Brief description:
To Know: Declarative
Students will begin or continue to work on the interiors of the box. Students will be encouraged to bring in personal photos of themselves, their family, etc. to add to the interior of their identity box. Symbolism will again be a main aspect of today’s lesson as they work with photo collage. It will also be emphasized that the interior should have an obvious contrast to the exterior and show images that show who they are as opposed to the stereotypes depicted on the outside. Most of the collage should be finished by the end of class, and students will need to continue to look for 3-D objects for next class, ready to complete the boxes by the 6th class.
To Know: Declarative
- Students will know the proper technique of collage.
- Students will identify collage artwork and artists in the Dada movement.
- Students will show an understanding of how to convey a message through strategic placement of images.
- Students will know how to preserve their identity in today’s society.
- Students will learn how to create contrast between the exterior and interior of their box.
Vocabulary
Rebel (verb): to reject, resist, or rise against some authority, control, or tradition.
Stereotype: Often inaccurate, simplistic generalizations about a group that allows others to categorize them and treat them accordingly.
Collage: The technique of pasting various materials typically unassociated with one another, such as newspaper clippings, parts of photographs, etc. together on a surface.
Symbol: A letter, figure, or other character or mark used for representing something like a thought, memory, etc.
Dada: Also known as Dadaism, is a cultural movement that primarily involved the visual arts, literature, and graphic design. Dada activities also included public gatherings, demonstrations, and publication of art and literary journals. Dada focused on the rejection of prevailing standards in art through anti-art cultural works.
Contrast: The difference in visual elements that distinguishes one object from another.
To do: Procedural
- Students will engage in a class discussion, briefly going over what has been learned the last four lessons to ensure understanding.
- Students will then view a presentation on artist Joseph Cornell, and other box artists, to view exemplars exploring similar themes.
- Students will then discuss how the inside of their box will contrast to the outside of their box, by color choice, images, text, etc.
- Once these themes are discussed, students will then collect images for the exterior of their box, and adhere them using modge-podge.
Materials and Resources
- Artist Exemplars (Cornell, Hannah Hoch, magazine clippings of collage art)
- Vocabulary List
- Teacher examples (prototypes)
- Modge- Podge
- Glue brushes
- Trays for the glue
- Extra magazines and images for students to use
- PowerPoint used from previous class to review Dada art, as well as introduce the idea of the “interior” of the box
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.
4.B2. Creative Expression: Having analyzed the work of several artists, the student will create a series of works based on implementing information gained from the study to address form, theme, and context.
Essential Question:
-How can the use of collage, photomontage, or assemblage be used to convey an idea or message?
Lesson Objective:
Students will be challenged to apply their knowledge of collage making to create a meaningful composition in the interior of their identity box, contrasting the exterior theme of injustice and stereotypes.
Formative Assessment:
I will asses the objectives were filled by:
- Student(s) participation during class discussion
- Student behavior: Are they using studio time effectively?
- Are students relating collage material to the appropriate subject/context?
- Are students applying themselves, or are they loosing focus?
- Do students understand how to properly use modge-podge? (They should know how to since we’ve covered this the last two lessons)
Preassessment/Drill:
- Bring up PowerPoint, to review Dada, Hoch, etc., to get students back in the mindset of our unit (since we will be coming back to work after a holiday break).
- Have students assess their collage and explore prominent stereotypes within their compositions.
- Have students use worksheet/chart to show how they will symbolize “rebelling” against society.
Introduction/Motivation/Discussion:
- Have a class discussion getting students to give examples of their exterior stereotypes, and have class give ideas on how to symbolize on the interior.
- Show teacher example, go over how I did my interior, and my symbols of rebelling against society.
- Discuss idea of contrast, how the interior should contrast the exterior, and ways to achieve this.
Teacher Demonstration:
Repeat the steps of collage making (should be repeat, since we have focused on this for the last two lessons).
Activity/Work Period:
-Students will gather and collect images from magazines, etc. for the inside of their box.
-Modge-podge images to the inside of box
-Majority of the interior collage aspect should be complete today.
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 who finish early:
- They will be encouraged to begin thinking of 3-D objects to adhere to the interior of their box by sketching, or filling out worksheet.
For Students who are behind:
-They will be encouraged to come in on their “POD” time to finish collaging the interior 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 fill out “symbol” worksheet in order to brainstorm ideas for interior 3-D objects.
Photos From Lesson:
Clean up (5 minutes)
-Students should be aware of how to clean up after collage days; trays in the back sink, extra glue back in the container, etc.
-Extra images should go in their envelopes
Closure/ Summary:
Student lead class discussion on the contrasting symbols, and images chosen for the interior of their box.
Teacher Reflection:
Megan's Reflection:
My lesson fell on the tuesday after Thanksgiving break, so I was a little nervous that they wouldn't be in the mindset to get working on their boxes, so I did a short presentation at the beginning of the class to bring them back in. I used imagery from the past lessons, as well as used my own box during the presentation to explain the symbolic nature, and metaphors they were challenged to explore and exploit. To ensure they understood how to use images and objects as symbols, I had them take two minutes and fill out a chart, one column is where they put the exterior stereotype, and the opposing column is where they jotted down how they could contrast, or rebel against that through using images and objects. After doing this, I think they understood a little more how to the inside, and what exactly was to go on the inside. Today, we expected them to complete the collage aspect of the inside of the box. Because of time, we couldn't grant them time to stain the interior of the box, and encouraged individual students who were interested to do it after. To prevent students from painting, we didn't put the materials out, only modge-podge and glue. However, a particular student whom we'd experienced problems with before (ignoring class objectives just to paint the same thing over and over each lesson), took it upon herself to get paint, and ignore the classroom expectations of collaging. I went up to her, and let her know she needed to get images on her box, rather than painting, and she tried to ignore me at first but then listened and cleaned up her paint, replacing it with modge-podge. 10 minutes later, we saw her in the back room where we put materials we weren't using, going through the boxes for the paint. I went in the back, and immediately told her to put back the paint because she was so far behind. I think I handled this well because the rest of the time she collected imagery, and got back on track. I felt studio time was well spent today, many students had brought in imagery and objects. I found many of them challenging themselves as far as how to place the images and objects, which was great to experience. They were explaining the reasons, and what they represented and I could tell they were really getting into it. As I was walking around the class to check on progress, students were calling for me by name, and wanting my help and opinion. This felt great, knowing they really wanted help and valued my opinion as a teacher. I wish they could have had longer time to work, but I felt the opening presentation was necessary to get them back in the mindset after being away for so long. I also introduced their objective for thursday, reminding them that these were their final two days to complete their goal. We handed out a rubric that they could look at to self assess what more they needed to do, and how they were going to be graded by their teacher. We felt showing it to them this lesson would give them enough time to make changes and get back on track if they were behind, and for some students I felt it really kicked them in gear.
Mai-Ly's Reflection:
Megan's intro was very crucial to getting the students back on track with the unit. Again, the students were very involved and interested when one of us were personally talking about our boxes. This seemed to be a key to grabbing their attention. Megan had their attention and knew how to respond to those who were goofing off. Her no-time-for-messing-around attitude really snapped them back into focus. It felt like we back tracked a little bit- because it seems to be a slowing point when they look through magazines to serach for 2-D images, I felt like it slowed down the pace a little bit. But many were hard at work regardless of the slow cut and paste process and were ready by next class to get their boxes complete. Megan also handled several situations well when students looked as if they were not progressing at all. The student who continued to paint during every class continued to steal more paint, but Megan firmly said no.
Teaching Resources:
