Lesson 3
Home: Reflection of Community and Self
Indicate the type of LFS lesson:
_ Acquisition (A) x Extended Thinking (ET) _ Acquisition w/ET Lesson Materials Tempera or acrylic paints Brushes Water Paper towels Color wheel 12 x 18 sheets of 50 lbs. drawing paper Pencil Photographic reference (pictures of students) Reference work of: Jonathan Green, Mattie Lou O’Kelly, and Kehinde Wiley Artists lesson reference: Jonathan Green Mattie Lou O’Kelly Kehinde Wiley Dorthea Lange Extension references: Thomas Hart Benton (American artist known for realistic depictions of people at work, play or in repose in various habitats, often in rural settings) Georgia O'Keeffe (O'Keeffee museum) Clementine Hunter (Link to NY Times Bio feature with multimedia colelction) Benny Andrews (Georgia artist) Art 21: Place (Video on contemporary art addressing the idea of place High Museum Folk Art Collection (Atlanta contemporary museum with large collection of Georgia folk artists) |
VAHSVAMC.2 Finds
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 Questions:
Lesson objectives:
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Description of Activator (links prior knowledge):
The main idea, newspaper’s links history
A selection of six artworks will be projected on the board from two different artists (3 from each artists). The select artists are Jonathan Green and Mattie Lou O’Kelley. Jonathan Green is a South Carolina native artist whose work depicts the African American Gullah culture. Born in Garden’s Corner, SC located near the coast, Green portrays the history, experience, community, and cultural heritage of the Gullah people.
In comparison Mattie Lou O’Kelley also documents the southern experience. O’Kelley is a folk artist who began painting at the age of 60. O’Kelley’s work evokes a sense of home, family, belonging and ritual. Most of her work shows a nostalgic view of the Georgia countryside that she knew as a child. The inclusion of barns, farmers, animals, vegetables, dogs, flowers, and churches were common subjects.
The students will quickly respond on index cards what they think each artist is attempting to portray/convey in their art.
The main idea, newspaper’s links history
A selection of six artworks will be projected on the board from two different artists (3 from each artists). The select artists are Jonathan Green and Mattie Lou O’Kelley. Jonathan Green is a South Carolina native artist whose work depicts the African American Gullah culture. Born in Garden’s Corner, SC located near the coast, Green portrays the history, experience, community, and cultural heritage of the Gullah people.
In comparison Mattie Lou O’Kelley also documents the southern experience. O’Kelley is a folk artist who began painting at the age of 60. O’Kelley’s work evokes a sense of home, family, belonging and ritual. Most of her work shows a nostalgic view of the Georgia countryside that she knew as a child. The inclusion of barns, farmers, animals, vegetables, dogs, flowers, and churches were common subjects.
The students will quickly respond on index cards what they think each artist is attempting to portray/convey in their art.
Authentic Literacy inclusion:
The students will be given a faux newspaper created by the teacher. The article and facts are accurate but the newspaper is fictitious. Students will work in collaborative groups to determine the main ideas, facts that support the main idea, and items they find interesting. Colored highlighters will be used for each topic. Once they are finish read individually they will work as a group to complete a bubble map graphic organizer. This organizer will help students understand the main idea about Ms. O’Kelley and her work. The students will then rewrite a headline and paraphrase O’Kelley folk art style and the topics mentioned in the text.
Possible facts gathered:
The students will be given a faux newspaper created by the teacher. The article and facts are accurate but the newspaper is fictitious. Students will work in collaborative groups to determine the main ideas, facts that support the main idea, and items they find interesting. Colored highlighters will be used for each topic. Once they are finish read individually they will work as a group to complete a bubble map graphic organizer. This organizer will help students understand the main idea about Ms. O’Kelley and her work. The students will then rewrite a headline and paraphrase O’Kelley folk art style and the topics mentioned in the text.
Possible facts gathered:
- Folk art is characterized as informal or native and typically self-taught.
- O”Kelley depicted daily life
- O’Kelly’s art is displayed in the Atlanta High museum
-
O’Kelley is a Georgia native
newspaper.pdf | |
File Size: | 5391 kb |
File Type: |
artists_green_and_lange.pptm | |
File Size: | 6005 kb |
File Type: | pptm |
To learn about Jonathan Green students will view a PowerPoint and then complete a summarizer based on the slides. The PowerPoint will compare Green’s art to the photographic pictures of Dorthea Lange. The focus is on poverty and abundance and students will see how Green’s painting take transcends the universal community message of poverty. The stark contrast will allow students to understand that themes are not unique to gender, race, culture.
Some of the questions at the end of the PowerPoint are:
This assignment will be due at the conclusion of the Jonathan Green lesson, date TBA (7 days).
Some of the questions at the end of the PowerPoint are:
- What are the distinguishing features of Green’s work?
- What are the distinguishing features of Lange’s work?
- What did you learn about the artists from the subjects of their work?
- Students will be assigned the task to create a newspaper page.
- Depict poverty and abundance in their world.
- Students can use any form of computer software, they are also allowed to include Google images or magazine pictures.
- The use of the O’Kelley 'faux' article will help in making the article as students discern what is important when writing concisely.
This assignment will be due at the conclusion of the Jonathan Green lesson, date TBA (7 days).
Description of Task:
Gullah, Gullah now: the contemporary take on Jonathan Green
To start the project day a short video will be introduced. This video shows Jonathan Green working in his studio. Click here for video link.
Students will again review the works of Jonathan Green, color copies will be placed around the room.
The students will be asked prompts like:
Student’s will now complete a word list, using words or descriptions write how teens are portrayed today. How do they dress, what are the accessories, hats, etc. (see PDF download)
Once the students have compiled a list have a select few will read their descriptions. Some of the responses may include: baggy jeans, backward hat, big watch, hoddies, shades, etc.
Activity steps:
Notes:
Newspaper article will turned in on the last day of the lesson.
Gullah, Gullah now: the contemporary take on Jonathan Green
To start the project day a short video will be introduced. This video shows Jonathan Green working in his studio. Click here for video link.
Students will again review the works of Jonathan Green, color copies will be placed around the room.
The students will be asked prompts like:
- What is a characteristics of Green’s work?
- What are the topics?
- How does Green show facial features?
- How does Green show time of day?
Student’s will now complete a word list, using words or descriptions write how teens are portrayed today. How do they dress, what are the accessories, hats, etc. (see PDF download)
Once the students have compiled a list have a select few will read their descriptions. Some of the responses may include: baggy jeans, backward hat, big watch, hoddies, shades, etc.
Activity steps:
- Students will now be asked to complete a contemporary Jonathan Green artwork.
- Using the color style, paint marking techniques, inclusion of bold colors, simple shapes, and minimalist facial features, students will create a likeness of themselves or their community members.
- Photographic reference will be available for those who wish to have their picture taken.
- Poses, clothing choices, paper orientation will all be student choice the only set parameter is that it must reflective the visual response of Jonathan Green in a contemporary manner.
- Tints and shades will be used to create skin tones.
Notes:
- Another example could be that instead of showing the coastal Carolina area, the environment would reflect their home/community. In this case the rural county of Georgia (barns, fields, farming, etc) would be an ideal setting.
- A day of demonstration will be given on how to create tints and shades especially in creating skin tones, also a focus on how to mimic patterns and create movement in your work.
Newspaper article will turned in on the last day of the lesson.
Element of Differentiation:
_ Grouping: How? _ By Content _ By Process x By Product (assistance in recreating, simplifying the human form) _ Not Applicable Today Student Reflection(s): x 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:
$1.00 summary, with each word worth 10 cents write a sentence summarizing the reflection of home/community in Jonathan Green or Mattie Lou O’Kelley’s work. (10 word sentence) Example: The artist Green used color and patterns to reflect home. Folk artist O’Kelley depicted everyday task in an evocative manner. |
Lesson Assessment(s):
_ Diagnostic x Formative (in-process work, thumbnail, Postcards, Mono-type process printing, Self-reflection, Field guide ) x Summative (newspaper article, contemporary Green panting, Project Rubric) Enrichment: Larger paper will be available to print on, or if students 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: |