Lesson 1
Map of Self: Sense of Community through Collage
Indicate the type of LFS lesson:
X Acquisition (A) _ Extended Thinking (ET) _ Acquisition w/ET Lesson Materials: Regional and state map road map Sharpies India ink Pencils Rulers Image transfer marker Xerox copies 11 x 17 mat board or heavy card stock (cardboard also acceptable) 9 x 12 drawing paper Variety of color medium choices: colored pencils, marker, chalk Photograph of individual enlarged (high contrast) Thesaurus/dictionary Colored tissue paper White glue and glue sticks Scissors X-acto blades Gesso Lesson Artists: Ekua Holmes Romare Bearden Extension Resources: Janine Antoni Andrew Wyeth Jonathan Green Ed Rice Edward Hopper Grant Wood Norman Rockwell |
Standard/Element:
VAHSVAMC.2Finds and solves problems through open-ended inquiry, the consideration of multiple options, weighing consequences, and assessing results. VA8CU.1 Discovers how the creative process relates to art history. VA8CU.2 Investigates and discovers personal relationship to community, culture, and world through making and studying art. VA8PR.4 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop and preserve ideas in order to produce works of art. VA7C.2 Develops fluency in visual communication. |
Essential Question:
Lesson objectives:
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Description of Activator (links prior knowledge):
The graphic organizer “A Home is more than walls”
Students will begin this lesson watching a slide presentation displaying types of homes that include selections from: Native Americans and other cultural representations, historical homes (period pieces), contemporary homes like mobile or RV. The homes will be a sampling of art and photography featuring artists like: Edward Hopper, Andrew Wyeth, Jonathan Green, Ed Rice, Paul Gauguin, Vincet Van Gogh, Grant Wood, Norman Rockwell, and Do-Ho Suh to name a few.
The graphic organizer “A Home is more than walls”
Students will begin this lesson watching a slide presentation displaying types of homes that include selections from: Native Americans and other cultural representations, historical homes (period pieces), contemporary homes like mobile or RV. The homes will be a sampling of art and photography featuring artists like: Edward Hopper, Andrew Wyeth, Jonathan Green, Ed Rice, Paul Gauguin, Vincet Van Gogh, Grant Wood, Norman Rockwell, and Do-Ho Suh to name a few.
After the slide presentation students will be asked to reflect on the flowing prompt:
- What is a home?
- How would you define or describe your home?
- Students will write response on handout (see PDF download). Students will be directed to complete the “A home is more than walls” graphic organizer.
- The worksheet is designed to get students to see beyond the obvious and begin representing images through symbols. This concept web enables students to search, dig, and mine for alternative devices to represent ‘home’ or ‘community’. The initial thesaurus search will hopefully prompt students to see deeper application and meaning.
Description of Task:
After the initial opening activator task students will begin to work on their first lesson. Students will compare and contrast the art of collage artists Ekua Holmes and Romare Bearden.
Inquiry questions: (worksheet handout)
After the initial opening activator task students will begin to work on their first lesson. Students will compare and contrast the art of collage artists Ekua Holmes and Romare Bearden.
Inquiry questions: (worksheet handout)
- What are the similarities in the artists’ depiction of home and community?
- How do the artists use the element of collage?
- What elements of design are most present in the work of Holmes, Bearden?
Follow-up discussion questions within collaborative groups.
Students will now refer to their initial list of home and their community in addition to the graphic organizer/visual map. This will assist them in symbolically representing their collage work.
Students will now refer to their initial list of home and their community in addition to the graphic organizer/visual map. This will assist them in symbolically representing their collage work.
- Students will choose a road map to glue onto their mat board surface; this map will cover the entire surface.
- Next the student will peruse magazines, calendars, or the internet to select images that convey a sense of their identity, community, or home.
- The teacher will present a demonstration on use of gesso. The technique will be used to mask off or “knock back” some of the images. The teacher will discuss composition and emphasis. Students will choose areas to fade back or block out.
- A demonstration will be shown on image transfer and students can choose to apply Xerox transfer onto their boards. Types of transfers will include: gesso, marker, overhead transparency, and boxing tape transfer. This demonstration will be videotaped and archived and students can view the video recording for remediation or enrichment purposes.
- Pictures of students will be taken and edited using computer software. Enlargements will be made and a BW, high contrast image will be selected. Students will choose an area to focus on from the picture. This high contrast image will be transferred onto their paper using a chalk-dust background.
- The back of the picture will be dusted with chalk and the pressure from the pencil will transfer the line onto the map collage. These shadows, high contrast shapes will be filled in with black India ink and the negative spaces will depict the collage elements in the background.
Element of Differentiation:
_ Grouping: How? _ By Content x By Process (assistance provided with blades, scissors, etc) x By Product (some students may produce smaller size works) _ Not Applicable Today Student Reflection(s): x Q&A with feedback: Ball Toss reflection. Q and A based on teacher prompted ball toss. x Class Discussion (collaborative discussion based on video, slides) _Visual Cues _ Other Final lesson reflection |
Description of Summarizer:
3-2-1: Students will complete a ticket out the door assessment based on video viewing: 3) Name three ways the artists Ekua Holmes and Romare Bearden represented home/community in their art. 2) List two questions you have about sense of home/community. 1) What is the most important concept you learned about collage and/or community? Complete Venn diagram Lesson summarizer: How did you depict your community, home, or identity through the making of collage art? Write a reflection; be sure to include rationales for use of symbols, shapes, or visuals. |
Lesson Assessment(s):
x Diagnostic (home concept web- depth of knowledge of vocabulary/context) x Formative (understating of symbolism and collage application) x Summative Project Rubric (see downland) Enrichment: If students would rather not use black India ink they can depict their portrait using colored ink washes or paint mixtures of tints and shades. RTI/Response TO Intervention: 504 Accommodations _ Not Applicable _ Preferential seating _ Frequent breaks _ Small group _ Extended time _ Remediation/ Rework _ Other: |