The Ideal Me
Goal: Students will understand that they can combine unique Medias to create a whole piece, much like how they are unique and together make a community.
PGC's:
Identify, compare, and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures, and Ideas.
Recognize, articulate, and debate that the visual arts are a means for expression
Pre-assessment:
Objectives:
Accommodations:
Students who are struggling with process will be given the option to only use markers and colored pencils and given more time and attention in planning. Students who struggle with the concept can instead do a realistic self-portrait instead of one that conveys their ideal self.
Students who need a challenge can work on a larger area if they are known to finish quickly. They could also write about their ideal characteristics and how they showed those choices.
Materials:
Fabric, construction paper, glue, beads, buttons, magazines, word worksheet, power point, markers, colored pencils etc.
Preparation:
Motivation:
To motivate the students, we will show students how to draw a cube to demonstrate that art can be 2d, 3d, or even somewhere in between, like the lesson we will be teaching today.
Procedure:
Student reflective activity:
Students will do the word worksheet (see attached)
Students will guess the words their peers used during the museum discussion. This will help reinforce the idea that art is a language. Students will try to interperate the meaning their peers put into their artwork.
Post-assessment:
Reflection:
Overall this lesson was a success. The students learned that art can be used as a language. Students were very engaged in the collage process, however ultimately the process got in the way of the self- portrait. As A explained it was very difficult to represent herself accurately with torn paper and fabric pieces. We have to be careful not to teach to many lessons at once.
Goal: Students will understand that they can combine unique Medias to create a whole piece, much like how they are unique and together make a community.
PGC's:
Identify, compare, and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures, and Ideas.
Recognize, articulate, and debate that the visual arts are a means for expression
Pre-assessment:
- Can Students identify famous self-portraits by Van Gogh, Picasso, Escher, and Dali?
- Can students demonstrate techniques of collage such as cutting, gluing, and overlapping?
- Can students choose words that express the ideal qualities of themselves in their piece, and will interpret the qualities in the art of their peers?
- Can students define compositional elements and how they can help communicate their ideas?
Objectives:
- Students will be able to identify famous self-portraits by Van Gogh, Picasso, Escher, and Dali.
- Students will be able to demonstrate techniques of collage such as cutting, gluing, and overlapping.
- Students will be able to choose words that express the ideal qualities of themselves in their piece, and will interpret the qualities in the art of their peers.
- Students will be able to define compositional elements and how they can help communicate their ideas.
Accommodations:
Students who are struggling with process will be given the option to only use markers and colored pencils and given more time and attention in planning. Students who struggle with the concept can instead do a realistic self-portrait instead of one that conveys their ideal self.
Students who need a challenge can work on a larger area if they are known to finish quickly. They could also write about their ideal characteristics and how they showed those choices.
Materials:
Fabric, construction paper, glue, beads, buttons, magazines, word worksheet, power point, markers, colored pencils etc.
Preparation:
- Set up stations
- Make word worksheet and powerpoint/ prezzie.
- Gather materials
Motivation:
To motivate the students, we will show students how to draw a cube to demonstrate that art can be 2d, 3d, or even somewhere in between, like the lesson we will be teaching today.
Procedure:
- Meet at the red rug, tell students the plan for the rest of the day
- Motivation: show students how to draw a cube to demonstrate that art can be 2d, 3d, or even somewhere in between, like the lesson we will be teaching today.
- Ask students to go to desks for slideshow
- Slideshow: Work on further
- Talk about artist’s intent in slideshow examples. Ask what emotion were the artists trying to portray to the viewer?
- Pass out word worksheet, ask students to circle 3 words that describe them and want to show to their viewers.
- Demo how to cut, paste,
- Safety: careful with scissors, do not get glue everywhere,
- Begin activity:
- Have stations for paper and fabric
- Circulate and ask students about what they are creating
- Clean-up
- Assign tables to specifically pick up paper and fabric and return it to stations, throw away scraps and wipe off the tables.
- Have students put their artwork on the main table, use their worksheets as a ticket out the door.
- Day two: students will look at the art of their peers and defend what words they used and why they think that.
Student reflective activity:
Students will do the word worksheet (see attached)
Students will guess the words their peers used during the museum discussion. This will help reinforce the idea that art is a language. Students will try to interperate the meaning their peers put into their artwork.
Post-assessment:
- Did Students identify famous self-portraits by Van Gogh, Picasso, Escher, and Dali?
- Did students demonstrate techniques of collage such as cutting, gluing, and overlapping?
- Did students choose words that express the ideal qualities of themselves in their piece, and will interpret the qualities in the art of their peers?
- Did students define compositional elements and how they can help communicate their ideas?
Reflection:
Overall this lesson was a success. The students learned that art can be used as a language. Students were very engaged in the collage process, however ultimately the process got in the way of the self- portrait. As A explained it was very difficult to represent herself accurately with torn paper and fabric pieces. We have to be careful not to teach to many lessons at once.
This was the worksheet we handed out before students began creating their collages. Students were instructed to pick three words that they felt described them and represent those aspects of themselves in their self-portraits.
Name:________________
Words that Define the Ideal Me
Imaginative Champion Dependable
Courageous Scientific Peaceful
Cheerful Detailed Happy
Trustworthy Powerful Easy going
Helpful Unique Considerate
Kind Humorous Dreamer
Intelligent Brave Friendly
Free Wise Proud
Daring Calm Talented
Quick Decisive Graceful
Leader Creative Energetic
Sincere Independent Enthusiastic
Inventive Tireless Ambitious