Madeleine Desmornes (407) ARE 4351

Overview: Students will learn about the artist, David Hockney; how he is well-known for his photo collages. Since most students are familiar with “selfies”, they will use 2-3 of their favorites to create a self-portrait as a photo collage using half of the photos and drawing the other half. They will understand facial proportions and composition relative to creating a successful self-portrait.

Students will view the artworks of David Hockney and gain inspiration for their own collage self portrait. Students will understand facial proportions and composition relative to creating a successful self-portrait. Students will use the techniques and processes of the artist to create a creative, unique image made of multiple photographs and drawings.NGSSS: Critical Thinking and Reflection Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent Skills, Techniques, and processes Enduring Understanding 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. Organizational Structure Enduring Understanding 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process

Questions Questions What do you see in the artwork? What is the most obvious? What grabs your attention? Why? What is the theme or subject of the artwork? How do you think the artist created his pieces? What are some important elements of narrative portraiture, and how do you think the artists use these elements in his collage artwork? Materials: Materials: 12x12 Drawing paper, one sheet per student 2-3 copies of different photos Glue, scissors Pencils, colored pencils Digital camera

The idea for this lesson came from a presentation done in photography about David Hockney’s photo collage collection. His silly and playful ways of collaging his various photos would not require too much technical skills from our young artists. Giving students the freedom to create their own designs with photos and drawing would be a great example of “deterrent of lookalike art”, as mentioned in the article written by Efland: “The School Art Style: A Functional Analysis”.

Students will have 2-3 class periods to complete the lesson Students will view a power point with the work of David Hockney Students will learn the basic drawing proportions of faces. We will discuss as a class possible answers to the questions. The students will bring copies of two of their favorite photos and cut them in half. They will glue each piece on a white sheet in a row. Then the students will draw the other half of each cut image using pencil. Colored background can be added. Teacher will then make 2 copies of all finished drawings for each student. Following Hockney’s idea, students will cut their copies and create a collage that represents their self-portrait. Students will learn the importance of composition, perspective, color, and juxtaposition while utilizing their knowledge of facial proportions to create a unique, creative piece. When satisfied with their design, they can write a statement about it on a piece of paper. Teacher will approve design and writing. Assess students’ work

Students will be assessed on: Preparation/Planning Craftsmanship Participation/Effort Final Product/Reflection Students will have to follow guidelines in the rubric given to them at the beginning of the lesson (see Appendix I)

Efland, A. (1976). The School Art Style: A Functional Analysis. Art in the Elementary School. Pp Hockney, D. (artist) (1999) Self Portrait. Retrieved from

Overview: Overview: Through contemporary expressions of traditional folk art forms, students will explore multicultural identity by looking at the artworks of Clementine Hunter. They will have the opportunity to create their own authentic art scene that portrays their personal cultural background, after learning the techniques of creating a color palette and how to apply paints with various sizes of good paintbrushes.

Students will understand the importance of color and cropping in regards to a successful landscape. Students will develop an understanding for acrylic paint and visual communication through critiquing artworks based on visual narrative quality and media exploration. Students will create color and color blend charts using acrylic paint and teacher guidance to better their understanding of the media. NGSSS: NGSSS: Critical Thinking and Reflection Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Skills, Techniques, and processes Enduring Understanding 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Questions Questions What do you think the artist is attempting to share? Are there visual clues such as placement, color, language? How does the use of color impact the painting? How did the artist successfully tell a story with her work? Materials: Materials: Canvas or board (8x10) Various paint brushes Acrylic paints Pencils to sketch first Water Old shirt or apron Sketchbook

I was inspired by Olivia Gude’s article “Principles of Possibility: Considerations for a 21 st - Century Art & Culture Curriculum”. I want to use the concept of Forming Self to introduce Clementine Hunter to my students. I want them to formulate a sense of who they are and their background just like the works of Clementine reflect the idea of Gude about ‘Artmaking”.

Students will have 3 class periods to complete the lesson. View images by Clementine Hunter, and discuss possible answers to the above questions that students should record in their sketchbooks. Students will think back to a time and place that is significant to them, something that makes them who they are as an individual. (This could be a place they visited as a child, a family member’s home where they spent time, or a capture of an event or ceremony that is significant.) As a class we will make color mixing charts using acrylic paints so students can familiarize themselves with the material and how to mix different colors Students will learn varying brush techniques before painting that they will practice on sheets of paper that will be turned in with the final painting. The teacher will demo different brush techniques as students practice simultaneously Students will create 3 planning sketches of a place that made a significant impact on the person they are today in their sketchbook. Final sketch has to be approved by teacher. Hand out canvas board,acrylic paint, and brushes Each student will write an artist statement. Display all final work together in a prominent place and have a classroom critique. Assess students’ work.

Students will be assessed on: Preparation/Planning Craftsmanship Participation/Effort Final Product/Reflection Students will have to follow guidelines in the rubric given to them at the beginning of the lesson (see Appendix I)

Gude, O. (2007). Principles of Possibility: Considerations for a 21 st Century Art & Culture Curriculum. Art in the Elementary School. Pp Hunter, C. (artist) Pecan Picking. Retrieved from Hunter, C. (artist) Tour Time at Melrose Plantation. Retrieved from

Overview: Overview: Students will learn about bookmaking and examine the work of artist, Lisa Kokin; they will learn how artists use this method to express their ideas, thoughts, and tell their personal family history. They will create their personal piece by incorporating memorabilia, and recording cultural information to express themselves, convey meaning about their identity, opinions, and feelings.

Students will be able to: Examine the work of Lisa Kokin and identify the materials and techniques used to create these sculptures. Learn about creating with recycled materials, found objects. Discuss and interpret the concept of beauty in a work of art. Create their own piece and develop a poem or creative writing that describes their idea. NGSSS: NGSSS: Critical Thinking and Reflection: Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Skills, Techniques, and Processes: Enduring Understanding 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. Organizational Structure: Enduring Understanding 3: Every art form uses its own unique language, verbal and non- verbal, to document and communicate with the world.

Questions Questions What are some important elements of the sculpture, and how does the artist use these elements in the artwork? What do you think the artist is attempting to share? Why? Are there visual clues? How did the artist successfully tell a story with her work? Materials Materials: Paper Old books Glue, scissors Photographs Memorabilia Pencils, pens Markers Various found objects Old newspaper, magazines Decorative elements (Yarn, sequins, thread, buttons etc..) Old Greeting cards

Marlene G. Linderman talked about how art offers opportunities for students to invent and how it provides creative experiences for students to express themselves, in her article “Art Production: Ideas and Techniques”. I was inspired by this article to introduce the works of Lisa Kokin, an artist I admire, who uses a variety of found objects to invent and reflect who she is. This lesson will encourage freedom of expression and awareness, which are two important factors in our society.

Students will have 2-3 class periods to complete the lesson Students will receive a brief lecture (power point) on the work of Lisa Kokin. They will focus on the materials she uses to create her works. Demonstrate the techniques used to create a book art. In sketchbook, write down ideas of pages they would create. Get teacher’s approval for final ideas. Discuss what type of materials they will be working with (paper, cardboard, candy wrappers, aluminum foil…mostly recycled items) and memorabilia. Add decorative elements (yarn, ribbon, sequins, strips of fabrics, more paper..) Write a short poem or creative writing about artwork. Display all artworks and writing/poem Hold a class discussion on works of art displayed. Assess each student.

Students will be assessed on: Preparation/Planning Craftsmanship Participation/Effort Final Product/Reflection Students will have to follow guidelines in the rubric given to them at the beginning of the lesson (see Appendix I)

Linderman, M. G. Chapter 8: Art Production: Ideas and Techniques. Art in the Elementary School. Pp Kokin, L. (artist) Untitled Book Art. Retrieved from Kokin, L. (artist) The Pilgrims Progress in Words. Retrieved from

Overview: Overview: Students will learn about the works of Kira O’Brien; how she uses the ceramic techniques to tell her stories and everyday accounts of life, love and wanting of stillness and time gone by. Students will have the opportunity to convey their personal stories through their ceramic piece after learning hand building techniques, such as using tools to attach pieces of clay properly and how to create a 3-D object.

Students will complete a ceramic piece that portrays himself/herself in a selected cultural folktale, story, myth, or legend. Students will write a short paragraph about the folktale, story, myth, or legend they chose and explain the components they used to tell the story. Students will self-evaluate their art work when completed. NGSSS: Critical Thinking and Reflection: Enduring Understanding 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. Skills, Techniques, and Processes: Enduring Understanding 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Questions Questions What are some important elements of a 3-D ceramic work, and how do you think the artist use these elements in the artwork? What was the artist trying to communicate? Are there visual clues such as placement, color, language? How did the artist successfully tell a story with her work? Materials: Materials: Clay Glazes and stains Acrylic paints Acrylic spray sealer Tools for shaping and molding clay Personal items

When I saw Kira O’Brien’s ceramic houses, they reminded me of the article by Claire Golomb: Representational Concepts in Clay: The Development of Sculpture”. I want my students to learn the modeling of multiple sides to obtain a 3-D piece, which require great skill and practice. The variety of human figures integrated in Kira’s pieces gave me the idea to have students add symbols that are meaningful to them into their pieces.

Students will have 3-4 class periods to complete the lesson. Discuss the work of the artist, Kira O’Brien by showing a power point Sketch houses (2-3) that portray a personal story in their sketchbook. Teacher approves final sketch and writing Students will create a 3-D house using clay. Talk about Hand building techniques: shaping clay without a potter’s wheel. Can result in almost limitless possibilities. Begin shaping clay by using the pinching technique which is simply the manipulation of a single lump Add desired patterns using sticks, old forks, pencils, etc.. Let dry and finish writing paragraph if not completed. Fire all pieces using the kiln (teacher will take care of that process); glaze or paint them. Add any accessories for embellishments! Display all pieces with their writing for a class critique. Assess each student individually

Students will be assessed on: Preparation/Planning Craftsmanship Participation/Effort Final Product/Reflection Students will have to follow guidelines in the rubric given to them at the beginning of the lesson (see Appendix I)

Golomb, C. Representational Concepts in Clay: The Development of Sculpture. Art in the Elementary School. Pp O’Brien K. (artist). The Visitors. Retrieved from O’Brien, K. (artist). Untitled. Retrieved from

Overview: Overview: Students will learn about power used in advertising and how it can be negotiated, not simply accepted and absorbed. They will analyze the pieces, and discuss why do they agree or disagree with these 2 ads. What would they change to make them more impactful? They will understand that art is not only limited to drawing, painting, and sculptures; art is seen everywhere! Not only in museum and galleries.

Students will be able to: Identify and examine tactics used in advertising products. Critique the advertisements shown using the Feldman Critique Model Create their own advertisement Students will work in groups (teamwork ) NGSSS: Critical Thinking and Reflection: Enduring Understanding 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. Skills, Techniques, and Processes: Enduring Understanding 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. Innovation, Technology, and the Future: Enduring Understanding 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Questions Questions Describe the artworks and identify the subject matter or main focus. Describe the artworks and identify the subject matter or main focus. What is obvious in these 2 pieces? What do you notice about the choice of materials? What grabs your attention? Why? Analyze the elements and principles of art and design present in the work. What would you do differently? Interpret the message in the artworks. Judgment: Are these ads successful? Did they use the elements and principles of art to deliver the intended message? Materials: Materials: Pictures of the 2 ads Paper (plain and printed) Pencil Cardstock Markers, crayons Glue Sketchbook Magazines

After reading “Art analysis: Looking at and Responding to Art” by Marlene G. Linderman, I was inspired to teach my students about visual discrimination and judgment using the Feldman Critique Model. Students will record their critiques in their sketchbooks to be evaluated, an idea that was inspired by Marlene G. Linderman from her article titled “Lesson Planning and Assessment”, which stated that student’s sketchbooks can be one aspect of assessment.

Students will have 2-3 class periods to complete the lesson Show ads (pictures) Examine and discuss the different materials used by the advertisers to sell the product. (What could be done differently? ) Discuss by answering the questions (Feldman Critique Model), first as a class then in their sketchbook as an individual assessment. Create groups of 4-6 students and record their names Each group will create a product to advertise about. (Teamwork) Teacher will approve final decision on chosen product Each group will work on a script for the advertisement of their product Meet with each group to revise final work Each group will present their work to the class. Have a critique and vote on the best one based on the rubric Assess each student on their critique (sketchbook) and each group work

Students will be assessed on: Preparation/Planning Craftsmanship Participation/Effort Final Product/Reflection Students will have to follow guidelines in the rubric given to them at the beginning of the lesson (see Appendix I)

Linderman, M. G. (1997). Chapter 12: Lesson Planning and Assessment. Art in the Elementary School. Pp 231, Linderman, M. G. (1997). Chapter 11: Art Analysis: Looking at and Responding to Art. Art in the Elementary School. Pp Food ads. Retrieved from