Lesson 6
Home is Where I Roam: A Sense of Longing and Belonging
Indicate the type of LFS lesson:
X Acquisition (A) _ Extended Thinking (ET) _ Acquisition w/ET Lesson Materials: Cardboard Windows templates Mix media (paints, pencils, markers, calk, etc) Reference work (Kolams, stained glass) Lesson Artists: Kolam painting Do-Ho Suh Extension Resources: Tunisian Collaborative Painting — Art Students League of New York TEDxTalks (Art activist Morehshin Allahyari teams artists from the US and Iran in a creative exchange designed to build bridges between the countries. She urges us to take action and think about how we can use our own talents to extend what collaboration can look like.) |
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):
Students will view Art 21 clip on artist Do-Ho Suh, an artists who create collaborative “home” projects. They will also view a video on Kolam painting. Kolam is a form of painting that is drawn using rice powder and typically found in South India. Kolams are thought to bring prosperity to homes. Every morning in Tamil Nadu, millions of women draw kolams on the ground with white rice powder.
Kolam Painting Video (Click here), Wikipedia Reference (Click here)
After viewing the clips students will reflect on the prompt:
Complete the symbolism worksheet.
Students will view Art 21 clip on artist Do-Ho Suh, an artists who create collaborative “home” projects. They will also view a video on Kolam painting. Kolam is a form of painting that is drawn using rice powder and typically found in South India. Kolams are thought to bring prosperity to homes. Every morning in Tamil Nadu, millions of women draw kolams on the ground with white rice powder.
Kolam Painting Video (Click here), Wikipedia Reference (Click here)
After viewing the clips students will reflect on the prompt:
- How does collaborative work present personal expression of identity, culture, home, and community?
- What symbolic pattern or transformation would represent self?
Complete the symbolism worksheet.
Description of Task:
Using the contemporary artist Do-Ho Suh as the frame of reference, students will collaborate on a home project. The students will create a cardboard framed “home”. The students will work together to develop the style, size, format, and overall design of their home. Students must however consider one design parameter; the home must be mobile and able to be set up again off sight.
Based on the conceptual idea of “windows into the soul” the individual students will design windows to attach to their designated “home”. These portals will allow others to see into their life both literally and figuratively. The window design will be based on symbolic and representational elements. Collage, text, drawing, and other embellishments will be encouraged. Applying other concepts from the home lessons will be encouraged.
In preparation for collaborative work students will view: Sukkah City, centered on the Jewish holiday Sukkot, the Sukkah City project encourages participants create abodes. Biblical in origin, the sukkah is an ephemeral, elemental shelter, erected for one week each fall, in which it is customary to share meals, entertain, sleep, and rejoice.
After the home structure is finished the students will work together to add a Kolam painting done in rice powder. Students will independently create designs and collaborate on making one large design around the home.
Artist reference:
Do-Ho Suh- "Gate" at Seattle Museum
Using the contemporary artist Do-Ho Suh as the frame of reference, students will collaborate on a home project. The students will create a cardboard framed “home”. The students will work together to develop the style, size, format, and overall design of their home. Students must however consider one design parameter; the home must be mobile and able to be set up again off sight.
Based on the conceptual idea of “windows into the soul” the individual students will design windows to attach to their designated “home”. These portals will allow others to see into their life both literally and figuratively. The window design will be based on symbolic and representational elements. Collage, text, drawing, and other embellishments will be encouraged. Applying other concepts from the home lessons will be encouraged.
In preparation for collaborative work students will view: Sukkah City, centered on the Jewish holiday Sukkot, the Sukkah City project encourages participants create abodes. Biblical in origin, the sukkah is an ephemeral, elemental shelter, erected for one week each fall, in which it is customary to share meals, entertain, sleep, and rejoice.
After the home structure is finished the students will work together to add a Kolam painting done in rice powder. Students will independently create designs and collaborate on making one large design around the home.
Artist reference:
Do-Ho Suh- "Gate" at Seattle Museum
Element of Differentiation:
_ Grouping: How? _ By Content x By Process (additional time) x By Product (assistance in media choice) _ 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 slides and exemplars) x Final lesson reflection sheet |
Description of Summarizer:
Artist reflection: After completion the unit on home students will write a personal artists statement that reflects their knowledge of community, identity, symbolism, and sense of place. This three paragraph, typed paper will embody the 6 six lessons and highlight the students understanding and application. Typed papers will be posted along side house façades' as a display. |
Lesson Assessment(s):
_ Diagnostic x Formative (in-process work on thumbnail, sketches, window process, worksheet, Kolam painting) x Summative (Window / collaboration project rubric) 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: |