Lesson for September 18, 1999: Cultural Focus



Vanitas Printmaking Central Focus Death and Vanitas Grade Level9-12Class Size36Time9:48-10:38amClass DemographicsNational Core Arts Standards AddressedVA: Re7-1b. Analyze how one’s understanding of the world is affected by experiencing visual imagery. VA:Cn10-IIa. Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art-making.VA: Cr2.3.7a Apply visual organizational strategies to design and produce a work of art, design or media that clearly communicates information or ideas.VA:Cr2-7a. Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design. VA: Pr4-IIa. Analyze, select, and critique personal artworks for a collection or portfolio presentation.VA:Pr6-IIa. Make, explain, and justify connections between artists or artworks and social, cultural, or political history. Common Core State Standards AddressedCCSS.LiteracyRH9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the SS.Literacy RH9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.UNIT OVERVIEWDuring this unit, students will create a modern interpretation of a vanitas painting that includes personal symbolism. Students’ composition will include symbols to express personal reminders about ‘seizing the day.’ Themes will be based off of what individual students truly value. Students will view images examples of vanitas from the 17th century Dutch painters, as well as, post-modern interpretations of the theme. Students will demonstrate basic printmaking techniques with 3 colors using non-traditional printing techniques. SPECIAL PRE-INSTRUCTION PREPARATIONSNone!ARTISTIC PRACTICEForms2D3D4DFramesCulturalSubjectiveStructuralPostmodernConceptual FrameworkArtworkArtistAudienceWorldArtmaking (60%)Critical/Historical Study Activities (40%)Sketching – Developing composition Worksheet (side 2) Transfer MethodsStyrofoam print making 17th c Dutch still life painters power point What I Value Worksheet (side1) – critical questions to develop ideas about what students truly value. Student Prior Knowledge and ConceptionsStudents will need prior knowledge of composition, symbolism, and unity. Students will need reinforcement of vocabulary. Common Errors or MisunderstandingsStudents may focus more on death than cherishing what they have in life. Students may have a hard time grasping process and concepts of printmaking. I will be clear and remind students about the importance of the theme.I will make visual aids with pictures and words for print making process. Interdisciplinary ConnectionsHistory- 17th c. Dutch Protestant break from the Catholic church/ tension of indigenous peoples vs. Imperial Spain.Language Arts- Writing Artist Statements. Responding to critical theory readings. UNIT LEARNING OBJECTIVESAs a result of this lesson, students will be able to:Students will determine what is most valuable to them by completing vanitas brainstorming worksheet. VA: Re7-1b.Students will create a composition of at least 5 items that reflect their personal experiences, ideas, and beliefs on the topic of life and death. VA:Cn10-Ia. VA:Cn10-IIaStudents will create a “working sketch” to scale using contour lines that touches at least 3 edges of the paper. Students will carve at least four symbols into a ? inch foam block using a sharpened pencil. VA:Cr2-7a.Students will print at least one process print using black ink. . VA:Cr2-7a.Students will respond to classmate’s prints in writing with at least 1 question and at least 1 suggestion for the artist . VA: Pr4-IIa.Students will present written responses to classmates. VA:Re7-IIb.THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICESWhy are the learning tasks for this lesson appropriate for your students? (Cite specific, theoretical principles and/or research-based best practices in your answer.)By completing this project, students will express what is truly valuable to them. Students will model after the vanitas painters through creating an arrangement of objects that shows importance through size, placement, detail, and color. The goal of this project is to create a social emotional learning environment that will develop student awareness to attitudes and beliefs of their own, and classmates. (Social Emotional Learning, CASEL, 2015)STUDENT INTERACTIONSHow will you structure opportunities for students to work with partners or in groups?The students will create individual projects, but will brainstorm about key concepts as groups. Students will create two graphic organizers for things that are truly important vs. things that are materially important. What criteria will you use when forming groups?Students will work in groups determined by table. Students with low reading/writing skills will be paired with students that can model the process for them. TEACHER MATERIALSProjector – introduction to lesson, bell ringers, exit slips, supplemental videosDocument Camera- demonstrating processes, gradual release, modelingVocab Activity & QuizVisual Aids- Printing Process, Historical and contemporary examples, rubric, Composition/Personal Values Worksheet & copies Bell Ringers and Exit Slips & copies Printing materials: brayer, ink, Styrofoam, wooden skewer, paper, pencil Poster with Vocabulary in Spanish & EnglishVocab Sheets MoMA What is Printmaking? Interactive Site w/ iPads or in Learning CenterSTUDENT MATERIALSVocab Activity & Quiz MoMa What is Printmaking? Interactive Site w/ iPads or in Learning CenterBell Ringer Sheets, Exit Slips Composition/Personal Values WorksheetVocab Sheets Printing materials: brayer, ink, Styrofoam, wooden skewer, paper, pencilARTISTS IN CONTEXTKey Artists Harmen van Steenwych, Edward Collier, Pablo Picasso, Damien Hirst, Christian Boltanski, Susan HillerKey ArtworksHarmen van Steenwych, An Allegory of the Vanities of Human Life 1640; Pablo Picasso, Goat Skull, Bottle, and Candle 1952; Damien Hirst, For the Love of God 2007, Sympathy in White Major… an absolution II 2006; Christian Boltanski, The Reserve of Dead Swiss 1990; Susan Hiller, Monument 1980Key Critical QuestionsWhat is most important in life? How does wealth and power overcome someone? Is it easy to loose sight of reality? How did the Dutch painters portray this message?VOCABULARY AND LANGUAGE ACQUISITIONVocabularygenre: a category; grouped by style, subject matter, and form.still life painting: a study of inanimate objects, everyday objects. Ex. fruit, plants, candles, jars.symbol: a thing that represents or stands for something else. Especially a material object representing something abstract. vanitas: a genre of Dutch 17th century still life painting. All vanitas have symbols of death, time, or change as a reminder that life on earth is not forever. composition: integrate: allegory:Discipline Specific (Syntax)AcademicStill-life paintingVanitas Composition SymbolAllegoryIntegrate GenreLanguage FunctionsCompare/ contrast a symbol and an allegory. Agree/ disagree: Do you think the post-modern examples of vanitas are to be considered art? Compare/ contrast: Dutch still life paintings and post-modern examples of vanitas.Language ModesReadingWritingListeningSpeakingContemporary Artist Statement Artist Statement Reflections of processes in Sketchbook Formative assessment activities Intro to lesson: powerpointDemonstration of printmaking processesCritical Questioning dialogues Comprehension questionsFormative assessment activities.Language DemandsSyntaxDiscourseLanguage Tasks and Activities1. Students will derive new information (creating their own modern vanitas) from given information (examples of vanitas throughout history) through the process of inference deduction, practical reasoning, or a perception of relationships or patterns.Language SupportsEnglish/Spanish stacked vocabulary, definitions, and examples.Differentiated Reading Tasks for all reading levels. ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERSStudents with IEPs or 504sFor student A, I will partner with a student with strong ability to follow directions. They will work as a pair during the printing process. Student A will dictate answers to written assignments for partner to record. Adaptations and AccommodationsTo accommodate to all learners, I will give written, verbal, and visual instructions for each activity, worksheet, and art-making process. I will use the projector and document camera for gradual release of the students into independent working. I will provide Spanish and English texts for reading and writing activities, as well as three versions of readings to meet specific students reading levels. Enrichment and ExtensionsFor advanced students, I will provide an extension to the printmaking process. They will be able to do a three-color printing process. Students will also have the option to work and develop from given related prompts in their sketchbooks.Activity for Early FinishersEarly finishers will have the option to work and develop from related prompts in sketchbooks. Early finishers will have the option to pull a higher volume of prints. OBJECTIVE-DRIVEN ASSESSMENTSDescribe the tools/procedures that will be used in this unit to monitor students’ learning of the lesson objectives. Attach/paste a copy of the assessment and evaluation criteria/rubric at the end of the lesson where the assessment will take place.Lesson # (s)Objective # (s)Informal or Formal?Description of AssessmentModifications to Accommodate All StudentsEvaluation Criteria: What evidence of student learning related to the learning objectives and central focus does this assessment provide?11FormalGraded Brainstorming Worksheet.3 versions of worksheet. Work with a partnerStudents determined the content of their compositions. 22FormalGraded composition worksheet3 versions of worksheet, opportunity to make revisionswork with a partnerStudents arranged their contents in a strong composition.33Informal Sketch approvalAlternative workspace, check-in/check-out with teacher, additional support from aid.Students completed working sketch aid them in next step of printing process.44InformalChecklistAlternative workspace, daily check-in/check out with teacher, additional support from aid. Students created a plate, printed in multiple colors, and created multiple editions. 55,6,7FormalGraded responsesDictate responses to teacher or partner, gradual release, provided word bankStudents responded in writing to classmates’ art, students responded verbally to classmates’ art, students defended their art verbally and in writing.REFERENCESYou must have references to books, web pages, films, etc. you used in the development and execution of your lesson, to allow you to teach the lesson again, or to allow someone else to teach the lesson.Use APA style in formatting the reference list.* Developed and written by (your name goes here), Art Education, Illinois State University, 2014 *INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1LaunchInstruction MethodsBell Ringer: Contemporary vanitas example: What do you think the artist is trying to say? Why? Whole-Class Instruction InstructionInstruction MethodsPowerPoint introduction to unit theme: VanitasWhole-class instructionStructured Practice and ApplicationHow will you give students the opportunity to practice so you can provide feedback?Worksheet: Students will work on connecting the concept to their personal lives. Exit Slip: Formative assessment; check for understanding of key concept.How will students apply what they have learned?Students will apply the key concept throughout the unit. They will apply it when planning out composition at the beginning of unit. Bell ringer activities will focus on how artists interpret the concept. For closure of unit, students will write an artist statement, explaining how they interpreted the concept. How will you determine if students are meeting your intended learning objectives?Formative assessment in the form of exit slip. ClosureInstruction MethodsExit Slip- How does vanitas and momento mori apply to your life? Lecture-discussionINSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2LaunchInstruction MethodsBell ringer: Recap of Vanitas & Intro to Printmaking (5-7 Minutes)Lecture-discussion InstructionInstruction MethodsStudents will go to an interactive MoMA website that shows the steps and processes of various printing techniques. (15-20)Planning Sheet – iPads to look up images,. (20 min)Demonstration; Simulation Structured Practice and ApplicationHow will you give students the opportunity to practice so you can provide feedback?Students will fill out exit slip after all instruction is finished. Students will be instructed to write one new thing they learned, and one question about material down. How will students apply what they have learned?The students will apply what they learned lesson 2 during lesson 3. How will you determine if students are meeting your intended learning objectives?Judging from student responses in exit slip, I will determine if students are meeting intended learning objectives for the day. ClosureInstruction MethodsExit Slip: What was one thing you learned today that is new? Write one question about the material covered during today’s class?Individual INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 3LaunchInstruction MethodsBell Ringer: Contemporary Vanitas example. Reaction, Description, Interpretation Lecture- discussion InstructionInstruction MethodsPresentation of teacher example in early stages! (“This is how far you should get today!”)Composition Worksheet: Students will begin the planning stage for their vanitas prints. They will fill out the worksheet provided to guide them creating strong compositions. Lecture-discussionDemonstrationIndividualStructured Practice and ApplicationHow will you give students the opportunity to practice so you can provide feedback?The students will practice applying concepts from Day 1 and Day 2 on the planning worksheet. They will answer comprehension questions, as well as, application of the themes and techniques. How will students apply what they have learned?Students will apply what they learned (plan for printing) in Lesson 4. How will you determine if students are meeting your intended learning objectives?Quick Formative AssessmentGrading of planning sheet ClosureInstruction MethodsExit: What is the “TAKE HOME MESSAGE” for this unit?? Lecture-discussionINSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 4LaunchInstruction MethodsBell Ringer: Think of a color scheme you would like to use! Lecture- discussion InstructionInstruction MethodsPresentation of teacher example of final drawing (“This is how far you should get today!”)Teacher will explain under document camera how to enlarge composition to fit in the final drawing template. Instructions and guidelines will be printed around border of the final drawing for students to refer back to. Students will transfer their compositions onto full scale final drawing template, which is the same size as printing block. Lecture-discussionDemonstrationIndividualStructured Practice and ApplicationHow will you give students the opportunity to practice so you can provide feedback?The students will practice applying concepts from Day 1, Day 2, and Day 3 to create a final drawing. They will use their composition plans, and thumbnails to create a final drawing the size of the printing block. I will give feedback in individual conferences, as well as, putting up good examples of students’ work in progress on the document camera to show the entire class. How will students apply what they have learned?Students will apply what they learned in Day 3 about composition planning to create a final drawing with a strong composition. How will you determine if students are meeting your intended learning objectives?Quick Formative AssessmentGrading of composition planner.ClosureInstruction MethodsWhy do you think it is important to draw our symbols ANOTHER time?? Lecture-discussionINSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 5LaunchInstruction MethodsBell Ringer: Printing process video! Start to finish. Write down 1 question you have about the printing process. Lecture- discussion InstructionInstruction MethodsDemonstration: Transfer final drawing onto Styrofoam block!Demonstration: Progress print demo- print what you have carved: looking ahead to Lesson 6.Students will transfer drawing onto block, and carve! Lecture-discussionDemonstrationIndividualStructured Practice and ApplicationHow will you give students the opportunity to practice so you can provide feedback?I will provide feedback on final drawings while students are getting set up to carve. Students will have the opportunity to make changes before carving into Styrofoam. How will students apply what they have learned?Students will transfer final drawing onto Styrofoam block. After developing symbols over 5 days, students will be familiar with the objects they will be carving into their block.How will you determine if students are meeting your intended learning objectives?Quick Formative AssessmentGrading of final drawing.ClosureInstruction MethodsShare out: What is your question about the printing process?Lecture-discussionINSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 6LaunchInstruction MethodsBell Ringer: Watch demo video of printing process! Lecture- discussion InstructionInstruction MethodsStudents will watch printing demo video created by teacher. Students will choose printing partners and set up a printing station. Students will print 1 process print: print what they have carved so far to help them understand the process and outcome. Students will make revisions to carved areas. Lecture-discussionDemonstrationIndividualStructured Practice and ApplicationHow will you give students the opportunity to practice so you can provide feedback?Students will create a process print, which will provide the opportunity to practice printing with low stakes. This will give me the opportunity to provide feedback on both printing and carving processes. How will students apply what they have learned?Students will apply what they have learned from various demonstrations to create a process print. They will use what the process print looks like to improve carvings. How will you determine if students are meeting your intended learning objectives?Quick Formative AssessmentGrading of carved blocks ClosureInstruction MethodsExit: Write down one thing you learned from printing today. What will you do differently next time? Lecture-discussionINSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 7LaunchInstruction MethodsBell Ringer: Examples of printing on mixed media – Write down the steps this artist took to create the selected examples. Lecture- discussion InstructionInstruction Methods Demonstration: Mixed media paper! Introduction and demo 3 mixed media papers by teacherStudents will create 3 papers using each mixed media option. MIXED MEDIA DAY 1: Create 3 mixed media papers using water color wash. Print on 3 plain papers.MIXED MEDIA DAY 2: Print on finished 3 watercolor wash papers. Create 3 tissue paper collage papersMIXED MEDIA DAY 3: Print on 3 tissue paper collage papers, Add oil pastel to 3 printed on plain paperLecture-discussionDemonstrationIndividualStructured Practice and ApplicationHow will you give students the opportunity to practice so you can provide feedback?The students will use information from bell ringer, and demonstration to make 9 mixed media papers, 3 of each kind. Students will have 3 times to practice with each new media. I can provide feedback as they work.How will students apply what they have learned?Students will apply what they learned from the demonstration and bell ringer to create 9 mixed media papers. Student will be able to apply my verbal feedback to improve mixed media papers. How will you determine if students are meeting your intended learning objectives?Quick Formative Assessment: 3 Mixed media papers/day Grading of process printClosureInstruction MethodsExit: How would you describe the steps to printing to someone who has never done it before? Lecture-discussionINSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 8LaunchInstruction MethodsBell Ringer: Why printmaking? Why would someone choose to do printmaking over creating a nice drawing or painting? Lecture- discussion InstructionInstruction MethodsMusical Chairs Critique: each student chooses most successful print to be critiqued. Extended release: Whole class critique teacher example on document camera. Showing what exactly I am looking for in comments: 1 thing to work on, 1 thing that was done well, and an example of a question. Come up with one comment and one question for the artist and write it on the paper placed in front of their print. Switch chairs when music stops. Share out: students bring up print and put under document camera. Then, present the most interesting comment they received, and answer a question that someone had. Lecture-discussionDemonstrationIndividualStructured Practice and ApplicationHow will you give students the opportunity to practice so you can provide feedback?The students will practice critiquing together as a class so that I can give feedback to shape their comments and questions to be most constructive and helpful. How will students apply what they have learned?Students will apply what they learned throughout the entire unit to evaluate each other’s work.How will you determine if students are meeting your intended learning objectives?Quick Formative Assessment- writing constructive comments and questions during critique time, presenting.ClosureInstruction MethodsExit: What is one piece of advice you can give me to become the best teacher ever? What is a question or comment you have for me?Lecture-discussion ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download