Brief description:
Students will be instructed on various adhesive techniques including various glues, epoxy, string, wire, and power tools. If they haven’t yet, they will begin with the 3-D process. When they are ready, the students will move on into the 2-D elements of the inside. Students will be familiar with this process from the second lesson, and will be challenged to choose imagery that rises up against the injustice present on the outside of their box.
To Know: Declarative
- Students will know that the found objects they collect for their boxes relate to their message of the stereotypes depicted on the outside of the boxes.
- Students will identify ways to adhere 3-D objects onto the boxes.
- Students will begin to show an understanding of contrast in what they create on the outside and the inside of the box.
- Students will connect their knowledge of censorship and individual freedoms from Farenheight 451 and Occupy Wallstreet to their injustices on the outside of their boxes.
Vocabulary
Marcel Duchamp: Closely associated with the Dadaist movement; challenged conventional thought about artistic processes and art making.
Joseph Cornell: American artist, sculptor, one of the pioneers and most celebrated artists of assemblage.
Symbolism: The practice of representing things by symbols.
3 Dimensional: Having depth, width and height.
Found Object: In an artistic sense, indicates the use of an object, which has not been designed for an artistic purpose, but exists for another purpose such as utilitarian or manufactured items.
To do: Procedural
- Students will attach their found 3-D objects onto the outside of their box using epoxy as an adhesive or power tools as an alternative method.
- Students will continue to cut and assemble images for their inside of the box.
- Students will glue their images to the inside of their boxes (if time allows).
Materials and Resources
- Modge- Podge
- Scissors
- Magazines, newspapers, books, 3-D found objects
- Super glue and epoxy
- Power tools, wire, string
- X-acto knife (to slice open the boxes that have been glued shut
- Artist Exemplars- Hannah Hoch, Joseph Cornell, Marcel Duchamp
- Dada and found object textbooks for reference
- Dada posters/ visuals
- Teacher examples
Goal and MSC Focus – Grade _10__ ELO Objectives
1.C1. Creative Expression: The student will develop unique or special ways to advance feeling, ideas, or meaning by using specific elements of art and principles of design.
2.A2. Creative Expression: Inspired by selected works of art from different times and places, the student will create an artwork that explores a contemporary cultural or social issue.
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:
-How do artists construct compositions through various adhesion techniques?
Lesson Objective:
Students will learn how to incorporate 2-D and 3-D objects in one composition. Students will also begin the construction of the interior of their identity boxes.
Formative Assessment:
In the beginning of class, I will have a class discussion about their boxes. This will remind them as well as show me their understanding of what the outside represents and what will be represented in the inside.
During work time, I will be checking that images and objects glued down make sense. Objects found must be cohesive with their images and should not be chosen for unrelated reasons.
If students are confused on how to connect the meaning of their 3-D objects to their box, handouts will be provided that was handed out the first day of class. This will serve as a form of assessment as well as an organizer for them to write down their thoughts.
Preassessment/Drill:
Take out your found objects that you have collected for the exterior of your box. Have your box out in front of you. Categorize and separate the objects if you have multiple themes. Can you label each group of images/ objects into the injustice or expectations that you are trying to suggest?
Q: “Do your objects make sense in the themes of your box? If not, then you need to reflect on what you want to convey and think of a way to depict it. Don’t just find random images to glue down if it doesn’t make sense.”
Introduction/Motivation/Discussion:
I will ask the students to share and discuss what sort of ideas they came up with for their boxes. How are you rebelling against certain injustices? What injustices do you experience and how will you show that on your box? What images and objects did you find to represent this?
I will suggest for students to write down their ideas and organize their thoughts on a worksheet. Students may not understand that the found objects need to correlate with the themes of their injustices and stereotypes.
Teacher Demonstration:
I will do a demonstration on using epoxy and super glue. Find the best position of the object to the surface of the box that provides the most interesting composition. Also be aware of how much surface area of the object will be touching the box (providing a better hold to glue the object down. For this, I will be working on my teacher example and attaching a measuring tape onto the exterior of my box.
Megan will assist me with demonstrating the power tools and using alternative methods in adhesion techniques. Hammers, nails, screws, wire, and string will be available.
I will also let the students know that they are working on the inside of their box as well. I will show images and/or our teacher examples to show how artists use contrast to convey a much more powerful meaning. Since we want to show that the stereotypes and societal pressures do not define us, the interior of the box should look very different than the outside of the box.
Activity/Work Period:
During this class, students will be finishing up the interior of their boxes and beginning to think about the interior of their boxes.
The first half of work time will be dedicated to attaching 3-D objects on the exterior of their box. Before it is glued down, the student must be sure that there is a purpose for using that object. I will be walking around to discuss with the students one on one on their exteriors. If more 2-D images needs to be glued down, the students must quickly get those glued down to complete their exteriors.
While students finish up the exterior of their box, the students must then continue on to the interiors of the box. Since this is more personal to them, the students should have no problem trying to find images and objects that represent who they really are. They should think of ways to show how it contrasts the stereotypes that they have chosen to depict on the outside of their boxes. If they have time, the students can use the Modge-Podge to begin gluing down 2-D images to the inside of the box.
Accommodations:
If students are stuck and need inspiration, books and images will be available to look through for inspiration. Blank worksheets will be available for students who need to write their ideas out before they visually express it.
For students with 504 or IEP: allow students to cover as much as they can on the exterior of their box. To ensure that their box gets finished by the end of the unit, I will push the students to move on to the inside of their box as quickly as possible and if there is more time at the end of the unit, to finish the box at the end.
Show printed out images and our teacher examples for those who need a visual of what we tell them about the interiors and exteriors.
If students are really behind, they are encouraged to take their boxes to their POD to work on their boxes. They may not take them home, but are welcome to ask Ms.Sieloff to work on it before and after school, as well as during their POD.
Photos of Lesson:
Ms. Nguyen opening the lesson with a class discussion
Students shared ideas related to their box, and how they could move on to the next step
Ms. Nguyen's presentation
After a class discussion, students viewed a demo on the proper usage of specific adhesives including epoxy
Adhesive materials were kept at the demo table for easy clean up
Student's boxes half way through the unit
Clean up (5 minutes):
The students will recycle any scraps and newspapers into the recycle bin. I will ask the students to be more responsible with their clean up time today. Instead of just dropping the brushes and trays in the sink, I will ask them to actually rinse them off themselves instead of just leaving it there. If there is any glue or epoxy on the tables, the students need to scrap off the chunks and throw them away. Boxes will be placed on the newspapers on the floor of the back room. They should be handled with care while the glue and epoxy is setting up.
Closure/ Summary:
If we haven’t done so, we can have a quick discussion on a volunteer basis on what ideas the students came up with to show on their box.
Don’t forget to continue searching for interesting images and objects for the interior of your box. You will be working on depicting who you really are and rebelling against the stereotypes and injustices that you experience in your everyday lives.
Since most of the exteriors should be close to finished, we could possible do a silent gallery walk, looking at the class’s work on their exteriors of the box.
Teacher Reflection:
Mai-Ly's Reflection:
It seems that we met the objectives for this lesson. It seemed that most of the students are finished or near finished with the outside of their identity boxes. By the end of the class, it seemed that the majority of the class was understanding the concepts of combining 2-D art with 3-D art.
The main issue I had with this lesson was the use of the epoxy. I was unfamiliar with the type of epoxy that we provided and I did not fully demonstrate the use of the tool. I managed to tell the students to push down on the syringe, which pushes the epoxy out of the tube. When I was demonstrating, however, I was using an old tube and was pushing down with a lot of strength. This is why I believe the students thought they needed to push down really hard, and this caused a disastrous mess. A lot of the glue squirted out in every direction, getting it all over their boxes and their tables. Several students forgot to use gloves, even though I had informed them to. I would also cover the surfaces with newspapers to avoid the mess.
I am really glad the students are finally connecting with us. During my demo, I was able to revisit my box, explaining the themes and ideas behind it. Speaking to them about who I am despite the stereotypes that I faced seemed to spark their interest and motivate them with their own personal ideas. Megan did this as well on a one on one level with a student and encouraged inspiration.
Megan's Reflection:
I thought Mai-ly did a great job with this lesson. We went into this lesson a little worried because it heavily relied on the students remembering to bring in items, Ms. Sieloff was grading them on this aspect of the lesson, therefore most students did well remembering their items. I thought Mai-Ly did a good job introducing the lesson objectives at the beginning of class by having the students get their boxes and organize their found objects at their desks before sharing prevailing themes with the class. I thought this helped them get into the mindset of their box. After a few students shared, Mai-Ly then went into a short presentation which is where things could have gone a little astray. Since the room is set up to facilitate presentations in the back of the room, it was a little hard to hear her from the other side, next time we might want to consider making the students move in a circle around the area where we are showing the presentation to make sure they are paying attention and can hear. Since I was on the other side of the room, I was able to catch those that were talking, get their attention and give them a warning while Mai-Ly gave her presentation. I thought Mai-Ly gave a good demonstration, even though the epoxy gave her some trouble. Giving a personal connection, and explaining again what their objects were to represent reaffirmed what their objective was, as well as gave them an opportunity to connect with us as teachers, learning about our objects on a personal level. Mai-Ly did a great job overall, most of the students caught up to where they were supposed to be. There was a much larger mess than we expected with the epoxy, we took every precaution possible, including the encouragement of gloves. Sometimes there will always be a mess, but the opportunity to use different adhesives presented students with a challenge, and really got them excited about their compositions and thinking outside the box, literally and figuratively.
