<p> 1</p><p>Lesson Plan Guide</p><p>Teacher: Amanda McDonald Subject: Visual Art Grade Level: 6th Unit: Jean Dubuffet Biomorphic Designs Lessons: 11 Lesson Plan Titles: 2D Dubuffet Doodles and 3D Dubuffet Designs</p><p>Concept/Focus/Overview Statement: The students will learn about artist Jean Dubuffet who used simple biomorphic shapes to construct aesthetically pleasing two-dimensional and three-dimensional designs. Students will examine the differences between Dubuffet’s two-dimensional and three-dimensional works, and they will analyze how he incorporated the principles of design and elements of art to make beautiful and artworks. Students will apply their knowledge by creating not only two- dimensional oil pastel designs that show the contrast of warm and cool colors but also three- dimensional artworks that reflect the sculptures of artist Jean Dubuffet. </p><p>MS Framework/Benchmarks Addressed: 1. Differentiate among techniques and unique properties of media to determine the expressive potential of each. (CP) a. Understand and demonstrate appropriate handling of tools used in a variety of media. b. Understand the difference between two and three-dimensional media. c. Analyze what makes media, techniques, and processes effective in communicating ideas.</p><p>2. Demonstrate increasing proficiency in using elements and principles of art to communicate ideas, actions, and emotions in creating and responding to works of art. (CP) a. Review elements and principles of art and their use in student art and other specific works of art through creating and responding. b. Demonstrate increased proficiency in using elements and principles of design in a composition based on a feeling or idea.</p><p>3. Understand how the use of various media, techniques, and processes can result in different effects in works of art. (CP) a. Comprehend differences in structural components and uses for various materials. b. Select and combine appropriate materials to create a work of art expressing tactile or sensory qualities.</p><p>4. Develop perceptual skills and use expanded visual arts vocabulary to make judgments while creating and studying works of art. (CA) a. Know ways that artists use elements and principles to create meaning. d. Use expanded visual arts vocabulary to make judgments while creating and studying works of art. 2</p><p>5. Begin to use critical processes in the examination of works of art and design through reading, writing, and speaking. (CA) c. Analyze works of art and design by using the critical processes.</p><p>6. Know roles, functions, and purposes of artists, works of art, and visual arts careers in selected cultures, times, and places. (HC) a. Know various reasons and purposes for which art is made including economic, cultural, social, moral, psychological, and spiritual. c. Explain the roles of artists in ones own community and society at large.</p><p>7. Distinguish subject matter and themes that recur in works of art and design across cultures, times, and places. (HC) a. Identify recurring symbols, themes, and subject matter from our own culture and earlier cultures.</p><p>8. Understand how factors of time and place (e.g., climate, resources, ideas, technology) give meaning or function to works of art and design. b. Know ways in which characteristics of art are influenced by a particular aspect of the context in which they are created.</p><p>9. Understand that there are different individual opinions about what constitutes art. (A) a. Know different ways that art can be defined and valued. b. Understand that aesthetic questions include “What is art?” “What are purposes of art?” and “How do we value art?”</p><p>10. Know that people can be influenced in the way they respect, value, and derive meaning from art. (A) a. Know that meaning in art can relate to the context in which it is displayed. b. Realize that there are preferences for either representational or nonrepresentational</p><p>11. Recognize the importance of integrating visual arts concepts and skills in other subject areas for use in everyday life. (C) a. Know ways that visual arts concepts and skills are integrated with other subjects.</p><p>Integrated Discipline: Language Arts MS Language Arts Framework/Benchmarks Addressed: 11. The student will use word recognition and vocabulary (word meaning) skills to communicate. 1b. The student will develop and apply expansive knowledge of words and word meaning to communicate. (DOK 1) 1g. The student will analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language). (DOK 3) 2 1 3</p><p>Motivation/ Anticipatory Set: Review: At the beginning of the unit, the students will review not only the elements of art and the principles of design but also the differences between warm and cool colors.</p><p>Affective Hook or Activity: At the beginning of each of the two lessons, the students will complete a bell ringer activity to get them focused on the project.</p><p>Plan: First, for the “2D Dubuffet Doodle,” students will analyze several images of artist Jean Dubuffet’s two-dimensional biomorphic designs, participate in a class discussion, complete a listening guide form during the presentation, brainstorm many ideas for their own Dubuffet-inspired design doodles, create thumbnail sketches, and complete the two- dimensional project. The unit will integrate some of the language arts benchmarks by having the students complete written tasks, such as writing bell ringer activities and writing the definitions vocabulary unit terms. Students will learn about Jean Dubuffet’s process of creating his two-dimensional works of art so that they can produce doodle designs that not only incorporate the principles of design and elements of art but also retain the essence of the artist’s works. To create the “2D Dubuffet Doodle,” students will use oil pastels to create a field design of interlocking biomorphic shapes that are outlined in black. The students appropriately will select two complimentary colors to make their designs. After having a few days to work on their projects, the teacher will facilitate an in-progress critique to help the students know how to improve their works of art. Finally, after making additions and/or changes to their “2D Dubuffet Designs,” the students will participate in a final critique of the projects. The teacher will be able to assess students’ art content knowledge and studio skills both informally and formally. After creating the “2D Dubuffet Designs,” students will continue the unit on artist Jean Dubuffet by examining some of his three-dimensional sculptural works. Students will participate in a class discussion, complete a listening guide form during the presentation, brainstorm many ideas for their own Dubuffet-inspired sculptural design, create thumbnails sketches, and complete the three-dimensional sculptural project. To create the “3D Dubuffet Designs,” students will cover cardboard with white paper, cut out biomorphic shapes from the covered cardboard, assemble the shapes to create a vertical sculptural design, glue the pieces together, outline all the edges with a dark-colored marker, and decorate several of the shapes with Dubuffet-inspired designs. After having a few days to work on their projects, the teacher will facilitate an in-progress critique to help the students know how to improve their works of art. Finally, after making additions and/or changes to their “2D Dubuffet Designs,” the students will participate in a final critique of the projects. The teacher will be able to assess students’ art content knowledge and studio skills both informally and formally. </p><p>Importance/Relevance/Application to Real Life: The students will realize that artists, such as Jean Dubuffet, create art to be displayed in public spaces so that these monumental pieces can be enjoyed by masses of people. In addition, students will realize that artists can take something as mundane as a “doodle” and make it into an aesthetically pleasing design. Students will realize the benefits of brainstorming and creating thumbnail sketches before creating an actual design. 4</p><p>Learning Objectives: Art History: The student will observe, discuss, describe, and examine artist Jean Dubuffet’s two-dimensional artworks. (DOK 3, DOK 4) The student will listen to a brief biographical sketch on artist Jean Dubuffet. (DOK 1). The student will identify and analyze how Jean Dubuffet began to create his doodle designs. (DOK 1, DOK 3) The student will examine and discuss features of Dubuffet’s artworks. (DOK 1, DOK 2) Aesthetics: The student will define and describe the vocabulary terms in the right context. (DOK 1, DOK 3) UNIT VOCABULARY TERMS Biomorphic Shapes: A nonrepresentational form or pattern that resembles a living organism in shape or appearance. Geometric Shapes: shapes characterized by or using straight lines, triangles, circles, or similar regular shapes Organic Shapes: shapes pertaining to living organisms or something from the natural world. Elements of Art: basic visual symbols artists use to create works of visual art (line, shape, form, space, value, color, and texture) Form: an object with three dimensions—height, width, and depth Principles of Design: guidelines that govern the way elements go together Emphasis: a principle of design that stresses one element of art or makes an area stand out Rhythm: a principle of design concerned with repeating an element of art to crate the illusion of movement Movement: a principle of design that leads the viewer to sense action in a work or a path that the viewer’s eye follows throughout a work Unity: the arrangement of elements and principles with media to create a feeling of completeness Variety: a principle of design concerned with combining one or more elements of art to create interest Balance: a principle of design concerned with arranging the elements of art so that no one part of a work overpowers, or seems heavier than, any other part Thumbnail sketches: Quick, small drawings that artists use to create and develop ideas for designs. Complimentary Colors: colors opposite each other on the color wheel.  Yellow—Violet  Yellow-Orange—Blue-Violet  Orange—Blue  Red-Orange—Blue Green  Red—Green  Red-Violet—Yellow-Green Figure-Ground Design: (visual demonstration of definition) 5</p><p>Field Design: (visual demonstration of definition) Format: (visual demonstration of definition) Maquettes: 3D models Three-dimensional: having height, width, and depth Pattern: (visual demonstration of definition) Warm Colors: are the following colors on the color wheel: yellow-orange, orange, red-orange, red, and red-violet Cool Colors: are the following colors on the color wheel: violet, blue-violet, blue, and blue-green</p><p>The student will identify and discuss the aesthetic qualities of Dubuffet’s doodle designs. (DOK 3) The student will discuss how the aesthetic qualities of the Dubuffet’s works make them beautiful. (DOK 2). Art Criticism: The student will identify and distinguish the elements of art and principles of design. (DOK 1, DOK 2) The student will examine and draw conclusions about how Dubuffet used each of the elements of design. (DOK 3) The student will assess and discuss how the artist created a field design using interlocking biomorphic shapes. (DOK 3) The student will assess and discuss how the artist created unity through repletion of biomorphic shapes, black outlines, repeated color schemes, and simple patterns. (DOK 3) The student will examine the purpose of an art criticism. (DOK 2) The student will participate in an in-progress critique. (DOK 3) The student will participate in a final presentation critique. (DOK 4). Art Production: While viewing images of Dubuffet’s 2D works, the student will complete the PRESENTATION SHEET form, particularly by creating three thumbnail sketches of features of those designs that are aesthetically appealing. (DOK 3). The student will create a “2D Dubuffet Doodle.” To create the “2D Dubuffet Doodle,” students will use oil pastels to create a field design of interlocking biomorphic shapes that are outlined in black. The students appropriately will select two complimentary colors to make their designs. (DOK 4) While viewing images of Dubuffet’s 3D works, the student will complete the PRESENTATION SHEET form, particularly by creating three thumbnail sketches of features of those designs that are aesthetically appealing. (DOK 3). The student will create a “3D Dubuffet Design.” To create the “3D Dubuffet Designs,” students will cover cardboard with white paper, cut out biomorphic shapes from the covered cardboard, assemble the shapes to create a vertical sculptural design, glue the pieces together, outline all the edges with a dark- colored marker, and decorate several of the shapes with Dubuffet-inspired designs. (DOK 4) 6</p><p>Procedures: MONDAY DAY 1 The teacher will have the students complete the Bell Ringer Activity. The teacher will have the students write the definitions and draw some visual aids of some of the Unit Vocabulary Terms. The teacher will have the students review the elements of art and principles of design. The teacher will present the Unit Presentation: Jean Dubuffet 2D Biomorphic Shape Designs The teacher will facilitate a class discussion on the Unit Presentation. The teacher will guide the students as they fill-out the PRESENTATION SHEET forms. The teacher will have the students draw on the PRESENTATION SHEET forms at least three thumbnail sketches of Dubuffet-inspired doodles that are aesthetically appealing.</p><p>TUESDAY DAY 2 The teacher will have the students write the definitions and draw some visual aids of some of the Unit Vocabulary Terms. The teacher will explain the “2D Dubuffet Doodle” project and grading rubric. The teacher will encourage students to ask questions or make comments about the project. The teacher will have the students work on their “2D Dubuffet Doodles.” The teacher will monitor the progress of students and will consult with students individually.</p><p>WEDNESDAY DAY 3 The teacher will facilitate an in-progress thumbs up/thumbs down peer review. The teacher will have the students work on their “2D Dubuffet Doodles.” The teacher will monitor the progress of students and will consult with students individually.</p><p>THURSDAY DAY 4 The teacher will explain the Early Finishers Activity—“Disguised Dubuffet.” The teacher will have the students work on their “2D Dubuffet Doodles” or Early Finishers Activity. The teacher will monitor the progress of students and will consult with students individually.</p><p>FRIDAY DAY 5 The teacher will have the students work on their “2D Dubuffet Doodles” or Early Finishers Activity. The teacher will monitor the progress of students and will consult with students individually. The teacher will conduct a Vocabulary Sheet Check. The teacher will facilitate a final thumbs up/thumbs down peer review. 7</p><p>MONDAY DAY 6 The teacher will have the students complete the Bell Ringer Activity. The teacher will present the Unit Presentation: Jean Dubuffet 3D Biomorphic Sculpture Designs. The teacher will facilitate a class discussion on the Unit Presentation. The teacher will guide the students as they fill-out the PRESENTATION SHEET forms. The teacher will have the students draw on the PRESENTATION SHEET forms at least three thumbnail sketches of Dubuffet-inspired sculptural designs that are aesthetically appealing. The teacher will explain the “3D Dubuffet Design” project and grading rubric. The teacher will encourage students to ask questions or make comments about the project.</p><p>TUESDAY DAY 7 The teacher will review the presentation and project guidelines. The teacher will have the students make four thumbnail sketches of project ideas. The teacher will have the students make a final 2D thumbnail sketch for the sculptural design. The teacher will monitor the progress of students and will consult with students individually.</p><p>WEDNESDAY DAY 8 The teacher will facilitate a class discussion by showing a teacher-made in-progress example project and a teacher-made final project example. The teacher will demonstrate building a sculpture design with cardboard. The teacher will have the students work on their “3D Dubuffet Designs.” The teacher will monitor the progress of students and will consult with students individually.</p><p>THURSDAY DAY 9 The teacher will have the students work on their “3D Dubuffet Designs.” The teacher will monitor the progress of students and will consult with students individually. The teacher will facilitate an in-progress thumbs up/thumbs down peer review.</p><p>FRIDAY DAY 10 The teacher will have the students work on their “3D Dubuffet Designs.” The teacher will explain the Early Finishers Activity—“Designation of 3D Dubuffet Design.” The teacher will monitor the progress of students and will consult with students individually. . MONDAY DAY 11 The teacher will have the students work on their “3D Dubuffet Designs” or Early Finishers Activity. 8</p><p>The teacher will monitor the progress of students and will consult with students individually. The teacher will facilitate a final thumbs up/thumbs down peer review.</p><p>Materials & Materials Management: Overhead Projector images of Jean Dubuffet 2D and 3D works  Jean Dubuffet 2D Works o Jean Dubuffet , View of Paris: the Life of Pleasure, 1944. Oil on Canvas, 35 x 43 ¾” o Jean Dubuffet, Dhotel Nuance d’Abricot 1947. Mixed media on canvas, 45 ½ x 35” o Jean Dubuffet, La vie de famille (The Family Life), 1936. o Jean Dubuffet, Hourloupe, 1963.  Jean Dubuffet 3D Works o Jean Dubuffet, Group of Four Trees, 1972. Epoxy paint on polyurethane over metal structure, 38 x 40 x 34’. The Chase Manhattan Bank, New York. o Jean Dubuffet, Jardin d’hiver, 1968-1970. epoxy resin with polyurethane paints, 5x10x6m o Jean Dubuffet, Monument au Fantome, 1977. Houston Unit Presentation Sheet Bell Ringer Activities Unit Vocabulary Terms Sheet Grading Rubric Black 18”x24” construction paper Oil Pastels Teacher-made “2D Dubuffet Doodle” project example Teacher-made Early Finishers Activity—“Disguised Dubuffet” project example Containers of recycled cardboard White paper Markers Glue Teacher-made “3D Dubuffet Design” project example Teacher-made Early Finishers Activity—“Designation for 3D Dubuffet Design” project example Multi-colored construction paper</p><p>Assessment Questions: What are the elements of art? What are the principles of design? What is the difference between organic and geometric works of art? What is the difference between a field design and a figure-ground design? How can you describe abstract art? Non-objective art? What are biomorphic shapes? What are thumbnail sketches? How do artists use thumbnail sketches to enhance their final designs? 9</p><p>What are the differences between 2-D works of art and 3-D works of art? What are complimentary colors? How does the environment/location make a difference in experiencing artworks? How did Jean Dubuffet create unity in his 2D designs? Understanding and proper use of the Unit Vocabulary Terms</p><p>Assessment Instrument: Teacher-made rubric In-Progress Critique Peer Review Final Presentation Critique</p><p>Closure: Students will engage in the Final Presentation Critiques of the 2D designs and the 3D sculptural designs. Students will give summative descriptions about what they have learned. Students will clean their areas at the tables.</p><p>Differentiated Assignment: BGL: The student will work with another student on completing the Bell Ringer Activities and the Unit Vocabulary Terms sheet. A BGL can assemble pre-cut biomorphic shapes on his or her paper. The teacher or another student can help a BGL student glue the shapes to the paper. OGL: The student will complete a Jean Dubuffet-inspired two-dimensional doodle design. AGL: The student will be encouraged to enhance the project design through challenging prompts from the teacher. Since the project allows for an open-ended response, the AGL has the ability to be challenged throughout the entire project. The student can challenge himself or herself through the Early Finisher Enrichment activity.</p><p>Early Finisher Enrichment Activity: (1) The student may engage in the “Disguised Dubuffet” project.  The student will create a two-dimensional design using multi-colored oil pastels. (2) The student may make-up any missing tasks. (3) The student may assist a BGL student or a student with a disability at his or her table. (4) The student may do any one of the pre-approved early-finisher activities.</p><p>Materials: 8” x 10” copy paper Colored pencils, Markers, Crayons</p><p>Closure: Students will engage in peer evaluations. Students will offer suggestions about how to improve their classmates’ designs. Students who do the enrichment activities will receive individual feedback from the teacher. </p>