VISUAL ARTS LESSON PLAN
Grade Level: 6 through 8
Duration: 4 to 5 class periods
Author: Sammantha Caraveo
Date: 3/22/12
Unit: Identity and Elements of Art
Lesson: Altered Book Lesson
Massachusetts Visual Arts Curriculum Framework Learning Standards
1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D – mobile and stabile forms, carved, molded, and constructed forms
2.7 For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colors. Demonstrate awareness of color by painting objective studies from life and free-form abstractions that employ relative properties of color
2.8 For line, use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies
2.9 For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture)
3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotions
Specific Lesson Objectives:
The students will
- Discuss what a book is and whether it can be a form of art
- View altered book examples
- Recreate the cover of a book to convey their personality
- Complete 6 things from the list (see attached), 4 of which will be assigned, inside the book
Assessment of Learning:
Ongoing checks for understanding: Are the instructions clear to the student? Has the student selected the 2 choices off the list? Is the students cover about them?
Also, see rubric attached
Essential Questions
What is a book?
What is a book’s purpose?
Is a book a form of art?
Can a book be artistic?
Guiding Questions
How are you going to make your book artistic?
What are you going to include to make it your own?
Activity:
The students will create an altered book out of a book they receive, and complete 6 things in their book, off a list, by using mixed mediums.
Motivation:
- Begin discussion with essential questions
- Show examples of altered books
- Hand out list of options to complete in book and let them choose 2 (more if they so choose)
Materials:
- Images of altered books
- Examples of altered books
- Old books
- Glue
- Paper
- Magazine images
- Yarn
- Fabric
- Found objects
- Pencils
- Markers
- Paint
Procedure:
Day 1
- Materials will be set on separate table
- Introduce lesson (see motivation)
- Distribute books
- Distribute list
- Instruct which 3 need to be done, and other 2 they can choose
- Students will begin tasks on list
- Clean up
Day 2
- Materials will be set on separate table
- Reintroduce lesson
- Distribute books
- Students will continue to finish tasks on list
- Gather together and discuss one another’s progress
- Clean up
Day 3
- Materials will be set on separate table
- Reintroduce lesson
- Distribute books
- Students will continue to finish tasks on list
- Clean up
Day 4
- Materials will be set on separate table
- Reintroduce lesson
- Students will begin to finish tasks on list
- Gather together to discuss pieces
- Clean up
Day 5
- Materials will be set on separate table
- Reintroduce lesson
- Students will finish tasks from list
- Gather to discuss final pieces
- Clean up
References and specific resources:
Brian Dettmer. Retrieved March 22, 2012, from http://centripetalnotion.com/2007/09/13/13:26:26/
Driscoll, David. (1999) Massachusetts Arts Curriculum Frameworks.Massachusetts, MDOE.
Karen Hatzigeorgiou. Retrieved March 22, 2012, from http://cailun.info/archives/130-Karen-Hatzigeorgiou,-Altered-Book-Artist.html
Rebecca Sawyer. Retrieved March 22, 2012 from http://surfaceresearchartists.blogspot.com/2010/09/rebecca-sawyer-present.html
Appendices: Rubric, slideshow
Grade Level: 6 through 8
Duration: 4 to 5 class periods
Author: Sammantha Caraveo
Date: 3/22/12
Unit: Identity and Elements of Art
Lesson: Altered Book Lesson
Massachusetts Visual Arts Curriculum Framework Learning Standards
1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D – mobile and stabile forms, carved, molded, and constructed forms
2.7 For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colors. Demonstrate awareness of color by painting objective studies from life and free-form abstractions that employ relative properties of color
2.8 For line, use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies
2.9 For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture)
3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotions
Specific Lesson Objectives:
The students will
- Discuss what a book is and whether it can be a form of art
- View altered book examples
- Recreate the cover of a book to convey their personality
- Complete 6 things from the list (see attached), 4 of which will be assigned, inside the book
Assessment of Learning:
Ongoing checks for understanding: Are the instructions clear to the student? Has the student selected the 2 choices off the list? Is the students cover about them?
Also, see rubric attached
Essential Questions
What is a book?
What is a book’s purpose?
Is a book a form of art?
Can a book be artistic?
Guiding Questions
How are you going to make your book artistic?
What are you going to include to make it your own?
Activity:
The students will create an altered book out of a book they receive, and complete 6 things in their book, off a list, by using mixed mediums.
Motivation:
- Begin discussion with essential questions
- Show examples of altered books
- Hand out list of options to complete in book and let them choose 2 (more if they so choose)
Materials:
- Images of altered books
- Examples of altered books
- Old books
- Glue
- Paper
- Magazine images
- Yarn
- Fabric
- Found objects
- Pencils
- Markers
- Paint
Procedure:
Day 1
- Materials will be set on separate table
- Introduce lesson (see motivation)
- Distribute books
- Distribute list
- Instruct which 3 need to be done, and other 2 they can choose
- Students will begin tasks on list
- Clean up
Day 2
- Materials will be set on separate table
- Reintroduce lesson
- Distribute books
- Students will continue to finish tasks on list
- Gather together and discuss one another’s progress
- Clean up
Day 3
- Materials will be set on separate table
- Reintroduce lesson
- Distribute books
- Students will continue to finish tasks on list
- Clean up
Day 4
- Materials will be set on separate table
- Reintroduce lesson
- Students will begin to finish tasks on list
- Gather together to discuss pieces
- Clean up
Day 5
- Materials will be set on separate table
- Reintroduce lesson
- Students will finish tasks from list
- Gather to discuss final pieces
- Clean up
References and specific resources:
Brian Dettmer. Retrieved March 22, 2012, from http://centripetalnotion.com/2007/09/13/13:26:26/
Driscoll, David. (1999) Massachusetts Arts Curriculum Frameworks.Massachusetts, MDOE.
Karen Hatzigeorgiou. Retrieved March 22, 2012, from http://cailun.info/archives/130-Karen-Hatzigeorgiou,-Altered-Book-Artist.html
Rebecca Sawyer. Retrieved March 22, 2012 from http://surfaceresearchartists.blogspot.com/2010/09/rebecca-sawyer-present.html
Appendices: Rubric, slideshow