1. Contemporary Art Lesson Plans: Elementary and Secondary Beth Johnson ARE 5359 6/19/13

2. Elementary Lesson Plan: 2-D Ruby C. Williams

3. Ruby C. Williams

5. Elementary Art Lesson Plan: 2-D: Objectives Students will… begin to learn the vocabulary of how to discuss formal elements in art. begin to understand how art can tell a story and express feelings. learn to do preliminary sketches beforehand as well as the importance of signing their name on their own artwork. apply the formal characteristics and content they learned in a critique by creating an art piece inspired by the three works.

6. Elementary Art Lesson Plan: 2-D: Procedure There will be a critique of the three selected paintings by Ruby C. Williams. Some of the formal elements that will be discussed are: Color (bold, contrast, what colors used), Balance (centered or asymmetrical), Subjects (people, animals, objects), and Materials (paints, board) A few components of the content that will be discussed are: What the text means and how it relates to the image, facial expressions, and overall scenario. Students will be asked to create a painting inspired by Ruby C. Williams. They will first write one sentence in their sketchbook or on regular paper that will be on their painting. It will need to express a thought or feeling or tell a story, either real or made up. They will then sketch some ideas before drawing and painting on their main piece. The materials used will be tempera paint on either canvas paper, board, or cardboard. And finally, they are to sign and date their initials on the bottom right corner. The students will critique each other’s final pieces, using the terms learned in the critique of Williams’ artwork.

7. Elementary Lesson Plan: 3-D Michael Salter

8. Michael Salter

10. Elementary Art Lesson Plan: 3-D: Objectives To show how three-dimensional artwork corresponds with the space and environment around it To show the use of recycled materials as a medium To learn very basic forms of printmaking and design To learn that the content or subject of an artwork is important to show the time period that the art is made in

11. Elementary Art Lesson Plan: 3-D: Procedure There will be a critique/discussion lead by the teacher with questions such as: Are the forms organic or are they symmetrical? What do you think the materials are and where did they come from? Does the scale of the sculpture mean anything? Do the colors have significance? Does the background make any difference? What is the subject and is it something you would have seen in a sculpture 100 years ago? Do the styrobots seem to have feelings? Children will create a three-dimensional shadowbox with recycled materials from home or from what the school is able to provide The students will create a miniature space with either a shoe box, small shipping box, or cereal box. It can be any box that will work for the assignment, as long as it is recycled. Students will apply the formal characteristics and content they learned in the critique by creating an art piece inspired by the three works.

12. Elementary Art Lesson Plan: 3-D: Procedure They will develop three icons that they will make into stamps to print on their backgrounds. They will carve their designs into craft foam with a pen or pencil, to make a basic stamp. After painting the background one solid color with tempera paint, they will then use the stamp and repeatedly spread their design across the background, to make a pattern. They can choose to use only one color for all three stamps, or one color per design. The students will then make a small sculpture out of white clay to place in their shadowbox. They will have to decide to make it with geometric shapes or organic, small or large in scale in comparison to the background, and are required to make the subject something that is from our modern times to show a way we learn art history. Lastly, students will critique each other’s final artworks.

13. Elementary Lesson Plan: Misc. Mary L. Proctor

14. Mary L. Proctor

16. Elementary Art Lesson Plan: Misc: Objectives The Objectives are for students to… learn about using mixed media with paint and found objects to learn about a local female artist learn about self-expression through art learn basic design principles and art processes

17. Elementary Art Lesson Plan: Misc: Procedure There will first be a discussion lead by the art teacher about the artist and a critique of the artwork. The principles of design that will be discussed are: Colors used, Patterns of color and repetition, what Found Objects are used and how they relate to the overall image, are the shapes mostly organic or geometric? Symmetrical or asymmetrical? Is there texture or is the surface flat? Questions about content may be: What is the main subject? Is it over all happy or sad or are there other feelings that are conveyed? Are the words/text important to have on the image? Does the artist have their own style? In other words, would you recognize this artist by looking at one of the artworks again?

18. Elementary Art Lesson Plan: Misc: Procedure The students will begin an assignment to create a piece of art, inspired by Mary L. Proctor. The first part of the assignment is to sketch a character in their sketchbooks with pencil and write a thought, feeling, or memory (or several to choose one from) that they think the character they create wants other people to know or think about. It can be one or several sentences. Next, they will draw their final idea on a piece of plywood. With tempera paint, they will paint the background behind the figure first, with one solid color and with one repeated symbol (such as a star or shape they made up) in a contrasting color.

19. Elementary Art Lesson Plan: Misc: Procedure They will then use the tempera paint for their figures with free color choice, depending on whatever is available, and finally, they will pick one block of color on the image to glue on found objects they will brought from home. They can be objects that are all mainly one color, or they can be various colors (examples: buttons, fabric scrap, wallpaper scrap, old jewelry, product labels, beads, stamps, etc). And in the last step, text will be added around the central image in a color that contrasts with the background (black or white, depending on the background color).

20. Secondary Lesson Plan : 2-D Kay Walkingstick

21. Kay Walkingstick

23. Secondary Lesson Plan: 2-D: Objectives Introduce students to a contemporary, female artist and tackle issues of stereotyping and prejudices Rather than contriving a project that simplifies artifacts, possibly misrepresenting another culture, or risks visually mimicking a culture’s sacred practices (Gude, 2007), this is a way to see the point of view of a contemporary artist visually sharing her own experiences Learn to critique and interpret formal characteristics and content of artwork in depth Learn how humor can be used to convey and work through serious subjects and make cultural statements

24. Secondary Lesson Plan: 2-D: Procedure This lesson will begin with a formal critique of the three selected works by Kay Walkingstick. Students are to first thoughtfully and critically write about the artwork, referring to the art analysis chart, adapted from four areas of analysis by Marlene Linderman (Appendix). We will then critique them together as a class, led by the art teacher. Students will create their own acrylic painting that is inspired by Kay Walkingstick. One half will be a representational self-portrait, with images or icons in the background that represent themselves visually. The other half will have a sentence about an experience they have had that made them feel different or as if they didn’t belong in some way, stereotyped/categorized, unfairly judged or misunderstood. They are encouraged to inject some type of humor, as long as it remains appropriate. Finally, there will be an informal critique on students’ final pieces.

25. Secondary Lesson Plan: 3-D Sean O’Meallie

26. Sean O’Meallie

28. Secondary Lesson Plan 3-D: Objectives Students will learn… learn to work with clay and paint to understand how the relationship between mediums and use of color can be used to convey a message how contrasting an image from its true state can imply different connotations to make connections between sculpture and culture to interpret meanings in three-dimensional, conceptual artworks

29. Secondary Lesson Plan: 3-D: Procedure Students will first select one of the three selected sculptures to write a critique by using their art analysis sheets, adapted from the four areas of analysis by Marlene Linderman (see Appendix), as references. There will then be an open discussion about the artwork, with a critique led by the art teacher. The students will then begin an assignment inspired by these pieces to create a sculpture out of clay and paint the final products with acrylic paint. They are to think of an object that is relevant somehow to our current society, but paint it in a surreal, unrealistic fashion, using nonsensical colors and patterns or pictures. Students will first use their sketchbooks to develop their ideas and sketch what they will be sculpting. They will then mold their clay into a finished shape before they are fired in a kiln, and finally, paint the finished piece. There will be an informal critique by the teacher and classmates of the final sculptures, using art terms and principles of design to explain formal characteristics and the relevance of the subject chosen to our society.

30. Secondary Lesson Plan: Misc: Diet Coke Ads

31. Diet Coke Ads

33. Secondary Lesson Plan: Misc: Objectives This lesson is developed to teach students to… Be observant of messages in advertising Analyze the basic design principles and content of advertisements Practice research in art history by drawing comparisons between art images and contemporary advertisements

34. Secondary Lesson Plan: Misc: Procedure Students will first write an analysis of one of the selected Diet Coke advertisements as if it were a work of art, using the art analysis chart adapted from Linderman’s four areas of analysis (Appendix). The teacher will then open a discussion about the three selected ads. There will be leading questions to get the students thinking about what the ads are trying to accomplish and who their target audience is.

35. Secondary Lesson Plan: Misc: Procedure Students will spend time in the art section of the library to find an image that they can somehow make a connection with one of the three ad images. They are also allowed to find their image from another resource, such as home. It can be a from any time period and any image they can find to make a connection (examples: Norman Rockwell, Andy Warhol, appropriate Pin-Up Girls, Touslouse-Lautrec). The connections don’t have to be significant and could be anything as small as a facial expression to bodily position, colors used, icons in the image, or anything as long as the student can explain a connection. They will make a copy of the image they find to bring to class. The students will then analyze the connecting image in the same format as they did with the advertisement they chose, as well as interpret the content of the new image. Students will share their found images with the class and what art period it is from.

36. References Diet Coke (2013, March 13). [Advertisement] Retrieved from http://belloblog.com/2013/03/13/diet-coke-sexy-playful-delicious-by-marc-marcjacobs-cocacola-dietcoke/ Diet Coke (2013, January 31). [Advertisement] Retrieved from http://www.gossipandsoaps.com/2013/01/taylor-swift-teams-up-with-diet-coke-photos/ Diet Coke (2013, February 6). [Advertisement]. Retrieved from http://kentonmagazine.com/marc-jacobs-is-now-the-creative-director-of-diet-coke/ Giles, A. (1999). “School art” versus meaningful artistically authentic art education. NAEA Advisory, Winter. Gude, O. (2007). Principles of possibility: considerations for a 21st century art & culture curriculum. Art Education, January, (60)1, 6-17. Linderman, M.G. (1996). Art in the elementary school (5th ed.). McGraw-Hill. O’Meallie, S. (2010). Balloon Dog [Painted Wood]. Retrieved from http://www.seanomeallie.com/index.html O’Meallie, S. (2010). Blue Bubble Gun [Painted Wood]. Retrieved from http://www.seanomeallie.com/index.htmlwww.seanomeallie.com/index.html O’Meallie, S. (2010). Bubble Car. [Painted Wood]. Retrieved from http://www.seanomeallie.com/index.htmlwww.seanomeallie.com/index.html

37. References Proctor, M. (2008). Art is Like a Child [Mixed Media]. Retrieved from http://mainstreetgallery.net/folk-or-self-taught-art/mary-proctor/ Proctor, M. (2008). Beauty Begin Inward. [Mixed Media]. Retrieved from http://bjws.blogspot.com/2012/11/southern-african-http://bjws.blogspot.com/2012/11/southern-african- american-self-taught.html Proctor, M. (2012). Life is a Puzzle [Mixed Media]. Retrieved from http://www.jtfolkart.com/artist/mary-proctor/orderby/base_price/sort/asc/ Salter, M. (2013). Styrobot: Nothing Comes from Nothing [Polystyrene Sculpture]. Retrieved from http://michaelasalter.com/artwork/3032299_GOCA_UCCS_Styrobot_Nothing_Comes_from.html Salter, M. (2009). Too Much [Polystyrene Sculpture]. Retrieved from http://michaelasalter.com/artwork/505178_too_much.html Salter, M (2009). Styrofoam F-1 Car [Polystyrene Sculpture]. Retrieved from http://http:// www.notcot.com/archives/2009/06/michael-salter.php

38. References Walkingstick, K. (1995). You’re an Indian [Lithograph]. Retrieved from http://fyeahnativeamericanart.tumblr.com/post/29511821865/kay-walkingstick-cherokee-winnebago-youre-an Walkingstick, K. (1994). Talking Leaves [Lithograph]. Retrieved from http://nmai.si.edu/exhibitions/indian_humor/exhibit/38.htmhttp://nmai.si.edu/exhibitions/indian_humor/exhibit/38.htm Walkingstick, K. (2006). We’re Still Dancing [Mixed Media]. Retrieved from http://embracingencaustic.wordpress.com/tag/kay-walkingstick/ Williams, R. (not dated) Greedy Woman [Painting]. Retrieved from http://www.jtfolkart.com/http://www.jtfolkart.com/ artist/ruby-williams/ Williams, R. (not dated). Piano Playing Cow [Painting]. Retrieved from http://www.jtfolkart.com/artist/ruby-williams/ Williams, R. (not dated). Sophisticated Person [Painting]. Retrieved from http://www.jtfolkart.com/artist/ruby-williams/

39. Elementary Assessment Rubric

40. Secondary Art Analysis Chart