This curricular unit (course of study) for this first week or two of class was designed to have students Respond and Connect to not only different artworks but also to each other. Through differentiation, students will:
Respond to work by...
Connect experiences and ideas by...
Respond to work by...
- Constructing multiple interpretations of an artwork.
- Evaluating the impact of an artwork to influence ideas, feelings and behaviors of specific audiences.
- Synthesize one's own evaluation of artwork(s) with a different evaluation of the same artwork(s), when encountering artwork(s)
Connect experiences and ideas by...
- Synthesizing knowledge of social, cultural, historical, and personal life with art making approaches to create meaningful works of art.
- Appraising the impact of art, an artist, or a group of artists on the beliefs, values and behaviors of a society.
Lesson 1:
It's Very Nice to Meet You!!
Expressing the Individual: Identity Maps | Activity
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How do you see yourself? How do others see you? How would you like to be addressed? What pronouns describe you? What is your name?
Using one of the templates available below the picture to the left (inspired by Marit Dewhurst), write words or phrases inside the outline that relate to your own identity or how you see yourself. Use the space outside the drawing to write down words or phrases that describe how you think people might see you. If you included your communities—groups of people with whom you associate, like family, neighbors, or classmates—where would you place these groups on this map? |
Expressing the Individual: Step Inside | Activity
Below are works of art that features people, created by Barkley Hendricks, Walker Evans, and Diane Arbus. Choose one work that speaks to you. Share the work with your classmate or small group. Identify the various parts and elements of the artwork, then choose a person and “step inside” their point of view. Use your imagination and respond to the following prompts in writing or in small group discussion using evidence found in the work of art:
Next, we will play "Guess Who" to see if the rest of the class can guess which one you are describing.
- What might this person be thinking?
- What might this person be feeling?
- What might this person care about or value?
Next, we will play "Guess Who" to see if the rest of the class can guess which one you are describing.
Expressing the Individual: Words and Pictures | Activity
Clarissa Sligh, She Sucked Her Thumb, 1989, cyanotype, Corcoran Collection (Gift of the Friends of the Corcoran Gallery of Art), 2015.19.4483
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Many artists, including Deborah Luster, Jim Goldberg, and Clarissa Sligh, combine words with pictures in their art.
Examine and compare works by these artists with your partner or small group. Why might the artist have used text alongside images? Where did they get their images and text, and why might that matter to the meaning of the work of art? What might the overall message of each artwork be? Next, explore your own identity using words and pictures. What do you want to communicate or explore about yourself through art? How will the source of your images and text contribute to the meaning of the work? Following the examples of Sligh, Luster, and Goldberg, you may desire to re-contextualize a childhood event or memory, write descriptive and interpretive text, or share a personal story. |
Lesson 2:
Drawing Tips by a Professional
| artwork_aesthetic_response.pdf |
After watching the video, "How to Become a Professional Artist / Drawing Tips" comment on the following prompts:
4 - All prompts are answered with clear, insightful, detailed responses. Responses connect on a personal level.
3 - All prompts are answered clearly.
2 - All prompts are partially clear.
1 - Only some of the prompts were attempted.
- What are 3 key suggestions to becoming a sucessful artist in drawing?
- What is one thing aspiring artists can do to grow in their field?
- Would you agree or disagree with this statement: "Good artists need to go to college to be successful." Explain your thinking.
4 - All prompts are answered with clear, insightful, detailed responses. Responses connect on a personal level.
3 - All prompts are answered clearly.
2 - All prompts are partially clear.
1 - Only some of the prompts were attempted.
Lesson 3:
How Do We Perceive Visual or Audible Stimuli?
Directions
With your partner, you are going to play "Artist & Witness". One person will play the role of "artist", while the other will play the role of "witness". The "artist", with supplies in hand, will prepare to draw the descriptions given by the "witness". The "witness" on the otherhand will receive a prompt or image from Manders to describe to the "artist".
Witness Rules: You may not directly tell what the image is. You may only describe its characteristics (ie. shapes, line quality, textures, sizes, colors, etc.). You may not give clues - what it relates to or what it is associated with.
Artist Rules: You have no rules! Your an aritst for Lansakes! Just draw! You are free to ask clarifying questions however.
After each person has a chance to play each role, we will switch partners and repeat the game.
Reflection Assignment
With your partner, you are going to play "Artist & Witness". One person will play the role of "artist", while the other will play the role of "witness". The "artist", with supplies in hand, will prepare to draw the descriptions given by the "witness". The "witness" on the otherhand will receive a prompt or image from Manders to describe to the "artist".
Witness Rules: You may not directly tell what the image is. You may only describe its characteristics (ie. shapes, line quality, textures, sizes, colors, etc.). You may not give clues - what it relates to or what it is associated with.
Artist Rules: You have no rules! Your an aritst for Lansakes! Just draw! You are free to ask clarifying questions however.
After each person has a chance to play each role, we will switch partners and repeat the game.
Reflection Assignment
- What is your opinion of the game? What emotions did you experiece while playing?
- Explain a discovery or two you had after reflecting on how well you did during the game.
- List 3 different things you learned from todays activities.
Lesson 4:
How Do We REALLY See Our Subject?
Directions
Observe the still life set up of objects in the room. Do your best to render the objects by looking at the relationships, contours, and tones of the grouping. Try to fill up the space of the drawing surface. Take your time...go slow...breath...and have fun with it...
Exercise Reflection
Look at Art Germs "Draw it Again" series. At home, through old sketchbooks, notebooks, anywhere!... find an old drawing you once created. Make note of when you think you drew it or how old you were. Redraw it now. How have you improved?
Observe the still life set up of objects in the room. Do your best to render the objects by looking at the relationships, contours, and tones of the grouping. Try to fill up the space of the drawing surface. Take your time...go slow...breath...and have fun with it...
Exercise Reflection
- How did it feel to draw objects from life?
- What was the most challenging part of the exercise?
- Do you think your drawing is successful? Why or why not? If not, how do you think it could be improved?
Look at Art Germs "Draw it Again" series. At home, through old sketchbooks, notebooks, anywhere!... find an old drawing you once created. Make note of when you think you drew it or how old you were. Redraw it now. How have you improved?
Lesson 5:
Drawing Fantastical
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Directions
Click on the link button "Art Prompts" above. Draw a chosen prompt from each of the categories listed below:
Show & Tell
As a group, you will then be asked to share out the what, how, and why, of your creation.
Click on the link button "Art Prompts" above. Draw a chosen prompt from each of the categories listed below:
- Character
- Creature
- Environment
- Object
Show & Tell
As a group, you will then be asked to share out the what, how, and why, of your creation.
Lesson 6:
Drawing "Somethings"
"100 Somethings"
Day 1...draw something...Day 2...draw an alteration of that something...Day 3...draw another version of that something; keep it the same but different...Day 4...draw a new version of that something you haven't yet thought of...Day 5...you get it...
...keep it going each day until the end of the trimester...
Day 1...draw something...Day 2...draw an alteration of that something...Day 3...draw another version of that something; keep it the same but different...Day 4...draw a new version of that something you haven't yet thought of...Day 5...you get it...
...keep it going each day until the end of the trimester...
