Shiny Sculptures- Mixed Media Assemblages Grade Level: Pre-Kindergarten

LESSON OVERVIEW Summary Students will learn about the work of Augusta Savage and use her art as inspiration for their own. Unit: Special Exhibitions, Augusta Savage: Renaissance Woman

Lesson: This project introduces students to artist Augusta Savage. Savage was a female sculptor who worked during the Harlem Renaissance and advocated for the rights of African American artists. In this project students will learn about the importance of Augusta Savage within a historical context and use this information as inspiration when creating their own work of art. Students will explore a variety of materials and techniques to create a metallic sculpture.

STANDARDS Creative Arts Art: PK.CA.1. Experiment with a variety of media and art materials for tactile experience and exploration. PK.CA.2 Create artistic works with intent and purpose using varying tools, texture, color, and technique. PK.CA.3 Present and respond to visual art created by self and others.

OBJECTIVE

Students can learn about the artist Augusta Savage and her historical importance.

Students can distinguish between 2-D and 3-D works of art.

Students can explore a variety of materials to create a sculpture.

ASSESSMENT/EVALUATION Students show evidence of proficiency through a variety of assessments. Aligned with the Lesson Objective Formative/Summative Performance-Based/Rubric Formal/Informal Students will successfully answer prompts and questions given by instructor

Students will explore a variety of materials to create a 3-D work of art

MATERIALS Look! Look! Look! at Sculpture by Nancy Elizabeth Wallace Metallic Pipe Cleaners Metallic Pony Beads Washers Various metallic objects

Foam Blocks Visual examples of historical artwork for reference ACTIVATING STRATEGY What materials can artists use to create sculpture?

INSTRUCTION

Students will learn about Augusta Savage and her importance in the Harlem Renaissance and as a mentor to many internationally known artists.

Students will compare and contrast 2-D and 3-D art and will explore how sculptures are made.

GUIDED & INDEPENDENT PRACTICE

Instructor will read Look! Look! Look! At Sculpture by Nancy Elizabeth Wallace and students will answer questions about the text. Instructor will lead the class in a discussion about Augusta Savage and her bronzed sculptures.

Students will be given a Styrofoam block and several metallic pipe cleaners.

Students will explore how the pipe cleaners can be bent into a variety of shapes and lines and inserted into the foam block.

Using pony beads, washers, and other metallic items students will thread the metal pieces onto the pipe cleaners to create more visual interest.

CLOSURE

The instructor will then review information with students and guide a discussion about their artwork.

Sample questions may include: “What is a sculpture?” “Who was Augusta Savage?” “What are Augusta Savage’s sculptures made of?”

Expand your project:

To further expand on this project, classroom educators can show students work by other artists featured in the exhibition Augusta Savage: Renaissance Woman. Artists include Charles Alston, William Ellisworth Artis, Romare Bearden, Robert Blackburn, Selma Burke, Ernest Crichlow, Gwendolyn Knight, and Norman Lewis. Students can make art projects inspired by these artists. For example, they can make city collages in the style of Jacob Lawrence or musical instrument paintings in the style of Romare Bearden. Augusta Savage: Renaissance Woman will be on view

3 at the Dixon Gallery and Gardens from January 19th through March 22nd. The Dixon offers FREE field trips for students year-round. For more information or to book a field trip, visit www.dixon.org/planyourfieldtrip

Project Example: .

Inspired By: .

Augusta Savage American (1892-1962) Gamin, ca. 1930 Plaster 9 x 5 3/4 x 3 1/2 inches Museum purchase, 2013.2

Playful Portraits- Metallic Drawings Grade Level: Kindergarten – 2nd

LESSON OVERVIEW Summary Students will learn about the work of Augusta Savage and use her art as inspiration for their own. Unit: Special Exhibitions, Augusta Savage: Renaissance Woman

Lesson: Lesson: This project introduces students to artist Augusta Savage. Savage was a female sculptor who worked during the Harlem Renaissance and advocated for the rights of African American artists. In this project, students will learn about the importance of Augusta Savage within a historical context and use this information as inspiration when creating their own work of art. Students will explore a variety of materials and techniques to create a metallic portrait.

STANDARDS Connect Art: K.VA.Cn1.A Create art that tells a story about a life experience. 1.VA.Cn1.A Identify times, places, and reasons students make art outside of school. 2.VA.Cn1.A Create art about events in home, school, or community life.

K.VA.Cn2.A Identify a purpose of an artwork. 1.VA.Cn2.A Express how people from different places and times have made art for a variety of reasons. 2.VA.Cn2.A Compare and contrast purposes of artwork from various cultures, times, and places. OBJECTIVE

Students can differentiate between 2-D and 3-D art.

Students can learn about the life and work of Augusta Savage.

Students can use a variety of materials to create a metallic portrait.

ASSESSMENT/EVALUATION Students show evidence of proficiency through a variety of assessments. Aligned with the Lesson Objective Formative/Summative Performance-Based/Rubric Formal/Informal

Students will answer instructor prompts and questions.

Students will safely explore a variety of materials when creating their artwork.

Students will create a layered artwork that correctly displays facial proportions.

MATERIALS Metallic Foil Paper Sketch Paper Dura-lar Sheets Chalk Markers Mirrors Double-sided Tape Visual examples for reference ACTIVATING STRATEGY . How can artists use their work to make the world a better place?

INSTRUCTION Students will learn about Augusta Savage and her importance in the Harlem Renaissance and as a mentor to many internationally known artists.

Students will learn how Augusta Savage advocated for African American artists and created a safe space to create and collaborate.

Students will compare and contrast 2-D and 3-D art and will explore how sculptures are made.

GUIDED & INDEPENDENT PRACTICE Instructor will lead the class in a discussion about Augusta Savage including her life and practice. The class will explore the sculptural art and different techniques for its creation.

Students will be given a practice piece of paper to sketch out a portrait. The portrait can be a self- portrait or a portrait of anyone the student wishes.

When the student completes their practice portrait, they can layer a piece of clear film on top and use chalk markers in a variety of neon colors to trace the image.

Finally, students will use double sided tape to adhere the film to a piece of metallic paper, mimicking the surface of Augusta Savage’s work.

CLOSURE

Teacher will then reconvene the class for a review of the class content. If time permits, students can share their individual creations with the class.

Sample questions may include: “What is a sculpture?” “What is the difference between 2D and 3D art?” “How did Augusta Savage make life better for African American artists?” “What is a portrait?” “Who did you choose to draw and why?”

Expand your project:

Project Example: .

Inspired By: .

Augusta Savage American (1892-1962) Gamin, ca. 1930 Plaster 9 x 5 3/4 x 3 1/2 inches Museum purchase, 2013.2

Cardboard Portraits-Low Relief Sculptures Grade Level: 3rd – 5th

LESSON OVERVIEW Summary Students will learn about the work of Augusta Savage and use her art as inspiration for their own. Unit: Special Exhibitions, Augusta Savage: Renaissance Woman

Lesson: This project introduces students to artist Augusta Savage. Savage was a female sculptor who worked during the Harlem Renaissance and advocated for the rights of African American artists. In this project, students will learn about the importance of Augusta Savage within a historical context and use this information as inspiration when creating their own work of art. Students will explore a variety of materials and techniques to create a low relief portrait out of recycled materials.

STANDARDS Connect Art: 3.VA.Cn1.A Develop art based on observations of surroundings. 4.VA.Cn1.A Create art that communicates the cultural traditions of one’s community. 5.VA.Cn1.A Create art based on personal experiences, current interests, and surroundings.

3.VA.Cn2.A Recognize that responses to art can change depending on knowledge of the time and place in which it was made. 4.VA.Cn2.A Through observation, infer information about time, place, and culture in which a work of art was created. 5.VA.Cn2.A Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society. OBJECTIVE Students can distinguish between 2-D and 3-D works of art.

Students can learn about Augusta Savage and her historical importance.

Students can create artistic work with intent and purpose.

Students can experiment with a variety of materials and techniques to create art.

ASSESSMENT/EVALUATION Students show evidence of proficiency through a variety of assessments. Aligned with the Lesson Objective Formative/Summative Performance-Based/Rubric Formal/Informal

Students will use self-critique and group critique to discuss the merit of their artwork, and the artwork of their classmates. The critique will be guided and modeled by the instructor.

Students will answer instructor prompts and questions about class content.

Students will use a variety of recycled materials to create a sculptural portrait.

MATERIALS 10” Cardboard Circles Corrugated Paper Cardboard Scraps Markers Glue Sticks Scissors Visual examples of historical artwork for reference ACTIVATING STRATEGY How can artists use their work to make the world a better place? INSTRUCTION Students will learn about Augusta Savage and her importance in the Harlem Renaissance and as a mentor to many internationally known artists.

Students will learn how Augusta Savage advocated for African American artists and created a safe space to create and collaborate.

Students will compare and contrast 2-D and 3-D art and will explore how sculptures are made.

Students will be given a cardboard circle for the base of their sculpture and a variety of recycled materials such as cardboard, wooden shapes, paper, and markers. They will be asked to create the basic elements of a portrait including facial features, hair, and other elements as desired.

Using an experimental approach, students will create a low relief portrait by adding a variety of materials to their cardboard circle. They can use markers to add color and can stack the other materials to create depth and visual interest.

CLOSURE

Teacher will then reconvene the class for a review of the class content. If time permits, students can share their individual creations with the class.

Sample questions may include: “How did Augusta Savage make things better for African American artists?” “What is a sculpture and what approaches do artists use to create them?” “Did you choose to create a specific person in your portrait? Why or why not?

Expand your project:

Project Example: .

Inspired By: .

Augusta Savage American (1892-1962) Gamin, ca. 1930 Plaster 9 x 5 3/4 x 3 1/2 inches Museum purchase, 2013.2

Patterned Patinas- Low Relief Engravings Grade Level: 6th – 8th

LESSON OVERVIEW Summary Students will learn about the work of Augusta Savage and use her art as inspiration for their own. Unit: Special Exhibitions, Augusta Savage: Renaissance Woman

Lesson: This project introduces students to artist Augusta Savage. Savage was a female sculptor who worked during the Harlem Renaissance and advocated for the rights of African American artists. In this project, students will learn about the importance of Augusta Savage within a historical context and use this information as inspiration when creating their own work of art. Students will explore a variety of materials and techniques to create a low relief engraving in aluminum.

STANDARDS Create Art: 6.VA.Cr1.A Combine concepts collaboratively to generate innovative ideas for creating art. 7.VA.Cr1.A Apply formal and informal methods to overcome creative blocks. 8.VA.Cr1.A Document early stages of the creative process using traditional or emerging media.

6.VA.Cr1.B Investigate personally relevant content for creating art. 7.VA.Cr1.B Develop criteria to guide art-making or design to meet an identified goal. 8.VA.Cr1.B Collaboratively investigate an aspect of contemporary life utilizing art and design

6.VA.Cr2.A Experiment with new ideas, materials, methods, and approaches in making works of art and design, using course specific craftsmanship. 7.VA.Cr2.A Persist in developing skills with various materials, methods, and approaches in creating works of art or design using course specific craftsmanship. 8.VA.Cr2.A Experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge when making art, using course specific craftsmanship.

OBJECTIVE

Students can understand the challenges African American artists faced during the Harlem Renaissance.

Students can learn about the life and accomplishments of Augusta Savage.

Students can understand the techniques Savage used when creating sculptures.

Students can create a low relief engraving using aluminum.

ASSESSMENT/EVALUATION Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective Formative/Summative Performance-Based/Rubric Formal/Informal Students will use self-critique and group critique to select a theme for their artwork and the merit of their work.

Students will explore a variety of techniques and materials to create a mixed media project.

Students will create an individual work of art that reflects their individual artistic tastes and interests.

MATERIALS Foil Sheets Practice Paper Pencils Black Acrylic Paint Paint Brushes Masking Tape Foam Sheets Construction Paper Double Sided Tape Visual examples of historical artwork for reference ACTIVATING STRATEGY . How can artists use their work to make the world a better place?

INSTRUCTION Students will learn about Augusta Savage and her importance in the Harlem Renaissance and as a mentor to many internationally known artists. They will learn how Savage created more accessible opportunities for African American artists.

Students will learn how Augusta Savage advocated for African American artists and created a safe space to create and collaborate.

Students will explore the techniques Savage used when creating artwork.

GUIDED & INDEPENDENT PRACTICE Students will first use their practice sheet of paper to draw an abstract pattern design for their piece. These designs are of the students choosing and are open to experimentation. The instructor will provide examples of zentangles for inspiration.

Once their practice drawing is complete, students will tape their drawing to the front of an aluminum sheet painted with a copper finish to mimic Savage’s sculptures.

Students will then use their pencil to trace their original drawing; the pressure of their pencil will cause the image to be engraved into the aluminum.

After their engraving is finished, students will remove their paper drawing and brush black acrylic paint across the surface.

Finally, they will use a paper towel to wipe off the excess paint, leaving behind a beautiful patina on their finished work of art.

Students can adhere their aluminum design to a piece of construction paper. If time permits, students can use colored pencils to add a border to their work of art.

CLOSURE

Teacher will then reconvene the class for a review of the class content.

Sample questions may include: “Who was Augusta Savage and why was she important?” “How did Augusta Savage make life better for African American artists?” “What was challenging about the process for this project? What would you do differently next time?” “What do you think you did well? What could you improve?”

Expand your project:

Project Example:

https://lundgrenart.weebly.com/copper-repoussezentangle.html

Inspired By: .

Augusta Savage American (1892-1962) Gamin, ca. 1930 Plaster 9 x 5 3/4 x 3 1/2 inches Museum purchase, 2013.2