Brief Description:
To Know: Declarative
- Students will identify ways to contrast their depicted stereotypes by showing their rebellion in the inside of the box.
- Students will connect their knowledge of censorship and individual freedoms from Farenheight 451 and Occupy Wallstreet with their objects in the inside of their box.
- Students will know that the found objects they collect for the inside of the box relates to who they are, which is going against the stereotypes.
- Students will identify ways to adhere 3-D objects onto the boxes.
Vocabulary
Assemblage: An artistic process consisting of making 2-D or 3-D compositions by putting together found objects.
Mixed Media: Refers to an artwork of which more than one medium has been used.
Varnish (Verb): To apply a coat in order to give a glossy appearance, or protect with a liquid resin.
Contrast: The difference in visual elements that distinguishes one object from another.
Mixed Media: Refers to an artwork of which more than one medium has been used.
Varnish (Verb): To apply a coat in order to give a glossy appearance, or protect with a liquid resin.
Contrast: The difference in visual elements that distinguishes one object from another.
To do: Procedural
- Students will finish up their boxes by adhering their last bits of found objects and images in the inside of their boxes.
- Students will add a coat of varnish to the flat parts of their boxes if they wish to add a finishing coat.
- Students will complete a self evaluation of their final boxes and write an artist statement.
- Students will attempt to keep their boxes open by propping an object up in the inside of the box.
- Students will reflect on their prevailing themes and have a class discussion to wrap the unit up if time allows.
Materials and Resources
- Scissors
- Modge-Podge
- Magazines, newspapers, books, 3-D found objects
- Super glue and epoxy
- Power tools, wire, string
- Varnish
- 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.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.
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.
Essential Question:
-How do artists construct compositions through various adhesion techniques?
-How do artists creating meaning through pre-made 2-D and 3-D objects?
Lesson Objective:
Students will be challenged to create an artistic solution to keeping their box open as they finish up their identity boxes with 3-D found objects for their interiors.
Formative Assessment:
The students will be filling out a self evaluation that includes a chance for the student to explain their artistic ideas of their box in an artist statement.
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.
Preassessment/Drill:
Just like lesson 4 where they were working with 3-D elements, I will ask the students to take out the objects they have found for their interiors. This will show me that the students have sought out to find objects and have found the last elements to complete their boxes. This will lead into the introduction.
Introduction/Motivation/Discussion:
I will briefly have a discussion, asking the students how their objects relate to the images they have placed in the interiors of the boxes. How does it show who you are? Does it contrast the stereotypes and injustices that are on the outside of the box? Have you shown that you are rebelling and going against these things? Do your objects allow you to complete the challenge to keep your box open?
Focus on contrast: 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.
Teacher Demonstration:
I will keep the demonstration brief since the students have already been working with the epoxy and super glue. I will review the use of the tools, fully explaining this time on how much pressure to push on the plunger of the epoxy. I will emphasis on using gloves and laying down newspaper to keep a safe and clean room. I will also remind them at this time to use their objects to try to keep the box open, showing their power to go against and rise against these social issues.
Activity/Work Period:
The students will work diligently on the inside of the box. If any 2-D images have not been glued down yet, this quickly needs to be finished. The objects should be arranged carefully to make sense to their images and be considered in how it should prop up the top of the box. Epoxy and gloves will be passed out as appropriate.
If there is time for the students to fix up any part of their box (inside or out), this is the time. Boxes should be complete by the end of class.
As I see students finishing up, I will pass out the self evaluation.
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.
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 and Ms. Sieloff allows more time until it is time to be graded, 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:
Students checking out the found objects brought in for them to use
They found a lot of really cool objects to use
Ms. Nguyen helping a student attach a 3-D object
Clean up (5 minutes):
The students will recycle any scraps and newspapers into the recycle bin. The students will clean the brushes and trays themselves in the sink. 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 left on the table for last part of the class so the students can walk around and look at all of the boxes as a whole. When finished, the boxes will be returned to the floor of the back storage room to be graded by Ms. Sieloff.
Closure/ Summary:
The students will fill out a self evaluation as they finish up their boxes. Those will be turned in to Ms. Sieloff to be graded. If there is time, we can have an informal class discussion (not a critique) to give a sense of closure.
Teacher Reflection:
Mai-Ly's Reflection:
I am very pleased with how the last class went. The students really worked hard for the full work time. Because I had a very little introduction that just guided the class as to what will be expected of them today, there was plenty of work time available to them. Most were set on getting their boxes complete. Although several already had 3-D found objects for the insides of the boxes, the grab bag of goodies that we had prepared really helped the students. I made sure to explain that students were not allowed to take an object unless there was a reason for it. There was again a mess with the epoxy, but the gloves and newspapers were used by any student using the glue.
I wish there was a way I could have motivated the couple of students who just sat around talking with barely anything complete. I walked over several times, asking what was done since I last talked to them. I did not want to annoy, but tried to hint that I was expecting them to get on task. Although it was tough to get them working, the rest of the class was more than interested in working and asking for our help.
We handed out the self evaluations/ artist statements in the beginning of the class. This way, the students could fill them out as they worked or after their boxes were finished. While most that got to it had no problem with assessing themselves and explaining the meaning of their boxes, a couple were not thrilled to do the writing section. It eventually was finished and the rest of the class took the handout home to complete.
Megan's Reflection:
Mai-Ly did a really good job closing out our Unit. To give them more work time, there was no presentation at the beginning of class which just a simple greeting, reminder, and intro to the materials for the day which included power tools, a sewing kit, and a large bowl filled with random objects. They really loved having the objects available to them. Our professor had been nice enough to donate a bunch of random toys, jewelry, and other nicknacks for our students that might not remember to bring in objects or have access to them. Almost everything was used from the bowl, and not just as a random thing- each student could explain to me how they were using it. It was really great to see all of their boxes come together on the last day. We were really worried that most of them wouldn't finish, and many of them still wanted to work on it after this class (even though they had achieved all of our goals) which made us feel really good. They were making plans to come in on lunch and pod to put on finishing touches. We left them some glue and other materials for them to use for this. As students were finishing up, Mai-Ly had them fill out their rubric and write an artist statement. There were a few students who did not finish their box because they didn't use their time efficiently, talked instead of worked, etc. We addressed these students the entire unit, as well as talked with the teachers about the issues. We were assured it was nothing we were doing wrong, that some of these students were experiencing problems in school at large. The lesson was very hectic, there was a lot of running around, and a lot of students needed our individual attention. Unfortunately we didn't have time to do an ending activity in class, but the rubric and artist statement acted as our closure. I think our unit went great even if we didn't get to do it in class. It seemed like they enjoyed it, and the results are amazing.
