Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
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LU Title: Famous Artist Unit |
Author(s): Rebecca Milone |
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Grade Level: High School |
School : Clifton - Fine Central School |
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Topic/Subject Area: Art Studio/ Art History |
Address: PO 75, Main Street, Star Lake, NY 13690 |
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Email: rmilone@mum.neric.org |
Phone/Fax: (315)543-2130 |
OVERVIEW
The students will be asked to focus on a specific artist that they want to study in depth. Once they do some guided research on their artist they will create a brochure that gives an overview of the artist's life and works as well as some of the students' own personal insights into the artist's work. Two alternate meaningful use tasks were created for this unit. One requires students to create an "object in art" (select an object to paint using aspects of the artist's style). An alternative would be a canvas painting that reflects the students understanding of the artist's style as well as the student's own personal styles and ideas.
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Declarative |
Procedural |
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Basic information about the artists life (when and where the artist lived and traveled, influences on the artist, education, interesting facts). |
Use a computer application to design an attractive brochure that reflects effective design skills. |
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Knowledge of the basic style the artist worked in (subject matter and techniques used, early style vs. mature style). |
Use traditional art materials (like acrylic paint) effectively in an original work of art. |
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Names and dates of several works including the artists "masterpiece". |
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ESSENTIAL QUESTION
How has the artist you have chosen expressed his/her ideas through their artwork?
CONNECTIONS TO NYS LEARNING STANDARDS
Visual Arts Standard 2: Commencement -General Education
Key Idea 2
Performance Indicator (b): Use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation.
Visual Arts Standard 4: Commencement -General Education
Key Idea 4
Performance Indicator (c): Create art works that reflect a variety of cultural influences.
*(One of the examples listed in the Visual Arts Standards booklet under this standard reads: "This is evident, for example, when students: select a style of art from the 20th century, study the characteristics of that style and make a work of art using that style but expressing the students' point of view or idea."). This is very similar to what students are doing in this unit.
I devised a game for this. It works as follows: The teacher will gather prints for as many of the artists listed as possible. Two prints will be needed for each artist (featuring two different works by each artist). Examples can be printed off the Internet, or the teacher can use postcards, full size prints etc. The teacher should hang up the larger prints in a clearly visible place in the room and number each of these clearly (prints should not be identified with the artists' name). On the other set of prints the teacher will write the artists' name on the back of the print or have it otherwise clearly visible. The purpose of the game is to familiarize students with some of the artists they will be learning about. Students will be paired up and each pair will be given a print randomly. In pairs have they will briefly jot down characteristics of the work in front of them (i.e. bright colors, abstract shapes, linear perspective etc.). Next the teacher will instruct them to try and figure out which of the prints displayed in the room was created by the same artist. On a piece of paper they will list their artists' name and the # of the print that they think matches. When they are done they will switch cards so each pair continues to get a new print until each group has matched up every artist. When they are all done the teacher will reveal the correct matches. Small prizes can be offered to any pair that gets all correct as an added incentive.
Next the teacher will give an overview of the unit. Basically the students will select an artist that appealed to them, research the artist, create a brochure on the computer and as their meaningful use task they will create either an "object in art" or a canvas painting. The students will select an artist from a list that the teacher provides (this will vary depending on your goals - I selected very well known artists and ones that I knew there were library books available on as well as my own collection of art books). The teacher will have to do some preparation ahead of time. I pulled all the available books off our school library shelves ahead of time plus had my own available. I took the entire class to the library and had them look through the various books that I had out on the tables. Once they had their artist selected they let me know (so I could keep a list and avoid doubles) and they signed out the books they needed. The next step involved doing some reading and research on their artist using the books as well as the Internet. I required them to use at least three sources to gather their information. I gave them about a week to do this. They had several worksheets to fill out as they did their research and planed their brochure. The worksheets were intended to give the students a good foundation to work with when designing their brochures in the computer lab. I have included the worksheets in my appendix at the end of this document.
The students' first task was to complete a graphic organizer to summarize and classify some of the information they were gathering on their selected artist. This is also included in the appendix.
Next they had to devise headings for their brochures (no set number of headings or names were given, just some examples).
Next students were asked to list their headings and below each to write short essays to be included under each of their headings. These were considered the rough drafts. We spent some time editing and revising these before they went into the final brochures. This was where the students really begin to refine and extend the information they are gathering.
Students were also given step by step directions, provided by the librarian, on the proper format for a bibliography (for books, magazines and the Internet).
Once in the computer lab I familiarized students with some aspects of the computer program we were using to design the brochures (I did these with the first class using Microsoft Word and the second one using The Print Shop PressWriter. I found the later program to be a better tool for designing the brochures. In the future I will use this or a similar program). I also reviewed some basic layout concepts (consistency of text and graphics, balance, color etc.) with the students. I reviewed the requirements on the rubric periodically and helped the students as needed. Brochures all had to be reviewed a final time before students were allowed to print them on heavy stock paper.
CULMINATING
PERFORMANCE
Include
rubric(s)
I did the meaningful-Use Task two different ways with two different classes. With the first class they had to create a canvas painting once they completed their brochures. I gave out a rubric and emphasized that the idea was not to copy or imitate a particular painting that their artists did. Their painting had to reflect the students' own ideas and style while at the same time incorporating some of their artists' style, techniques, subject matter and ideas. Another words it had to reflect a strong understanding of the artist while at the same time reflecting the students' unique ideas and style. What I did not want, for example, was a student doing Van Gogh to paint a picture of The Starry Night. The size and shape of the canvas was a personal decision each of the students made.
With another class I took a little different approach but the basic concept described above was the same. This time instead of painting on a canvas they had to actually paint a three-dimensional object of their choice. I made up a separate rubric for this and encouraged them to pick an object that they felt would work well for their artists. A few examples of objects students selected included: old chairs and other furniture, a mirror, a television, a wooden box, a headboard to a bed, and a birdhouse.
For both projects listed above students were required to submit sketches of their ideas first.
RUBRIC FOR ARTISTS PAMPHLET
Name______________________
Overall grade received________
5 = MEETS OR EXCEEDS ALL REQUIREMENTS TO AN EXCEPTIONAL LEVEL
4 = MEETS ALL REQUIREMENTS AT A SATISFACTORY LEVEL
3 = MEETS MOST REQUIREMENTS AT A SATISFACTORY LEVEL
2 = SOME REQUIREMENTS ARE NOT MET TO A SATISFACTORY LEVEL
1-0 = MOST REQUIREMENTS ARE NOT MET TO A SATISFACTORY LEVEL
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CATEGORY |
REQUIREMENTS FOR EXCEPTIONAL WORK |
COMMENTS & POINTS |
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CONTENT |
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WRITING STYLE |
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GRAPHICS & TEXT DESIGN |
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OVERALL LAYOUT |
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MEANINGFUL USE TASK - CANVAS PAINTING RUBRIC
Directions: For the first four sections you can earn a maximum of four points. For the last three sections you can earn up to 3 points. The highest possible score is 25.
Name_______________________ Overall Score___________
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Technique is outstanding and reflects the best work the student is capable of. The use of color, brush strokes, tones, basic drawing etc. are all exceptional and reflect what the student intended to achieve. Points=4 |
Technique is very good although it is probably not the best the student is capable of. Points=3 |
Technique looks somewhat rushed. Points=2 |
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Student used a variety of materials (where applicable) and techniques in a very effective manner and was inventive about the use of materials. Points=4 |
Student could have used a greater variety of techniques and /or materials to achieve the effect they intended to produce in their work. Points=3 |
Student did not achieve the desired effect using the materials and techniques that they used. Points=2 |
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Student clearly used certain aspects of the artists’ style that they selected in an original and unique way. Points=4 |
Student had a little difficulty incorporating certain aspects of the artists’ style into their work. Points=3 |
Piece is basically a copy of a particular piece or several pieces of the artists’ work. Points=2 |
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The piece is not a mere imitation of one of the artists’ work and clearly reflects the students’ individual style. The subject matter is unique while at the same time reflecting a good understanding of the artist selected. Points=4 |
The piece tends to imitate the artist selected and could do more to reflect the students own personal style. Points=3 |
Student did not use aspects of the artists’ style they selected. It does not reflect an understanding of the styles of the artist the student selected. Points=2 |
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Effort was outstanding. The student did not waste any class time and had a very positive attitude. They were helpful to others and always cleaned up their own mess. Points=3 |
Effort was good. The student did not waste much class time and usually had a positive attitude. Points=2 |
Effort was poor at times. The student wasted class time and attitude could have been better at times. Points=1 |
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The project was very well planned out. The student did preliminary sketch and really thought about different possibilities before starting to paint. Points=3 |
The project was planned out fairly well. Points=2 |
The project could have been planned out better. The student did not do a preliminary sketch before starting to paint. Points=1 |
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The project is very neatly presented (either with a frame or the edges of canvas are neatly painted). The color of the frame really complements the painting. Points=3 |
Presentation is acceptable (border is painted fairly neatly). Nothing special was done. Points=2 |
Presentation needs improvement. The border is painted in a sloppy manner, not done at all or done in a color that does not complement the painting. Points=1 |
MEANINGFUL USE TASK - "OBJECT IN ART" RUBRIC
Name_______________________ Overall Score___________
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Categories |
5 Points |
3-4 Points |
2-0 Points |
Comments and Points |
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Planning And Selection of Object |
Student selected an object that represents the artist effectively. Student found a very unique and fitting solution to the problem of selecting an object to paint using aspects of the artist’s style. Student listed at least 5 possible choices for an object and reasons why or why not these would be effective choices. |
The object is interesting but it is a little difficult to see the connection between the artist and the object selected. And/or Student listed at least 3 possible choices for an object and reasons why or why not these would be effective choices. |
There is little or no connection between the object selected and the artist the student is focusing on. And/or Student did not list possible choices for an object and/or reasons why or why not these would be effective choices. |
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Technique |
Technique is outstanding and reflects the best work the student is capable of. Use of color, brush strokes, tones, basic drawing etc. are all exceptional and reflect what the student intended to achieve. Student used a variety of materials (where applicable) and techniques in a very effective manner and was inventive about the use of materials. |
Technique is very good although it is probably not the best the student is capable of. And/or Student could have used a greater variety of techniques and /or materials to achieve the effect they intended to produce in their work. |
Technique looks somewhat rushed. Student did not achieve the desired effect using the materials and techniques that they used. |
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Presentation |
Student clearly explained to the class why they selected their object and what aspects of their artists’ style they used in their piece. Student used copies of their brochure as handouts to highlight their artist and reviewed these with the class. Student used a clear speaking voice and maintained good eye contact. Presentation flowed well, student seemed prepared and allowed for questions. |
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Interpretation of Artists Style |
Student clearly used certain aspects of the artists’ style that they selected in an original and unique way. The piece is not a mere imitation of one of the artists’ work and clearly reflects the students’ individual style. Subject matter is unique while at the same time reflecting a good understanding of the artist selected. |
Student had a little difficulty incorporating certain aspects of the artists’ style into their work. The piece tends to imitate the artist selected but could do more to reflect the students own personal style. |
Piece is basically a copy of a particular piece or several pieces of the artists’ work. Or Student did not use aspects of the artists’ style they selected. It does not reflect an understanding of the styles of the artist the student selected. |
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Experience using the Internet and some computer design skills.
Familiarity with graphic organizers.
Familiarity with acrylic painting techniques.
Modifications may include more teacher assistance and time allotted to students with reading and writing difficulties as well as adherence to any individual I.E.P.'s.
Approximately one and a half weeks to do research using books and the Internet and to fill out worksheets (some students spent a considerable time outside of class on this part too).
Approximately one and a half weeks to design and print brochures in the computer lab (45 minute class sessions daily).
Approximately three to four weeks to complete meaningful-use tasks.
The Internet for additional research on their artists and for examples of art work and photographs of their artist to put in their brochures. You will need access to a computer lab so each student has his or her own computer to work on. For software you will need The Print Shop PressWriter or similar program loaded onto each computer. A scanner is useful for scanning artwork and photographs out of art books. Good quality printers should be available with high quality paper to print on.
APPENDIX
In this section find the worksheets and graphic organizer described in the Learning Experience Section.
Artist Pamphlet Assignment
You will look through a variety of art books in the library and select one artist from the list below that appeals to you. You will research the artist and create a pamphlet on this artist using word. The pamphlets will later be shared with the class.
General Requirements for pamphlets:
Artists
Brancusi, Constantin
Braque, Georges
Calder, Alexander
Dali, Salvador
Davis, Stuart
Duchamp, Marcel
Escher, M.C.
Gaugin, Paul
Gogh, Vincent van
Goya, Francisco
Hopper, Edward
Johns, Jasper
Kandinsky, Vasily
Magritte, Rene
Matisse, Henri
Miro, Joan
Mondrian, Piet
Monet, Claude
Munch, Edward
O’Keeffe, Georgia
Picasso, Pablo
Pollock, Jackson
Seurat, Georges
Whistler, James Mc.Neill
Wyeth, Andrew
* See me if you have an artist that you would like to do and name does not appear on this list.
List the headings you will include in your brochure to divide it up
Below are a few examples:
(Your artists)
(Your artist)
(Your artists)
(Your artist)
(Your artist)
List the headings you will include here in your brochure here:
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
For each heading listed you will write a paragraph. Use your own words and think about what you want to include in your brochure. These will be considered your rough drafts. The teacher will assist you in editing and revising these before we go to the computer lab.