Lesson Objective: 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
Project Requirements:
Sketchbook: Complete Portrait in full color with emotion, FUN and self expression
Full Page, Full Color Study to prepare for foil medium
Final Project: Complete a relief “Funk Face” in metal Tooling Foil Embossing
Use of full sheet of Tooling Fool and Full Color
Face in accurate proportion with relief based on class discussions
Funk Influences: Fun, Self Expression, Political/Social Message & Bold Color
Mounted on foam and free-standing
Direct Instruction: Draw and shade each part of the face: Eye, Nose, Mouth, Ear. Draw a face in Blind Contour for pre-assessment
Discuss and practice drawing each item of the face over five days
Practice drawing a complete portrait in pencil
Key Vocabulary: Students will be able comprehend and use these terms in relation to drawing
Pupil Cornea Highlights Shade Tint Relief
Iris Sclera Tragus Tip Lateral side Self Expression
Tear Duct Root Dorsum Columella Vermilion zone Philtrum Embossing Proportion
CA STANDARDS:
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.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.4 Review and refine observational drawing skills.
2.6 Create a two or three-dimensional work of art that addresses a social issue.
2.4 Review and refine observational drawing skills.
3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.
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.
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.
Make Informed Judgments
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history
PURPOSE: Complete an accurately proportioned self-portrait in relief while engaged in CA Funk Inspired self-expression
Art History:
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.
In an uncoordinated artistic rebellion, a number of new movements began to gain traction.
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.
Funk Art? From Whence Came that Name?
The romantic version of Funk Art's etymology says it came from jazz music, where "funky" was a term of approbation.
Jazz is also perceived as unrefined and -- especially with late 50s free jazz -- unorthodox.
This fits neatly, for Funk Art was nothing if not unrefined and unorthodox.
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.
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.
Where Was Funk Art Created?
The movement got its start in the San Francisco Bay area, specifically at the University of California, Davis.
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.
The Bay Area, the epicenter of the underground, was probably the one place in which it could have thrived, let alone survived.
How Long Was the Movement?
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.
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.
It was fun while it lasted, but Funk did not have a long life.
What Are the Key Characteristics of Funk Art?
Found and Everyday Objects
Autobiographical Subjects
(Frequently Inappropriate) Humor
Audience Engagement
Elevation of Ceramics
Historic Precedent
Artists Associated with Funk Art
Robert Arneson
Wallace Berman
Bruce Conner
Roy De Forest
Jay DeFeo
Viola Frey
David Gilhooly
Wally Hedrick
Robert H. Hudson
Jess
Ed Kienholz
Manuel Neri
Gladys Nilsson
Jim Nutt
Peter Saul
Richard Shaw
William T. Wiley
INSTRUCTION:
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
MATERIALS: Sketch Books
Pencils
Tolling Foil
Wooden skewer
Sharpie Markers
Black Foam Core
Foam Core Risers
DIRECT INSTRUCTION:
Day 1: Power Point Presentation EYE:
Opening: In sketch Books, Blind Contour Face activity
Blind Contour Drawing:
Draw the face across from you
Grab all details Eyes, Nose, Mouth, ears, Hair, etc.
Two Minutes
Students will: Independently complete the activity
Discuss the completed activity with group members
Share final drawing with group
Participate in class discussion on the activity
Review: Happy Mistakes make better artists
HOLDING YOUR PENCIL
Discussion: Parts of the eye
Step by step of the eye
Try each step in sketch book
Shading Techniques
ACTIVITY: Draw second eye next to first eye use mirror
Looking at subject as you draw it
MIRROR
Draw a partners eye from your table
CLOSURE: How are you feeling about drawing eyes?
Teacher Models:
Step by step of the eye
Students simultaneously draw an eye in their sketchbooks
Shading the eye using mirror and finding highlights and shades
Check for Understanding:
Monitor room During Step by Step Modeling in sketchbook
Monitor throughout second eye and partner eye
Day 2: Power Point Presentation NOSE
Opening: In sketch Books,
Think Pair Share: Eye activity Power Point
DISCUSSION: The parts of the nose
Step by step of the front nose using a mirror
Try each step in sketch book
Shading Techniques
Draw second nose next to first nose
Looking at subject as you draw it
MIRROR
DISCUSSION: Step by step of side nose
ACTIVITY: Draw four rectangles and fill them with different noses
CLOSURE: How are you feeling about drawing the nose?
Like/dislike/rules/etc.
Teacher Models:
Step by step of the front and side nose
Students simultaneously draw a nose in their sketchbooks
Shading the nose using mirror and finding highlights and shades
Check for Understanding:
Monitor room During Step by Step Modeling in sketchbook
Monitor throughout four nose drawing activity
Day 2: Power Point Presentation Ear
Opening: In sketch Books, Draw a nose from the visual directions
DISCUSSION: The parts of the EAR
Step by step of the ear from the front
Using a mirror
Draw your ear
As you see it from the front
Step by step of ear from the side
ACTIVITY: Draw second ear next to first ear
Draw a partners ear from your table
Try each step from the sketch book
CLOSURE: How are you feeling about drawing the mouth?
Like/dislike/rules/etc.
Teacher Models:
Step by step of the ear from the front
Students simultaneously draw an ear in their sketchbooks
Students have a moment to try ear from the front
Step by step of the ear from the side
Students simultaneously draw a ear in their sketchbooks
Students have a moment to try ear from the side by drawing
A partner’s ear
Shade the new ear finding highlights and shades
Check for Understanding:
Monitor room During Step by Step Modeling in sketchbook
Monitor throughout second mouth and partner mouth
Day 3: Power Point Presentation MOUTH
Opening: In sketch Books, Draw a nose from the visual directions
DISCUSSION: The parts of the Mouth
Step by step of the mouth using a mirror
Try each step in sketch book
Shading Techniques
ACTIVITY: Draw second mouth next to first mouth
Draw two eyes, a nose and a mouth on the same plain
Time permitting: add Two ears
CLOSURE: How are you feeling about drawing the mouth?
Like/dislike/rules/etc.
Teacher Models:
Step by step of the mouth
Students simultaneously draw a mouth in their sketchbooks
Shading The mouth using mirror and finding highlights and shades
Check for Understanding:
Monitor room During Step by Step Modeling in sketchbook
Monitor throughout second mouth and partner mouth
Day 3: Power Point Presentation: Facial Proportion
Opening: Think-Pair-Share: facial proportion and features
DISCUSSION: Step by step of how features are placed on the
Face based on proportion
Step-by step: Adding Hair
Visual Spacial learners: 4 quick visuals on face proportion
ACTIVITY: Students draw and shade a face (Two days)
Teacher Models:
Step by step facial proportion
Students simultaneously draw proportion rules
In sketchbooks
Check for Understanding:
Monitor room During Step by Step Modeling in sketchbook
Monitor throughout second mouth and partner mouth
Day 4: Power Point Presentation: Artist: Robert Arneson, Self Expression, Funk Art
CA Funk Information
Artist Information
Self Expression
Self Portrait
Final Artwork assigned
Day 4: Art History: CA Funk:
By the middle of the 1950s Abstract Expressionism had held sway in the Art World for a full decade,
Certain artists felt the adulation had gone on for nine years too long.
New movements began to gain traction.
Funk Art? From Whence Came that Name?
Funk Art's came from jazz music, where "funky" was a term of approbation.
Jazz is perceived as unrefined and -- especially with late 50s free jazz -- unorthodox.
This fits neatly, for Funk Art was nothing if not unrefined and unorthodox.
Also: Funk Art came from the negative meaning of "funk:" a powerful stench, an assault on one's senses.
1967, when UC Berkeley Art History professor, Peter Selz, curated the Funk exhibition.
Where Was Funk Art Created?
Started in the San Francisco Bay area: University of California, Davis.
Many of the artists who participated in Funk Art were on the studio art faculty.
Funk Art never outgrew being a regional movement
How Long Was the Movement?
Funk Art's heyday: mid- to late-1960s. Beginnings earlier; the (very) late-1950s.
End of the 1970s, things were over as far as artistic movements go.
Funk Art was produced for no more than two decades -- and 15 years would be more realistic.
What Are the Key Characteristics of Funk Art?
Found and Everyday Objects Autobiographical Subjects
(Frequently Inappropriate) Humor Audience Engagement
Elevation of Ceramics Historic Precedent
Robert Arneson (1930-1992) Born: Benicia, CA
Robert Arneson was encouraged by his father to draw.
He drew cartoons for a local newspaper as a teenager.
He studied art education at the California College of Arts and Crafts in Oakland
He taught in a local high school, where he became interested in ceramics.
He went on to receive an MFA from Mills College in 1958.
Arneson became head of the ceramics department at the University of California at Davis in 1962
Arneson was greatly influenced by the expressionist work of fellow Californian Peter Voulkos,
Arneson rejected the idea that ceramic artists produce only utilitarian or decorative items.
He began creating non-functional clay pieces, contradicting formal traditions previously associated with this medium.
He created a number of self-portraits using photographs, mirrors, and drawings;
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.
Assessment:
Informal: Written critique
Formal: Artist Statement
Formal: Grading final sculpture
Modifications:
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
Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques
Accelerated Learner: Expand on skills learned to create a unique project.
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
Scaffolding Adaptations:
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.
