Teacher: Lauren Norcross
Grade Level: 9
Title: "Wish You Were Here"
Brief History: This lesson is based on William Wegman’s postcard art. William Wegman is an artist that uses postcards as a foundation in the creation of his paintings. He expands beyond the limits of the postcards to add his own interpretation and creative expression.
Standards:
Pennsylvania Academic Standards for the Arts and Humanities
9.1.9 A Know and use the elements and principles of each art form to create works in the arts and humanities
9.1.9 B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.9 C Integrate and apply advanced vocabulary to the arts forms.
9.1.9 E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
9.1.9 H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.
9.1.9 J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
9.2.9 A Explain the historical, cultural and social context of an individual work in the arts.
9.2.9 E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts
9.2.9 F Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.9 L Identify, explain and analyze common themes, forms and techniques from works in the arts
9.3.9 B Determine and apply criteria to a person’s work and works of others in the arts.
9.3.9 C Apply systems of classification for interpreting works in the arts and forming a critical response.
9.4.9 A Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.
9.4.9 B Describe and analyze the effects that works in the arts have on groups, individuals and the culture.
Goal: Students will create a 2D representation of their "special place”
Objectives:
Students will
• express what they know about the idea of "home" and what a home can be
• improve their ability to unify a composition
• interpret and identify emotions that they experience while in their special place
• create a 2D representation of their "special place”
Resource Materials/Visual Aides:
-One or more different examples from teacher's "home" using different media.
-Postcards, pictures, etc for inspiration/ examples of the use of the word "home"
-Allow students to explore website: http://soundsofthecity-scentofthesea.blogspot.com/
Materials:
-postcard, pictures, text, and/or other memorabilia provided by the students
-additional "extras" provided by teacher (tissue paper, magazines, wall paper, etc)
-glue
-tape
-markers
-paint
-paint brushes
-water cups
-construction paper
Teacher Preparation: Teacher should supply enough materials for each student. Supplies should be put out for students to take at will. Teacher should also make an example of the project applied to his/her own life.
Teaching
Introduction: "Close your eyes. Think of your favorite place in the whole world. How do you feel while you're there?"
Discuss further.
Show examples of artists’ work
Show examples of teacher's work
Answer questions
Directions:
1. Lay out "home" memorabilia
2. Brainstorm thumbnails of composition and consider materials
3. Be experimental. Once you choose your layout, attach your memorabilia
4. Continue by applying other materials such as paint, magazine clippings,
wallpaper, etc. to make your special place into a 2D environment. See teacher’s or Wegman’s examples for additional reference.
5. When finished, write evaluation of your work.
• Why did you use those images?
• What if any significance does the media have to your work?
• What would a stranger think that your composition communicates to others? Is that what you intended?
Critique/Evaluation/Assessment: Students will be evaluated based on adhearance to assignment guidelines.
Students will write a 2-3 paragraph explanation of their work and why they used the media, elements and composition that they chose.
Time Budget: 3 45-minute class periods.
Class 1
25 minutes- introduction, directions, and examples
15- time to brainstorm. make lists, drawing sketches of their favorite places, and listing emotions that these places evoke.
Class 2
5 minutes- review/discussion of materials
35 minutes- Studio time
5 minutes- clean up
Class 3
20 minutes- Studio time
5 minutes- clean up
10 minutes- voluntary discussion/exhibition
Vocabulary:
Collage- the combination of pieces of material to create a composition.
Context- A set of interrelated background conditions (e.g., social, economic, political) that influence and give meaning to the development and reception of thoughts, ideas or concepts and that define specific cultures and eras.
Elements- Core components that support the principles of the arts.
Multimedia- The combined use of media, such as movies, cd-roms, television, radio, print and the internet for entertainment and publicity.
Technique- Specific skills and details employed by an artist, craftsperson or performer in the production of works in the arts.
Safety Concerns: Unsupervised Internet usage. Be aware of websites that students are viewing during their research process.
References:
Blog site with Wegman’s work and students projects
Lenora Oppenheim- photography collages of places
More Wegman from the Sperone Westwater Gallery
Lauren Norcross’s Blog
Tuesday, September 2, 2008
Monday, September 1, 2008
Lesson: "Don't Peak Pandora!"
Teacher: Lauren Norcross
Grade Level: 4th
Title: Don’t Peek Pandora!
Brief History: Many Greek myths are stories that explain the phenomenon of everyday life. One very famous story is about Pandora and a wedding gift from Zeus, Prometheus, and Epithetheus. In Greek mythology, Pandora was the first female mortal character, made by Zeus, Prometheus, and Epithetheus to marry the only man. She was given many gifts when they created her. She was beautiful, she spoke well, and she was a talented musician.
However, the most important gift that she received was a wedding gift from Zeus, Prometheus, and Epithetheus. It came with instructions that it was to remain inside the box, never to be opened, under any circumstances. Pandora was unable to tame her curiosity and opened the box, releasing all of the things inside. Cruelty, sickness, jealousy, war, and all of the terrible things in the world, were released. However, there was one thing left in the box, hope. Hope came out of the box and went forth into the world so that the people of the world can bear all of the terrible things that live among us.
PA Standards:
9.1.5. A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.5. B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.5. C. Know and use fundamental vocabulary
9.1.5. E. Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
9.1.5. H. Use and maintain materials, equipment and tools safely at work and performance spaces.
9.2.5 A. Explain the historical, cultural and social context of an individual work in the arts.
9.2.5 G. Relate works in the arts to geographic regions
9.2.5. I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts
9.3.5. E. Describe and use types of critical analysis in the arts and humanities.
9.3.5. F. Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts.
9.4.5 A. Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities
9.4.5 C. Identify the attributes of various audiences’ environments as they influence individual aesthetic response
9.4.5 D. Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
Goal: Students will create a Pandora-style box filled with all the things they think are terrible.
Objectives
Students will:
1. interpret experiences of a Greek mythological figure to their own life experiences.
2. improve math skills.
3. learn how the use of symbolism can be used to convey information in artworks.
4. express individuality through the contents of their box.
5. create a Pandora-style box filled with all the things they think are terrible.
Resource materials/Visual Aids:
Lesson Board or Power Point with images of Pandora and her box, and possibly its contents. Also have books and other resources for students to explore.
Supplies/Materials:
• Drawing paper
• Crayons
• Magazines
• Glue
• Scissors
• Markers
• Construction paper
• Metallic paper or foil
Teacher Preparation: At least one week before the lesson, ask students to bring in a box (shoebox or smaller) on the day of the lesson. The teacher may need to bring in a few extra boxes in the case that a student may have forgotten.
Teaching
Introduction: Have students individually make a list of things that they wish would disappear. Explain Pandora’s box.
Directions:
1. Think about what a box would look like that held all of life’s terrible things
2. Take out your box and cover it with paper by measuring the dimensions of each surface of the box and lid, cutting the paper to fit each side.
3. Glue pieces onto box
4. Decorate the box.
5. Create symbols that represent the things that you wish Pandora would have kept in the box. Example: Brussels sprouts, homework, etc. Remember: Don’t use words!
6. Place symbols inside the box and close the lid.
7. Consider: does the box have a lock? Why did you choose the symbols that you did? What do they mean to you? Would anyone disagree with you?
Closure: Students will volunteer to participate in a discussion of their own Pandora-style box. Students can explain why they chose the style and elements that make up their piece.
Critique/Evaluation/Assessment: Students should have created symbols to place inside of their version of Pandora’s box that depict things that the student doesn’t like. No words should be used in the making of their symbols. Students will be evaluated on their effort and their display of craftsmanship.
Time Budget:
1 45-minute class period
10 minutes- introduction
20 minutes- studio
10 minutes- critique
5 minutes- clean up
Vocabulary:
Myth- A traditional, typically ancient story dealing with supernatural beings, ancestors, or heroes that serves as a fundamental type in the worldview of a people, as by explaining aspects of the natural world
Moral- teaching or exhibiting goodness or correctness of character and behavior
Safety Concerns: Always use caution when handling scissors.
References:
Greek Myths, “In the Beginning Pandora’s Box” p.9-14
Pandora Myth
http://www.geocities.com/una_sorella/stories/pandora.htm
Definitions
www.thefreedictonary.com
Grade Level: 4th
Title: Don’t Peek Pandora!
Brief History: Many Greek myths are stories that explain the phenomenon of everyday life. One very famous story is about Pandora and a wedding gift from Zeus, Prometheus, and Epithetheus. In Greek mythology, Pandora was the first female mortal character, made by Zeus, Prometheus, and Epithetheus to marry the only man. She was given many gifts when they created her. She was beautiful, she spoke well, and she was a talented musician.
However, the most important gift that she received was a wedding gift from Zeus, Prometheus, and Epithetheus. It came with instructions that it was to remain inside the box, never to be opened, under any circumstances. Pandora was unable to tame her curiosity and opened the box, releasing all of the things inside. Cruelty, sickness, jealousy, war, and all of the terrible things in the world, were released. However, there was one thing left in the box, hope. Hope came out of the box and went forth into the world so that the people of the world can bear all of the terrible things that live among us.
PA Standards:
9.1.5. A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.5. B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.5. C. Know and use fundamental vocabulary
9.1.5. E. Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
9.1.5. H. Use and maintain materials, equipment and tools safely at work and performance spaces.
9.2.5 A. Explain the historical, cultural and social context of an individual work in the arts.
9.2.5 G. Relate works in the arts to geographic regions
9.2.5. I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts
9.3.5. E. Describe and use types of critical analysis in the arts and humanities.
9.3.5. F. Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts.
9.4.5 A. Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities
9.4.5 C. Identify the attributes of various audiences’ environments as they influence individual aesthetic response
9.4.5 D. Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.
Goal: Students will create a Pandora-style box filled with all the things they think are terrible.
Objectives
Students will:
1. interpret experiences of a Greek mythological figure to their own life experiences.
2. improve math skills.
3. learn how the use of symbolism can be used to convey information in artworks.
4. express individuality through the contents of their box.
5. create a Pandora-style box filled with all the things they think are terrible.
Resource materials/Visual Aids:
Lesson Board or Power Point with images of Pandora and her box, and possibly its contents. Also have books and other resources for students to explore.
Supplies/Materials:
• Drawing paper
• Crayons
• Magazines
• Glue
• Scissors
• Markers
• Construction paper
• Metallic paper or foil
Teacher Preparation: At least one week before the lesson, ask students to bring in a box (shoebox or smaller) on the day of the lesson. The teacher may need to bring in a few extra boxes in the case that a student may have forgotten.
Teaching
Introduction: Have students individually make a list of things that they wish would disappear. Explain Pandora’s box.
Directions:
1. Think about what a box would look like that held all of life’s terrible things
2. Take out your box and cover it with paper by measuring the dimensions of each surface of the box and lid, cutting the paper to fit each side.
3. Glue pieces onto box
4. Decorate the box.
5. Create symbols that represent the things that you wish Pandora would have kept in the box. Example: Brussels sprouts, homework, etc. Remember: Don’t use words!
6. Place symbols inside the box and close the lid.
7. Consider: does the box have a lock? Why did you choose the symbols that you did? What do they mean to you? Would anyone disagree with you?
Closure: Students will volunteer to participate in a discussion of their own Pandora-style box. Students can explain why they chose the style and elements that make up their piece.
Critique/Evaluation/Assessment: Students should have created symbols to place inside of their version of Pandora’s box that depict things that the student doesn’t like. No words should be used in the making of their symbols. Students will be evaluated on their effort and their display of craftsmanship.
Time Budget:
1 45-minute class period
10 minutes- introduction
20 minutes- studio
10 minutes- critique
5 minutes- clean up
Vocabulary:
Myth- A traditional, typically ancient story dealing with supernatural beings, ancestors, or heroes that serves as a fundamental type in the worldview of a people, as by explaining aspects of the natural world
Moral- teaching or exhibiting goodness or correctness of character and behavior
Safety Concerns: Always use caution when handling scissors.
References:
Greek Myths, “In the Beginning Pandora’s Box” p.9-14
Pandora Myth
http://www.geocities.com/una_sorella/stories/pandora.htm
Definitions
www.thefreedictonary.com
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