Brief description:
To Know: Declarative
-Students will identify ways to distress a surface through patina.
-Students will show an understanding of Societal expectations vs. inner self.
-Students will identify the art of the box.
Vocabulary
Composition: the placement, or arrangement of visual elements within a work of art. Can also refer to the artwork as a whole.
Collage: The Pasting of cut pieces of paper items to portray aspects of life.
Patina: Sheer tarnish or coating formed on a metal, wood, or similar surface.
Distressing: The process of when artists and metal smiths deliberately add patinas as a part of the original design to simulate antiquity in newly made objects.
Social injustice: Unfairness within society.
Identity: Unique characteristics, philosophies, beliefs, etc. that make up a person.
To do: Procedural
1. Students will begin the lesson by discussing what they know about social injustice.
2. Students will discuss proper methods of rebellion.
3. Students will be introduced to the Baltimore Protest in the Inner Harbor.
4. Students will use their knowledge from Farenheight 451 to discover how artists approach societal problems.
5. Students will be given the option to both stain their box and collect imagery, OR to collect enough imagery to cover the entire box through collage.
6. Students having trouble connecting to imagery will complete a brainstorming sheet facilitating ideas with symbols.
7. Students will be assigned to collect imagery as well as 3-D objects for their box; a portfolio will be available for them to collect with.
Materials and Resources
Teacher Visuals:
- PowerPoint presentation
- Wood Stain Visual for Demo
- Teacher Examples of boxes
Student Handouts:
- Brainstorming sheet
- Vocabulary and Procedural Sheet
Studio Materials:
-Cigar Boxes for the class (23 total needed)
-Wood Stain (watercolor)
-Brushes
-Magazines/Newspapers/ Maps, etc. for cutting
-Scissors (have in the classroom)
-Ziploc baggies (For keeping images separated)
-Nitril gloves (to prevent staining hands)
-Sketch Paper (for those that want to sketch out ideas)
-Cups (for water/stain)
-Paper Towels
Goal and MSC Focus – Grade _10__ ELO Objectives:
1.B2. Critical Response: The student will describe, analyze, and interpret how artists select modes of representation and formats to express personal ideas, thoughts, and feelings.
3.A1. Creative Expression: Within the context of a given or chosen art problem, the student will select media and experiment with processes and representational skills, exploring a range of ideas that can be expressed with different media.
Essential Question:
-What are some methods for rebelling against injustice?
-How do artists explore societal injustice?
Lesson Objective:
After reading Farenheight 451, students will explore ways in which artists can explore societal injustice through the introduction to Baltimore Protests and self-reflection by cutting out collage material and wood distress.
Formative Assessment:
I will asses the objectives were filled by:
- Student(s) participation during class discussion
- Checking student’s worksheet/sketches (optional for student)
- Student behavior: Are they using studio time effectively?
- Have the students chosen to do one of the two studio options?
- Are students relating collage material to the appropriate subject/context?
Preassessment/Drill:
(Before PowerPoint)
-Have students summarize or explain the book, Farenheight 451 to me
- Have students discuss ways of rebellion: Write on the board
-Ask if rebelling against society is relevant to them as individuals?
-How do you rebel against societal injustice/stereotypes? Introduction/Motivation/Discussion:
*Bring up PowerPoint: Protest in Inner Harbor
-Ask how class thinks artists address these types of issues.
-Show presentation/class discussion throughout Teacher Demonstration:
-Teacher will gather group of students to demonstrate patina on an untreated cigar box to the back table where materials will be set up.
-Teacher will make note of the visual (different types of stains/distress) that students might be interested in while demonstrating a watercolor and acrylic stain on teacher box.
-This group of students will get to choose their box first, so that they are able to collect untreated wood. Activity/Work Period:
- Option A
- Stain Box
- Set a side to dry
- Then collect imagery
- *Note: If students choose to do this option, they do not have to cover the entire exterior completely through collage
- Option B
- Begin to collect images: Cut from Magazines & Newspapers
- *Note: If students choose this option, they must cover the entire box through collage.
Accommodations:
Specific Needs to This Class:
1. 504: Working with school psychologist, needs extended time and work cut back.
-This student will be given the option to only choose one or the other: collage or stain without the requirement of surface coverage. They will be allowed to cover as much as the surface of their box as they can in the given time period.-This student will also be given the option to choose from one of the smaller box, meaning less space to cover.
2. IEP: Needs work cut back and extended time.
-This student will be given the option to only choose one or the other: collage or stain without the requirement of surface coverage. They will be allowed to cover as much as the surface of their box as they can in the given time period.
-This student will also be given the option to choose from one of the smaller box, meaning less space to cover.
Note: These students (along with all the others) will be encouraged to take home magazines, etc. if they feel the need to collect at home from our resources.
For Students that Finish Early:
- Students will be encouraged to collect as many images/clippings as they can during class to alleviate pressure of collecting at home.
- If students are finished and would like to start putting their collage together, modge-podge will be available for them to start as a safety.
- Students will also be encouraged to view the books, magazine clippings, and PowerPoint provided in class to further help in understanding.
For Students who are falling behind:
-Students will be encouraged to take home magazines, etc. if they feel the need to collect at home from our resources.
If entire class finishes early:
-Discuss protests/rallies in Baltimore (show more pictures from this past week)
-Begin to glue collage material down with modge-podge
-Discuss in detail the other art processes students will get the opportunity to explore.Photos of Lesson:
Collage Station- Over 100 magazines and books
Demo Table for Wood Staining
Ms. White demonstrating the different wood stain techniques
The students were able to choose from over 100 cigar boxes
Staining!
Ms. White talking with two students on how to represent stereotypes through collage
Students were very creative in using the stains
Clean up (5 minutes):
-Students choosing to stain their box will move their box immediately after staining to the back storage room to dry.
-One student from each table will return magazines, newspapers, and scissors to the back table.
-Students will put imagery collected into their designated portfolio/bag or box.
Closure/ Summary:
-Ask for volunteers to share some images that spoke to them regarding societal expectations.
-Share teacher examples and meanings behind certain imagery chosen for collage.
-Give out bags for students to collect any remaining collage material and announce their responsibility for 3-D assemblage material.
-Announce if there is anyone with no means of collecting 3-D objects, or would like specific objects they don’t have easy access to, to see you after class (arrange way for teacher to get those materials for student).Teacher Reflection:
Megan's Reflection:
I think the first lesson went great. I was worried it was going to be information overload, but after cutting a lot of information out, and organizing it the right way I think I was able to successfully introduce the big idea or our unit, while also introduce the focus of the first lesson.
During my presentation, I was able to facilitate student involvement, standing closer to the students, than the projector to give a more laid back appearance. After the presentation, I had the students come to the back table to view a demo on wood stain techniques, and gave them the option to either stain, or fully cover their box through collage.
There were a lot more students interested in staining their box than what I thought there would be. It seemed like they saw the paint and were immediately attracted. Some of the students had a hard time accepting the paint wasn’t for details, that it was a stain, or general design, and took a lot longer to paint than they should have. Since the students didn’t get as much time to cut imagery as we wanted to give them, we allowed them to take home magazines and asked them to bring them back the next week.
The students seemed to be really into the topic, getting fired up during the presentation, and saw how it related to them on a personal level. I was worried that they might start cutting images that didn’t relate to them, however they were all very particular and kept in mind the imagery on the outside must relate to the core concept of society’s stereotypes and injustice.
Overall I thought I did a good job for the first day introducing a new idea and getting them involved from the start. I tried to be laid back but firm when I was speaking, which I think they could really relate to and made them comfortable talking to me. Mai-Ly did a great job as an assistant, helping me with the presentation so that I could be on the opposite side of the room with the students while she played the projector. We had all of the materials laid out prior to the students coming in, all of the cigar boxes were organized according to style, and the demo table was ready to be used which really helped move things along.
The one thing I would like to work on is classroom management for a group of four students that would quietly chat during my talk and during the demo. They understood the concepts and what they were supposed to do, so it didn’t bother me too bad, but it’s something I want to work on as our unit progresses.
Megan’s lesson went wonderfully. For it being the first lesson, we got a lot accomplished and got it done effectively. Although there was a lot of class discussion and talking involved, it was really necessary so the students knew where the unit was headed. Megan’s presentation and her leading questions were powerful, to the point, and motivating. The students were interested from the start.
If we were to do this again, I feel like we need to do something about the staining. I thought the students had spent too much time on staining their box, but I may possibly think so because we were trying to do so much in one day and it seemed that way. I think it would’ve been better to allow more time to begin looking for images.
I do not think Megan had issues with classroom management. Some students quietly chatted during the discussion, but for the most part, the students were very engaged in the conversation and Megan’s powerful introduction to the unit made that happen. Teaching Resources:
