Mixed Media Collage Final Project

Mixed Media Collage Reproduction
• Must create a reproduction of work by any famous artist. 

• Minimum 12” X 18” 

Must incorporate: 

Blind contour

Create depth and/or perspective

Shading and value to create form:

USE ONE: Stippling, scumbling, hatching, cross hatching, etc. 

Tessellation OR Op art reference

Pop Art reference

One of the following: Oval action figure, gestural figure OR portrait

Visual and/or tactile texture

Color, emotion, mood

Newspaper and/or magazine 

Paint (watercolor or acrylic) 

Oil Pastel

Graphite pencil drawing

Pen and ink (sharpie OR black ink pen)

• Required: Please complete the artist statement and final rubric. Blue tape both on the back.
• Required: Title of work: incorporate original artist’s name into your title. 
• One day to find your fine art inspiration
• Four days of studio time, three days of independent work. 
• Due with presentation, including: why you chose the artwork and how you incorporated each requirement. 

Final meets California Art Standards: 

• 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.
• 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.
• 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.
• 2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
• 2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
• 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)
• 4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
• 5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

Tunnel Book Final

Lesson Objective: 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. 

Project requirements

Sketchbook: Complete a plan of the final work in your sketchbook including:

Plan for Foreground, Middle grounds and Back ground

Update the work to contemporary day
Details with Measurements for final construction of Tunnel book

Full Color Study with approval to move to final project

Final Art work: 

Maximum: 12x12      Minimum: 6x6

1 Foreground (Min)

3 middle grounds (Min)

1 Background (Min)

Full color in any medium

Must be able to see the full artwork from front

Update the work to contemporary day

Accordion to hold four Grounds

Book Structure including: Cover, Inside, Tunnel, and back cover

Cover of the book

Typography (Handwritten)

Artist’s Name

Title of the work

Decoration Relating to the artwork (pattern, etc)

Inside Cover

Famous Artist Information

Birth/Death

School

Art Movement Association

Major Exhibitions

Lasting Value of the work

Interesting information

Quote 

Back Cover

Must have Artist Statement (1 page) typed and on the back of the book jacket

Full Name

School/Grade

Motivation for choosing art/artist

Process of creating book

Interesting information (set backs, etc.)

What you learned from the experience

Your favorite Art Quote

Final Presentation: Must present final pop-up book to class (4-6 Minute Presention)

Cover: Discuss Typography

Art history about chosen artist (inside Cover)

Why did you pick this artwork

How did you transform the piece from 2-D to 3-D

How did you update the work to make it contemporary 

Artist Statement (back Cover)

   

Final meets California Art Standards: 

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.

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.

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.

2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.

2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.

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)

4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.

4.3 Analyze and articulate how society influences the interpretation and message of a work of art.

5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

Assessment: 

Informal: Small group 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 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.

Key Vocabulary: Typography, Accordion, Foreground, Middle Ground, Back Ground

Materials: 

Tag Board Or heavy Card Stock

Paint

Oil Pastel

Sharpies

Watercolor

Glue

Cardboard

Direct Instruction: 

Art Link: Project a photo of a completed tunnel book to the class

Critique this tunnel book with small group

Critique Tunnel book as large group.

Art History: 

A tunnel or peephole book is a set of pages bound into accordions on two sides 

It is viewed through a central opening.

Scenery or shapes are cut out of the pages and then assembled in layers.

 Inspired by theatrical stage sets

The tunnel book form dates from the mid-eighteenth century 

Project additional examples and model how to create the final book through example and step by step instruction

Additional resources: Advanced Learners: Video: http://www.marthastewart.com/918288/creating-pop-books-robert-sabuda#918288

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: http://library.si.edu/digital-library/exhibition/paper-engineering/dance-tunnel-book

Organic and Geometric shapes with Matisse

Second-Fifth Grade

Discussion: Geometric and Organic shapes
Have a few of Matisse's artworks that illustrate both geometric and organic shapes.
Geometric shapes: what are they?
Why are they called geometric?
Where do we see them in life everyday?
How do they help us get to school?
have you used the word geometric in your math class?
Organic shapes: name one in this classroom?
Where are they in nature everyday
Why are they called organic?
Where do we hear the word organic used a lot?

ARTIST: Henri Matisse
(1869-1954)
French Painter,
Studied law until he was 21
Mother gave him a paint box after surgery and he discovered painting
He returned to work, and every morning before work, he attended drawing classes; at lunch time he would paint for an hour or so, and then return to work. After work he would paint till night fell. It was his life.
In 1891 set off for Paris.
Matisse began his journey of studies which ultimately lead him to his love of line, shape and color.
Matisse felt that his greatest influence had been the work of the artist Cezanne (1839 – 1906, French).
In the 1950‘s, Matisse began creating paintings using paint and paper cut outs.
In his last years, as he aged and fell ill, Matisse continued to paint, this time on the walls of his room, using a piece of charcoal attached to the end of a bamboo pole. He painted until his death in 1954.
Matisse had strong feelings about only one thing, the act of painting.
The purpose of these pictures, he always asserted, was to give pleasure.
For Matisse, painting was the rhythmic arrangement of line and color on a flat plane.
He had created the technique of striking contrasts, unmixed hues, flat planes of color (similar to Gauguin, 1848 – 1903, French)
expressive brush strokes (similar to Van Gogh, 1853 – 1890, Dutch).
Light was expressed, not in the method of the Impressionists, but with a harmony of intensely covered surfaces.

For additional information please visit: http://en.wikipedia.org/wiki/Henri_Matisse

PROJECT:reduce Matisse's Purple Robe and Anemonies down to simple geometric shapes and redraw.
Step1: begin to see the organic shapes as Geometric and redraw it accordingly
Step2: When you begin to draw, FILL YOUR PAGE
Step3: use mixed media to fill in the work
Markers
Oil pastels
Chalk pastels
Colored pencils

MATERIALS:
Poster of Matisse's work: Purple Robe and Anemonies
White paper
pencils