Teacher:
Lotte Petricone
Felix Festa
Middle School West Nyack, NY.
Activity/Unit:
Hands Collage
Grade: 7
Personal Identity or patterns in
nature.
Students could collect images from magazines to express
"self" or patterns in nature.
 
Click images to see larger views
Rationale
for Teaching Lesson:
Creation
of a collage integrating a variety of texture and textile
images with drawing from observation and drawn visual
textures
Lesson
Objectives:
1.
Internet research of textiles from a variety of cultures
2.
Draw from observation – hand holding ribbon or other
symbolic object
3.
Create visual textures
4.
Integrate textile images into a collage with visual
textures
Lesson Procedures:
1. Compare and contrast hands in art and what they communicate
2. Blind contour drawing – practice!
3. Computer Lab – Internet search for textile images – save to E://
4. Discussion of printed images and similarities and differences between the cultures
5. Demo drawing of hand holding the ribbon or other object – “ribbon that ties us together”
6. Demo various shading techniques – crosshatching, stipling,
7. Demo dividing the negative space into minimum of 3 different texture
patterns, use of printed textiles to arrange composition: Contrast,
Variety
8. Complete collage by adding fadeless color paper – discuss Unity
9. Extend lines of drawing to edges of collage
Segment
1: SWBAT Compare and contrast hands in art and what they communicate
Do Now: Write down
what is important to remember in a class discussion about
art
Teaching Style:
Guided Practice
– discussion of art of hands with a PP presentation
focusing on the communication in the position and objects
holding
Assessment Method:
Verbal – What are some different things that hands can
communicate in art?
Segment
2: SWBAT Blind contour
drawing – practice!
Do Now:
1. Write down 2 ways hands can communicate in art
2. Write down what you think it means to “draw
what you see, not what you think you see.”
Teaching Style:
Guided Practice -
Review art discussion, demo of blind contour drawing.
IND Practice –
Students create several blind contour drawings, and draw
with opposite hands
Assessment Method:
Verbal – what happens when you draw
Segment
3: SWBAT search for textile
images on the Internet through Ms. Petricone’s website
Do Now: Log on, go
to Internet, FFMS, Art Dept, Ms. Petricone’s website
Teaching Style:
Guided Practice
– Intro to lesson via Internet, give instructions on how
to save to E:// so they can be printed.
Ind. Practice – Students
do webquest
Assessment Method:
Share findings
Segment
4: SWBAT create a drawing of
hand holding the ribbon or other object – “ribbon that
ties us together”
Do Now: Describe
the procedure to draw “what you see, not what you think
you see”
Teaching Style:
Review blind contour drawing.
Demo drawing hand from observation.
Assessment Method:
Sharing of drawing experience
Segment
5: SWBAT discuss the printed
images and similarities and differences between the
cultures they are from
Do Now: Write down
one thing you found in common about the images you saved,
and one thing that was different
Teaching Style:
Guided Practice
– Share images and thoughts on differences/similarities. If time, demo from next segment!
Assessment Method:
Review similarities and differences and how they are
communicating in their art using them…
Segment
6: SWBAT begin to add various shading techniques to
the drawing – crosshatching, stippling
Do Now: Define
Value. Describe
some ways to create value using pen and ink.
Teaching Style:
Guided Practice
– Demo various ways to create textures & value with
pen & ink: stippling, crosshatching, lines spaced in
different ways
Ind. Practice –
Students create textures and values with various
techniques
Assessment Method:
Share responses to using various techniques
Segment
7: SWBAT
divide the negative space into minimum of 3 different
texture patterns, use of printed textiles to arrange
composition: Contrast, Variety
Do Now: Define
Contrast & Variety
Teaching Style:
Guided Practice -
Add min. of three textiles in negative space around hand
in composition – discuss Contrast, Variety
Ind. Practice –
Students add the textiles
Assessment Method:
Verbal Define Contrast & Variety
Segment
8: SWBAT complete
collage by adding fadeless color paper – discuss Unity
Do Now: Define
Unity
Teaching Style:
Guided Practice
– Demo adding fadeless color paper to unify the collage
Ind Practice –
Students add color paper to unify the collage
Assessment Method:
Review Unity
Segment
9: SWBAT extend lines of drawing to edges of collage
Do Now: What do
you need to do to UNIFY the collage?
Teaching Style:
demo extending lines to edges where necessary to unify the
collage
Ind Practice –
Using marker, extend lines
Assessment Method:
Share collages
Segment 9
Reflection
Prepare a series
of question for students focusing on objectives. Students
will answer the question while evaluating their own art.
Alternate
approach to this lesson:
Personal Identity.
Students would
find images in magazines that relate to them/their
interests. The images would be collaged around the hand
and the textures and patterns continued on the hand
drawing. Drawing would also include inventive textures and
textures from nature
New
York State Learning Standards:
Standard
1:
Students will actively engage in the processes that
constitute creation and performance in the arts and
participate in various roles in the arts.
Standard
2:
Students will be knowledgeable about and make use of the
materials and resources available for participation in the
arts in various roles.
Standard
3:
Students will respond critically to a variety of works in
the arts, connecting the individual to other works and to
respond to other aspects of human endeavor and thought.
Standard
4:
Students will develop and understanding of the personal
and cultural force that shape artistic communication and
how the arts in turn shape the diverse cultures of past
and present society.
How the Standards are addressed in this lesson:
#1 Creation of hand collage, integrating drawn visual textures and textile images
#2 Internet search for textile images in computer lab
#3 Compare and contrast textiles from various cultures, and hands from different times in history and what they can communicate
#4 Compare and contrast individual use of textiles and drawing to communicate in a work of art.
Assessment Rubric:
Rubric for 7th
Grade Hands Collage
Name:
Homeroom:
Hands
Drawing Grade
|
Excellent
20
|
Good
17
|
Adequate
15
|
Unsatisfactory
D13
|
Score:
|
|
The hand
has been drawn very carefully from observation, and the
artist was clearly “drawing what she sees, not what she
thinks she sees” – there are lots of details
|
|
|
|
|
|
The
gesture of the hand communicates very clearly the IDEA the
artist is trying to communicate – it has obviously been
thought about
|
|
|
|
|
|
The
drawing has at least five textures drawn in the negative
Space around the hand, using a Variety of Lines
|
|
|
|
|
|
The
drawing of the hand has at least 4 Values drawn in the
hand itself, using a Variety of Lines
|
|
|
|
|
|
The hand
and background Textures have been very carefully and
neatly inked
|
|
|
|
|
Hands
Collage Grade
|
Excellent
20
|
Good
17
|
Adequate
15
|
Unsatisfactory
D13
|
Score:
|
|
The
background includes at least 4 very clear Textures printed
from computer images that are very clearly related to the
idea
|
|
|
|
|
|
The
background includes at least 3 drawn Textures that help
bring Unity to the collage
|
|
|
|
|
|
The hand
has been continued to the edges of the collage
|
|
|
|
|
Written
Work Grade
|
Excellent
50
|
Good
43
|
Adequate
38
|
Unsatisfactory
34
|
|
|
The
artist has completed 2 thoughtful, honest, clearly written
and typed Artist Statement with no spelling or grammar
mistakes, and the organizer was used
|
The
artist has completed 2 somewhat thoughtful, honest and
typed written Artist, but the writing could have been
expanded somewhat or there are some spelling/grammar
mistakes
|
The
artist has handed in
a written Artist Statement, and/or it is not very
thoughtful, or not typed, with several spelling/grammar
mistakes
|
The
artist has not handed in a written Artist Statement, or it
is clearly not complete, thoughtful, or not typed and not
legible, with many spelling/grammar mistakes
|
|
|
The Do
Nows have been neatly completed every day with correct
answers, and no reminders
|
The
Do Nows have been neatly completed every day with almost
all correct answers, and almost no reminders
|
The
Do Nows have been neatly completed almost every day with
several incorrect answers, and/or a few reminders
|
The
Do Nows have NOT been neatly completed almost every day
and/or mostly incorrect answers, and/or frequent reminders
|
|
Nationals Standards
| 1. Understanding and applying media, techniques,
and processes |
2. Using knowledge of structures and functions |
3. Choosing and evaluating a range of subject
matter, symbols, and ideas |
4. Understanding the visual arts in relation to
history and cultures |
5. Reflecting upon and assessing the
characteristics and merits of their work and the work of others |
6. Making connections between visual arts and
other disciplines |
| Students select
media, techniques, and processes; analyze what makes them effective or
not effective in communicating ideas; and reflect upon the effectiveness
of their choices |
Students employ
organizational structures and analyze what makes them effective or not
effective in the communication of ideas |
Students
integrate visual, spatial, and temporal concepts with content to
communicate intended meaning in their artworks |
Students know and
compare the characteristics of artworks in various eras and cultures |
Students analyze
contemporary and historic meanings in specific artworks through cultural
and aesthetic inquiry |
Students describe
ways in which the principles and subject matter of other disciplines
taught in the school are interrelated with the visual arts |
| Students
intentionally take advantage of the qualities and characteristics of art
media, techniques, and processes to enhance communication of their
experiences and ideas |
|
Students use
subjects, themes, and symbols that demonstrate knowledge of contexts,
values, and aesthetics that communicate intended meaning in artworks |
Students describe
and place a variety of art objects in historical and cultural contexts |
|
|
| |
|
|
Students analyze,
describe, and demonstrate how factors of time and place (such as
climate, resources, ideas, and technology) influence visual
characteristics that give meaning and value to a work of art |
|
|
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