The “See” Scale



Figure 5. Sample High School Art Lesson Plans: The Qualities of a Work of Art, Islamic Art Working with Geometric Pattern, Mud Cloth, Mali, and Standard Based Art Experience, Picture Book Art and Eric Carle

A Summary of National Art Standards:

National Standards in art as well as most state standards evolved from curriculum guidelines defined by Discipline Based Art Education. Most art educators agree that best practice in art teaching will consistently include content from four component areas. These are: Art Process (practice with medium and technique, develop skills), Make Connections (become familiar with exemplary art works, understand that culture and historical context is directly connected to the meaning of art works), Art Criticism (learning the language and conceptual ideas for looking deeply and talking about works of art), and finally Aesthetics, (The big questions such as, What is art? What does it mean to be an artist? Is there a right and wrong way to make art?)

All of the four components included in standards-based art curriculum must be considered carefully so that students can demonstrate skills and knowledge in each. Also in art integration it is extremely important that lessons are well developed so that all students have opportunity for success and not just those students who are identified as “creative or artistic”. With this in mind, each art classroom should have a structure for helping students feel comfortable with the third component which is Art Criticism or talking about art: Below is the See Scale, a tool which provides a formal vocabulary for students to use as they talk and think about art.

The “See” Scale

The Qualities of a Work of Art

What I see:

The Design Elements

Line

Shape/Form

Color/Value

Space

Texture

The way things are arranged:

The Design Principles

Balance: Symmetry, Asymmetry

Unity: Repetition, Rhythm

Interest: Contrast, Emphasis, Movement, Variety

The way I think it was made:

Characteristics and vocabulary for materials and process

What I think is being expressed:

Theories are a way of reflecting on the “big idea” of the artwork:

Is it Imitational?

Is it Formal?

Is it Expressive?

Is it Functional?

Based on; Aesthetic Scanning, E.B. Feldman

Islamic Art: Working With Geometric Pattern

Ισλαμιχ “ρτ: Ωορκινγ ωιτη Παττερν

Big Idea: Joining Heaven and Earth with Geometry

Keep in mind:

Integration opportunity: Math, Social Studies.

Islam means to achieve peace.

Islamic design considers certain numbers to be symbolically meaningful; common are 7, 4, and 8.

Various shapes also have symbolic meaning, the circle, hexagon, and triangle.

What will students learn about the Islamic Art tradition?

Muhammad discouraged figurative imagery.

Geometric design can be for the service of Islam or it can be found in secular design. The style is favored because it is geometry is considered to be intermediary between material and spiritual world.

Islamic Art traditionally is not considered expressive.

Islamic Art: Holistic Rubric

Design/Plan:

Created on one page for bound book

Design fills page

Drawn in pencil

Uses both geometric and organic shapes

All shapes drawn with tools or stencil

Elements and Principles:

Shape (geometric, organic)

Color (primary, secondary, intermediate)

Symmetrical or radial symmetry

Repetition, rhythm, (movement?)

(What Theory? I, E, F, F?)

Painting:

Erase all pencil lines except design

Decide on one hue group to use (or be able to identify all hue choices)

Making the historical, cultural, and aesthetic connection:

Students talk or write about personal work

Students talk/write about how personal work is similar or different from traditional work of this culture.

Geometric and Organic Shapes as Symbols of Heaven and Earth

Drawing the Design

Begin: (The purpose of step 1 and 2 is to divide the space into a geometric design

of choice while contemplating the numerical potential for meaning.)

Use compass or ruler to draw one geometric shape that touches four sides of the paper (such as a square, circle, star, or octagon). This shape should be symmetrical and or radially symmetrical.

Use compass or ruler and repeat another geometric shape to divide the space again into 4 or 8 or more sections.

Next: Draw an organic shape onto cardboard to use as a template.

This template will be traced / repeated onto the geometric design in a symmetrical or radially symmetrical pattern.

Painting the Design

Finally: Paint the shapes to complete the design. (If my objective is to teach color

vocabulary, I might suggest using one primary hue, one secondary hue, and one intermediate hue along with black or white. These choices can be open ended or guided based on teacher objectives.)

Lesson Overview:

Connection:

Islamic Art; Geometric and Organic Shapes as Symbols of Heaven and Earth

Process and Skill:

Mechanical drawing (using tools) of geometric shapes and organic shapes

Talk about Art:

Elements: Shape (Geometric & Organic) and Color

Principles: Balance (Symmetrical and Radial Symmetry)

Unity (Repetition, Rhythm)

Interest (Contrast, Variety)

Theory: What theory can be used to describe the art work?

Mud Cloth, Mali, and Standard Based Art Experience

(Art Criticism, History/Culture, Art Process, Aesthetics)

Art Criticism:

(Exemplar) Students will talk about Mud Cloth sample using design (elements and principles) vocabulary. Notice (elements) line and shape and (principles) repetition, contrast, and variety.

Art History/Culture:

Mud Cloth is traditionally made only in Mali, West Africa. It is the custom for men to weave the cotton cloth and for women to create the mud cloth designs. The process and the science for making Mud cloth will be discussed in class.

Making mud cloth in the traditional sense is as personal as writing a journal. The symbols are used over and over but the meaning always changes. Both men and women wear these cloths. (If the message or story on the cloth is personal it may be worn as an under garment.)

We will also talk about Portland artist Baba Wague Diakite from Mali who makes contemporary Mud Cloth as well as ceramic art and storybooks.

Art Process:

Students will design, draw, and paint on canvas using symbols from Mali and designs/patterns used in Mud Cloth.

Create a Mud Cloth style sampler based on traditional Mali symbols that are meaningful to you. (Group project: sew or tie samplers together to make class or school banners.)

Elements and principles to remember are: line, shape, repetition, contrast, and variety.

Aesthetics:

Compare the Western view/experience/appreciation of Mud Cloth with the perspective of someone from Mali.

Assessment:

How would you assess student work for this project?

MUD CLOTH RUBRIC: (Big Idea: Tradition, Design, and Meaning)

INTRODUCTION

(What students are able to do.)

Name the elements you see in the mud cloth.

Explain use of design principles.

Explain how you think it was made.

CREATE/PRESENT

_____ Mud cloth sample is finished, makes use of black paint or mud.

_____ Canvas or page is divided with 4 pencil lines (to begin).

_____ Layout/design is planned first with pencil.

_____ Symbols are chosen from Mali symbol sheet or made up (personally meaningful).

_____ Design covers entire canvas or page.

_____ Negative space is painted (around symbol shapes).

_____ Paint or mud is applied consistently/evenly/carefully overall.

_____ Symbols are clearly painted with well-defined edges.

AESTHETICS/ART CRITICISM

(Elements and principles of focus should repeat introduction.)

_____ Circle your choice for design balance; symmetrical or asymmetrical.

_____ Design repeats at least one symbol.

_____ Explain personal choices for symbols and meaning(s).

_____ Describe own work (and others) using vocabulary; negative space, balance, line,

shape, contrast. (Discussion or writing)

(Give consideration to aesthetic question?)

What similarities/differences are there with western culture/clothing and symbolism or meaning expressed by clothing?

HISTORICAL/CULTURAL

_____ Describe historical and cultural significance of mud cloth (discuss or write).

_____ (Do we want student to know artist’s name?)

Scoring (option):

1 – Emerging

2 – Competent

3 – Exemplary

(Based on: Where Are You Going, To See My Friend, A collaborative picture book by Eric Carle and Kazuo Iwamura)

Picture Book Art and Eric Carle

Born in Syracuse New York in 1929, Eric moved to Germany when he was six. His interest and ability in art was recognized early at home and at school. Eventually, Eric attended art school in Stuttgart and after, he began a career in design. Then in the 60s, he began writing and illustrating children’s books. Today, you can visit the Eric Carle Museum of Picture Books in Amherst, Massachusetts.

Preparation:

Talk about Art: – Eric Carle Illustration/overhead

Big Idea: Picture Book Art

Connection (Artist, Author): Eric Carle

Subject/Theme: Metaphor/Story

Elements: Shape, Texture, Color, Space

Principles: Repetition, Movement, Contrast

Materials/Method (Product): Pasted Paper, Collage

Other vocabulary:

overlapping, background, middle ground, foreground

Tasks:

Choose one story idea, one snapshot from the story.

Cut out pieces, characters/subjects for story page.

Plan composition; remember repetition & movement!

Prepare background, let dry.

Paste together the character and place on background.

Theory/Meaning: Imitational, Expressive

Personal Connection: Story, metaphor for self or another.

Courtesy of Kim Boehler, Montana State University-Bozeman, Department of Education, Doctoral Candidate

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