Lesson Title: Mixed Media Collage, Drawing II, Painting II, AP Art Co-Produced by: Katy Potts & Carol Beth Torrance Grade: 10th - 12th Dates Taught: Day Five – November 13th - 14th Day Six – November 15th - 16th

Main Idea: Students will create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among various forms, materials, techniques, and subject matters. Mixed media collage is the type of project that requires equal parts organization and technical skill.

Objectives: Students will create a unified artwork that uses three or more mediums, includes at least three collage elements (one of which is hand-drawn), features one assembled human figure, and incorporates one found object.

Necessary Elements:  Digital Projector  Introductory PowerPoint  Media ◦ charcoal (vine, permanent) ◦ graphite ◦ pastels (oil, chalk) ◦ paint (watercolor, oil, acrylic) ◦ ink (markers, india ink)

 Common Resource Area ◦ magazines ◦ newspapers ◦ butcher paper ◦ drawing paper (fine and heavy grain) ◦ cardboard ◦ picture books ◦ photographs

Accommodations: Students who need more time to develop their idea, gather materials, or assemble their piece due to disabilities mentioned in their 504 will be allowed the time necessary to complete the project.

DAY FIVE: Unified Statements Dates: November 13th, 14th Materials and Time Activity Procedure References Needed

Warm-Up/ The teacher will wait for the students to settle into their Teacher: Anticipatory Set desks (about 15 seconds after the tardy bell) before - small microphone beginning the warm-up. - hand-drawn Objectives: example of unity Students will The teacher will ask two students to pass out blank sheets practice drawing of 8.5x11 paper. (Alternatively, if the teacher has time, Students: unified he/she will place a sheet of blank paper at each student's - a ream of 8.5x11 compositions. workstation) white paper. - various drawing The teacher uses a small microphone to gain the rest of implements the students' attention. 15 _ min Teacher: Good (Morning or Afternoon) students, I'd appreciate it if I could have your attention. Thank you.

The teacher puts down the microphone and projects voice instead.

Teacher: For today’s warm-up, I would like you all to draw a series of shapes in an arrangement that emphasizes unity. First off, what is unity? (If no one answers, teacher will provide definition)

Student: Unity addresses the need to tie various elements of a work of art together. Unity is a measure of how the elements of a page seem to fit together - to belong together.

Here is an example I created earlier: see attached drawing at end of lesson plan.

Teacher walks around the class, holding the example so all students can see.

Teacher: I drew my shapes in an interlocking lattice pattern—very similar to a Celtic knot. Although the lines are broken as I had to lift my pen off of the paper, the shapes appear to be connected—even though they exist in separate cells. Teacher: Give it a try. I know you all have created colorful mandalas before—so this shouldn’t be too difficult to realize.

After ten minutes have passed, the teacher will walk around and collect the warm-ups. These will allow the teacher to formally assess how familiar most of the students are with this concept.

LESSON ACTIVITIES & PROCEDURES MATERIALS 1stActivity Before students enter the classroom, the teacher will have Teacher: queued a PowerPoint presentation. The slides contain One Perspective and examples of mixed media collage by the artist, John PowerPoint Environment: Diebel. Presentation with Review images of mixed Teacher: Our mixed media projects are coming along media collages by Objectives: nicely. Now that we have collected our materials and John Diebel. Students will arranged our compositions, we can begin the process of (Settlement, review the gluing everything down. But, before we make any Foreshadowings, The elements of unity permanent decisions, let's talk about unity, one of the Future of the Past) and identify how important elements/criteria in your collage. - One painting by to apply these Jacopo Pontormo design elements Slide #1: depicts the word unity, a picture of Legos, and (Deposition) within their own the definition of unity. - One digital collage. projector, screen Teacher: Unity can be defined as the relationship among _15_ the design elements of an artwork that helps the varied min. elements to function as a whole. Unity gives a sense of oneness to a visual image. With your collages, you are combining several resources to create a unified statement—therefore achieving unity should be your top priority.

Slide #2: depicts, 'Settlement', a mixed media collage by John Diebel

Teacher: Here, we have a mixed media collage by John Diebel. This piece is called, 'Settlement'. Could someone please tell me how Diebel manages to convey unity within this artwork? Or: What design principles does Diebel use to emphasize the unity within his artwork?

If no one answers, the teacher will call on a student.

Student: Well, he's using a lot of the same images...

Teacher: Correct, even though his figures are isolated, his use of repetition helps to promote a sense of harmony.

Slide #3: depicts, ‘Forshadowings’, a mixed media collage by John Diebel

Teacher: This collage, by the same artist, is called ‘Forshadowings’. Someone tell me how Diebel unified this artwork. Or: What design principles does Diebel use to unify this artwork?

Student: The collage elements are easy to read, the composition is arranged cohesively.

Teacher: Right, here Diebel is using a circular composition to achieve a sense of storytelling, foreshadowing—if you will.

Slide #4: depicts, ‘Deposition’, by Jacopo Pontormo.

Teacher: Although this arrangement is unique to Diebel, circular compositions such as these have been around since the Mannerist period—directly after the Renaissance.

Slide #5: depicts, ‘The Future of the Past’, by John Diebel.

Teacher: As our final composition, I want you all to really analyze this artwork. Why did I choose this to represent unity? What design elements did the artist use here to emphasize a cohesive whole out of multiple parts?

The teacher will call on a student to answer after the class has spent about 10 seconds staring at the collage.

Student: Well, the observation deck, night lamp, and watch tower all help to frame the subjects.

Teacher: Yes, and what about the subjects? What object are they interacting with?

Student: The sun.

Teacher: Correct—we know this because the two bird-like figures are staring towards it, but can someone think of something else that ties these three subjects together?

Student: Color. These objects are all primary colors.

Teacher: Yes. The purposeful color choice helps to unify these subjects.

2ndActivity Teacher: Today, I would like for you all to work on Media achieving unity within your mixed media collage. Like - charcoal (vine, John Diebel, you could achieve this through color choice, permanent) Collage composition, or repetition—but don’t limit yourself to - graphite Background these three principles. There are several ways to design - pastels (oil, chalk) Perspective: unity, simply look over there (Teacher points at posters of - paint (oil, acrylic, Individual design terms in North East corner of classroom) if you watercolor) Practice need help creating a unified statement. - ink (markers, pens, india ink) Objectives: Teacher: Remember, after today, you will have only one Students will class period to finish your collage—please try your best to Material Resources draft/sketch ideas have 85% of your collage finished within the next hour. - magazines and collect, - newspapers arrange, or create Teacher: Those of you who are not sure what I've been - paper (drawing, card resources to use talking about for the past 15 minutes should flag me down stock, newsprint, in their mixed as I make my way around this classroom. I would love to watercolor, fine grain, media collages. discuss your work. large grain) - cardboard _~ 55 minutes__ As students work, the teacher will circulate around the - picture books min room and offer help where needed, give advice, and - photographs informally assess how well the lecture communicated the lesson's objectives. The teacher will also make note of any information that need re-teaching, or methods for providing better insight to students struggling with the content. CLOSURE ACTIVITES & PROCEDURES MATERIALS 1st Activity Seven minutes before class ends, students will be asked to - trash can put any stray paper clippings in the recycle bin, add their - recycle bin Clean-up: collected resources to their portfolios/drawers, and Whole Class generally clean their work areas. Housekeeping When the class' condition is satisfactory, the teacher will _5__ make a final announcement. min 2nd Activity Teacher: Before you leave, I would like to review a few ideas from our earlier discussion. Could someone please Collage define the term 'unity' for me? Techniques/Pro cess: Review Student: Unity is a design principle that suggests a composition of many parts forms a cohesive whole. Objective: Students will Teacher: Correct. Before our final work day—that is, this identify/define Thursday, please think about what you need to do to unity and finish your collage. Does it lack unity? Is your consider how to composition strong? Is your theme cohesive? Is your finish their media mixed? And finally, have you fulfilled all of the collages. requirements the rubric demands? Pay attention to the rubric's criteria—for that is the first thing I will check off 3 when I grade these. min Class is dismissed.

DAY SIX: Criteria Review Dates: November 15th, 16th Materials and Time Activity Procedure References Needed Warm- Before students enter the classroom, the teacher will Teacher: Up/Anticipatory project an image of a mixed media collage the teacher - One Picture of a Set his/herself has created. mixed media collage created by the teacher Objectives: The teacher will wait for the students to settle into their - One digital Students will desks (about 15 seconds after the tardy bell) before projector, screen identify the beginning the warm-up. - One microphone project criteria by analyzing the The teacher uses a small microphone to gain the rest of instructor's the students' attention. mixed media collage. Teacher: Good (Morning or Afternoon) students, I'd appreciate it if I could have your attention. Thank you. _12 min. The teacher puts down the microphone.

Teacher: For today's warm-up, I am inviting everyone to critique the mixed media collage that I created as an example for this project. I tried to follow the criteria of my own rubric as closely as I possibly could—but having looked at this piece for the past three weeks, I have noticed several weaknesses. I encourage you all to really speak your minds at this juncture—I can guarantee that whatever you say about my artwork in this room cannot possibly be worse than what my art professors put me through during my portfolio review.

Teacher: With all that said, (teacher names student), what do you think is the theme of my collage? Is it readily identified? Can you put it into words?

Student: Not exactly. I see that your collage tells a story— but the figures are somewhat random.

Teacher: You're absolutely right. The randomness of my appropriated images detracts from the unity of my piece.

Teacher: And what about my hand-drawn elements? (teacher names student) are they particularly strong?

Student: I really like the texture of your hand-drawn resources—but all you drew were patterns. You could have incorporated more of your drawings into the collage's subjects. That could have encouraged more unity.

Teacher: Finally, let's talk about the assembled human figures. What do you think of them (teacher names student)?

Student: They are assembled...and human for the most part...but they're a little small and assembled from the same resource: magazines.

Teacher: Good. What I'm having you all do with my work, I want you all to do privately with your own collages today. Really try to analyze your artwork objectively. If you notice major changes that need to be made, talk to me and I'll help you with damage control.

LESSON ACTIVITIES & PROCEDURES MATERIALS 1st Activity Teacher: Because today is the final day we will work on Teacher: this project, I'll keep my opening remarks short. - Computer Collage Project - Digital Projector, Criteria: Teacher: While the vast majority of these collages are screen Review nearing completion, I have noticed that many of you need - A list of project to work on mixing your media a little more. I keep saying criteria Objectives: 'mixed media collage' but it looks like a lot of you don't Students will seem to understand what is meant by 'mixed media'. compare their Mixed media means that you are drawing collage collages to the materials from multiple resources. If more than 60% of criteria projected your mixed media collage was appropriated from upon the board. magazine images, then you need to think about how to incorporate a wider array of media and resources into _6__ your collage. min. Teacher: I'm going to project the Collage Project criteria on the board. Please take five minutes and check to make sure your mixed media collages align with these standards.

The teacher projects the project criteria upon the board.

Do you have at least  One assembled human figure?  One found object?  One hand-drawn element?  Three different media?  Three different collage elements?

Teacher: If you have these elements, then consider the strength of your composition and the unity of your artwork. How might you make seemingly random elements belong? What finishing touches might you apply to unify each element? 2nd Activity Teacher: Let's get to work. Media - charcoal (vine, Collect Collage As students collect resources and draft ideas, the teacher permanent) Resources: will circulate around the room and offer help where - graphite Independent needed, give advice, and informally assess how well the - pastels (oil, chalk) Practice lecture communicated the lesson's objectives. - paint (oil, acrylic, The teacher will also make note of any information that watercolor) Objectives: needs re-teaching, or methods for providing better insight - ink (markers, pens, Students will to students struggling with the content. india ink) choose various media and Material Resources collage materials - magazines to lay upon their - newspapers completed - paper (drawing, card background. stock, newsprint, watercolor, fine grain, Students will large grain) continue to - cardboard draft/sketch ideas - picture books and collect, - photographs arrange, or create resources to use in their mixed media collages.

_~65__ min CLOSURE ACTIVITIES & PROCEDURES MATERIALS 1st Activity Seven minutes before class ends, students will be asked to - trash can name and date their collages if they have not already. The - recycle bin Clean-Up: collages will be left in either the students' drawer or Whole Class portfolio to be graded at a later date. (During the grading Housekeeping process, students will be called individually to the front of the class where they will discuss their work with the instructor before the instructor uses the discussion and the _5__ rubric to assign a final grade.) min The students will then be instructed to put any stray paper clippings in the recycle bin, add their collected resources to their portfolios/drawers, and generally clean their work areas.

When the class' condition is satisfactory, the teacher will make a final announcement.

2nd Activity Teacher: Before you all leave, I was wondering if anyone would like to voice an opinion about this project. Were Collage the criteria too specific? Not specific enough? Composition: Whole Class Students: X Review What would have helped you be more comfortable Objectives: creating your mixed media collage? Students will identify various Students: X design elements that were Teacher: Tell me something you enjoyed about this implemented in project. today's lesson. Students: X 2 min Teacher: Tell me something that could have been implemented better.

Students: X

Teacher: Thanks! See you all next week.

Assessment: Formative – The teacher will formatively assess student understanding based upon the questions they have during and after the project discussion, the resources they collect, and the content that needs re- teaching. Summative – The teacher will summatively assess student understanding based upon the mixed media collages the students create as a result of this presentation. The collages will be graded based upon the criteria found within this project’s attached rubric (in email). TEKS: Four basic strands (b) Introduction. 1. perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. 2. By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

(c) Knowledge and skills. 1. Perception. The student develops and organizes ideas from the environment. The student is expected to: A. analyze visual characteristics of natural and human-made subjects in a variety of ways, illustrating flexibility in solving problems, creating multiple solutions, and thinking imaginatively; and B. analyze visual qualities to express the meaning of images and symbols 2. Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: A. solve visual problems by planning and attempting a variety of solutions; B. solve visual problems and develop multiple solutions for designing ideas, clarifying presentations, and evaluating consumer choices, using design skills; and C. select from a variety of art media and tools to express intent 3. Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: A. study a selected period, style, or movement in art; B. trace influences of various cultures on contemporary artworks

Attachments:

Settlement

Foreshadowing

Deposition

The Future of the Past