Joseph Cornell Shadow Box Lesson Kim Nousaine, Pleviak School, Lake Villa, IL, Grade 5/6, Art

“Big Idea” of this lesson: I would like the students to explore the idea that a story can be told with objects as well as images and that people connect memories/stories/experiences to objects. By placing objects in a small space (shadow box) like Joseph Cornell did, the viewer of the work feels as if they are stepping into another world, a world created by the artist but open to many interpretations depending on the viewer’s own experiences.

Focus Art Work

Joseph Cornell; American, 1903–1972; Untitled (For Trista), c. 1969;1982.1851; Gallery 397 Joseph Cornell; American, 1903–1972; Untitled (Hôtel de la Duchesse-Anne), 1957; 1982.1868; Gallery 397 Louise Nevelson ; American, born Russia, 1899-1988; America Dawn, 1959-67; 1967.387

State Standards 1.C.2e Language Arts: Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor). 25.A.2d Visual Arts: Identify and describe the elements of 2- and 3-dimensional space . . . and the expressive qualities of symbol and story. 25.B.2 Visual Arts: Understand how elements and principles combine within an art form to express ideas. Learner Objectives Students will discover how an image or object can convey different meaning for each individual. Students will use found objects and created objects to design a shadow box. Explore the idea: Do we form connections between objects and memories/experiences? Why are these connections different for each individual? Learn about the work and life of a modern American artist, Joseph Cornell. Vocabulary Shadow Box Collage Composition Monochromatic Color

Materials Needed Power point of focus artwork A variety of assorted objects such as keys, clothespins, thimbles, forks, small figurines, vacation postcards, etc., supplied by the teacher and students. Empty boxes (shoeboxes, cigar boxes, similar) Shadow box worksheet

Background Information Joseph Cornell was an American artist born December 24, 1903 in Nyack, New York. He was the oldest of four children. His father was a designer and merchant of textiles and his mother was trained as a kindergarten teacher. Joseph’s father died when Joseph was just 14 years old. After his father’s death, they moved from their elegant Victorian home and move to the borough of Queens. He attended college, but did not graduate. He was therefore mainly a self-taught artist. He was shy and spent most of his time alone or taking care of his younger brother, Robert, who had cerebral palsy. He was poor most of his life and worked as a textile salesman and later as a door-to-door appliance salesman. He loved to go to secondhand stores and old bookstores to collect items such as music sheets, old photographs and souvenirs. He began to get noticed for and sell his shadow boxes around 1948. http://www.josephcornellbox.com http://www.artic.edu/aic/education/CC/index.html

Preparation Put together a power point presentation of the focus artwork if a museum visit is not possible. Gather necessary materials. Ask students or colleagues to help you gather a collection of varied found objects for the shadow boxes. Shadow box drawing worksheet (empty shadow box drawn on white copy paper). Activities/Procedure Day One (Lesson One): Begin by showing students random objects one at a time such as a key, a fork, a clock, a toy, etc. Ask the students to say the first thing that comes to mind when looking at these objects. Then place two or more objects together and ask the students what comes to mind when seeing the objects this way. Is there a connection between the objects? Does a story begin to form in their mind? Do the objects bring to mind a memory from their own life? Is everyone’s story the same? Why are our stories different? Do our experiences and knowledge of the objects determine how we react to them? Do we form connections between objects and memories? Activity for this lesson: Place a variety of different objects at the tables. Have students select three or four objects to group together. Students should then write a short story that revolves around these objects, either real or imagined. If digital cameras are available for use, they could take photos of their objects grouped together to put with the story. You could also have a shelved shadow box that the students could stage their objects in before taking a picture. These images could be uploaded to the computer lab or mobile lab and be digitally manipulated as an extension lesson.

Day Two (Lesson Two): Begin by looking at the two images of Joseph Cornell’s shadow boxes. If a museum visit is not possible, a power point presentation can be used to look at the focus artworks. After spending a minute or so just looking at the artworks, begin a discussion. Question strategies to help reach objectives: What do you see? What is the object or image that you notice the most (focal point)? What about this object or image makes it noticeable? What color(s) are most dominant (do you see the most of)? Why do you think the artist put these objects together? What story could you tell about this box?

Next compare one of the Cornell boxes to Louise Nevelson’s work, America Dawn. Ask questions to compare and contrast the works, such as: How are these pieces different? How are they alike? Do you think Nevelson is trying to tell us a story with her work? If so, what might the story be? Why else might she have made this work?

Activity for this lesson: What objects would you use to tell a story? The students will draw their objects on the shadow box worksheet to visually tell a story. Include written words on the worksheet. The words could be written on a drawn postcard or along the edges of the box or in a note lying in the box. Encourage the students to use an imaginative way to write their story. While they are drawing, have students take turns on the SMART board using the Art Institute Curious Corner website with the Joseph Cornell game. Encourage students to bring in small objects they can use for their own shadow box next art class.

Day Three (Lesson Three): Have materials ready and ask the students to choose the objects they would like to use for their shadow box. Have them think of how the objects might visually relate to one another. They should play with these images until they find a composition that is pleasing to them. Remind them that Joseph Cornell did not use a lot of objects in his boxes, encourage them to edit their selections. Use scrap papers and/or paint to create a background in their shadow box and then add objects.

Possible Follow up activity/extension Partner the students up. Have each student look at the other student’s shadow box. Ask them to write their own story based on the objects they see. How does it differ from what the student artist was thinking when they made the box? Interview one another to compare their thoughts.

Assessment Participation Effort/Use of time Understanding of the objectives