Lesson 2
The House as a Structure: Mono-type Printing
Indicate the type of LFS lesson:
_ Acquisition (A) x Extended Thinking (ET) _ Acquisition w/ET Lesson Materials: Ink Brayer Brushes Plexi-glass Jell-O plates Printing paper Black and White paint Limited color palette Pencils Reference work Q-tips Cotton balls Paper Towels Lesson Artist: Edward Rice Edward Hopper Mary Azarain Eve Rice Extension Resources: Kara Walker: Art 21 Video Richard Diebenkorn Faith Ringgold |
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):
Tell me a story, “Postcards from history” (see PDF download)
A sampling of artworks will be displayed in a postcard format. These postcards will serve as historical contexts links to artists’ depiction of home, community, and lifestyles through time. Students will work in groups and select postcards to response to.
Students will be asked to reflect on the following prompt:
Select artist will include:
Tell me a story, “Postcards from history” (see PDF download)
A sampling of artworks will be displayed in a postcard format. These postcards will serve as historical contexts links to artists’ depiction of home, community, and lifestyles through time. Students will work in groups and select postcards to response to.
Students will be asked to reflect on the following prompt:
- Look over the historical / contemporary artworks, what can you gather about the time period, lifestyle, and culture?
- Does the picture generate an emotional response?
- Is there a feeling, mood, or emotion present?
Select artist will include:
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Upon completion students will be provided the
artist name, title of work and date completed. Students will save these
postcards to be used later as post assessment. Students will research the artists
and write a brief synopsis of the artist’s body of work, noting the style,
theme, and cultural associations to community and home.
Description of Task:
A Tale of Two Edwards (see PDF download)
The students will be comparing and contrasting the artists Edward Rice and Edward Hopper.
Ed Rice is a contemporary, local artist while Edward Hopper is a historical artist whose work peaked around the 1930s and 40s. Both artists depict home, community, and culture through their particular attention to geometrical design and the context of environment.
Students will review exemplars of Ed Rice and Edward Hopper. Working in collaborative groups, students will complete “The Tale of Two Edwards” organizer. The organizer will ask students to identify categories of visual aesthetes.
Some of the prompts include:
After the students have completed the comparison study, students will watch a short video clip on Edward Hopper understanding the context of his work.
A Tale of Two Edwards (see PDF download)
The students will be comparing and contrasting the artists Edward Rice and Edward Hopper.
Ed Rice is a contemporary, local artist while Edward Hopper is a historical artist whose work peaked around the 1930s and 40s. Both artists depict home, community, and culture through their particular attention to geometrical design and the context of environment.
Students will review exemplars of Ed Rice and Edward Hopper. Working in collaborative groups, students will complete “The Tale of Two Edwards” organizer. The organizer will ask students to identify categories of visual aesthetes.
Some of the prompts include:
- Is there a sense of place, community shown in the artworks?
- How do the artists use geometric shapes and patterns?
- Does the inclusion or exclusion of color create an evocative response?
- Are there similarities/differences in the artists’ styles, compositions, and theme?
- Does time of day alter the visual response?
- Are there particular pieces that evoke an emotional response with you?
After the students have completed the comparison study, students will watch a short video clip on Edward Hopper understanding the context of his work.
Students will prepare for a site visit to the local Southern artist museum, The Morris Museum of Art, to view Ed Rice’s artworks. In addition the students will have a site visit to Ed Rice’s studio. The tour will be documented on video for future art lessons in the event the tour cannot be scheduled again. Click for pictures from Ed Rice's Studio.
Students will complete a field study guide on site. (See PDF document download).
In addition to the Ed Rice field guide students will complete the Jonathan Green guide as it pertains to subsequent lessons (See PDF document download).
Students will complete a field study guide on site. (See PDF document download).
In addition to the Ed Rice field guide students will complete the Jonathan Green guide as it pertains to subsequent lessons (See PDF document download).
While on site students will draw sketches from the three house set of Ed Rice’s work. They will note architectural and geometric application in relationship to composition.
The students will discuss several other artists while on site at the museum: Benny Andrews, and Jonathan Green. The focus will be on community and folk art.
Outside the museum students will view some of the houses or style of houses Ed Rice used for inspiration. Students will fill their sketchbook with quick, ink drawings based on these homes. Back in the classroom students will be given a packet of pictures each a type of home or house Ed Rice used. The variety of structures includes; barns, sheds, Gothic, Colonial and Victorian homes. The students will use these pictures as structural reference when completing their mono-type prints.
Prior to printing their set of mono-types students will view a slide presentation on Ed Rice’s mono-types, this overview will also describe what a mono-type is and how it will be created in class.
The students will discuss several other artists while on site at the museum: Benny Andrews, and Jonathan Green. The focus will be on community and folk art.
Outside the museum students will view some of the houses or style of houses Ed Rice used for inspiration. Students will fill their sketchbook with quick, ink drawings based on these homes. Back in the classroom students will be given a packet of pictures each a type of home or house Ed Rice used. The variety of structures includes; barns, sheds, Gothic, Colonial and Victorian homes. The students will use these pictures as structural reference when completing their mono-type prints.
Prior to printing their set of mono-types students will view a slide presentation on Ed Rice’s mono-types, this overview will also describe what a mono-type is and how it will be created in class.
As a reflection on simplifying structures into simple, geometric designs the teacher will present two children’s books for review:
Both of the book’s illustrators use monochromatic color choices (BW) with elements of spot color, hints of yellow or red for emphasis. After reviewing these exemplars students will see how effective simple shapes can be and how line, color, and pattern all play an important role in design.
Azarain’s illustrations were done as woodblock prints, while Rice’s buildings and structures are reflective of charcoal or graphite and have areas of value variation.
- Goodnight, Goodnight by Eve Rice (no relation to Ed Rice)
- A Farmer’s Alphabet by Mary Azarain
Both of the book’s illustrators use monochromatic color choices (BW) with elements of spot color, hints of yellow or red for emphasis. After reviewing these exemplars students will see how effective simple shapes can be and how line, color, and pattern all play an important role in design.
Azarain’s illustrations were done as woodblock prints, while Rice’s buildings and structures are reflective of charcoal or graphite and have areas of value variation.
Activity Steps
Monotype printing:
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Students will mount their triptych works (BW and color). The six prints will be reflected on by the students following the self-reflection guide (see PDF download).
The prompts will ask:
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One the final day of the lesson students will return their postcards documenting the noted research on the artist.
Element of Differentiation:
_ Grouping: How? x By Content (self-reflection will be limited question responses) _ By Process x By Product (some students will be limited in print completion) _ Not Applicable Today Student Reflection(s): _ Q&A with feedback: Ball Toss reflection. Q and A based on teacher prompted ball toss. _ Class Discussion (collaborative discussion based on video, slides) _ Visual Cues _ Other Final lesson reflection |
Description of Summarizer:
Carousel of progress: The class will post art prints up and students will walk around room in collaborative groups. Using sticky notes students will complete:
Lesson assessment: (Formative) Postcards Field guide Mono-type process printing Self-reflection (Summative) Project Rubric |
Enrichment:
Larger paper will be available to print on, or if they would like to print on colored paper they must provide a rationale (ie: create a sense of mood, emotion, or evoke a feeling due to color choice) RTI/Response TO Intervention: 504 Accommodations _ Not Applicable x Preferential seating x Frequent breaks _ Small group x Extended time x Remediation/ Rework _ Other: |