Brief description:
To Know: Declarative
Today the students will continue working on the outside of their Identity Boxes. Students will aim to finish their photo and magazine collage on the exterior, and when they are ready to move on, the students will be instructed on adding 3-D elements to the outside of their box. Artist Exemplars of today will surround the process of assemblage and 3-D found objects in today’s art world. The outside of the student’s boxes should be complete (or almost complete) with the 2-D collage at the end of today’s lesson.
To Know: Declarative
-Students will be introduced to the art movement of Dadaism, and will relate this to Farenheight 451, and societal reaction to injustice.
-Students will learn how Assemblage relates to found objects.
-Students will show an understanding of Assemblage components, including Found Object art and Collage.
-Students will learn how to juxtapose preconceived imagery and objects into meaningful art.
-Students will be introduced to the art style of Joseph Cornell, and will be able to identify his significance to assemblage.
Vocabulary
Found Object Art: Also known as ready-made art, describes art created from undisguised, often-modified objects that are often times not considered to be art.
Assemblage: Consists of making 3-D or 2-D artistic compositions by putting together found objects.
Joseph Cornell: American artist, sculptor, one of the pioneers and most celebrated artists of assemblage.
Dada: Dadaism is a cultural movement that began in Switzerland during WWI and peaked from 1916-1922. The movement primarily involved visual arts, poetry, theatre, and graphic design. Dada concentrated its anti-war politics through a rejection of standards.
Marcel Duchamp: Closely associated with the Dadaist movement; challenged conventional thought about artistic processes and art making.
To do: Procedural
-Students will view a presentation consisting of photography, vocabulary, artist exemplars, and instructions on today’s assignment.
- Students will view a demo on different ways to attach their 3-D objects, including the use of epoxy, wire, power tools and more.
-Students will be instructed on proper safety procedures artists use to create and construct.
-Students will spend the studio time attaching their 3-D objects to the outside of their box.
Materials and Resources
Instructional Materials:
- Books on Dadaism, Joseph Cornell, and Assemblage
- LED projector
- PowerPoint
Studio Materials:
- Tools: Drill, Hammer, Nails
- Wire, String
- Epoxy, Super glue
- Electrical Tape
- Newspaper
- Found Objects
Goal and MSC Focus – Grade ___ MSC Objectives:
2.C2. Creative Expression: Inspired by the unique styles and forms of different artists, the student will create expressive works of art based on the same subject or theme.
Essential Question:
How do artists creating meaning through pre-made 2-D and 3-D objects?
Lesson Objective:
Students will explore ways in which artists create meaning through the juxtaposition of 2-D and 3-D objects by adhering their objects through a variety of adhesive techniques.
Formative Assessment:
I will asses the objectives were filled by:
- Student(s) participation during class discussion
- Student behavior: Are they using studio time effectively?
- Have the students chosen to do one of the two studio options?
- Are students relating assemblage materials to the appropriate subject/context?
- Are the students using the proper adhesive for their 3-D objects?
Preassessment/Drill:
- Have students assess their collage and explore prominent stereotypes within their compositions.
- Have students look at the class’ 3-D objects, and have a few students share what these objects will represent.
- Have students discuss if these “found objects” are art?
Introduction/Motivation/Discussion:
- Have students assess their collage and explore prominent stereotypes within their compositions.
- Have students look at the class’ 3-D objects, and have a few students share what these objects will represent.
- Have students discuss if these “found objects” are art?
Introduction/Motivation/Discussion
- Bring up PowerPoint, to review Dada, as well as to introduce the art style of assemblage, found object art and Joseph Cornell.
- Class discussion on found objects and art
Teacher Demonstration:
-At the back table, materials will be set up prior to the start of class: epoxy, super glue, power tools, demo box
-Group of students will gather around the back table to view teacher demonstration (two groups so that everyone can see)
-Teacher will demonstrate how to adhere 3-D objects to a wooden box using the following: power drill, hammer, nails, epoxy, etc.
-If students have specific objects they aren’t sure about how to adhere, they can bring this up at the demo.
Activity/Work Period:
This will be a studio day:
-Finishing touches for collage
-Attach 3-D objects using procedures shown during Demo
-If using power tools, student will be at the back table with teacher supervision
-Newspaper will be placed on each students’ desk to protect the surface from contact with the glue
-Students will follow appropriate safety procedures: Nitrile gloves, safety goggles, etc.
Accommodations:
Specific Needs to This Class:
1. 504: Working with school psychologist, needs extended time and work cut back.
-They will be allowed to cover as much as the surface of their box as they can in the given time period.
2. IEP: Needs work cut back and extended time.
-They will be allowed to cover as much as the surface of their box as they can in the given time period.
For students that were not able their collage last class:
Students will be allowed to put finishing touches on their collage after watching the demo on adhesive procedures. These students might have to consider coming in during their free time to adhere their 3-D objects to their box.
For students who finish early:
- Students will fill out the “symbol” worksheet relating to the outside of their box.
- Students will be encouraged to begin collecting imagery for the inside of the box.
For Students who are behind:
-Students might need to extra time next class to adhere 3-D objects
-Students will be encouraged to come in during spare time to finish the outside of their box.
If entire class finishes early:
-Books will be available to look at regarding Assemblage, Found Object art, etc.
-Class will be encouraged to collect imagery for the inside of their box
-Students will fill out “symbol” worksheet.
If entire class is behind:
-First 30 minutes students will be allowed to work on their collage, finishing up the first aspect of their box.
-After finishing their collage, students will view a demo on how to attach 3-D objects to the outside of their box.
- Show a presentation on assemblage/ found art objects
Photos from Lesson:
Now that students had a collection of imagery, they began to adhere their images to their boxes
Students worked hard carefully arranging imagery on their boxes
Ms. White working with two students who finished early, explaining the next step to their box
Teacher Reflection:
Clean up (5 minutes)
-Students will place their cigar box, and extra 3-D objects in their appropriate space in the supply room
-Students will dispose of their newspaper and empty glue containers
-Teacher will clean up demo table after students leave (including power tools)
Closure/ Summary:
Student lead class discussion on their 3-D objects, symbols, and stereotypes.
Teacher Reflection:
Megan's Reflection:
Today went much different from what we had planned, and followed a different order than this lesson plan. We went in to the class thinking we would have to adjust the lesson depending on how far a long the students were, and were prepared for them forgetting their 3-D objects. After looking at their boxes, which are kept in the back room, it was obvious they needed class time to finish collaging magazine clippings onto their box. This is when we had to decide to take out our last lesson (creating a graffiti wall) and instead give them another studio day, since they were so far behind.
When the students came in, instead of showing them a presentation I made the announcement saying I would give them the first half of class to finish their collage, and then I would explain the next step. Only two of the students had brought in 3-D objects, so I had those two students come and meet me in the back, while the rest got their supplies and began to work. Before I explained how they would adhere their objects to their box, I had them explain the objects as symbols, and what they represented, to make sure they were keeping to the criteria. They were having some difficulty understanding what the objects meant, so I had them go back to the chart they were given to on the very first day, and write down the object, then in the other column the stereotype/injustice they were to represent. In doing this they realized some of the objects were better suitable for the interior of the box. After filling out this chart, they felt like they needed more time to get some other 3-D elements, but wanted to know how they were going to get to adhere them. I explained the different types of glues I had, and helped one student use epoxy. Once these students were on the right track, I began to walk around the class to see how everyone else was doing. This is where things got foggy.
Many of the students were on track, and closed to finishing. However, a good portion of these students were not. One student inparticular only had three things glued down, on the inside of the box. When I asked him why he was doing the outside, he said that’s what Ms. Sieloff told him to do, and seemed to think it was funny. He was also distracting two of the other students he was sitting next to. I told him that he needed to stop talking as much, and focus on getting the outside of the box complete, especially since he was one of the ones that was absent the first day, therefore even more behind. At this time, Mai-Ly was also walking around and visiting students. It seemed that many of the students still needed more time, and asked to take it home. Ms. Sieloff thought this would be a good idea, however Mai-Ly and I were worried that they might not bring their box back. Right at this time, the art teacher walked in and helped us make the decision, agreeing that they might not return them. To make sure they finish the outside of the box, Ms. Sieloff gave it to them for homework.
After the students cleaned up, I showed my presentation on found objects and assemblage. I feel that this presentation really helped make sense of what and why they were supposed to bring in 3-D objects, giving them an idea of what they could bring in, and how they would be assembling them. Ms. Sieloff had also suggested that they take notes in their class notebook, so as I was giving the presentation, they were required to paraphrase important aspects for future reference. As I talked to them about bringing in 3-D objects, Ms. Sieloff announced that it would be a homework grade, and mandatory since only two students followed verbal instructions last session.
Once class was out, Mai-Ly informed me that she encountered a student who caused concern. She said the student had his head down, and when she went over to ask if he was finished he said yes, even though he clearly was not according to our criteria. Mai-Ly then asked him if his magazine clippings meant anything, to which he replied, no. Mai-Ly asked why he put them on the box then, if we had explained that the outside of the box was supposed to represent stereotypes and injustices. He then said that no one in the class is following directions or caring about his project, and pointed to another student saying that he too had just put random stuff on the box. Mai-Ly then said that she had just talked to that student, who did have a meaning for what he was putting on the box, and that he wasn’t just putting random stuff on the box. The student ignored her explanation and then laid his head down. This raised concern with us, wondering if the class really was lost and not caring, or if this student had just had a bad day, and snapped.
Once Alicia came to talk to us, we explained the situation with Mai-Ly to which she explained that the student was going through some legal issues, and had not been himself lately, snapping at random moments. Alicia had observed our class today, and said that while walking around, the students seemed interested and when she asked them questions, they had answers, that none of them followed the students’ description of not caring or not understanding. I also explained the situation with the other student, Jake, who had been distracting his two friends, and wasting the entire class time. Alicia explained that Jake was like this in all of his classes, and that it was a constant problem, not directly towards us as visiting teachers. She gave us the suggestions of moving his seat, and keeping a close watch on him. Alicia also encouraged us, letting us know that she was impressed with our unit, and thought we were doing a great job, and thinks that in the end, the results will be great.
I felt that with so many changes, and basing my lesson off of student progress, rather than what the original plan was, I did a great job thinking on my feet, and planning around what was thrown at us. This was supposed to be a laid-back studio day, and I think showing the presentation at the end really helped tie things together for the students. There were some issues thrown at us at the last few minutes of class, including student behavior, and teacher involvement, but now that we know how to handle them, I think we will be more prepared next time.
Mai-Ly’s Feedback:
Megan covered mostly everything that happened during this lesson. Because we gave them most of the class to work, many of the students seemed to be focused and motivated to get their outsides of the boxes complete with collage. I was a little worried about the idea of doing the presentation near the end of the class since many students may feel fidgety after spending the class working, but Megan handled it very well. Having the students write the information down really helped them to focus. It was very essential that this brief presentation was given to them- it helped the class to really understand why they were bringing in 3-D objects and that it was meant to further symbolize their themes.
