including a scorer, embosser, paper clips and tweezers.</span></div>
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<span class="s1">Origami has a strong link to mathematics, and can be seen used in practical solutions such as airbags in vehicles</span></div>
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<span class="s1">Origami has been a common subject of copyright issues, as designs have been often stolen and republished.</span></div>
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<span class="s1">ARTIST:<span class="Apple-converted-space"> </span></span></div>
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<li class="li1"><span class="s1">Richard Sweeney was born in Huddersfield, England in 1984.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">He discovered a talent for sculpture at Batley School of Art and Design in 2002</span></li>
<li class="li1"><span class="s1">He studied Three Dimensional Design at the Manchester Metropolitan University,<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">He concentrated on the hands-on manipulation of paper to create design models, which ultimately developed into sculptural pieces in their own right.</span></li>
<li class="li1"><span class="s1">Richard’s practice combines the disciplines of design, photography, craft and sculpture, resulting in a varied output of work including graphic design and public sculpture commissions.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">Richard seeks to maintain an experimental, hands-on approach, utilizing the unique properties of often mundane materials to discover unique sculptural forms.<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s1">He regularly holds workshops to share his knowledge of paper folding and construction techniques</span></li>
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<span class="s1">PROJECT REQUIREMENTS:<span class="Apple-converted-space"> </span></span></div>
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<li class="li1"><span class="s2"></span><span class="s1">Create a repeated paper modules sculpture</span></li>
<li class="li1"><span class="s2"></span><span class="s1">Fold, curl, or origami paper (your choice of paper: magazine pages, printed out photos, maps, book pages, etc.)<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">Create min: 50-100 of the same form (they can be different sizes).<span class="Apple-converted-space"> </span></span></li>
<li class="li1"><span class="s2"></span><span class="s1">Sculpture should emphasize unity, variety, and balance.</span></li>
<li class="li1"><span class="s2"></span><span class="s1">Student must consider presentation: suspension, relief or free standing on floor/base</span></li>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com9tag:blogger.com,1999:blog-6030492163734674220.post-50434620983707505452017-03-22T18:14:00.000-07:002017-03-22T18:22:46.620-07:00Rhythm Paper Mache <div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWA0ufDKvd_0bVsv85C568a1e9afzapdgXmdQ2A7eaTI9r9tPqqUQSz5q9xDxHJv7X3qi0dic8mDTe5JF7ULbaQwXY76KRd8vMgy_zq_dL07HdwTe7RB1LUS185jEXG18WB-tGGLits7U/s1600/IMG_0663+copy.jpg" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWA0ufDKvd_0bVsv85C568a1e9afzapdgXmdQ2A7eaTI9r9tPqqUQSz5q9xDxHJv7X3qi0dic8mDTe5JF7ULbaQwXY76KRd8vMgy_zq_dL07HdwTe7RB1LUS185jEXG18WB-tGGLits7U/s640/IMG_0663+copy.jpg" width="616" /></span></a></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Lesson Objective </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Work with elements of art: Shape, Color</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Work with principles of Art: Rhythm</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Create a Rhythm Paper Mache Sculpture in the style of Sam Gilliam </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Key Vocabulary: </span></span></div>
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<li class="li1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s2"></span><span class="s1"><b>Color Field: </b>Bright Colors Presented in shape, large works that force the viewer the experience a field of color. </span></span></li>
<li class="li1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s2"></span><span class="s1"><b>Harlem Renaissance:</b> A cultural and artistic explosion that took place in Harlem between the end of W W I and the middle of the 1930s and beyond. </span></span></li>
<li class="li1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s2"></span><span class="s1"><b>Rhythm:</b> The reputation of movement like a beat in music or dance. </span></span></li>
<li class="li1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s2"></span><span class="s1"><b>Pattern: </b>The regular repetition of an art element<b> </b></span></span></li>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Materials: </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Cardboard</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Foam Core</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">paint</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">glue</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">exacto knives</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">wheat paste</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">GESSO: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Glue 1 part</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Water 1/2 part</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>White Acrylic Gesso 1 part </span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Focus Artist: </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Sam Gilliam</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><b>Project Requirements</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Create Paper Mache Sculpture exploring pattern, music, and rhythm using color and shape to show Sam Gilliam’s influence.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Sketchbook: Students will pick a piece of music and draw black and white construction plans for each side of their Rhythm sculpture and submit plans for approval. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Required: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Cardboard and foam core sketchbook plan construction</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Abstract shape and rhythm with Sam Gilliam’s influence apparent</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Sketchbook: While sculptures are drying: students will add color and pattern to their </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"> sketchbook designs. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Required: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Analogous colors and values present on final sculpture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pattern present on all sides of the sculpture<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Assessment: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Informal: Large group Oral Critique</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Formal: Artist Statement</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Formal: Grading final sculpture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">CA STANDARDS: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><b>Modifications:</b> </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Accelerated Learner: Expand on skills learned to create a unique project. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><b>Scaffolding adaptations:</b> </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Students will revisit Shape, Color, and Pattern from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Art Link: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Small Group Critique Sam Gilliam’s The petition </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Describe</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Analyze</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Interpret</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Large Group Critique </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Reveal Sam Gilliam’s Thoughts on the work. <span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><br /></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">INTRODUCTION: Sam Gilliam</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Art History: Sam Gilliam, Color Field Art Movement, Harlem Renaissance and music in art. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><br /></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">OBJECTIVE: Create Cardboard sculpture exploring color, shape, and rhythm in the style of Sam Gilliam</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Cardboard and foam core Construction with Paper Mache</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Must Complete Sculpture from all Angles in a 3 color palette exploring music/emotion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Critiques Sam Gilliam as pre-assessment</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Discuss and practice drawing your final project on paper for construction and color. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Work closely with teacher before moving through each step of the project</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Students will understand new vocabulary as is relates to visual art</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">INSTRUCTION: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Students will discover review the elements of Shape, color, and the principle Rhythm. They look at the artwork of Sam Gilliam and create a Paper Mache, Rhythm Sculpture exploring color and emotion. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">DIRECT INSTRUCTION:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><b>Power Point Presentation Sam Gilliam, Color Field, Harlem Renaissance, Music, Color</b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Pre-assessment: Critique Sam Gilliam’s, <i>The Petition</i></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Opening: Art Link: Photo of Sam Gilliam’s, <i>The Petition</i></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Small Group Discussion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Describe the work</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Analyze the artwork</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Interpret The artwork </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Large Group Discussion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Discussion: Art History: Sam Gilliam, Color Field and Harlem Renaissance </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>ART HISTORY: Sam Gilliam </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Sam Gilliam (1933- ) </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Tupelo, MS, African American, Color Field Painter </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Associated with the Washington Color School </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Works also considered: Abstract Expressionism </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Works on stretched, draped and adds sculptural 3D elements. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>First artist to show painted canvas hanging without stretcher bars, 1965.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Views teaching art as a part of his mission.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>In 1975, Gilliam was influenced by jazz musicians: Miles Davis and John Coltrane. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>He started producing dynamic geometric collages, which he called “Black Paintings" due to the hue. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><b>Watch Video</b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Color Field: 1950\</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>An offshoot of Cubism</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Bright colors are presented in shapes</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>The works emphasize the flatness of the canvas because that is what a painting is<span class="Apple-tab-span"></span> literally about.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Subject: The tension set up between the colors and shapes. </span></span></div>
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<li class="li1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s2"></span><span class="s1">The shapes seem to both emerge and submerge into the colors.</span></span></li>
<li class="li1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s2"></span><span class="s1"><b>These works are very large, the viewer must experience the color as an enormous expanse: a field of color.</b></span></span></li>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Harlem Renaissance: </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><b><span class="Apple-tab-span"> </span></b>A cultural and artistic explosion that took place in Harlem between the end of W W I <span class="Apple-tab-span"> </span>and the middle of the 1930s and beyond. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>During this period Harlem was a cultural center, drawing black writers, artists, musicians, and poets. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Many had come from the South, fleeing its oppressive system to find a place to freely express their talents. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">The Renaissance incorporated jazz and the blues, attracting whites to Harlem speakeasies.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Take what you heard with your ears and try to translate that to what you would see with your eyes. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s1"><b></b></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><b>Rhythm: </b>in art, is a visual beat.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Color: can convey rhythm, by making your eyes travel from one component to another. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Line: can produce rhythm by implying movement. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Form: can cause rhythm by the ways in which they're placed one next to the other. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><b>Pattern:</b> Regular repetition of an element </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s1"></span><br /></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">Teacher Models </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Examples of vocabulary on the board throughout discussion </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors room throughout discussion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion ensure comprehension and active note <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>taking </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Various Activities Designed to check/enhance student comprehension</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Sam Gilliam Video</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span>Students will watch video and take notes on Sam’s Comments about his art</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"><b><span style="font-size: xx-small;">Activity: </span></b></span><span style="-webkit-text-stroke-width: initial; font-size: xx-small;">Sketchbook Drawing: Students will listen to music and draw shapes from what they hear </span></span></div>
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<span class="s1"><span class="Apple-tab-span"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;">PROJECT Requirements: Create a Paper Mache, Rhythm Sculpture exploring color, music, and emotion in the style of Sam Gilliam. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><b>Sketchbook</b>: Sketchbook: Students will pick a piece of music and draw black and white construction plans for each side of their Rhythm sculpture and submit plans for approval. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"><span style="font-size: xx-small;">Required: </span></span><span style="-webkit-text-stroke-width: initial; font-size: xx-small;">Cardboard and foam core sketchbook plan construction</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Abstract shape and rhythm with Sam Gilliam’s influence apparent<span class="Apple-tab-span"> </span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"><span style="font-size: xx-small;"> While sculptures are drying: students will add color and pattern to their </span></span><span style="-webkit-text-stroke-width: initial; font-size: xx-small;">sketchbook designs. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Required: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Analogous colors and values present on final sculpture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pattern present on all sides of the sculpture<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Must complete and paint All sides and angles of the sculpture (Details)</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><b>Final Project</b>: Create a Paper Mache, Rhythm Sculpture exploring color, music, and emotion in the style of Sam Gilliam. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students will be assessed on: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Effort in Class: Studio, Daily Art Link and Discussions </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Sturdy Paper Mache’ and covered newsprint. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Use of a 3 color palette expressing emotion of song choice </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Use of one pattern on each side of final sculpture (4 total)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Must construct, gesso, paint sculpture from ALL Angles</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Precision (Painting and Construction)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Cardboard Construction</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif; font-size: xx-small;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>How sculpture looks from ALL sides</span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com6tag:blogger.com,1999:blog-6030492163734674220.post-60959887063934525732017-03-11T16:56:00.001-08:002017-03-11T16:56:48.819-08:00Art Element Cup<div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><b>Lesson Objective: </b>Introduction to the art elements through a styrofoam cup</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Key Vocabulary: </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Materials: </span></div>
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<span class="s1">Styrofoam Cup</span></div>
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<span class="s1">Xacto Knife </span></div>
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<span class="s1">Hot Glue </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Focus: Elements of Art </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">CA Art Standards:</span></div>
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<span class="s1">1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.</span></div>
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<span class="s1">1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.</span></div>
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<span class="s1">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></div>
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<span class="s1">2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.</span></div>
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<span class="s1">3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.</span></div>
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<span class="s1">4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.</span></div>
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<span class="s1">5.0 Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Modifications: </span></div>
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<span class="s1">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Accelerated Learner: Expand on skills learned to create a unique project. </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Scaffolding adaptations: </span></div>
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<span class="s1">Students will revisit art elements from the earlier learning. We will use similar visuals to refresh previous knowledge. Notes will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final project will be demo started in class using guided instruction.</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Direct instruction: Art Elements: </b></span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">LINE</span></div>
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<span class="s1">What is a line?</span></div>
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<span class="s1">Geometrically, it connects two points. </span></div>
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<span class="s1">A line is a path traced by a moving point, i.e. a pencil point or a paintbrush. </span></div>
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<span class="s1">We see lines all around us. </span></div>
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<span class="s1">Line is a vital </span><span class="s2">element</span><span class="s1"> of any artwork.</span></div>
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<span class="s1">Actual </span></div>
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<span class="s1">Implied</span></div>
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<span class="s1">Contour</span></div>
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<span class="s1">Horizontal </span></div>
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<span class="s1">Vertical</span></div>
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<span class="s1">Diagonal</span></div>
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<span class="s1">Flat</span></div>
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<span class="s1">Sharp/Angled</span></div>
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<span class="s1">Gestural </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Actual Line: </b>Marks or objects that are real lines; they exist physically. </span></div>
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<span class="s1">Examples of actual lines include lines painted on a highway, tree branches & Ladder.</span></div>
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<span class="s1"><b>Contour lines</b> define the edges of objects:</span></div>
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<span class="s1">Edges of a table</span></div>
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<span class="s1">Edges of figure</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Contour lines</b> define both the edges of the object & the negative space between them</span></div>
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<span class="s1">Implied Lines</span></div>
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<span class="s1">Lines that we see in our mind’s eye that fill in the spaces between objects: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Rows of windows in a large office building.</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Outside line between fruit and background </span></div>
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<span class="s1">Sharply angled lines: Excitement, Anger, Danger & Chaos.</span></div>
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<span class="s1"><b>Gestural lines:</b></span><span class="s3"> </span><span class="s1">reveal the touch of the artist’s hand, arm--and sometimes the entire body—in the artwork.</span></div>
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<span class="s1">PROJECT: In Your sketchbook: </span></div>
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<span class="s1">Use your pencil</span></div>
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<span class="s1">Draw three 3” squares</span></div>
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<span class="s1">Try different ideas with a focus on LINE. </span></div>
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<span class="s1">How will you transition your line ideas to the cup? </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>SHAPE:</b> </span></div>
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<span class="s1">A shape is a closed line. A shape is flat.</span></div>
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<span class="s1">The easiest way to see the shape of an object: look at shadows. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Shadows flatten a 3D object into a flat shape. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Shadows enable you to see the object without details like color and texture.</span></div>
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<span class="s1">Geometric Shape</span></div>
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<span class="s1">Organic Shape</span></div>
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<span class="s1">Implied Shape</span></div>
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<span class="s1">Hard edge shape</span></div>
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<span class="s1">Soft edge shape</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Geometric shapes</b> are mathematically determined</span></div>
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<span class="s1"><b>Organic shapes</b> are the type you see in nature.</span></div>
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<span class="s1"><b>Implied Shape</b>: The spaces between objects. We see those spaces as shapes, even though they are Implied. </span></div>
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<span class="s1">Hard Edged Shape: are clearly distinguished from each other </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Convey a sense of: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>order</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>clarity</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>strength.</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Soft Edged Shape</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Soft edged shapes have a tendency to blend with each other or the ground</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Convey a sense of:</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>fluidity</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>flexibility</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>tend to feel lighter in weight.</span></div>
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<span class="s1">PROJECT: In your <b>sketchbook</b>: Plan your cup using SHAPE</span></div>
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<span class="s1">Use at one type of shape we discussed</span></div>
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<span class="s1">organic</span></div>
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<span class="s1">geometric</span></div>
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<span class="s1">implied</span></div>
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<span class="s1">hard edge</span></div>
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<span class="s1">soft edge</span></div>
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<span class="s1">When you have a concrete sketchbook plan completed/approved</span></div>
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<span class="s1">Complete your plan using Practice cup and scissors </span></div>
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<span class="s1">If time allows, You can revisit: Line.</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>COLOR:</b> </span></div>
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<span class="s1">Color has a huge effect on our daily lives.</span></div>
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<span class="s1">Everyday our emotions, moods, physical sensation (appetite) are influenced by the colors that surround us.</span></div>
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<span class="s1">Primary: Red, Yellow, Blue</span></div>
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<span class="s1">Secondary Colors: Green, Violet, Orange</span></div>
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<span class="s1">Tertiary Colors: Yellow-Green, Yellow-Orange, Blue-Green, Blue-Violet, Red-Violet, Red-Orange</span></div>
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<span class="s1">Complementary Colors</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Colors Opposite on the color wheel: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Red and Green</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Yellow and Purple</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Blue and Orange</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>High Contrast </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Draws attention</span></div>
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<span class="s1">Analogous Colors</span></div>
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<span class="s1">Colors Next door on the color wheel:</span></div>
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<span class="s1"> <span class="Apple-tab-span"> </span>Green and blue</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Yellow and orange</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Violet and red</span></div>
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<span class="s1">Analogous colors blend with each other.</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">PROJECT: In your sketchbook: Plan your 3” Color cube side</span></div>
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<span class="s1">Use at least <b>two</b> color schemes we discussed</span></div>
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<span class="s1">Primary</span></div>
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<span class="s1">Secondary</span></div>
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<span class="s1">Tertiary </span></div>
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<span class="s1">Complementary</span></div>
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<span class="s1">Analogous</span></div>
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<span class="s1">When you have a concrete plan in place in your sketchbook:</span></div>
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<span class="s1">Pick one of the 6 sides of your cube</span></div>
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<span class="s1">Complete your plan using any materials provided </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>VALUE :</b> TINTS AND SHADES. VALUE is the lightness or darkness of a hue (color).</span></div>
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<span class="s1">Pure Color (Hue) is located in the center of a value scale.</span></div>
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<span class="s1">No added white or black</span></div>
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<span class="s1">Color from the tube. </span></div>
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<span class="s1">Create lighter value by mixing white</span><span class="s4"> </span><span class="s1">with pure color: This is called a </span><span class="s3">TINT.</span></div>
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<span class="s3">C</span><span class="s1">reate darker values by mixing black with the Pure Color: This is called a SHADE. </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">PROJECT: </span></div>
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<span class="s1">Create a Value Scale </span></div>
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<span class="s1">Hold your pencil in the middle to create a medium (pure) hue. </span></div>
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<span class="s1">Tint: Hold your pencil near the eraser</span></div>
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<span class="s1">Shade: Hole your pencil near the lead. </span></div>
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<span class="s1">Create a five block value scale </span></div>
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<span class="s1">In your sketchbook: Plan value idea for the cup</span></div>
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<span class="s1">Use value scale techniques we discussed</span></div>
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<span class="s1">Add white and black to paint to show value scale</span></div>
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<span class="s1">Use varying pressure with pencil to create value scale</span></div>
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<span class="s1"> Use both techniques</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">When you have a concrete plan in place in your sketchbook:</span></div>
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<span class="s1">Get it approved</span></div>
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<span class="s1">Complete your plan using any materials provided </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Texture</b>: The surface quality that can be seen and/or felt</span></div>
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<span class="s1">Texture can be rough smooth soft or hard. (Actual) </span></div>
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<span class="s1">Textures do not always feel the way they look (visual).</span></div>
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<span class="s1">The illusion of having physical texture.</span></div>
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<span class="s1">Texture in 2D artwork</span></div>
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<span class="s1">Artist gives the look of texture through the medium. </span></div>
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<span class="s1">Actual texture: the tactile qualities of the physical surface of the object. </span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">Differentiates from visual texture: It has a physical quality that can be felt by touch. </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">PROJECT: In your sketchbook: </span></div>
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<span class="s1">Plan your texture for your cup</span></div>
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<span class="s1">Use the two texture types we discussed</span></div>
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<span class="s1">Visual</span></div>
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<span class="s1">Tactile or Actual Texture</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">When you have a concrete Sketchbook plan approved </span></div>
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<span class="s1">Apply idea to your cup</span></div>
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<span class="s1">Complete your plan using any materials provided </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">SPACE: Positive shapes occupy positive space. </span></div>
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<span class="s1">The area around positive shapes (the background) is negative space. </span></div>
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<span class="s1">In this diagram, the negative shapes are as clear and distinct as the positive shapes.</span></div>
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<span class="s1">Negative space: is the space around/between the subject(s) of an image. </span></div>
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<span class="s1">Negative space is most evident when the space around a subject forms an interesting/relevant shape. </span></div>
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<span class="s1">In this case, the NEGATIVE space: The Arrow. </span></div>
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<span class="s1">Space is always a part of artwork</span></div>
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<span class="s1">The setting a sculpture is in becomes part of how it is viewed and the overall effect </span></div>
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<span class="s1">Implied Space: Illusion. In two-dimensional (2D) work</span></div>
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<span class="s1">PROJECT: In your sketchbook: Plan how you will show space in your cup</span></div>
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<span class="s1">Use the types of Space we discussed</span></div>
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<span class="s1">Positive/Negative</span></div>
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<span class="s1">Implied</span></div>
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<span class="s1">Overlapping</span></div>
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<span class="s1">Size</span></div>
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<span class="s1">Linear perspective </span></div>
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<span class="s1">When you have a concrete plan in place in your sketchbook:</span></div>
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<span class="s1">Complete your plan using any materials provided </span></div>
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<span class="s1"><b>FINAL PROJECT REQUIREMENTS: </b></span></div>
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<span class="s1">Design and create Art Elements Cup</span></div>
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<span class="s1">Create sketchbook study of each element decision </span></div>
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<span class="s1">Complete each aspect of the cup with art elements based on knowledge gained in class discussions</span></div>
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<span class="s1">Revise and refine final cup using various supplies provided </span></div>
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<span class="s1">Final cup should become a sculpture, must use all pieces of cup</span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com2tag:blogger.com,1999:blog-6030492163734674220.post-3986596505076595542016-08-02T16:21:00.003-07:002016-08-02T16:21:50.627-07:00Graffiti Stencil Project <div class="separator" style="clear: both; text-align: center;">
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<span class="s1">Lesson Objective: Using Stencils, create a work of art with a message based on Graffiti History. </span></div>
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<span class="s1"><b>Key Vocabulary: </b></span></div>
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<span class="s1"><b>Graffiti</b> is writing or drawings that have been scribbled, scratched, or sprayed illicitly on a wall in public place.</span></div>
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<span class="s1"> <b>Stencil:</b> a thin sheet of cardboard, plastic, or metal with a pattern or letters cut out of it, used to produce the cut design on the surface below by the application of ink or paint through the holes.</span></div>
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<span class="s1"><b>Iconography</b>: the visual images and symbols used in a work of art or the interpretation </span></div>
<div class="p1">
<span class="s1">Symbols are something represented in the work of art—an object, an action, or a pattern</span></div>
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<span class="s1"><b>Symbols</b> can be nonrepresentational item such as a color or a line</span></div>
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<span class="s1"><b>Materials: </b></span></div>
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<span class="s1">Crayola Air Brush</span></div>
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<span class="s1">Crayola Markers</span></div>
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<span class="s1">Heavy paper to cut stencils </span></div>
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<span class="s1">Cutting board</span></div>
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<span class="s1">xacto Knives</span></div>
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<span class="s1">Focus art: Graffiti </span></div>
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<span class="s1"><b>CA Art Standards</b></span></div>
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<span class="s1">1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.</span></div>
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<span class="s1">2.6 Create a two or three-dimensional work of art that addresses a social issue.</span></div>
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<span class="s1">3.4 Discuss the purposes of art in selected contemporary cultures.</span></div>
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<span class="s1">4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.</span></div>
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<span class="s1">4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.</span></div>
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<span class="s1">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></div>
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<span class="s1">5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.</span></div>
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<span class="s1"><b>Modifications:</b> </span></div>
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<span class="s1">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Accelerated Learner: Expand on skills learned to create a unique project. </span></div>
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<span class="s1"><b>Scaffolding adaptations: </b></span></div>
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<span class="s1">Students will revisit art elements from the earlier learning. We will use similar visuals to refresh previous knowledge. Notes on color, scale and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final project will be demo started in class using guided instruction.</span></div>
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<span class="s1"><b>Direct instruction:</b></span></div>
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<span class="s1"><b>Graffiti</b> is writing or drawings that have been scribbled, scratched, or sprayed illicitly on a wall in public place.</span></div>
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<span class="s1">Graffiti ranges from written words to wall paintings, and it has existed since ancient times</span></div>
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<span class="s1">Examples date back to Ancient Egypt & Ancient Greece</span></div>
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<span class="s1">Both "graffiti" and its singular form "graffito" are from the Italian word graffiato ("scratched"). </span></div>
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<span class="s1">"Graffiti" in art history: works of art produced by scratching a design into a surface. </span></div>
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<span class="s1">Spray Paint and marker pens have become the most commonly used graffiti materials. </span></div>
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<span class="s1">In most countries, marking or painting property without the property owner's consent is considered defacement and vandalism, which is a punishable crime.</span></div>
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<span class="s1">1981: Fab 5 Freddy's friendship with Debbie Harry influenced Blondie's single "Rapture" </span></div>
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<span class="s1">The video featured Jean-Michel Basquiat, and offered the first glimpse of a depiction of elements of graffiti in hip hop culture. </span></div>
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<span class="s1">1980’s Keith Haring was another well-known graffiti artist who brought Pop Art and graffiti to the commercial mainstream. </span></div>
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<span class="s1">Then we saw the emergence of the new stencil graffiti genre. Some of the first examples were created in 1981</span></div>
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<span class="s1">Banksy starts using stencils almost exclusively by 2000</span></div>
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<span class="s1">Works of art may not only have subject matter, they may also contain symbols</span></div>
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<span class="s1"> </span></div>
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<span class="s1"> <b>Stencil:</b> a thin sheet of cardboard, plastic, or metal with a pattern or letters cut out of it, used to produce the cut design on the surface below by the application of ink or paint through the holes.</span></div>
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<span class="s1"><b>Iconography</b>: the visual images and symbols used in a work of art or the interpretation </span></div>
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<span class="s1">Symbols are something represented in the work of art—an object, an action, or a pattern</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Symbols</b> can be nonrepresentational item such as a color or a line</span></div>
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<span class="s1">To become a symbol, people have to adopt or accept</span></div>
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<span class="s1">The cross is a symbol of Christianity, symbol of suffering</span></div>
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<span class="s1">The Sun as the symbol of life and strength </span></div>
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<span class="s1">River is the symbol of eternal change/flowing</span></div>
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<span class="s1">The eagle on the standard of America symbolizes strength</span></div>
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<span class="s1">Emojis as symbols</span></div>
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<span class="s1">Emoji facts: </span></div>
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<span class="s1">USA loves pizza emoji</span></div>
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<span class="s1">Canada Loves poop emoji</span></div>
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<span class="s1">Australia loves party symbols</span></div>
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<span class="s1">Over all mostly happy faces</span></div>
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<span class="s1"><b>Project Requirements: </b></span></div>
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<span class="s1"><b>Sketchbook: </b>Students will complete a study of their stencils, repetition, overlapping, movement as a drawing. </span></div>
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<span class="s1">Their drawing should include a five symbols and a social/cultural message through color and symbols (Iconography)</span></div>
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<span class="s1">They will finish their drawing using color.</span></div>
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<span class="s1">Submit sketch to Morrison for Final paper</span></div>
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<span class="s1">Students must create at least 5 stencils in card stock</span></div>
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<span class="s1"><b>Final Project:</b> Using created stencils, student will use overlapping, repetition, pictures and symbols that represent you or your message as an artist. </span></div>
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<span class="s1">Using knowledge gained from the year, address several principles of art: Balance, Scale, Rhythm, Unity, Movement, Emphasis, Contrast, Pattern</span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com1tag:blogger.com,1999:blog-6030492163734674220.post-31943007551891465832016-08-02T14:38:00.001-07:002016-08-02T14:45:11.033-07:00Mixed Media Collage Final Project<div class="p1">
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<span class="s1"><b>Mixed Media Collage Reproduction<br />
</b>• Must create a reproduction of work by any famous artist. </span></div>
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<span class="s1">• Minimum 12” X 18” </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Must incorporate: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Blind contour</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Create depth and/or perspective</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shading and value to create form:</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>USE ONE: Stippling, scumbling, hatching, cross hatching, etc. </span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Tessellation OR Op art reference</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pop Art reference</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>One of the following: Oval action figure, gestural figure OR portrait</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Visual and/or tactile texture</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Color, emotion, mood</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Newspaper and/or magazine </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Paint (watercolor or acrylic) </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Oil Pastel</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Graphite pencil drawing<span class="Apple-tab-span"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pen and ink<span class="Apple-tab-span"> </span>(sharpie OR <b>black</b> ink pen)</span></div>
<ul>
<li class="li1"><span class="s1">Required: Please complete the artist statement and final rubric. Blue tape both on the back.</span></li>
<li class="li1"><span class="s1">Required: Title of work: incorporate original artist’s name into your title. </span></li>
<li class="li1"><span class="s1">One day to find your <b>fine art </b>inspiration</span></li>
<li class="li1"><span class="s1">Four days of studio time, three days of independent work. </span></li>
<li class="li1"><span class="s1">Due with presentation, including: why you chose the artwork and how you incorporated each requirement. </span></li>
</ul>
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<span class="s1">Final meets California Art Standards: </span></div>
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<ul>
<li class="li4"><span class="s1">1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.</span></li>
<li class="li4"><span class="s1">2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.</span></li>
<li class="li4"><span class="s1">2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.</span></li>
<li class="li4"><span class="s1">2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.</span></li>
<li class="li4"><span class="s1">2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.</span></li>
<li class="li4"><span class="s1">3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)</span></li>
<li class="li4"><span class="s1">4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.</span></li>
<li class="li4"><span class="s1">5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.</span></li>
</ul>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com0tag:blogger.com,1999:blog-6030492163734674220.post-70649704431406326102016-08-02T14:23:00.001-07:002016-08-02T14:23:43.329-07:00Crumpled Movement Landscape <div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><br /></span></div>
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<span class="s1">Lesson Objective: Observe, identify and create movement in a landscape work. </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Key Vocabulary: </span></div>
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<span class="s1"><b>Rhythm</b>: Principle of Art: Art elements (line shape, value, color, texture) recur regularly. Like a dance it will have a flow of objects that will seem to be like the beat of music. </span></div>
<div class="p1">
<span class="s1"><b>Movement</b>: Principle of Art: Art Principle: the path the viewer's eye takes through the artwork, often to a focal area.</span></div>
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<span class="s1"><b>Watercolor</b>: is a painting method in which the paints are made of pigments suspended in a water-based solution. Watercolor refers to both the medium and the resulting artwork.</span></div>
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<span class="s1"><b>Landscape</b> is ANY picture of the outdoors</span></div>
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<span class="s1"><b>Foreground</b>: The part of the picture that is closest to you.</span></div>
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<span class="s1"><b>Perspective</b>: things look bigger when they are closer to you.</span></div>
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<span class="s1"><b>Middleground: </b>The part of the picture in the middle.</span></div>
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<span class="s1"><b>Background</b> is up by the Top of your paper. </span></div>
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<span class="s1"><b>“Rule of Thirds” </b>can be key to creating balance in landscape painting</span></div>
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<span class="s1"><b>Opacity</b>: (O-pa-city):the condition of lacking transparency or translucence; opaqueness. </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Materials: </span></div>
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<span class="s1">Drawing Supplies: Colored pencils, drawing pencils, oil pastels</span></div>
<div class="p1">
<span class="s1">Watercolors</span></div>
<div class="p1">
<span class="s1">Watercolor Paper</span></div>
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<span class="s1">One scrap paper per student: crumpled</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Focus Artist: Van Gogh</span></div>
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<span class="s1">CA Art Standards: </span></div>
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<span class="s1">1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.</span></div>
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<span class="s1">1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.</span></div>
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<span class="s1">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></div>
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<span class="s1">2.4 Review and refine observational drawing skills.</span></div>
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<span class="s1">3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.</span></div>
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<span class="s1">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></div>
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<span class="s1">5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS: Students apply what they learn in the visual arts across subject areas.</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Project Requirements: </span></div>
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<span class="s1"><b>Sketchbook</b>: Practice drawing a crumpled piece of paper on a blank sheet of your sketchbook. </span></div>
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<span class="s1">Turn that drawing of paper into hills on the horizon. </span></div>
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<span class="s1">Draw in the background and foreground. </span></div>
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<span class="s1">Use oil pastels and watercolors to create movement. </span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>Final Project</b>: Student used blind contour technique to draw crumpled paper mountain range.</span></div>
<div class="p1">
<span class="s1">Student added interest, rhythm and movement to create landscape using oil pastels and watercolor. </span></div>
<div class="p1">
<span class="s1">Student followed landscape procedures to add interest in foreground and background. </span></div>
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<span class="s1">Student used the “rule of three” and color to create emphasis.</span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">Direct Instruction from Power Point: </span></div>
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<span class="s1"><b>Landscape</b> is ANY picture of the outdoors</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>The Foreground</b>: The part of the picture that is closest to you. </span></div>
<div class="p1">
<span class="s1">The foreground is at the bottom of the paper. </span></div>
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<span class="s1">Things in the foreground look big, have more detail and are darker</span></div>
<div class="p1">
<span class="s1"><b>Perspective</b>: things look bigger when they are closer to you.</span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">The <b>Middleground:</b></span></div>
<div class="p1">
<span class="s1">The part of the picture in the middle. </span></div>
<div class="p1">
<span class="s1">The middle ground is part way between the foreground and the background.</span></div>
<div class="p1">
<span class="s1">It is that part of the picture that is farthest away from you. </span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">The <b>Background</b> is up by the Top of your paper. </span></div>
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<span class="s1">Things in the background look smaller, less detail and lighter because they are farther away. </span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>Overlapping</b> is when one thing seems to cover up another thing, even just a little. When this happens, the thing that looks like it is on top is the thing that’s closest to you.</span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>COLOR and Landscape</b>: Warm and cool – Use the power of warm and colors to add even more depth. </span></div>
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<span class="s1">Add a red highlight in the foreground to bring your viewers gaze forward and to heighten the effect. </span></div>
<div class="p1">
<span class="s1">Warm in the foreground cools in the background</span></div>
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<span class="s1">Color becomes less and less saturated (intense) as it disappears into the distance.</span></div>
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<span class="s1">Everything gets lighter in value as the distance from the viewer increases</span></div>
<div class="p1">
<span class="s1">As the landscape hits the horizon line it is often very similar in value to the sky.</span></div>
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<span class="s1">Balance in three’s </span></div>
<div class="p1">
<span class="s1">The nature of something’s ingredients or constituents; the way in which a whole or mixture is made up.</span></div>
<div class="p1">
<span class="s1">2. The action of putting things together; formation or construction.</span></div>
<div class="p1">
<span class="s1">3 is the magic number: Balance</span></div>
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<span class="s1">Composition is about variety just “don’t make any two things the same”</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">The <b>“Rule of Thirds” </b>can be key to creating balance in landscape painting</span></div>
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<span class="s1">Divide your page horizontally into 3.</span></div>
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<span class="s1">2. Decide whether to have your horizon on the top third or the bottom third </span></div>
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<span class="s1">(the bottom third is always easier to balance, it helps to make the sky look vast and imposing).</span></div>
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<span class="s1">3. Split the vertical into thirds.</span></div>
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<span class="s1">4. Align areas of focus at the intersection between the lines.</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Vincent van Gogh </b></span></div>
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<span class="s1">(1853 – 1890)</span></div>
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<span class="s1">Dutch Post-Impressionist painter </span></div>
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<span class="s1">His work had a far-reaching influence on 20th century art</span></div>
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<span class="s1">Known for his vivid colors and emotional impact.</span></div>
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<span class="s1">Van Gogh did not begin painting until his late twenties</span></div>
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<span class="s1">Best-known works were produced during his final two years. </span></div>
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<span class="s1">He produced more than 2,000 artworks, consisting of around 900 paintings and 1,100 drawings and sketches. </span></div>
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<span class="s1">His work was a strong influence on the Modernist art that followed. </span></div>
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<span class="s1">Today many of his pieces—including his numerous self portraits, landscapes, portraits and sunflowers—are among the world's most recognizable and expensive works of art.</span></div>
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<span class="s1">Known for his paint application creating texture and movement.</span></div>
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<span class="s1">He suffered from anxiety and increasingly frequent bouts of mental illness throughout his life,</span></div>
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<span class="s1">died largely unknown, at the age of 37</span></div>
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<span class="s1">Sold only one painting while he was alive</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Rhythm</b>: Principle of Art: Art elements (line shape, value, color, texture) recur regularly. Like a dance it will have a flow of objects that will seem to be like the beat of music. </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Movement</b>: Principle of Art: Art Principle: the path the viewer's eye takes through the artwork, often to a focal area.</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Watercolor</b>: is a painting method in which the paints are made of pigments suspended in a water-based solution. Watercolor refers to both the medium and the resulting artwork.</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Opacity: (O-pa-city):the condition of lacking transparency or translucence; opaqueness. </span></div>
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<span class="s1"><b>Oil Pastel History</b>: 1947 Picasso Convinced <a href="http://en.wikipedia.org/w/index.php?title=Henri_Sennelier&action=edit&redlink=1"><span class="s2">Henri Sennelier</span></a>, a French manufacturer who specialized in high quality art products, to develop a fine arts version. </span></div>
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<span class="s1">In 1949 <a href="http://en.wikipedia.org/wiki/Sennelier"><span class="s2">Sennelier</span></a> produced the first oil pastels intended for professionals and experienced artists.</span></div>
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<span class="s1">Oil Pastel TECHNIQUE: Press hard, Should look like paint, If your hand hurts, you are doing it right</span></div>
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<span class="s1"><br /></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com5tag:blogger.com,1999:blog-6030492163734674220.post-5193869965630434132016-08-02T13:59:00.001-07:002016-08-02T14:01:39.880-07:00Color Theory Art Supplies <div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><br /></span></div>
<div class="p1">
<span class="s1">Lesson Objective: Study Josef Albers and Color Theory </span></div>
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<span class="s1">Apply knowledge to a still life of art supplies done in 9 different color schemes</span></div>
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<span class="s2"><b>Key Vocabulary:</b></span><span class="s1"> </span></div>
<div class="p1">
<span class="s1"><b>Hue</b> is the term given to the various colors we perceive e.g., red, blue, green, red-purple, Value is the lightness or darkness of a hue</span></div>
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<span class="s1"><b>Value</b> is higher (lighter) when there is more lightness. <b>(Tint)</b></span></div>
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<span class="s1"><b>Value</b> is lower (darker) when the hue appears darker. <b>(Shade)</b></span></div>
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<span class="s1"><b>Saturation,</b> purity of color, refers to the comparison of a color to a neutral gray </span></div>
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<span class="s1"><b>Neutral gray</b> is achromatic </span></div>
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<span class="s1">Full color is fully saturated/pure and brilliant: <b>Chroma</b></span></div>
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<span class="s1">Saturation levels vary with different hues:</span></div>
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<span class="s1">The most intense yellow appears brighter than the most intense blue-green. For any hue, saturation ranges from 0 percent (neutral gray) to 100% (maximum saturation). </span></div>
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<span class="s1">At maximum level, 100%, color appears pure and contains no gray</span></div>
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<span class="s1"><a href="http://en.wikipedia.org/wiki/Contrast_(vision)"><b>Contrast</b></a>: refers to one object's difference in color and <a href="http://en.wikipedia.org/wiki/Luminance">luminance</a> compared to its surroundings or background. Black and white Highest possible Contrast </span></div>
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<span class="s1"><b>Scale</b> refers to relating size to a constant, such as a human body.</span></div>
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<span class="s1"><b>Color Theory</b>: is a body of practical guidance to color mixing and the visual effects of a specific color combinations</span></div>
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<span class="s1"><b>Complementary colors: Opposite on color wheel (High Contrast) </b></span></div>
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<span class="s1">A Hue will appear darker on lighter background and lighter on darker background</span></div>
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<span class="s1">Proportion is the size relationship of parts to a whole and to one another. </span></div>
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<span class="s1"></span><br /></div>
<div class="p3">
<span class="s1"><b>Materials: </b></span></div>
<div class="p3">
<span class="s1">12x12 card stock</span></div>
<div class="p3">
<span class="s1">Colored pencils</span></div>
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<span class="s1">Sharpies</span></div>
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<span class="s1">Still life of art supplies</span></div>
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<span class="s1"></span><br /></div>
<div class="p3">
<span class="s1"><b>Focus Artist: Josef Albers </b></span></div>
<div class="p3">
<span class="s1"><b>Project requirements: </b></span></div>
<div class="p1">
<span class="s1">Create a Slotted color sculpture exploring color relationships </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Sketchbook: Students will draw color plans for each square of their project and</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>submit plans for approval. Required: </span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>9 Different color schemes</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Student/teacher should be able to easily identify theme</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Project: Create 12x12 study on paper exploring Josef Albers studies on color</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Precision: Focused effort on end result </span></div>
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<span class="s1"><b>Assessment: </b></span></div>
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<span class="s1">Informal: Written Peer Critique</span></div>
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<span class="s1">Formal: Artist Statement</span></div>
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<span class="s1">Formal: Grading final sculpture</span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>CA STANDARDS: </b></span></div>
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<span class="s1">1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. </span></div>
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<span class="s1">1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.</span></div>
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<span class="s1">1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.</span></div>
<div class="p1">
<span class="s1">2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. </span></div>
<div class="p1">
<span class="s1">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></div>
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<span class="s1">5.2 Compare and contrast works of art, beyond the obvious and identifying psychological content found in the images</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Modifications:</b> </span></div>
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<span class="s1">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Accelerated Learner: Expand on skills learned to create a unique project. </span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">Color has a huge effect on our daily lives.</span></div>
<div class="p1">
<span class="s1">Everyday our emotions, moods, physical sensation (appetite) are influenced by the colors that surround us.</span></div>
<div class="p1">
<span class="s1">There are three (3) properties to color: </span></div>
<div class="p1">
<span class="s1"><b>Hue</b>: the name we give to a color (red, blue, etc.).</span></div>
<div class="p1">
<span class="s1"><b>Intensity</b>: refers to the strength/vividness of the color. For example, we may describe the color blue as "royal" (bright, rich, vibrant) or "dull" (grayed).</span></div>
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<span class="s1"><b>Value:</b> meaning its lightness or darkness. Shade and Tint are in reference to value changes in colors.</span></div>
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<span class="s1"></span><br /></div>
<div class="p5">
<span class="s1"><b>Scaffolding adaptations:</b> </span></div>
<div class="p5">
<span class="s1">Students will revisit color and line from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on color, scale and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.</span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">DIRECT INSTRUCTION:</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 1 and 2: Power Point Presentation Color and Albers</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Pre-assessment: Science and Art</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Opening: Art Link: Quote from Albers on Science and Art</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Review: Elements of art </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Discussion: Color</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Key Vocabulary featured on PPT with visuals: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Hue</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Value</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Intensity</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Chroma</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Saturation</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Contrast </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Complementary Colors</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Simultaneous Contrast </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Successive Contrast </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Color Schemes (relationships)</span></div>
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<span class="s1"><b>ART HISTORY:</b> Josef Albers</span></div>
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<span class="s1"><b>Josef Albers (1888 – 1976)</b></span></div>
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<span class="s1">German-born American artist and educator </span></div>
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<span class="s1">He worked, both in Europe and in the United States</span></div>
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<span class="s1">Taught at Yale University</span></div>
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<span class="s1">He formed the basis for the most influential and far-reaching art education programs of the 20th century.</span></div>
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<span class="s1">Alber’s had an endless fascination with color discrepancy: </span></div>
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<span class="s1">How colors look when seen one at a time </span></div>
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<span class="s1">How they appear in different combinations</span></div>
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<span class="s1"><b>Color Theory</b>: The study of Color </span></div>
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<span class="s1">Albers noted experiencing color varies based on individual personalities and factors like hue, dimension, and placement.</span></div>
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<span class="s1">1949-1976, Josef Albers created a series of paintings titled <i>Homage to the Square.</i> </span></div>
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<span class="s1">Experience is the best teacher of color. </span></div>
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<span class="s1">There is no shortcut to your <b>10,000 hours</b> towards mastery of this subject. </span></div>
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<span class="s1">Unless you experiment with colors the way Albers prescribes, you will not fully comprehend how the exact same color:</span></div>
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<span class="s1"> Looks different in small quantity vs. large quantity </span></div>
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<span class="s1"> Looks different surrounded by another color. </span></div>
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<span class="s1">Color is constantly related to its neighbors and to changing light conditions.</span></div>
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<span class="s1">Albers chose the square for its neutrality</span></div>
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<span class="s1">He felt that such a common shape would not distract viewers from their experience of color. </span></div>
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<span class="s1">To create a "pure" experience, he applied his pigments directly from the tubes.</span></div>
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<span class="s1">Spread pigments in thin layers onto the surface of the canvas (No Texture)</span></div>
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<span class="s1">Studied color with paint on paper</span></div>
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<span class="s1">Avoids mixing paint</span></div>
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<span class="s1">Saves time and materials</span></div>
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<span class="s1">Gain active interest, no prep</span></div>
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<span class="s1">Precision of tone, light and surface quality</span></div>
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<span class="s1">No texture (i.e. brush strokes)</span></div>
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<span class="s1">Intensity is a synonym for magnitude or strength.</span></div>
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<span class="s1"><a href="http://en.wikipedia.org/wiki/Contrast_(vision)"><b>Contrast</b></a><b>:</b> refers to one object's difference in color and <a href="http://en.wikipedia.org/wiki/Luminance">luminance</a> compared to its surroundings or background.</span></div>
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<span class="s1">Black and white</span></div>
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<span class="s1">Complementary colors: Opposite on color wheel</span></div>
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<span class="s1">Monochromatic colors are all the colors (tints, tones, and shades) of a single hue. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Huedoku: Students play the app Huedoku to see their learning at work. The app is created from Albers studies and allows students to place colors in the right order based on hue. Students will both watch and play. Student playing will be active in color placement students watching will observe how color changes based on its neighbors. </span></div>
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<span class="s1"><b></b></span><br /></div>
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<span class="s1"><b>Review each Color scheme on last slide to check for understanding </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Teacher Models: </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Color throughout discussion </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors throughout discussion</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>The game Huedoku on how to play with three color boxes </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion ensure comprehension and active note taking </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students play the Huedoku App with 4 color boxes and higher</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Project: </b></span></div>
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<span class="s1">Day one: Students complete study of ideas in their sketchbook. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span> Ideas should include various art supplies, 9 boxes and different color schemes</span></div>
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<span class="s1">Day two: Students continue with their plans and submit for approval and large paper</span></div>
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<span class="s1">Day three students begin on large paper by scaling up ideas to meet the 12x12 paper</span></div>
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<span class="s1">Day four: students begin to map out each color scheme considering foreground, background etc. </span></div>
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<span class="s1">Day 5,6,7: student implement ideas through precision and knowledge </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Final product should include Light, Shadow and Value</span></div>
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<span class="s1">Day 8: Critique </span></div>
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<span class="s1">Day 9: submit final work for a grade. </span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com2tag:blogger.com,1999:blog-6030492163734674220.post-22791253235771674732016-02-15T06:09:00.001-08:002016-02-15T06:10:38.201-08:00Color Wheel Perspective <div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><b><br /></b></span></div>
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<span class="s1"><b><br /></b></span></div>
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<span class="s1"><b>Objective:</b> Students will create a color wheel using one point perspective, accurate color placement and value </span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>CA Art Standards</b></span></div>
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<span class="s1">1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.</span></div>
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<span class="s1">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></div>
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<span class="s1">2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.</span></div>
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<span class="s1">3.2 Identify and describe the role and influence of new technologies on contemporary works of art.</span></div>
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<span class="s1">4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.</span></div>
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<span class="s1">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></div>
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<span class="s1">5.0: Students apply what they learn in the visual arts across subject areas. </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Materials: </b></span></div>
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<span class="s1">Tag Board</span></div>
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<span class="s1">Color Pencils </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Key Vocabulary: </b></span></div>
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<span class="s1">Hue, Value, One point Perspective, tertiary</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Direct Instruction </b></span></div>
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<span class="s1">Color has a huge effect on our daily lives.</span></div>
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<span class="s1">Everyday our emotions, moods, physical sensation (appetite) are influenced by the colors that surround us.</span></div>
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<span class="s1">There are three (3) properties to color: </span></div>
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<span class="s1"><b>Hue</b>: the name we give to a color (red, blue, etc.).</span></div>
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<span class="s1"><b>Intensity</b>: refers to the strength/vividness of the color. For example, we may describe the color blue as "royal" (bright, rich, vibrant) or "dull" (grayed).</span></div>
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<span class="s1"><b>Value:</b> meaning its lightness or darkness. Shade and Tint are in reference to value changes in colors.</span></div>
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<span class="s1">One-point perspective -contains only one vanishing point on the horizon line. </span></div>
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<span class="s1">This type of perspective is typically used for images of roads, railway tracks, hallways, or buildings viewed so that the front is directly facing the viewer.</span></div>
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<span class="s1">Color Theory: is a body of practical guidance to color mixing and the visual effects of a specific color combinations</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Teacher Models </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Examples of vocabulary on the board throughout discussion </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors room throughout discussion</span></div>
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<span class="s1">Step by Step modeling on how to create color wheel</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Check for Understanding: </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion ensure comprehension and active note <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>taking </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Various Activities Designed to check/enhance student comprehension</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Project requirements:</b></span></div>
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<span class="s1"><b>Sketchbook</b>: student uses sketchbook to complete studies on one point perspective and building details using a ruler</span></div>
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<span class="s1"><b>Final project:</b> Student applies sketchbook skills onto final paper to create building color wheel</span></div>
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<span class="s1">Student creates color wheel showing primary, secondary and tertiary colors</span></div>
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<span class="s1">Student shows the shade, tint and pure color of 12 colors on the color wheel</span></div>
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<span class="s1">Student added unique details on each of the 12 buildings using black ink</span></div>
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<span class="s1">Final project is well thought out and executed</span></div>
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<span class="s1">Student takes advantage of studio time by illustrating full effort in actions and final results. </span></div>
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<span class="s1">Adapted from lesson found: <a href="http://tartteaching.blogspot.com/2012_08_01_archive.html"><span class="s2">http://tartteaching.blogspot.com/2012_08_01_archive.html</span></a></span></div>
Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com46tag:blogger.com,1999:blog-6030492163734674220.post-34531532792250263742016-01-24T16:42:00.000-08:002016-01-24T16:42:17.357-08:00Tessellation Pattern Project <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZnPT3Ubd6kb11gvd_7_Y9KlYGGC4JpnzUadGX7Ucsj-9j09j1JLtFCkhkWLXs7BdYKptEmPOPpbmdwXJt8dCObxfB833nU5VDmwzjeavuK5KYG5mTcbP-NfSviS_WOFLhh6BHyQMLLOU/s1600/IMG_3994.jpg" imageanchor="1"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZnPT3Ubd6kb11gvd_7_Y9KlYGGC4JpnzUadGX7Ucsj-9j09j1JLtFCkhkWLXs7BdYKptEmPOPpbmdwXJt8dCObxfB833nU5VDmwzjeavuK5KYG5mTcbP-NfSviS_WOFLhh6BHyQMLLOU/s640/IMG_3994.jpg" width="606" /></a><br />
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<span class="s1"><b><br /></b></span></div>
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<span class="s1"><b>Lesson Objective</b></span></div>
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<span class="s1">Work with elements of art: Line, shape</span></div>
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<span class="s1">Work with Principles of Art: Pattern </span></div>
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<span class="s1">Draw connections between Art and Math to increase Engagement. </span></div>
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<span class="s1"><b>Key Vocabulary:</b> A<b> tessellation</b> is created when a shape is repeated over and over again covering a plane without any gaps or overlaps.</span></div>
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<span class="s1">"tessellate" means to arrange small squares in a checkered or mosaic pattern. </span></div>
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<span class="s1">The word "tessellate" is derived from the Greek word "tesseres," which in English means “four."</span></div>
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<span class="s1"><b>Regular Tessellation: </b>made up of congruent regular polygons. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Regular means that the sides and angles of the polygon are all equivalent: EQUAL.</span></div>
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<span class="s1"><b>Materials: </b></span></div>
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<span class="s1">12x 12 Tag Board </span></div>
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<span class="s1">Pencil</span></div>
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<span class="s1">4”x4” template </span></div>
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<span class="s1">Scissors </span></div>
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<span class="s1"><b>Focus Artist/s: MC Escher</b></span></div>
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<span class="s1"><b></b></span><br /></div>
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<span class="s1"><b>Project Requirements</b>: </span></div>
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<span class="s1">Create a repeated Tessellation pattern. Complete the pattern with a changing mammal </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></div>
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<span class="s1"><b>Assessment: </b></span></div>
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<span class="s1">Informal: Sketchbook studies</span></div>
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<span class="s1">Formal: Oral Self Critique</span></div>
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<span class="s1">Formal: Artist Statement</span></div>
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<span class="s1">Formal: Grading final sculpture</span></div>
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<span class="s1"><b>CA STANDARDS: </b></span></div>
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<span class="s1">1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.</span></div>
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<span class="s1">Impact of Media Choice</span></div>
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<span class="s1">1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.</span></div>
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<span class="s1">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></div>
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<span class="s1">2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.</span></div>
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<span class="s1">3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.</span></div>
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<span class="s1">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></div>
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<span class="s1">5.4 Demonstrate an understanding of the various skills of an artist, art critic, and philosopher of art (aesthetician).</span></div>
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<span class="s1"><b>Modifications:</b> </span></div>
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<span class="s1">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></div>
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<span class="s1">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Accelerated Learner: Expand on skills learned to create a unique project. </span></div>
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<span class="s1">Advanced art students will be asked to increase the difficulty of their final tessellation They will also be expected incorporate more details and art principles into the final project</span></div>
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<span class="s1"><b>Scaffolding adaptations:</b> </span></div>
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<span class="s1">Students will revisit shape from the earlier learning for cubism. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final project. will be demo step by step instruction in class using guided instruction. </span></div>
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<span class="s1">Anticipatory Set: Art Link: </span></div>
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<span class="s1"><b>Art Link: Are Math and Art Related?</b> </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Complete Handout and turn it in for sketchbook grade. </span></div>
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<span class="s1">Pre-assessment form</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Students fill out pre-assessment on their own</span></div>
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<span class="s1">Large Group Activity</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Address pre-assessment questions as a large group to assess prior knowledge</span></div>
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<span class="s1">Large Group Discussion on Art and Math </span></div>
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<span class="s1">OBJECTIVE: Introduce the concept of Art and Math Connection through the artwork of M.C. Escher. Allow students to solve the visual arts problem of creating a Repeating pattern using the tessellation format. </span></div>
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<span class="s1">DIRECT INSTRUCTION:</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Power Point Presentation Tessellations</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Pre-assessment: Questionnaire Art and Math Connection</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Discussion: Art and Math </span></div>
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<span class="s1"><b>Art History: </b>Maurits Cornelis (MC) Escher (1898-1972) </span></div>
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<span class="s1">One of the world's most famous graphic artists. </span></div>
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<span class="s1">He was born in the Netherlands</span></div>
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<span class="s1">Fourth and youngest son of a civil engineer. </span></div>
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<span class="s1">Failed his high school exams</span></div>
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<span class="s1">He attended School for Architecture and Decorative Arts in Haarlem.</span></div>
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<span class="s1">M.C. Escher </span></div>
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<span class="s1">Illustrated books</span></div>
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<span class="s1">Designed tapestries</span></div>
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<span class="s1">Postage stamps</span></div>
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<span class="s1">Murals</span></div>
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<span class="s1">Created 448 lithographs, woodcuts & wood engravings </span></div>
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<span class="s1">Over 2000 drawings and sketches. </span></div>
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<span class="s1">M.C. Escher was left-handed like Michelangelo & Leonardo da Vinci</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Key Vocabulary:</b> A<b> tessellation</b> is created when a shape is repeated over and over again covering a plane without any gaps or overlaps.</span></div>
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<span class="s1">"tessellate" means to arrange small squares in a checkered or mosaic pattern. </span></div>
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<span class="s1">The word "tessellate" is derived from the Greek word "tesseres," which in English means “four."</span></div>
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<span class="s1"><b>Regular Tessellation: </b>made up of congruent regular polygons. </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Regular means that the sides and angles of the polygon are all equivalent: EQUAL. </span></div>
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<span class="s1">a tessellation of triangles </span></div>
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<span class="s1">a tessellation of squares<span class="Apple-tab-span"> </span></span></div>
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<span class="s1">a tessellation of hexagons</span></div>
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<span class="s1">Escher elaborated patterns by distorting the basic shapes to render them into animals, birds, and other figures. </span></div>
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<span class="s1">These distortions had to obey the three, four, or six-fold symmetry of the underlying pattern in order to preserve the tessellation.</span></div>
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<span class="s1"><b>Irregular tessellations: </b>all other tessellations, including the tiling in the main image.</span></div>
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<span class="s1"><b>Teacher Models </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Examples of vocabulary on the board throughout discussion </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors room throughout discussion</span></div>
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<span class="s1">Step by Step modeling on how to create tessellations: </span></div>
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<span class="s1"><b>Project Steps:</b> “Translation” pattern - where you attach the cut out pieces to an <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span> <b>opposite</b> side of your shape:</span></div>
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<span class="s1">After you sketched the shape - cut out the pieces. </span></div>
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<span class="s1">Do not throw away any cutouts!</span></div>
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<span class="s1">They should be attached to the opposite sides.</span></div>
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<span class="s1">Slide down the top piece and tape it to the bottom side of the square.</span></div>
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<span class="s1">Slide the left cutout to the right side of the square and tape it.</span></div>
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<span class="s1">Trace your tessellation onto a drawing paper:</span></div>
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<span class="s1">Add Details</span></div>
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<span class="s1"><b>Check for Understanding: </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion ensure comprehension and active note <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>taking </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Various Activities Designed to check/enhance student comprehension</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span></span></div>
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<span class="s1">Activity: Remaining studio time day 1 and day 2</span></div>
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<span class="s1">Sketchbook Drawing: Students will begin thinking about their ideas for tessellations in their sketchbooks. </span></div>
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<span class="s1">FINAL PROJECT: Students will have 4 studio days to complete Tessellations</span></div>
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<span class="s1"><b>Project Requirements</b>: </span></div>
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<span class="s1"><b>Sketchbook: </b></span></div>
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<span class="s1">Student will practice using the 4” square format</span></div>
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<span class="s1">Student will construct design ideas in sketchbook</span></div>
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<span class="s1">Student will complete design ideas by creating a person, animal or </span></div>
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<span class="s1"> creature</span></div>
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<span class="s1">Student will practice shading techniques</span></div>
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<span class="s1">Originality: Student will work at making each mammal slightly different</span></div>
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<span class="s1"><b>Final Project </b></span></div>
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<span class="s1">Student created a full page of tessellations</span></div>
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<span class="s1">Student used the 4” square format</span></div>
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<span class="s1">Final tessellation creates a person, animal or creature</span></div>
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<span class="s1">Each tessellation is completed with detail and accuracy </span></div>
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<span class="s1">Student used multiple shading techniques to complete</span></div>
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<span class="s1">Student used time wisely and displayed full effort in final project results. </span></div>
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<span class="s1"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBqstyx3o47pYTCVORkzf6wgAy8T1d8RizKj0ZF4RI4RIdMIcm4KFqd0-1gVhaxiXMzjJx6PhyphenhyphenWsCcN_Os4QRRe2nYEc1SclXVQ-gj5nQcJEXv8E7JprTsp7Uc5uJlPslZ1m5Un5U835A/s1600/IMG_4131.jpg" imageanchor="1"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBqstyx3o47pYTCVORkzf6wgAy8T1d8RizKj0ZF4RI4RIdMIcm4KFqd0-1gVhaxiXMzjJx6PhyphenhyphenWsCcN_Os4QRRe2nYEc1SclXVQ-gj5nQcJEXv8E7JprTsp7Uc5uJlPslZ1m5Un5U835A/s400/IMG_4131.jpg" width="395" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBIDeqbJXSVSnyTfHdQLjZMpfgliv0Xg3ENYIxYC6v_NanwQQRRh98SWdRgvlAuR77r1GnbutPFQiwNF0Cyl89797XUdehyphenhypheneOxaSIg_kYXihfG-2elO0D-pZ2Q9brNec1X3nS64tH5LiM/s1600/IMG_4134.jpg" imageanchor="1"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBIDeqbJXSVSnyTfHdQLjZMpfgliv0Xg3ENYIxYC6v_NanwQQRRh98SWdRgvlAuR77r1GnbutPFQiwNF0Cyl89797XUdehyphenhypheneOxaSIg_kYXihfG-2elO0D-pZ2Q9brNec1X3nS64tH5LiM/s400/IMG_4134.jpg" width="400" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSY1s7pneLJo5G96eujaslT_St0bbpOh8rRo3svycFZEjFq1IfUk7RTqSXo0a-I2lvUClFupl6X_h85sa1J8EWDinWya6I4cVcImjhY50ogaBNyresTQ8X04i53srJgHdgrfiX1aj46H4/s1600/IMG_4133.jpg" imageanchor="1"><img border="0" height="397" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSY1s7pneLJo5G96eujaslT_St0bbpOh8rRo3svycFZEjFq1IfUk7RTqSXo0a-I2lvUClFupl6X_h85sa1J8EWDinWya6I4cVcImjhY50ogaBNyresTQ8X04i53srJgHdgrfiX1aj46H4/s400/IMG_4133.jpg" width="400" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl_-5ET0KImoJrhKITjg9RtWCiGdzu8f4K8wVyk-Bp-v4R03Y1BDGPZkGk6e_TWAR9ORvBuYTGANolilAMPJvI81y_rQhtF5SLhW50TDLibytL6HwSSLXRdNS5vn9DKQkLL3yQT7TlA2o/s1600/IMG_4005.jpg" imageanchor="1"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl_-5ET0KImoJrhKITjg9RtWCiGdzu8f4K8wVyk-Bp-v4R03Y1BDGPZkGk6e_TWAR9ORvBuYTGANolilAMPJvI81y_rQhtF5SLhW50TDLibytL6HwSSLXRdNS5vn9DKQkLL3yQT7TlA2o/s400/IMG_4005.jpg" width="400" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBaMl8pPqPBYQa0NJLASVmciE0HdQ95kDwU5Pvsk4_0KHWrOLzLtmi3IV9iYBBpmR_d3UC7n_H41sfRuryH7KUcaxaFkDwn4Gm6a2D1-lUPFvAhIhx_IvGaMfI-q9Q4lqagFg3_i7svKg/s1600/IMG_3990.jpg" imageanchor="1"><img border="0" height="397" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBaMl8pPqPBYQa0NJLASVmciE0HdQ95kDwU5Pvsk4_0KHWrOLzLtmi3IV9iYBBpmR_d3UC7n_H41sfRuryH7KUcaxaFkDwn4Gm6a2D1-lUPFvAhIhx_IvGaMfI-q9Q4lqagFg3_i7svKg/s400/IMG_3990.jpg" width="400" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-ZtKpF-t5JrGoRmrVlOz0ezmgRXG2V50xgRwcAZxWNmdvR9UynfrJHYuPHQyXWF4tX8hhCQaGAPamu-uOOrpXLVMA5THr-fjur4vGhicHqhcrpRuZ-ghLysHewW8SHzkSX2blLERqQcg/s1600/IMG_3983.jpg" imageanchor="1"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-ZtKpF-t5JrGoRmrVlOz0ezmgRXG2V50xgRwcAZxWNmdvR9UynfrJHYuPHQyXWF4tX8hhCQaGAPamu-uOOrpXLVMA5THr-fjur4vGhicHqhcrpRuZ-ghLysHewW8SHzkSX2blLERqQcg/s400/IMG_3983.jpg" width="393" /></a></span></div>
Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com2tag:blogger.com,1999:blog-6030492163734674220.post-34080750889218446862015-11-24T17:59:00.000-08:002015-11-24T17:59:29.792-08:00Blind Contour Still Life <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB58nBDeu9dBA3PQSK0omH2Ccnt0JKMct2-ep1GYAk0JeyBT0YMAmNOaad7JjK6Yf8Wa8vqzM9TwlObq5mhx8PvW6AxVl5rHv5LCM6_7IUN-dl_Pu0gCbbgNdi52IJ8C0NEhNgoP_dAsM/s1600/IMG_3717.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB58nBDeu9dBA3PQSK0omH2Ccnt0JKMct2-ep1GYAk0JeyBT0YMAmNOaad7JjK6Yf8Wa8vqzM9TwlObq5mhx8PvW6AxVl5rHv5LCM6_7IUN-dl_Pu0gCbbgNdi52IJ8C0NEhNgoP_dAsM/s640/IMG_3717.jpg" width="288" /></a></div>
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<span class="s1">INTRODUCTION to lesson (Anticipatory set): </span></div>
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<span class="s1">"I hate flowers -- I paint them because they're cheaper than models and they don't move."- Georgia O'Keeffe. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Students will: <span class="Apple-tab-span"> </span>Think-Pair-Share</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Independently read the Quote</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Discuss the quote with group members</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Independently write down their own response</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Share written responses with group members</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Participate in this class discussion </span></div>
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<span class="s1">OBJECTIVE: Draw and shade a large still life using Blind Contour Drawing as the tool. Students will finish the blind contour drawing using shading techniques they have studied previously.</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Draw their hands for pre-assessment</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Discuss art history, Blind Contour, shading techniques</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Practice drawing still life several times</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Students will be able comprehend and use these terms in relation to drawing </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Hatching<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Blind Contour<span class="Apple-tab-span"> </span>Stippling<span class="Apple-tab-span"> </span>Tint</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Crosshatching <span class="Apple-tab-span"> </span>Contour line<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Scumbling<span class="Apple-tab-span"> </span>Contour hatching</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shade<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Light Source<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Still Life<span class="Apple-tab-span"> </span>Modified BCD</span></div>
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<span class="s1">CA STANDARDS: </span></div>
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<span class="s1">1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.</span></div>
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<span class="s1">2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view</span></div>
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<span class="s1">4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.</span></div>
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<span class="s1">5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection)</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></div>
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<span class="s1">PURPOSE: Drawing in the Blind Contour drawing technique become more valuable when students understand the rules and see a finished product</span></div>
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<span class="s1">INSTRUCTION: </span></div>
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<span class="s1">Students will be introduced to the artists Andy Warhol and Barry Flanagan and their line drawing studies. These works will allow students to comprehend using blind contour and a simplifying a still life from objects to shapes. </span></div>
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<span class="s1">MATERIALS: Sketch Books<span class="Apple-tab-span"> </span>Drawing Pencils</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Copy Paper<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>12x18 white paper or card stock</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></div>
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<span class="s1">DIRECT INSTRUCTION:</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 1: Power Point Presentation</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: In sketch Books, Art Quote O’Keeffe activity</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review Girl upside down and directions</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Draw hand in two minute timed blind contour drawing </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Model or show video of Blind Contour </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Art History: Andy Warhol and Barry Flanagan</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>HOLDING YOUR PENCIL<span class="Apple-tab-span"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Try each hold in sketch book</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shading Techniques</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Draw still life in two minute timed drawing for the remainder of class</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>CLOSURE: How do you feel about the Still life Drawing? Write brief </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Notes on thoughts in sketch book. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Teacher Models: </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Blind Contour Drawing of hand</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Each Shading Technique </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Check Blind Contour hands by walking around the room</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Check Blind Contour Still life by walking around the room</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 2: Studio class</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: "The best artists know what to leave out."- Charles de </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Lint,<span class="Apple-tab-span"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review Power point on Blind Contour rules</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review holding your pencil</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>ASSIGN FINAL ART PROJECT: </b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Draw still life on large paper</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Fill the page with balanced composition</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Find details of each object using line</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Find Light source of each object and identify the lightest</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>And darkest point of each</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shade each object in still life </span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Students receive large Paper and begin their BCD of Still life</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students complete drawings by finding all the details in the still</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Life using line. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>CLOSURE: write brief summary of studio class in journal</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Like/dislike/rules/etc.</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 3: Studio Class</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: Art Link: Draw five circles and try each shading technique </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>From one light source</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review Shading Techniques</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students begin to finish each still life object using each shading</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Technique at least once in the composition</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>CLOSURE:</b> How do you feel about your work to date? </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 4: Studio Class: Work on Final assignment</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: ART LINK: Don’t think about making art just get it done. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Let everyone else decide if it’s good or bad, whether they </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Love it or hate it. While they are deciding , make more art. </span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Students continue work on final art project</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 5: Studio Class: work on Final Assignment and CRITIQUE</b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Opening: In sketch books, Draw Your Hand using BCD</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>and shade one finger 5 Minute activity</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students complete final project first 30 minutes</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students participate in Critique last 25 minutes of class. </span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com1tag:blogger.com,1999:blog-6030492163734674220.post-23411942783141341642015-11-24T17:45:00.001-08:002015-11-24T17:45:38.528-08:00Oval Figure Drawing <div class="separator" style="clear: both; text-align: center;">
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<span class="s1">INTRODUCTION to lesson (Anticipatory set): Students will choose a quote by an artist below: <br />
<a href="http://www.artquotes.net/masters/francisco-goya/index.htm"><b>Francisco Goya</b></a>: When I work, I work very fast, but preparing to work can take any length of time.</span></div>
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<span class="s1"><b>Alberto Giacometti</b>: My contribution to the world is my ability to draw. I will draw as much as I can for as many people as I can for as long as I can. Drawing is still basically the same as it has been since prehistoric times. It brings together man and the world. It lives through magic.</span></div>
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<span class="s1"><b>Vincent Van Gogh</b>: The emotions are sometimes so strong that I work without knowing it. The strokes come like speech.</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Students will: <span class="Apple-tab-span"> </span>independently read the power point slide</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Discuss the quotes with group members</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Independently write down their own response</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Share written responses with group members</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Participate in this class discussion </span></div>
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<span class="s1">OBJECTIVE: Create a figure drawing showing movement using gestural drawing techniques with correct proportion based on rules learned</span></div>
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<span class="s1">Students will be able to: <span class="Apple-tab-span"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Draw Oval Action Figures</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Draw Gestural Figures</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Draw with correct Proportion</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Learn to draw movement</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Draw with models</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Students will be able comprehend and use these terms in relation to drawing </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Figures: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Movement<span class="Apple-tab-span"> </span>Proportion <span class="Apple-tab-span"> </span>Central Axis Line<span class="Apple-tab-span"> </span>Line of Force</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Oval Action <span class="Apple-tab-span"> </span>Gestural drawing</span></div>
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<span class="s1">CA STANDARDS: (addressed in detail page one) </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>2.1 Solve Visual art standard w/effective use of art elements</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>2.4 Review and Refine observational drawing skills</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>4.5 Employ art critiques in writing and speaking about works of art</span></div>
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<span class="s1">PURPOSE: Drawing the figure becomes more achievable when students have rules and actions to follow. </span></div>
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<span class="s1">INSTRUCTION: </span></div>
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<span class="s1">Students will be introduced to the artist Pablo Picasso and his line drawing studies. These works will allow students to comprehend simplifying the figure to shape and line. </span></div>
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<span class="s1">MATERIALS: Sketch Books<span class="Apple-tab-span"> </span>Pencils with eraser</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Copy Paper<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Large copy paper or card stock</span></div>
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<span class="s1">DIRECT INSTRUCTION:</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 1: Power Point Presentation</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: In sketch Books, Art Quote activity</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review of Blind Contour drawings STILL LIFE </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>***Video Link on slide***</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pablo Picasso</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Contour Line</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>HOLDING YOUR PENCIL<span class="Apple-tab-span"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Try each hold in sketch book</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Figure proportion</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>First pose and drawing</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>CLOSURE: Ask students to spend the last moments of class</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>discussing the process with their table</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>In sketch book write what you like/dislike about oval action drawing</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Teacher Models: </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Each Proportion while discussing <i>(PPP ends slide 18)</i></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>First Pose for group in prep for day 2</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Check first pose in sketch book by walking around the room</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>See that students have taken accurate notes</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Give handout </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 2: Studio class</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: In sketch books, Draw what is written activity </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><i>(PPP slide 19)</i></span></div>
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<span class="s1"><i><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></i>Review Power point on proportions</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review holding your pencil</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review WHY: grab essence of moving object quickly </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students each have one turn posing</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Poses go from one minute to 45 seconds to 30 seconds</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>If time allows, students could pair up and continue to draw 30</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Second poses</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>CLOSURE: write brief summary of studio class in journal</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Like/dislike/rules/etc.</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 3: Gestural Drawing</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: In Sketch books: Draw what you see activity</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><i>(PPP slide 20)</i></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review Oval Action <i>(PPP Slide 21-24)</i></span></div>
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<span class="s1"><i><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></i>Watch Video on gestural drawing</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Discuss Line of force</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Discuss Central axis Line </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students Pair up and attempt this new type of drawing</span></div>
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<span class="s1"><b>CLOSURE:</b> <b>Assign Final Art Project</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Gestural Drawing Series Assignment: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Large Paper</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>5-7 poses</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Could tell story/ Can also be random series</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>DO NOT ERASE GESTURAL LINES</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Finish each in some way: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>INK<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shading<span class="Apple-tab-span"> </span></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Color Pencils<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Stippling </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 4: Studio Class: work on Final assignment</b></span></div>
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<span class="s1"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: <i>(PPP slide 20)</i></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students begin work on final art project</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><b>Day 5: Studio Class: work on Final Assignment and CRITIQUE</b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Opening: Review/Revisit: <b>Vincent Van Gogh</b>: The emotions are sometimes so strong that I work without knowing it. The strokes come like speech.</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students complete final project 30 minutes</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students participate in Critique last 25 minutes of class. </span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com1tag:blogger.com,1999:blog-6030492163734674220.post-56136019221359924262015-06-07T09:02:00.002-07:002015-06-07T09:02:24.099-07:00Dinner Plate Final <div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b><br /></b></span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Lesson Objective: </b>Create 3-D artwork in Clay from Famous 2-D artwork explore and review cumulative learning of additive, subtractive construction and the elements and principles of art.</span></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Project Requirements: </span></b></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Sketchbook:</b> Complete a plan of the final plate, with famous artwork in your sketchbook including:</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Plan for addition and subtraction of clay</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Update the work for contemporary day<br />
<span class="Apple-tab-span"> </span>Details with Measurements for final construction</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Full Color Study with approval to move to final project</span></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Final Art work: </span></b></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Create a uniform dinner plate, with a famous artwork, in clay</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Must have addition and subtraction</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Must consider line, shape, value, color, texture, balance, unity & movement </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Update the work to represent contemporary day</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Glaze is applied with detail and precision</span></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Presentation: </span></b></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Famous Artist Information</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Birth/Death</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">School</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Art Movement Association</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Major Exhibitions</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Lasting Value of the work</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Interesting information</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Quote </span></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Final meets California Art Standards: </span></b></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">4.3 Analyze and articulate how society influences the interpretation and message of a work of art.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Assessment: </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Informal: Small group written critique</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Formal: Artist Statement</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Formal: Grading final sculpture</span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Modifications:</b> </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Accelerated Learner: Expand on skills learned to create a unique project. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Scaffolding adaptations:</b> </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Students will revisit Contrast, Color, Pattern, Scale, Proportion, Movement, Rhythm from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.</span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Key Vocabulary</b>: Feminist Art, </span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Materials</b>: </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Clay</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Clay Tools</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Slip</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Glaze</span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Direct Instruction</span></b></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Critique:</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Small Group: Judy Chicago’s Plate</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Large Group: Judy Chicago’s Plate</span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><b><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Judy Chicago (1939- )</span></b></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Born Judith Sylvia Cohen in Chicago, Illinois</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">American feminist artist, art educator</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Received her Master of Fine Arts from UCLA in 1964.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Known for her large collaborative art installation pieces which examine the role of women in history and culture. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">By the 1970s, Chicago had coined the term "feminist art" </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">She founded the first feminist art program in the United States. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">In 1970 full-time teacher at Fresno State College</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Teaching women the skills needed to express the female perspective in their work.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">She planned a class that would consist only of women</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">She would teach students off campus to escape "the presence and the expectations of men.”</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">It was at this time when Chicago would coin the term "feminist art"[</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Chicago's work incorporates stereotypical women's artistic skills, such as needlework, counterbalanced with stereotypical male skills such as welding and pyrotechnics. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Chicago's masterpiece is The Dinner Party, which is in the collection of the Brooklyn Museum.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Dinner Party</b>: </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">First epic feminist artwork</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Symbolic history of women in Western civilization. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">39 place settings for mythical and historical famous women</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Arranged along a triangular table</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Each unique place-setting includes:</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">A hand-painted china plate, </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Ceramic flatware and chalice</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Napkin with an embroidered gold edge. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Plate, brightly-colored, elaborately styled form. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Settings are on embroidered runners, with various needlework styles. </span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com1tag:blogger.com,1999:blog-6030492163734674220.post-35502432104034864302015-06-07T08:51:00.000-07:002015-06-07T08:51:49.808-07:00Tunnel Book Final <div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Lesson Objective:</b> Create a 3-D work of art from a famous 2-D work of Art reflecting both your personal style and the style of the researched artist. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Project requirements</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Sketchbook:</b> Complete a plan of the final work in your sketchbook including:</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Plan for Foreground, Middle grounds and Back ground</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Update the work to contemporary day<br />
<span class="Apple-tab-span"> </span>Details with Measurements for final construction of Tunnel book</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Full Color Study with approval to move to final project</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Final Art work: </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Maximum: 12x12 Minimum: 6x6</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>1 Foreground (Min)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>3 middle grounds (Min)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>1 Background (Min)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Full color in any medium</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Must be able to see the full artwork from front</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Update the work to contemporary day</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Accordion to hold four Grounds</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Book Structure including: Cover, Inside, Tunnel, and back cover</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Cover of the book</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Typography (Handwritten)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Artist’s Name</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Title of the work</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Decoration Relating to the artwork (pattern, etc)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Inside Cover</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Famous Artist Information</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Birth/Death</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">School</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Art Movement Association</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Major Exhibitions</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Lasting Value of the work</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Interesting information</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Quote </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Back Cover</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Must have Artist Statement (1 page) typed and on the back of the book jacket</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Full Name</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">School/Grade</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Motivation for choosing art/artist</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Process of creating book</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Interesting information (set backs, etc.)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">What you learned from the experience</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Your favorite Art Quote</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Final Presentation:</b> Must present final pop-up book to class (4-6 Minute Presention)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Cover: Discuss Typography</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Art history about chosen artist (inside Cover)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Why did you pick this artwork</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>How did you transform the piece from 2-D to 3-D</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>How did you update the work to make it contemporary </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Artist Statement (back Cover)<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> <span class="Apple-tab-span"> </span> </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Final meets California Art Standards: </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">4.3 Analyze and articulate how society influences the interpretation and message of a work of art.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Assessment: </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Informal: Small group written critique</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Formal: Artist Statement</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Formal: Grading final sculpture</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Modifications:</b> </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Accelerated Learner: Expand on skills learned to create a unique project. </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Scaffolding adaptations:</b> </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Students will revisit Contrast, Color, Pattern, Scale, Proportion, Movement, Rhythm from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Key Vocabulary: Typography, Accordion, Foreground, Middle Ground, Back Ground</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Materials: </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Tag Board Or heavy Card Stock</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Paint</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Oil Pastel</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Sharpies</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Watercolor</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Glue</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Cardboard</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Direct Instruction: </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Art Link: Project a photo of a completed tunnel book to the class</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Critique this tunnel book with small group</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Critique Tunnel book as large group.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Art History: </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">A tunnel or peephole book is a set of pages bound into accordions on two sides </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">It is viewed through a central opening.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Scenery or shapes are cut out of the pages and then assembled in layers.</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> Inspired by theatrical stage sets</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">The tunnel book form dates from the mid-eighteenth century </span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Project additional examples and model how to create the final book through example and step by step instruction</span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Additional resources: Advanced Learners: Video: <a href="http://www.marthastewart.com/918288/creating-pop-books-robert-sabuda#918288"><span class="s2">http://www.marthastewart.com/918288/creating-pop-books-robert-sabuda#918288</span></a></span></span></div>
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<span class="s1"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Reflection: Students who were the most successful created mattes that got smaller in size leading to background. This format increased stability, reflected art history and met more rubric goals. Here is the link to the historic photo we referenced to increase comprehension: <a href="http://library.si.edu/digital-library/exhibition/paper-engineering/dance-tunnel-book">http://library.si.edu/digital-library/exhibition/paper-engineering/dance-tunnel-book</a></span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com5tag:blogger.com,1999:blog-6030492163734674220.post-29022079671379249422015-05-14T21:46:00.001-07:002015-05-22T14:00:16.198-07:00Graffiti Plaster Hands <div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><b>Lesson Objective: </b>Students will explore plaster building and oil pastels while learning about the Iconography and the Art Movement Graffiti. </span></div>
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<span class="s1"><b>Project Requirements: </b></span></div>
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<span class="s1"><b>Sketchbook: </b>Students will complete a life size representation of their hand as a drawing. </span></div>
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<span class="s1">Their drawing should include a hand gesture, one symbol and a social/cultural message through color and symbols (Iconography)</span></div>
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<span class="s1">They will finish their drawing using oil pastels</span></div>
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<span class="s1"><b>Final Project:</b> Create a mold of your hand gesture in plaster</span></div>
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<span class="s1">Using oil pastels and baby oil add pictures and symbols that represent you as an artist. </span></div>
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<span class="s1">Using knowledge gained from the year, address several principles of art: Balance, Scale, Rhythm, Unity, Movement, Emphasis, Contrast, Pattern</span></div>
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<span class="s1"><b>CA Art Standards</b></span></div>
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<span class="s1">1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.</span></div>
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<span class="s1">2.6 Create a two or three-dimensional work of art that addresses a social issue.</span></div>
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<span class="s1">3.4 Discuss the purposes of art in selected contemporary cultures.</span></div>
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<span class="s1">4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.</span></div>
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<span class="s1">4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.</span></div>
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<span class="s1">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></div>
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<span class="s1">5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.</span></div>
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<span class="s1"><b>Assessment: </b></span></div>
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<span class="s1">Informal: Small group written critique</span></div>
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<span class="s1">Formal: Artist Statement</span></div>
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<span class="s1">Formal: Grading final sculpture</span></div>
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<span class="s1"><b>Modifications:</b> </span></div>
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<span class="s1">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></div>
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<span class="s1">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></div>
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<span class="s1">Accelerated Learner: Expand on skills learned to create a unique project. </span></div>
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<span class="s1">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1"><b>Scaffolding adaptations:</b> </span></div>
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<span class="s1">Students will revisit Contrast, Color, Pattern, Scale, Proportion, Movement, Rhythm from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.</span></div>
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<span class="s1"><b>Key Vocabulary: </b></span></div>
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<span class="s1">Graffiti<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Iconography<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Symbol<span class="Apple-tab-span"> </span>Tagging <span class="Apple-tab-span"> </span>Graffiti<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Five Pointz</span></div>
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<span class="s1"><b>Materials: </b></span></div>
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<span class="s1">Plaster </span></div>
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<span class="s1">Baby Oil</span></div>
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<span class="s1">Oil Pastels</span></div>
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<span class="s1">Q-tips</span></div>
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<span class="s1">Markers and Graffiti machine </span></div>
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<span class="s1"><b>DIRECT INSTRUCTION:</b></span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Day 1: Direct Instruction from PPT: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Art Link: </span></div>
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<span class="s1">Critique: Morrison’s Grave </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>What do the colors mean?</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>What do the symbols mean?</span></div>
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<span class="s1">Teacher Models: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Graffiti and Art History</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors throughout discussion</span></div>
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<span class="s1"><b>Introduction: History of Graffiti and symbols in art</b></span></div>
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<span class="s1">Graffiti is writing or drawings that have been scribbled, scratched, or sprayed illicitly on a wall or other surface, often in a public place.</span></div>
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<span class="s1">Graffiti ranges from simple written words to elaborate wall paintings, and it has existed since ancient times. </span></div>
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<span class="s1">Examples date back to Ancient Egypt & Ancient Greece</span></div>
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<span class="s1">Both "graffiti" and its singular form "graffito" are from the Italian word graffiato ("scratched"). </span></div>
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<span class="s1">"Graffiti" in art history: works of art produced by scratching a design into a surface. </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Spray Paint and marker pens have become the most commonly used graffiti materials. </span></div>
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<span class="s1">In most countries, marking or painting property without the property owner's consent is considered defacement and vandalism, which is a punishable crime.</span></div>
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<span class="s1">1981: Fab 5 Freddy's friendship with Debbie Harry influenced Blondie's single "Rapture" </span></div>
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<span class="s1">The video featured Jean-Michel Basquiat, and offered the first glimpse of a depiction of elements of graffiti in hip hop culture. </span></div>
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<span class="s1">1980’s Keith Haring was another well-known graffiti artist who brought Pop Art and graffiti to the commercial mainstream. </span></div>
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<span class="s1">Then we saw the emergence of the new stencil graffiti genre. Some of the first examples were created in 1981</span></div>
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<span class="s1">A "tag" is the most basic writing of an artist's name, it is simply a hand style. A graffiti writer's tag is his or her personalized signature.</span></div>
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<span class="s1">Graffiti Artists use Iconography</span></div>
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<span class="s1"><b>Symbols in art</b></span></div>
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<span class="s1">Works of art may not only have subject matter, they may also contain symbols. </span></div>
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<span class="s1">Iconography: the visual images and symbols used in a work of art or the study or interpretation of these </span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Symbols are something represented in the work of art—an object, an action, or a pattern</span></div>
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<span class="s1">Symbols can be nonrepresentational item such as a color or a line</span></div>
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<span class="s1">To become a symbol, people have to adopt or accept</span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">The cross is a symbol of Christianity, conventional symbol of suffering</span></div>
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<span class="s1">The Sun as the symbol of life and strength, </span></div>
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<span class="s1">River is the symbol of eternal change and flowing</span></div>
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<span class="s1">The eagle on the standard of the United States of America symbolizes strength</span></div>
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<span class="s1"></span><br /></div>
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<span class="s1">Check for Understanding: </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></div>
<div class="p1">
<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion to be sure notes are being taken </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Presentation assessment</span></div>
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<span class="s1"><b></b></span><br /></div>
<div class="p1">
<span class="s1"><b>Small Group Art Activity: </b></span></div>
<div class="p1">
<span class="s1">Artists will receive their graffiti artist and their bullet points</span></div>
<div class="p1">
<span class="s1">With this information they will research/determine/present the piece of art that best reflects the artist overall</span></div>
<div class="p1">
<span class="s1">They will present a critique of this artwork</span></div>
<div class="p1">
<span class="s1">The artwork must be street art, must have a symbol and message</span></div>
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<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>Day 2: Art Activity:</b> Artists will receive their graffiti artist and their bullet points</span></div>
<div class="p1">
<span class="s1">With this information they will research/determine/present the piece of art that best reflects the artist overall</span></div>
<div class="p1">
<span class="s1">They will present a critique of this artwork</span></div>
<div class="p1">
<span class="s1">The artwork must be street art, must have a symbol and message</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Banksy</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Margaret Kilgallen (Meta)</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Shepard Fairey</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Jean-Michel Basquiat</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Keith Haring</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Barry McGee (Twist)</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Os Gemeos</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Kaws</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
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<span class="s1"><b>Artist: Margaret Kilgallen</b></span></div>
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<span class="s1">Born in 1967 in Washington, DC</span></div>
<div class="p1">
<span class="s1">Received her BA in printmaking from Colorado College in 1989. </span></div>
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<span class="s1">Early experiences as a librarian and bookbinder contributed to her encyclopedic knowledge of signs, drawn from American folk tradition, printmaking, and letterpress. </span></div>
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<span class="s1">Kilgallen had a love of “things that show the evidence of the human hand.” </span></div>
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<span class="s1">She created room-size murals that recall a time when personal craft and handmade signs were the dominant aesthetic. </span></div>
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<span class="s1">Strong, independent women—walking, surfing, and biking—are featured in the artist’s compositions. </span></div>
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<span class="s1">Kilgallen’s work was presented at UCLA Hammer Museum. </span></div>
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<span class="s1">She died in June 2001 in San Francisco, where she lived with her husband, Barry McGee.</span></div>
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<span class="s1">Graffiti Name: Meta </span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>Artist: Barry McGee</b></span></div>
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<span class="s1">Barry McGee was born in 1966 in California</span></div>
<div class="p1">
<span class="s1">Lives and works in SF</span></div>
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<span class="s1">In 1991, he received a BFA in painting and printmaking from the San Francisco Art Institute. His drawings, paintings, and mixed-media installations are inspired from urban culture</span></div>
<div class="p1">
<span class="s1">Incorporates elements like empty bottles, spray-paint cans, tagged signs, wrenches, & metal. </span></div>
<div class="p1">
<span class="s1">McGee is also a graffiti artist, since the 1980s, where he is known by the tag name “Twist.” </span></div>
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<span class="s1">He views graffiti as a vital method of communication</span></div>
<div class="p1">
<span class="s1">Graffiti provides a larger/diverse audience than the traditional museum. </span></div>
<div class="p1">
<span class="s1">His trademark icon, a male caricature with sagging eyes and a bemused expression, recalls the homeless people and transients who call the streets their home. </span></div>
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<span class="s1">His work has been shown at San Francisco Museum of Modern Art and on streets and trains all over the United States. </span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>Artist: Kaws (1974- )</b></span></div>
<div class="p1">
<span class="s1">Brian Donnelly was born in Jersey City, New Jersey. </span></div>
<div class="p1">
<span class="s1">He is best known as the artist KAWS. </span></div>
<div class="p1">
<span class="s1">While living in Jersey City, KAWS began his career as a graffiti artist. </span></div>
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<span class="s1">He graduated from the School of Visual Arts in NY in 1996 with a BFA in illustration. </span></div>
<div class="p1">
<span class="s1">Worked for Disney as a freelance animator. </span></div>
<div class="p1">
<span class="s1">He made a name out of designing limited edition toys and clothing. </span></div>
<div class="p1">
<span class="s1">He is also a world-renowned artist who exhibits in museums and galleries internationally. </span></div>
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<span class="s1">KAWS moved beyond the exclusive art market to occupy a more complex global market.</span></div>
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<span class="s1">KAWS has designed for well-known companies such as Nike, Vans</span></div>
<div class="p1">
<span class="s1">In the early 2000s he also reworked familiar characters from: The Simpsons, Mickey Mouse and even SpongeBob SquarePants.</span></div>
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<span class="s1">One of the more popular KAWS sculpture is based on the Mickey Mouse whose face is obscured by his both hands. </span></div>
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<span class="s1">The image was incorporated into a balloon for the 2012 Macy’s Thanksgiving Day Parade.</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>Artist Banksy (1974– )</b></span></div>
<div class="p1">
<span class="s1">Bristol, England, United Kingdom</span></div>
<div class="p1">
<span class="s1">Banksy is the pseudonym of a "guerrilla" street artist known for his controversial, and often politically themed, stenciled pieces.</span></div>
<div class="p1">
<span class="s1">Banksy, a street artist whose identity remains unknown, </span></div>
<div class="p1">
<span class="s1">He rose to prominence for his provocative stenciled pieces in the late 1990s. </span></div>
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<span class="s1">Banksy is the subject of a 2010 documentary, Exit Through the Gift Shop, which examines the relationship between commercial and street art.</span></div>
<div class="p1">
<span class="s1">Interest in Banksy escalated with the release of the 2010 documentary Exit Through the Gift Shop. </span></div>
<div class="p1">
<span class="s1">The film was nominated for an Academy Award</span></div>
<div class="p1">
<span class="s1">In the late '90s, he began using stencils predominantly. </span></div>
<div class="p1">
<span class="s1">Banksy's artwork is characterized by striking images, often combined with slogans. </span></div>
<div class="p1">
<span class="s1">His work often engages political themes, satirically critiquing war, capitalism and greed. </span></div>
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<span class="s1">Common subjects include rats, apes, policemen, members of the royal family, and children.</span></div>
<div class="p1">
<span class="s1">Banksy's work on the West Bank barrier, between Israel and Palestine, received significant media attention in 2005. </span></div>
<div class="p1">
<span class="s1">In October 2013, Banksy took to the streets of New York City. There he pledged to create a new piece of art for each day of his 30 day residency.</span></div>
<div class="p1">
<span class="s1">“We can't do anything to change the world until capitalism crumbles. In the meantime, we should all go shopping to console ourselves.” —Banksy</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>Artist: Keith Haring</b> (1958-1990)</span></div>
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<span class="s1">He grew up in Pennsylvania, the oldest of four children. </span></div>
<div class="p1">
<span class="s1">He started to draw right away: cartoons, creating characters</span></div>
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<span class="s1">He had his first public show at 19</span></div>
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<span class="s1">In 1978, Keith moved to New York City to go to School of Visual Arts (SVA)</span></div>
<div class="p1">
<span class="s1">In New York he found his style.</span></div>
<div class="p1">
<span class="s1">Then Keith worked on the black pieces of paper on the subways. </span></div>
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<span class="s1">He drew in the daytime: there were always people watching, from kids to art historians.”</span></div>
<div class="p1">
<span class="s1">Keith also started showing his work in art galleries</span></div>
<div class="p1">
<span class="s1">Hundreds of people came to his first show</span></div>
<div class="p1">
<span class="s1">He wanted everyone to be able to buy his work, so he opened a new store called the Pop Shop to sell his art on posters, buttons, T-shirts, and games.</span></div>
<div class="p1">
<span class="s1">He also worked with children in schools to paint large murals with them</span></div>
<div class="p1">
<span class="s1">He made paintings and sculptures for schools and hospitals </span></div>
<div class="p1">
<span class="s1">In 1988, Keith got AIDS. At that time, doctors could not help people with AIDS. </span></div>
<div class="p1">
<span class="s1">Keith knew he was going to die, he kept working as hard as he could until the end. </span></div>
<div class="p1">
<span class="s1">He also made artwork about the sickness and gave money for doctors to search for a cure.</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>Artist: Jean-Michel Basquiat (1960 – 1988) </b></span></div>
<div class="p1">
<span class="s1">A poet, musician, and graffiti prodigy in late-1970s New York, </span></div>
<div class="p1">
<span class="s1">Jean-Michel Basquiat had honed his signature painting style of obsessive scribbling, elusive symbols and diagrams, and mask-and-skull imagery by the time he was 20. </span></div>
<div class="p1">
<span class="s1">“I don’t think about art while I work,” he once said. “I think about life.” </span></div>
<div class="p1">
<span class="s1">Often associated with Neo-expressionism, </span></div>
<div class="p1">
<span class="s1">Basquiat received massive acclaim in only a few short years, </span></div>
<div class="p1">
<span class="s1">His drawings and paintings married text and image, abstraction, and figuration, and historical information mixed with contemporary critique.</span></div>
<div class="p1">
<span class="s1">In 1983, he met Andy Warhol, who would come to be a mentor and idol. </span></div>
<div class="p1">
<span class="s1">The two collaborated on a series of paintings before Warhol’s death in 1987, followed by Basquiat’s own passing in 1988</span></div>
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<span class="s1">The Whitney Museum of American Art held a retrospective of his art in 1992.</span></div>
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<span class="s1"><b></b></span><br /></div>
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<span class="s1"><b>Artist: OSGEMEOS (1974- ) Brazil</b></span></div>
<div class="p1">
<span class="s1">OsGemoos translated as “THE TWINS”, </span></div>
<div class="p1">
<span class="s1">Gustavo and Otavio Pandolfo, have worked together since birth</span></div>
<div class="p1">
<span class="s1">As children they developed a distinct way of communicating through artistic language. </span></div>
<div class="p1">
<span class="s1">Introduction of hip hop culture in Brazil in the 1980s, </span></div>
<div class="p1">
<span class="s1">OSGEMEOS found a direct connection to their dynamic world and a way to communicate with the public. </span></div>
<div class="p1">
<span class="s1">Together they explored techniques of painting, drawing and sculpture, and had the streets as their place of study.</span></div>
<div class="p1">
<span class="s1">Their graffiti overtook the streets, becoming a language of its own with so many other influences and cultures, and it is constantly evolving.</span></div>
<div class="p1">
<span class="s1">The artists utilize this combined visual language, improvisation and a sense of playfulness to create a variety of projects worldwide.</span></div>
<div class="p1">
<span class="s1">They have held numerous solo and group shows in museums and galleries in several countries </span></div>
<div class="p1">
<span class="s1">To understand the work of OSGEMEOS, you must allow reason to be replaced by the imaginary.</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1"><b>Artist: Shepard Fairey</b> (American, b.1970) </span></div>
<div class="p1">
<span class="s1">He is a renowned graphic artist known for the images of Andre the Giant and the word obey. </span></div>
<div class="p1">
<span class="s1">Fairey was born in Charleston, SC, </span></div>
<div class="p1">
<span class="s1">He used his drawings on T-shirts and skateboards. </span></div>
<div class="p1">
<span class="s1">The artist attended Idyllwild Arts Academy in Palm Springs, CA, and graduated in 1988. </span></div>
<div class="p1">
<span class="s1">He earned his BFA from the Rhode Island School of Design in Providence, RI, in 1992. </span></div>
<div class="p1">
<span class="s1">Fairey held a part-time job in a skateboarding shop; good for street culture and graffiti. </span></div>
<div class="p1">
<span class="s1">The artist was also interested in punk music, </span></div>
<div class="p1">
<span class="s1">Soon after that, Fairey introduced his Giant pieces to the streets via Graffiti Art. </span></div>
<div class="p1">
<span class="s1">Two of Fairey's well-known pieces are Obey (1992) and Hope (2008). </span></div>
<div class="p1">
<span class="s1">Hope is an iconic portrait of the American president Barack Obama that Fairey produced during the 2008 American presidential campaign. </span></div>
<div class="p1">
<span class="s1">Fairey was commissioned by Time Magazine in 2011 to design a cover for the magazine. </span></div>
<div class="p1">
<span class="s1">The artist lives and works in Los Angeles, CA.</span><br />
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com5tag:blogger.com,1999:blog-6030492163734674220.post-57089339840554509002015-04-30T21:27:00.000-07:002015-04-30T21:27:45.088-07:00Gargoyle Scale Sculpture <div class="separator" style="clear: both; text-align: center;">
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<span class="s1"> <span style="font-family: Arial, Helvetica, sans-serif;"><b>Lesson Objective</b>: Students will use the pinch pot construction method to create a gargoyle from 1.5 lbs. of clay while exploring the art principle of proportion and scale. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">·Learn the functions of gargoyles & other apotropaic devices from an Art History perspective. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">·Learn about the significance and symbolism of gargoyles in Gothic architecture.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Project Requirements</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Sketchbook: Create a full color drawing of final gargoyle sculpture </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Include: <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Detail</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Texture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Scale</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Proportion/Distortion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Final Project</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Construction includes fully realized gargoyle structure</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Sculpture created from a basic, hollow form (pinch pot method)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Exhibit evidence of proper use of clay hand-building techniques (score and slip additive, <span class="Apple-tab-span"> </span>smooth rough edges, etc.)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Sculpture features are built-up or developed in the clay</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Texture somewhere (scales, resemble stone, have "hair")</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Students create disproportionate scale in two places (ex: huge eyes, small arms)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Details with texture and a Vent Hole to kiln </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Gargoyle art sculpture is complete from all sides and has focus on disproportionate</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"> scale. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>CA Standards</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">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.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">1.5 Compare how distortion is used in photography or video with how the artist uses distortion in painting or sculpture.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">3.3 Investigate and discuss universal concepts expressed in works of art from diverse cultures.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">3.4 Research the methods art historians use to determine the time, place, context, value, and culture that produced a given work of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Assessment</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Informal: Written critique</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Formal: Artist Statement</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Formal: Grading final sculpture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Modifications</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Special Needs</b>: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Accelerated Learner</b>: Expand on skills learned to create a unique project. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Scaffolding Adaptations</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Students will revisit texture and scale from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Vocabulary & Techniques discussed/shown</b>:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Bisque Firing: The first firing of unglazed ware at a low temperature. Removes all moisture from the clay and makes it easier to handle.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Glaze: A compound of minerals that is applied to the surface of greenware or bisqued ware that forms a glassy coating when fired.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Glaze Firing: A kiln firing that reaches temperatures at which glaze will melt. A glaze firing typically brings the clay body to its maturation point.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Leather Hard: The condition of a clay body that has dried somewhat but can still be carved or joined.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Slip: A mixture of clay and water; Works as glue to fuse two clay pieces together.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Score: Making small marks into the surface of the clay before adding slip or water to help fuse clay.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Pinch Pot: Creating a piece of pottery by pinching and molding a solid piece of clay with your fingers/hands.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Also: wedging, kneading, hollow, clay thickness, joining two clay pieces, smoothing & "cleaning" of clay surface, glaze types & proper application</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyle: comes from the Latin word 'gurgulio', not only meaning "throat" but also describing the "gurgling" sound made by water as it ran through the figure.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Vent hole: holes that will allow air to escape during the firing and prevent the piece from exploding.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Architecture: is both the process and the product of planning, designing, and constructing buildings and other physical structures. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Architectural works, in the material form of buildings, are often perceived as cultural symbols and as works of art. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Historical civilizations are often identified with their surviving architectural achievements.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Apotropaic: Ap·o·tro·pa·ic adj. Intended to ward off evil: an apotropaic symbol.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Art History</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Architecture: is both the process and the product of planning, designing, and constructing buildings and other physical structures. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Architectural works, in the material form of buildings, are often perceived as cultural symbols and as works of art. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Historical civilizations are often identified with their surviving architectural achievements.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">In architecture, a gargoyle is a carved with a spout designed to convey water from a roof and away from the side of a building</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Sprout prevents rainwater from running down masonry walls and eroding the mortar between. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Architects often used multiple gargoyles on buildings to divide the flow of rainwater off the roof to minimize the potential damage from a rainstorm. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">A trough is cut in the back of the gargoyle and rainwater typically exits through the open mouth. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles are usually an elongated fantastic animal</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The length of the gargoyle determines how far water is thrown from the wall. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The term originates from the Latin word 'gurgulio, which in English is likely to mean "throat" or "gullet"and similar words derived from the root gar, "to swallow", which represented the gurgling sound of water. When not constructed as a waterspout and only serving an ornamental or artistic function, the correct term for such a sculpture is a grotesque. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles on buildings also served another purpose. They act as “Apotropaic devices,” or items intended to scare away evil spirits. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">ap·o·tro·pa·ic adj. Intended to ward off evil: an apotropaic symbol.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles are said to frighten off and protect those that it guards, such as a church, from any evil or harmful spirits.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Non-functional figures are technically called “Grotesques,” but most people still refer to them as Gargoyles. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles on buildings also served another purpose. They act as “Apotropaic devices,” or items intended to scare away evil spirits. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Apotropaic devices have been used since ancient times to scare away not only spirits, but also foreigners and would-be attackers. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">During the 12th century, when gargoyles appeared in Europe, the Roman Catholic Church was growing stronger and converting many new people. Most of the population at this time were illiterate, and therefore images were very important to convey ideas.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles were viewed in two ways by the church throughout history. The primary use was to convey the concept of evil through the form of the gargoyle, which was especially useful in sending a stark message to the common people, most of whom were illiterate.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles also are said to scare evil spirits away from the church, this reassured congregants that evil was kept outside of the church’s walls. However, some medieval clergy viewed gargoyles as a form of idolatry.</span></span></div>
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<br /></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Sacramento Assembly is the Capitol's only gargoyle.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The little devil is on the ceiling of the chambers. Standing in the front of the room, it's the second row of octagons from the left, three up from the front.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">With lolling tongue and bug eyes,</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Teaching Tips:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">• When building pieces that have sealed hollow spaces, make sure that every hollow space has a vent hole. These holes will allow air to escape during the firing and prevent the piece from exploding.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Make sure that you allow plenty of time for the figures to dry as hand-built items are usually built thicker than pottery or slip cast items. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Fire the pieces slower than you would for pots or slip cast pieces. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Process:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">1. Prior to working with clay, students are given a history about gargoyles. This includes:</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">purposes of gargoyles as rain spouts and medieval church/cathedrals architecture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">purposes of gargoyles in superstition & religion (warding off evil, protecting church, etc.)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">different types of gargoyles (grotesques, chimeras, human or animal/like)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">It is beneficial to show students a variety of images including the various types of gargoyles.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2. The teacher will also demonstrate various clay techniques essential to creating their finished piece.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">3. After students have learned the background of the lesson & clay techniques, they will create two sketches of ideas for their creature-with attention to the requirements. The final product may not resemble their sketches but this is a good way to get students' creative juices flowing.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">4. Students create their gargoyle. They begin with a chunk of clay and should utilize the techniques they were taught to build from clay. This includes wedging and kneading their clay (if necessary), creating a hollow form using the pinch pot technique, and building onto their gargoyle in order to meet the requirements.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">5. Once clay pieces are completed, dried, and bisque fired, students will glaze their work and have it fired again. To create a more authentic stone-like creature, teachers may choose to have students use under-glaze only (which is not shiny) rather than glaze.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">*Teachers may have students make their gargoyle out of clay but use paint instead of glaze to complete the project.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>MATERIALS</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Clay</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Clay tools</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Slip</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Glaze is all colors </span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"><b></b></span><br /></span></div>
<div class="p1">
<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">DIRECT INSTRUCTION:</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Day 1: Direct Instruction from PPT: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Art Link: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">What is a gargoyle?</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">What is their purpose</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Have you studied them in history? </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Where does this gargoyle live? </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">(Sacramento Assembly)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Pre-assessment: Sketchbook: Answer questions in sketchbook</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Critique Review: Describe, analyze, interpret </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Models: </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Gargoyles and Art History</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors throughout discussion</span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Check for Understanding: </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion to be sure notes are being taken </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Presentation assessment</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Art Activity: Critique Assembly Gargoyle </span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Discussion:Architecture </b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Architecture: is both the process and the product of planning, designing, and constructing buildings and other physical structures. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Architectural works, in the material form of buildings, are often perceived as cultural symbols and as works of art. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Historical civilizations are often identified with their surviving architectural achievements.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles are usually an elongated fantastic animal</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The length of the gargoyle determines how far water is thrown from the wall. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The term originates from the Latin word 'gurgulio, which in English is likely to mean "throat" or "gullet"and similar words derived from the root gar, "to swallow", which represented the gurgling sound of water. </span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">When not constructed as a waterspout and only serving an ornamental or artistic function, the correct term for such a sculpture is a grotesque. </span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles on buildings also served another purpose. They act as “Apotropaic devices,” or items intended to scare away evil spirits. </span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles are said to frighten off and protect those that it guards, such as a church, from any evil or harmful spirits.</span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">During the 12th century, when gargoyles appeared in Europe, the Roman Catholic Church was growing stronger and converting many new people. Most of the population at this time were illiterate, and therefore images were very important to convey ideas.</span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gargoyles also are said to scare evil spirits away from the church, this reassured congregants that evil was kept outside of the church’s walls. However, some medieval clergy viewed gargoyles as a form of idolatry.</span></span></div>
<div class="p2">
<br /></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 2: Teacher Models: </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Texture and Pinch Pot </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors throughout discussion</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Check for Understanding: </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion to be sure notes are being taken </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 3: Art Link:</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Sketchbook Activity: </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Begin to sketch your final clay project</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Sketchbook Activity: </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Continue to sketch your final clay project add texture, color and scale</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 4:</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Art Link: </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>What mood does this piece show? </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Discussion: Sculpture</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Additive</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Subtractive</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Scoring and slipping</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Teacher Models: </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Clay construction Pinch Pot and slab pot</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors throughout discussion</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Check for Understanding: </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion to be sure notes are being taken </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Presentation assessment</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">FINAL PROJECT Painting: Day 9, 10, 11, 12</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span> Students will paint clay sculpture using Pop Art style</span></span></div>
<br />
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students will use color/texture to achieve an emotion or mood</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com3tag:blogger.com,1999:blog-6030492163734674220.post-66482754831008954702015-04-25T10:00:00.001-07:002015-05-14T21:55:34.531-07:00Embossed Funk Faces <div class="separator" style="clear: both; text-align: center;">
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<span class="s1"> <span style="font-family: Arial, Helvetica, sans-serif;"><b>Lesson Objective</b>: Students explore the medium of metal embossing to create relief in a metal medium. Students will gain knowledge in proportion of the face and complete a portrait using accurate proportion and self expression</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Project Requirements: </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Sketchbook: Complete Portrait in full color with emotion, FUN and self expression</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Full Page, Full Color Study to prepare for foil medium</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Final Project: Complete a relief “Funk Face” in metal Tooling Foil Embossing</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Use of full sheet of Tooling Fool and Full Color</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Face in accurate proportion with relief based on class discussions</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s2"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span><span class="s1">Funk Influences: Fun, Self Expression, Political/Social Message & Bold Color </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Mounted on foam and free-standing</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Direct Instruction</b>: Draw and shade each part of the face: Eye, Nose, Mouth, Ear. Draw a face in Blind Contour for pre-assessment</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Discuss and practice drawing each item of the face over five days</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Practice drawing a complete portrait in pencil</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Key Vocabulary</b>: Students will be able comprehend and use these terms in relation to drawing </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pupil<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Cornea<span class="Apple-tab-span"> </span>Highlights<span class="Apple-tab-span"> </span>Shade<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Tint<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Relief</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Iris <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Sclera<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Tragus<span class="Apple-tab-span"> </span>Tip<span class="Apple-tab-span"> </span>Lateral side<span class="Apple-tab-span"> </span>Self Expression</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Tear Duct<span class="Apple-tab-span"> </span>Root<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Dorsum<span class="Apple-tab-span"> </span>Columella<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Vermilion zone<span class="Apple-tab-span"> </span>Philtrum <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Embossing<span class="Apple-tab-span"> </span>Proportion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>CA STANDARDS</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.4 Review and refine observational drawing skills.<br />
2.6 Create a two or three-dimensional work of art that addresses a social issue.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.4 Review and refine observational drawing skills.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Make Informed Judgments</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">PURPOSE: Complete an accurately proportioned self-portrait in relief while engaged in CA Funk Inspired self-expression</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Art History</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">By the middle of the 1950s Abstract Expressionism had held sway in the Art World for a full decade, and there existed certain artists who felt the adulation had gone on for roughly nine years too long. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">In an uncoordinated artistic rebellion, a number of new movements began to gain traction. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The one characteristic these movements had in common was shunning the abstract in favor of the tangible. This article will look at the delightfully-named Funk Art movement.</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Funk Art? From Whence Came that Name?</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The romantic version of Funk Art's etymology says it came from jazz music, where "funky" was a term of approbation. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Jazz is also perceived as unrefined and -- especially with late 50s free jazz -- unorthodox. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">This fits neatly, for Funk Art was nothing if not unrefined and unorthodox. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">However, it is probably closer to the truth to say that Funk Art came from the original, negative meaning of "funk:" a powerful stench, an assault on one's senses.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Whichever version you believe, the "baptism" occurred in 1967, when UC Berkeley Art History professor and Founding Director of the Berkeley Art Museum, Peter Selz, curated the Funk exhibition.</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Where Was Funk Art Created?</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The movement got its start in the San Francisco Bay area, specifically at the University of California, Davis. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">In fact, many of the artists who participated in Funk Art were on the studio art faculty. Funk Art never outgrew being a regional movement, which is just as well. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The Bay Area, the epicenter of the underground, was probably the one place in which it could have thrived, let alone survived.</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">How Long Was the Movement?</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Funk Art's heyday was in the mid- to late-1960s. Naturally, its beginnings were much earlier; the (very) late-1950s seem to be the point of origin. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">By the end of the 1970s, things were pretty much over as far as artistic movements go. To include all possibilities, we can say Funk Art was produced for no more than two decades -- and 15 years would be more realistic. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">It was fun while it lasted, but Funk did not have a long life.</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">What Are the Key Characteristics of Funk Art?</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Found and Everyday Objects</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Autobiographical Subjects</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">(Frequently Inappropriate) Humor</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Audience Engagement</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Elevation of Ceramics</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Historic Precedent</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Artists Associated with Funk Art</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Robert Arneson</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Wallace Berman</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Bruce Conner</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Roy De Forest</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Jay DeFeo</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Viola Frey</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">David Gilhooly</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Wally Hedrick</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Robert H. Hudson</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Jess</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Ed Kienholz</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Manuel Neri</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Gladys Nilsson</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Jim Nutt</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Peter Saul</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Richard Shaw</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">William T. Wiley</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>INSTRUCTION</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Students will be instructed on how to draw a segment of the face each day, beginning with the eyes. They will spend half the class in instruction and half the class practicing their new skills. Over the course of four days, they will learn the eye, nose, mouth, ear, and proportions of the face. They will complete a whole portrait in pencil before beginning their self expression, self portrait inspired by the artist Robert Arneson </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">MATERIALS:<span class="Apple-tab-span"> </span> Sketch Books<span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Pencils</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Tolling Foil</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Wooden skewer</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Sharpie Markers</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Black Foam Core </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Foam Core Risers</span></span></div>
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<span class="s1"><span class="Apple-tab-span"><span style="font-family: Arial, Helvetica, sans-serif;"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">DIRECT INSTRUCTION:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><b>Day 1: Power Point Presentation EYE: </b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: In sketch Books, Blind Contour Face activity</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Blind Contour Drawing: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Draw the face across from you </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Grab all details Eyes, Nose, Mouth, ears, Hair, etc.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Two Minutes</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Students will: Independently complete the activity</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Discuss the completed activity with group members <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Share final drawing with group</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Participate in class discussion on the activity</span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Review: Happy Mistakes make better artists</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>HOLDING YOUR PENCIL</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Discussion: Parts of the eye</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of the eye </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Try each step in sketch book</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shading Techniques</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>ACTIVITY: Draw second eye next to first eye use mirror</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Looking at subject as you draw it</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>MIRROR</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Draw a partners eye from your table</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>CLOSURE: How are you feeling about drawing eyes? </span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Teacher Models: </b></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of the eye </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students simultaneously draw an eye in their sketchbooks</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shading the eye using mirror and finding highlights and shades</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room During Step by Step Modeling in sketchbook</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout second eye and partner eye</span></span></div>
<div class="p2">
<span class="s1"><span class="Apple-tab-span"><span style="font-family: Arial, Helvetica, sans-serif;"> </span></span></span></div>
<div class="p1">
<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Day 2: Power Point Presentation NOSE </span></b></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: In sketch Books, </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Think Pair Share: Eye activity Power Point</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>DISCUSSION: The parts of the nose</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of the front nose using a mirror</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Try each step in sketch book</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shading Techniques</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Draw second nose next to first nose</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Looking at subject as you draw it</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>MIRROR</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>DISCUSSION: Step by step of side nose </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>ACTIVITY: Draw four rectangles and fill them with different noses</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>CLOSURE: How are you feeling about drawing the nose? </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"> Like/dislike/rules/etc.</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Teacher Models: </b></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of the front and side nose</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students simultaneously draw a nose in their sketchbooks</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shading the nose using mirror and finding highlights and shades</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room During Step by Step Modeling in sketchbook</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout four nose drawing activity</span></span></div>
<div class="p2">
<span class="s1"><span class="Apple-tab-span"><span style="font-family: Arial, Helvetica, sans-serif;"> </span></span></span></div>
<div class="p1">
<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Day 2: Power Point Presentation Ear</span></b></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: In sketch Books, Draw a nose from the visual directions</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>DISCUSSION: The parts of the EAR</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of the ear from the front</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Using a mirror</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Draw your ear</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>As you see it from the front</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of ear from the side</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>ACTIVITY: Draw second ear next to first ear</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Draw a partners ear from your table</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Try each step from the sketch book</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>CLOSURE: How are you feeling about drawing the mouth? </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"> Like/dislike/rules/etc.</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Teacher Models: </b></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of the ear from the front</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students simultaneously draw an ear in their sketchbooks</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students have a moment to try ear from the front</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of the ear from the side</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students simultaneously draw a ear in their sketchbooks</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students have a moment to try ear from the side by drawing </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>A partner’s ear</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shade the new ear finding highlights and shades</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room During Step by Step Modeling in sketchbook</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout second mouth and partner mouth</span></span></div>
<div class="p2">
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
<div class="p1">
<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Day 3: Power Point Presentation MOUTH</span></b></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: In sketch Books, Draw a nose from the visual directions</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>DISCUSSION: The parts of the Mouth</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of the mouth using a mirror</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Try each step in sketch book</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shading Techniques</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>ACTIVITY: Draw second mouth next to first mouth</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Draw two eyes, a nose and a mouth on the same plain</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Time permitting: add Two ears</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>CLOSURE: How are you feeling about drawing the mouth? </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"> Like/dislike/rules/etc.</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Teacher Models: </b></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step of the mouth</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students simultaneously draw a mouth in their sketchbooks</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shading The mouth using mirror and finding highlights and shades</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room During Step by Step Modeling in sketchbook</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout second mouth and partner mouth</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><b>Day 3: Power Point Presentation: Facial Proportion</b></span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Opening: Think-Pair-Share: facial proportion and features</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>DISCUSSION: Step by step of how features are placed on the </span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Face based on proportion</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step-by step: Adding Hair</span></span></div>
<div class="p1">
<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Visual Spacial learners: 4 quick visuals on face proportion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>ACTIVITY: Students draw and shade a face (Two days)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Teacher Models: </b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Step by step facial proportion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students simultaneously draw proportion rules </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>In sketchbooks</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room During Step by Step Modeling in sketchbook</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout second mouth and partner mouth</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Day 4: Power Point Presentation: Artist: Robert Arneson, Self Expression, Funk Art</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span></b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>CA Funk Information</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Artist Information</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Self Expression</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Self Portrait</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Final Artwork assigned<span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Day 4: Art History: CA Funk:</b> </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">By the middle of the 1950s Abstract Expressionism had held sway in the Art World for a full decade, </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Certain artists felt the adulation had gone on for nine years too long. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">New movements began to gain traction. </span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Funk Art? From Whence Came that Name?</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Funk Art's came from jazz music, where "funky" was a term of approbation. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Jazz is perceived as unrefined and -- especially with late 50s free jazz -- unorthodox. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">This fits neatly, for Funk Art was nothing if not unrefined and unorthodox. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Also: Funk Art came from the negative meaning of "funk:" a powerful stench, an assault on one's senses.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">1967, when UC Berkeley Art History professor, Peter Selz, curated the Funk exhibition.</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Where Was Funk Art Created?</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Started in the San Francisco Bay area: University of California, Davis. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Many of the artists who participated in Funk Art were on the studio art faculty. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Funk Art never outgrew being a regional movement</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">How Long Was the Movement?</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Funk Art's heyday: mid- to late-1960s. Beginnings earlier; the (very) late-1950s. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">End of the 1970s, things were over as far as artistic movements go. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Funk Art was produced for no more than two decades -- and 15 years would be more realistic. </span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">What Are the Key Characteristics of Funk Art?</span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Found and Everyday Objects <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Autobiographical Subjects</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">(Frequently Inappropriate) Humor<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Audience Engagement</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Elevation of Ceramics<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Historic Precedent</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"><b></b></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Robert Arneson (1930-1992) </b> Born: Benicia, CA</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Robert Arneson was encouraged by his father to draw. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">He drew cartoons for a local newspaper as a teenager. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">He studied art education at the California College of Arts and Crafts in Oakland </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">He taught in a local high school, where he became interested in ceramics. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">He went on to receive an MFA from Mills College in 1958. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Arneson became head of the ceramics department at the University of California at Davis in 1962</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Arneson was greatly influenced by the expressionist work of fellow Californian Peter Voulkos, </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Arneson rejected the idea that ceramic artists produce only utilitarian or decorative items. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">He began creating non-functional clay pieces, contradicting formal traditions previously associated with this medium. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">He created a number of self-portraits using photographs, mirrors, and drawings;</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Arneson was part of the dynamic group of irreverent California Pop artists whose work has come to be known as "Funk Art." After the artist became ill with liver cancer in the early 1980s, his work became progressively more somber in tone. Arneson's own confrontation with death made him aware of society's flirtation with mass destruction.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Assessment</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Informal: Written critique</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Formal: Artist Statement</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Formal: Grading final sculpture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Modifications</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Special Needs</b>: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Accelerated Learner</b>: Expand on skills learned to create a unique project. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Scaffolding Adaptations</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Students will revisit texture and scale from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. </span></span><br />
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com1tag:blogger.com,1999:blog-6030492163734674220.post-3609922904259774082015-04-17T14:43:00.000-07:002020-03-17T06:22:42.914-07:00Wire Balance Sculptures with Calder<div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">OBJECTIVE: Students will observe and create kinetic balance in artwork. After studying the artist Calder, Students will Plan and create a wire and foam core sculpture in perfect balance </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">INTRODUCTION: (Anticipatory set): </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Art Link: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Think, Pair, Share on balance </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">In your sketchbook: draw an example of balance in nature (organic balance) </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">How have we used Balance in our artwork to date </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">KEY VOCABULARY: Mobile, Armature, Stable, Kinetic Movement, Actual Movement, Balance and emphasis</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">MATERIALS: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">14 gauge wire (Dick Blick)</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">7x11 piece of Foam Core</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">1 Large Rock: Lowes Large Beach rock $10 a bag</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Blue, Red, White, Black, and Yellow Acrylic Paint. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Artists/Art History: Alexander Calder (1898 – 1976)</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="s2"><a href="http://en.wikipedia.org/wiki/United_States">American</a></span><span class="s1"> <a href="http://en.wikipedia.org/wiki/Sculpture"><span class="s2">sculptor</span></a> and <a href="http://en.wikipedia.org/wiki/Artist"><span class="s2">artist</span></a></span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Expressionist Movement </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Studied mechanical engineering</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Famous for inventing the <a href="http://en.wikipedia.org/wiki/Mobile_(sculpture)"><span class="s2">mobile</span></a>. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Alexander Calder also created <a href="http://en.wikipedia.org/wiki/Painting"><span class="s2">paintings</span></a>, <a href="http://en.wikipedia.org/wiki/Lithography"><span class="s2">lithographs</span></a>, <a href="http://en.wikipedia.org/wiki/Toy"><span class="s2">toys</span></a>, <a href="http://en.wikipedia.org/wiki/Tapestry"><span class="s2">tapestry</span></a> and <a href="http://en.wikipedia.org/wiki/Jewelry"><span class="s2">jewelry</span></a>.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">1930's and 1940's trace the sculptor's early roots in Surrealism. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Random and spontaneous expression was emphasized as a way to release the subconscious impulse into art. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Calder used continuous line drawing which he adapted to his innovative wire sculptures such as "Goldfish Bowl”</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Project Requirements: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Plan and create balance sculpture with actual movement in the style of Calder</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Sketchbook: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Plan design of the sculpture. Consider: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Wire structure</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shape</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Balance</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Final Project</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Stable is balanced and well structured</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Shape Disks are in the style of Calder and well painted</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>No paint strokes present, shape disks, and rock</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">The sculpture is balanced from all sides</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">The sculpture has detail and precision (stable, wire, paint, balance)</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">The sculpture has actual kinetic movement</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Assessment: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Informal: Small group written critique</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Formal: Artist Statement</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Formal: Grading final sculpture</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">CA STANDARDS: </span></span></div>
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<li class="li1" style="-webkit-text-stroke: rgb(190, 0, 4); font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span class="s1" style="-webkit-text-stroke-color: rgb(0, 0, 0);"></span><span class="s2" style="-webkit-text-stroke-color: rgb(0, 0, 0); font-kerning: none;">Prof.VA:Cr3.1: Apply </span><span class="s3" style="font-kerning: none;"><b>relevant criteria</b> from traditional and contemporary <b>cultural contexts</b> to examine, reflect on, and plan revisions for works of <b>art</b> and <b>design</b> in progress.</span></span></li>
<li class="li1" style="-webkit-text-stroke: rgb(190, 0, 4); font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"><span class="s3" style="font-kerning: none;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Prof.VA:Pr5: Analyze and evaluate the reasons and ways an exhibition is presented.</span></span></li>
<li class="li1" style="-webkit-text-stroke: rgb(190, 0, 4); font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"><span class="s3" style="font-kerning: none;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Prof.VA:Re7.1: Hypothesize ways in which <b>art</b> influences perception and understanding of human experiences.</span></span></li>
<li class="li1" style="-webkit-text-stroke: rgb(190, 0, 4); font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal; margin: 0px;"><span class="s3" style="font-kerning: none;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Prof.VA:Re8: Interpret an <b>artwork</b> or collection of works, supported by relevant and sufficient evidence found in the work and its various <b>contexts</b>.</span></span></li>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Modifications: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Accelerated Learner: Expand on skills learned to create a unique project. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Scaffolding adaptations: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Students will revisit Balance and emphasis from previous learning. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">INSTRUCTION: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Students will receive details about Calder, Balance, Stables and Mobiles</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">DIRECT INSTRUCTION:</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Day 1: PowerPoint Presentation Op Art</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Opening: Art Link: Balance</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Draw a picture of balance in Nature </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Draw a second example of balance using shape and line</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>How have we used balance in class to date</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Critique: Describe, analyze, interpret</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Discussion: Alexander Calder & Impact on culture<span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">ART HISTORY: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">The <a href="http://en.wikipedia.org/wiki/Mobile_(sculpture)">mobile</a> is a <a href="http://en.wikipedia.org/wiki/Kinetic_sculpture">kinetic sculpture</a> delicately balanced or suspended components with actual movement</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Kinetic: moving parts, depends on motions for the effect</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Powered by</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Wind</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Motor</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Viewer</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Indirect Instruction</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Video of the circus</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Describe what you saw. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">What thoughts do you have on this artwork?</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Given the opportunity, what aspect of the circus would you want to interact with directly? </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">How does this work relate to Calder’s Mobiles? </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Teacher Models: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Movement and Art History</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors throughout the discussion</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">DIRECT INSTRUCTION:</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Alexander Calder (1898 – 1976)</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://en.wikipedia.org/wiki/United_States">American</a> <a href="http://en.wikipedia.org/wiki/Sculpture">sculptor</a> and <a href="http://en.wikipedia.org/wiki/Artist">artist</a></span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Expressionist movement</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Studied mechanical engineering</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Famous for inventing the <a href="http://en.wikipedia.org/wiki/Mobile_(sculpture)">mobile</a> </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">He also created <a href="http://en.wikipedia.org/wiki/Painting">paintings</a>, <a href="http://en.wikipedia.org/wiki/Lithography">lithographs</a>, toys and <a href="http://en.wikipedia.org/wiki/Jewelry">jewelry</a></span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Calder’s stationary sculptures are called stabiles</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">1930's and 1940's trace the sculptor's early roots in Surrealism. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Random and spontaneous expression was emphasized as a way to release the subconscious impulse into art. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Calder used continuous line drawing which he adapted to his innovative wire sculptures such as "Goldfish Bowl.” </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Balance</b> gives viewers the feeling that all parts of the work are in equilibrium </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">All paintings and sculptures in galleries and museums are balanced in some way. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Two basic forms of balance </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">symmetrical </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">asymmetrical</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Symmetrical</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">To determine the basic balance of an artwork, draw an imaginary line down the center</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">If what happens on one side generally happens on the other, we say the work is symmetrical. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">The illustration above simplifies symmetry’s basic organization.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Asymmetrical balance will also give a sense of equilibrium</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">The organization is more complex. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Just as you and your heavier seesaw partner had to figure out how to arrange yourselves on the seesaw</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">The artist must play with the specific elements to bring them into balance.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Check for Understanding: </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in a sketchbook</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout the discussion to be sure notes are being taken </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Presentation assessment</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">FINAL PROJECT: Students will Plan and create a wire and foam core sculpture in perfect balance </span></span></div>
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<span class="s1"><span class="Apple-tab-span"><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Day 2: Art Link </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Quiet writing in a sketchbook</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Calder: What did he invent?</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Why was he dissatisfied as an artist early in his career?</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Name and describe one activity from the video?</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">What makes his sculptures special?</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Sketchbook Planning</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students receive handouts on Calder and Rock</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students plan their wire sculptures</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Plan Shapes</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Plan Balance</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Day 3: Sketchbook Planning </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Once approved</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Student will receive </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Rocks</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Wire</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Foam Core </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Studio: Begin to construct sculptures</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Day 4: Art Link: http://whitney.org/WatchAndListen/Artists?play_id=856</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Take notes for artist statement</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>important to note how the circus influences his body of work</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="Apple-tab-span"> </span>Studio: Continue to Balance </span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com2tag:blogger.com,1999:blog-6030492163734674220.post-30805428930169869742015-03-04T05:19:00.000-08:002015-03-04T05:20:14.648-08:00Mass Straw Sculpture with Francesca Pasquali<div class="separator" style="clear: both; text-align: center;">
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Lesson Objective </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Work with elements of art: Form</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Work with Principles of Art: Unity </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Solve the challenge: Creating Unique Art from a common industrial item. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Plastic drinking straws are one of the hallmarks of our disposable society. The little tubes are manufactured to be used just once, then they are discarded to sit in landfills for hundreds of years. And with our love of fast food and iced coffee, there are untold numbers of plastic straws being sent to the landfill every year. The artists and designers featured here all use these ubiquitous disposable items to create objects of unexpected beauty. While these artists use new straws, as opposed to recycled straws, to make their creations, there’s no reason their designs couldn’t provide inspiration for someone who chooses to use recycled materials. -<a href="http://webecoist.momtastic.com/2009/10/28/suck-it-8-brilliant-examples-of-plastic-drinking-straw-art/"><span class="s2">http://webecoist.momtastic.com/2009/10/28/suck-it-8-brilliant-examples-of-plastic-drinking-straw-art/</span></a></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Key Vocabulary: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Organic Shape: Organic shapes and forms are typically irregular or asymmetrical. Organic shapes are often found in nature, but man-made shapes can also imitate organic forms.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Polymeric: chemistry : a chemical compound that is made of small molecules that are arranged in a simple repeating structure to form a larger molecule</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Mass: a collection of incoherent particles, parts, or objects regarded as forming one body</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Industrial: Of, relating to, or resulting from the manufacturing industry</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Recycle: convert (waste) into reusable material.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Additive Sculpture: process of creating sculpture by adding material to create the work.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Disposable: intended to be used once, or until no longer useful, and then thrown away.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Materials: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Straws</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Hot Glue</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">White glue</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Cardboard for relief if needed. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="s1"></span><br /></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Focus Artist/s: Francesca Pasquali</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Project Requirements</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Additive sculpture: Add Straws together to create unique final artwork, work in groups or as individuals. Limited by number of straws per student only. (must use all straws). </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Sketchbook: Students draw construction plans for each side of their straw sculpture and submit plans for approval. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Final Sculpture: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Uses all straws to form unique and original final piece of artwork</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Assessment: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Informal: Written Self Critique</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Formal: Artist Statement</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Formal: Grading final sculpture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">CA STANDARDS: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">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.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">1.6 Describe the use of the elements of art to express mood in one or more of their works of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.5 Use innovative visual metaphors in creating works of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">4.2 Identify the intentions of artists creating contemporary works of art and explore the implications of those intentions.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">4.5 Construct a rationale for the validity of a specific work of art artwork that falls outside their own conceptions of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Modifications:</b> </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Accelerated Learner: Expand on skills learned to create a unique project. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and art principles into the final project</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Scaffolding adaptations:</b> </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Students will revisit Organic shape from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Anticipatory Set: Art Link: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Pre-assessment form</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Students fill out pre-assessment on their own</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Large Group Activity</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Watch Ted-Talk on creativity</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Take notes</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Large group talk about </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Large Group Discussion on creativity and the classroom</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Do they prefer: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Strict perimeters (Josef Albers)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Loose guidelines (Ra Paulette)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Total freedom (Straw)</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">OBJECTIVE: Introduce the concept of creative freedom in the classroom. Provide materials and the one requirement to use all of the materials to complete project. Allow students to solve the visual arts problem of creating a new object with the original materials. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">DIRECT INSTRUCTION:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><b>Power Point Presentation Creativity in the classroom</b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Pre-assessment: Questionnaire on creativity with ranking system</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Discussion: Creativity</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><b>Watch Video: Ted Talk on Creativity in the classroom</b></span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Teacher Models </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Examples of vocabulary on the board throughout discussion </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors room throughout discussion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion ensure comprehension and active note <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>taking </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Various Activities Designed to check/enhance student comprehension</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Activity:</b> Remaining studio time day 1 and day 2</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Sketchbook Drawing: Students will begin thinking about their ideas in their sketchbooks. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Work in groups or alone</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Search Vs. Research: plethora of straw art online. Does it inhibit your personal creativity for the next 48 hours to expose yourself to other peoples ideas? </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 3: Student present their ideas to the class and except feedback as part of the creative process. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 4: Art Link: How did yesterdays presentations help your ideas? </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Please write in your sketchbook</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Be prepared to share your thoughts to the large group</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Ted Talk: Where do good ideas come from? </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>4 Minute video on sharing ideas and collaboration</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Discussion on sharing ideas in the art classroom</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Direct Instruction: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Critique Pasquali’s work </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Describe</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Analyze</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Evaluate</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span> Francesca Pasquali</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Francesca Pasquali is an Italian contemporary artist born in Bologna</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Francesca Pasquali graduated from the Academy of Art Bologna</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">She lives and works between Bologna and Brescia in Italy </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Recent work by Francesca Pasquali are sculptures made of straws cut to various sizes and placed one by one in a large mass. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">The artist seeks to give an organic appearance to its facilities, which swing between natural forms and industrial materials</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">**Art Bazil: “ A Paris gallery had no trouble finding a buyer for Francesca Pasquali ’s $30,000 “Light Yellow Straws,” a wall relief made from drinking straws cut at varying lengths so that the surface appeared to undulate.” -Wall Street Journal</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Key Vocabulary: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Organic Shape: Organic shapes and forms are typically irregular or asymmetrical. Organic shapes are often found in nature, but man-made shapes can also imitate organic forms.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Polymeric: chemistry : a chemical compound that is made of small molecules that are arranged in a simple repeating structure to form a larger molecule</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Mass: a collection of incoherent particles, parts, or objects regarded as forming one body</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Industrial: Of, relating to, or resulting from the manufacturing industry</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Recycle: convert (waste) into reusable material.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Additive Sculpture: process of creating sculpture by adding material to create the work.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Disposable: intended to be used once, or until no longer useful, and then thrown away.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">FINAL PROJECT:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Additive Sculpture can be relief, freestanding or hanging</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">In addition to straws students have access to any additional materials for construction they need. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Project Requirements</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Additive sculpture: Add Straws together to create unique final artwork, work in groups or as individuals. Limited by number of straws per student only. (must use all straws). </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Sketchbook: Students draw construction plans for each side of their straw sculpture and submit plans for approval. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Final Sculpture: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Uses all straws to form unique and original final piece of artwork</span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com0tag:blogger.com,1999:blog-6030492163734674220.post-39315373800479516212015-02-20T05:40:00.000-08:002015-02-20T05:40:21.223-08:00Non-Objective Pattern Sculptures with Sol Lewitt <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9HXNXCeVnGpydJ_c1s1ywRpciToiye4D5hLn5ZSYBKAlzu2yutOfO3bANCVnlVqox4IotJ9JVUto2yLtlrzT8OVwE59gbDK6K4BWf5VqJ5C8-zJQHDWNMgP8y23R1hYRjbd8QYgmhdnc/s1600/IMG_9861.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9HXNXCeVnGpydJ_c1s1ywRpciToiye4D5hLn5ZSYBKAlzu2yutOfO3bANCVnlVqox4IotJ9JVUto2yLtlrzT8OVwE59gbDK6K4BWf5VqJ5C8-zJQHDWNMgP8y23R1hYRjbd8QYgmhdnc/s1600/IMG_9861.jpg" height="640" width="568" /></a></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Lesson Objective: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Work with the elements of line and space </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Work with the art principles of pattern and unity</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Create a 3-D composition</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Use paper Construction</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Key Vocabulary: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Non-objective sculture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Free standing Sculpture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Unity</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Materials: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Note Cards in two sizes</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Glue</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Black Card stock base</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Fine point black sharpies</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Focus Artist: Sol Lewitt: Pattern and structures </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Also study: <span class="Apple-tab-span"> </span>Revisit: Dongo Artwork to review and connect. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Project requirements: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Drawing is non-objective and shows attention to detail</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Drawings incorporate 20 different patterns </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Small Group Critique at Midway point</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Sculpture is free standing and non-objective</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Shows unity through repetition of color and shape. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Assessment:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Informal: Small Group Critique</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Formal: Final Grading</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">CA Art Standards</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Modifications:</b> </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Accelerated Learner: Expand on skills learned to create a unique project. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Advanced art students will be asked to increase the difficulty of their pattern making and increase the final number of paper rolls from 20 to 30. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Scaffolding adaptations:</b> </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Students will see several examples of each art element in different artwork shown in the power point. Notes on the elements of art will be taken throughout discussions for added understanding. Creating each side and Constructing the cube will be demo started in class using guided instruction. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 1: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Go Through Power Point Slides</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Review: Dango Artwork to connect learning</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Discuss Sol Lewitt’s artwork</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Interpret line drawings as Principles and elements of design</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">State Project Objectives, Materials, Project Requirements, Due Dates</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Plan ideas for patterns </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuXSmgo4G6HnfF7qQ-8FRYtBpGVnrjZ9U14Nkbjh0EauYiubtfQf6ifAWKinrHD_oZACR81a1HquZFeP71baiEUod-Lv5o1NNqZBEUVA_o98WrKSd24OEx7lf72sO1oH1bHXt1Cp-MYhg/s1600/IMG_9821.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuXSmgo4G6HnfF7qQ-8FRYtBpGVnrjZ9U14Nkbjh0EauYiubtfQf6ifAWKinrHD_oZACR81a1HquZFeP71baiEUod-Lv5o1NNqZBEUVA_o98WrKSd24OEx7lf72sO1oH1bHXt1Cp-MYhg/s1600/IMG_9821.jpg" height="320" width="236" /></a></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 2-4: Students will create 20 different patterns on 1/2 index cards</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpfnOl2LlOrBHF68AjSjjpMs96LTIpUjIZt8Q0Medvd5ngec-qyeBcJsIfhwNa1o5smLZrWEJ3FwAQDVgiWtZASYsPzJkB8o5Id6j2rBEse5RMRtWGi6VBtARWQG7rg2q90K3wiM5YzSE/s1600/IMG_9822.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpfnOl2LlOrBHF68AjSjjpMs96LTIpUjIZt8Q0Medvd5ngec-qyeBcJsIfhwNa1o5smLZrWEJ3FwAQDVgiWtZASYsPzJkB8o5Id6j2rBEse5RMRtWGi6VBtARWQG7rg2q90K3wiM5YzSE/s1600/IMG_9822.jpg" height="239" width="320" /></a></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 3: Art Link: Peer Critique feedback on cards </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Focus on Line and pattern</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 4: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Art Link: Have students draw their ideas for construction</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Roll 5 Cards to begin construction on Day 5</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 5-8: Students will roll and construct sculptures. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Day 6: Peer critique on cards and sculpture progress. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Continue making cards throughout. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Students who work quickly could be asked to create additional patterns on Cards</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Students who work slowly will be checked-on regularly with possible adaptations of fewer then 20 notecards. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Last Day of Sculpture: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Art Link: Self Critique: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Describe, Analyze, Interpret and Evaluate. Draw on your notes and the rubric to complete for 10 points. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Complete Rubric and turn in sculpture. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Evaluation: successful for all <b>engaged</b> students and all abilities of students. Wonderful outcome</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">20 pattern minimum is accomplishable in the 3 days of studio time. </span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com2tag:blogger.com,1999:blog-6030492163734674220.post-7474210415040320222015-02-14T15:12:00.002-08:002015-02-14T15:12:31.761-08:00Organic Subtraction Sculpture with Ra Paulette<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK2zNyzKr7ng2zHpEykkUUZvWHPPCubAjdNZ3IhrNMIhF5cZa729lb1K79Opag1Z14no7t9m9EMzcvwMxXS8zoKXBgbcH8F0MpnYUlqs_RwQ8uMw9d41l7bBaU7JBGmY9jGe5wbbI2VX8/s1600/IMG_0671.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK2zNyzKr7ng2zHpEykkUUZvWHPPCubAjdNZ3IhrNMIhF5cZa729lb1K79Opag1Z14no7t9m9EMzcvwMxXS8zoKXBgbcH8F0MpnYUlqs_RwQ8uMw9d41l7bBaU7JBGmY9jGe5wbbI2VX8/s1600/IMG_0671.jpg" height="640" width="478" /></a></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Lesson Objective </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Work with elements of art: Shape, Color</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Work with Principles of Art: Unity </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Create an Organic Subtraction sculpture in the style of Ann Weber or Ra Paulette</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Key Vocabulary: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span>Organic Shape: </b>Organic shapes and forms are typically irregular or asymmetrical. Organic shapes are often found in nature, but man-made shapes can also imitate organic forms.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span>Anthropomorphic: </b>Described or thought of as being like human beings in appearance, behavior.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span>Analogous Color: </b>Analogous colors are groups of colors that are adjacent to each other on the color wheel, with one being the dominant color, which tends to be a primary or secondary color, and two on either side complementing, which tend to be tertiary.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span>Monochromatic: </b>Are derived from a single base hue and extended using its shades, tones and tints. Tints are achieved by adding white and shades and tones are achieved by adding a darker color, gray or black.</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Materials: </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Floral Foam</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Clay Tools</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Acrylic Paints in Analogous Colors </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">White glue</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Focus Artist/s: </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Ra Paulette</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Ann Weber</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Project Requirements</b>: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Subtract from a Floral Foam Block exploring organic shape and unity in the style of Ra Paulette and/or Ann Weber</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Sketchbook: Students draw construction/color plans for each side of their Organic Subtraction sculpture and submit plans for approval. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Final Sculpture: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Organic shape and unity with Paulette/Weber influence apparent</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Analogous/Monochromatic colors present on ALL sides final sculpture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Assessment: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Informal: Written Self Critique</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Formal: Artist Statement</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Formal: Grading final sculpture</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">CA STANDARDS: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">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.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">4.2 Identify the intentions of artists creating contemporary works of art and explore the implications of those intentions.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">4.5 Employ the conventions of art criticism in writing and speaking about works of art.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Modifications:</b> </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Accelerated Learner: Expand on skills learned to create a unique project. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Scaffolding adaptations:</b> </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Students will revisit Shape, Color and Unity from the earlier learning. We will use similar visuals to refresh earlier learning. Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Anticipatory Set: Art Link: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Small Group Critique Ra Paulette’s Cave Carvings </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Describe</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Analyze</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Interpret</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Large Group Critique <span class="Apple-tab-span"> </span></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">OBJECTIVE: Introduce working artists exploring organic artwork in subtraction. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Create Subtraction Sculpture from a Floral Foam Block exploring organic shape and unity in the style of Ra Paulette and/or Ann Weber</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Students will understand new vocabulary as is relates to visual art</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">DIRECT INSTRUCTION:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><b>Power Point Presentation Ra Paulette, Ann Weber</b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span></b>Pre-assessment: Critique Ra Paulette’s Cave Digging </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Opening: Art Link: Photo of Ra Paulette’s Cave Digging </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Small Group Discussion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Describe the work</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Analyze the artwork</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Interpret The artwork </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Large Group Discussion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Discussion: Art History:</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><b>Watch Video</b></span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">ARTIST: Ra Paulette: </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span></b>Born in Chicago, grew up in Indiana</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">68 years old</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">He left school to join the Navy </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">He hitchhiked around the country</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Years spent in a cabin without electricity or running water</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">He moved to New Mexico in 1977</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">First cave was completed in 19</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Manual labor is the foundation of my self expression. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">To do it well, is a “whole-person” activity, engaging mental and emotional strengths as well as physical strength.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">When excavating the caves, I break down the movements into their simplest parts and reassemble them into the most efficient patterns to accomplish the task while maintaining bodily ease. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Like a dancer, I “feel” the body and its movement in a conscious way. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">I’m fond of calling this “the dance of digging”, and it is the secret of how this old man can get so much done.85</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Ann Weber: </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b><span class="Apple-tab-span"> </span></b>Born Jackson, Michigan 1950</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Lives and works in Emeryville, California </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">1987 MFA, California College of Arts and Crafts Oakland, California </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Studied</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Inspiration: working with a palette of simple forms: cylinders and circles</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Her sculptures are symbolic of male and female forms in the natural world under Viola Frey</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Works from the landscape</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Her shapes originate from natural forms</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">once enlarged they become almost anthropomorphic</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">KEY VOCABULARY: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Organic Shape: </b>Organic shapes and forms are typically irregular or asymmetrical. Organic shapes are often found in nature, but man-made shapes can also imitate organic forms.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Anthropomorphic: </b>Described or thought of as being like human beings in appearance, behavior.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Analogous Color: </b>Analogous colors are groups of colors that are adjacent to each other on the color wheel, with one being the dominant color, which tends to be a primary or secondary color, and two on either side complementing, which tend to be tertiary.</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Monochromatic: </b>Are derived from a single base hue and extended using its shades, tones and tints. Tints are achieved by adding white and shades and tones are achieved by adding a darker color, gray or black.</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Teacher Models </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Examples of vocabulary on the board throughout discussion </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Students take notes in their sketchbooks </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Teacher Monitors room throughout discussion</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><b>Check for Understanding: </b></span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor room during Pre-assessment in sketchbook</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Monitor throughout discussion ensure comprehension and active note <span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>taking </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Various Activities Designed to check/enhance student comprehension</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Ra Paulette Video</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Students will watch video and take notes on Ra’s Comments about his art</span></span></div>
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<span class="s1"><b><span style="font-family: Arial, Helvetica, sans-serif;">Activity: </span></b></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">Sketchbook Drawing: Students will begin thinking about their ideas in their sketchbooks. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;">FINAL PROJECT: Subtract from a Floral Foam Block exploring organic shape and unity in the style of Ra Paulette and/or Ann Weber</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Sketchbook: Students draw construction/color plans for each side of their Organic Subtraction sculpture and submit plans for approval. </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span>Final Sculpture: </span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Organic shape and unity with Paulette/Weber influence apparent</span></span></div>
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<span class="s1"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>Analogous/Monochromatic colors present on ALL sides final sculpture</span></span></div>
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Mollie Morrisonhttp://www.blogger.com/profile/14331183766597628839noreply@blogger.com1