NAEA unit Plan Reyna Saenz

Reyna Saenz

School: 

Lesson Plan/Unit Title: Signs and Symbols Representing a Imaginary Society

Grade Level: 117.2. Art, Kindergarten, 117.5. Art, Grade 1, 117.8. Art, Grade 2,117.11. Art, Grade 3, 117.14. Art, Grade 4, 117.17. Art, Grade 5

Mediums Used: Paper, Marker, Acrylic Paints, Colored Pencils, Brushes, Glue, glitter, Butcher paper, Newspaper 

Technology: computer, Smart-board, ipads

Time Span: Each classroom has a 35 minutes session. This project should take up a six week time span. 6 sessions depending on school and schedule.

Subject Matter: Making signs with symbols and logos.

Concept: 

• Being able to make signs that help promote a better society using a form of graphic design.
• Students will know literal high literal art, to medium literal art, to low literal. 
• They will know how geometrical shapes and organic shapes used in signs, logos and learn how designers make a appealing piece. 

Historic Conceptual Artist: 

• Marcel Duchamp, Andy Warhol, Dorthea Lange, Nina Allender

Conceptual Artist:

• Barber Kruger, Fiona Foley, Jenny Holzer, Darren Matsler

Vocabulary words: Graphic Design, Symbols, Organic Shapes, Geometric Shapes, and letter form.

Resources: 

• http://conceptualartdebate.wikispaces.com/ 
• http://www.conceptart.org/

Objective:

• As a class the students are to research over the assigned social problems of today, jot down ideas on a white board.  I will provide vocabulary terms and give examples of social problems and show some more examples on a specific art genre for the students to learn from ( graphic design). 

Objectives for planning:

• The Students will be broken into groups and work together to come up with a symbol or logos to make an effective sign that gets a  point across. They each will make sketches of their assigned project and discuss their sketches amongst their groups.
• Each group will pick a sketch out of their own group or pick certain things out of each person's work in that group and remake it into a sign.They will have to communicate why they are choosing that specific aspect of the sketch.
• Each group will decide what mediums they want to use for their own sign, They have the choice to use anything on that list above. 
• Groups will work on project during class time, but if they wanted to work on it some more with permission they can work on it after school. 

Objectives for Reflection:

• When finished with the assignments the class will present their work in their group to the rest of the class. They will discuss the methods they used , they will discuss that issue and why that symbol or logo is a useful source for the environment. I will be looking for questions and comments about each project from other groups that are not presenting.

Enduring Idea:

• Students will remember that symbols and logos are used everywhere no matter where they look such as television, magazines, billboards, stores, random buildings, the internet and much more. They will know people or groups are representing a subject through their symbols.

Theme: Art and The Environment

Rationale: This lesson provides children a look on what is a growing problem the world still faces today. This gives them a chance at a young age to be a small classroom community to help better the world. Not only they will have a new outlook about the world they will have that experience of collaboration with one another on a social issue and work together as team and communicate using a form of design. 

Assessment: 

Students are to learn the vocabulary terms provided to them at the beginning of the introduction of the project. They should tell me what the difference between an organic shape and a geometrical shape. When students are making words of some kind I want them to be able to tell me what letter format or the shape of the words they are using to make this sign. Is a symbol or a logo high literal art ( is it complicated or hard) or is it just medium ( not too hard) or is it low literal ( not hard at all).

Students should be able to give me some feedback on each issue provided by the different groups.

Procedure in detail:

• Lesson 1: I will be doing a presentation on the subject of Graphic Design, the history of it, and how it is used in our society today. I will be giving out a paper on vocabulary terms and the criteria of what is to be expected out of this 6 weeks to students. They can go over vocabulary terms with parents and have parents know what is going on in this elective. This should take up to 10 minutes of the class day. Following that I will be explaining that we are going to be doing a project over social issues and explain what social issues are. This may take 10 to 8 minutes as well.  Then we will began reflecting on what issues we still may have today in our society as a whole group. This will be taking the remainder of the class; therefore, the last five minutes of the class students will still be sitting in their seats getting ready to go on to the next period. Class will not be using any mediums for art that day. 
• Lesson 2: As soon as students are in class I will be assigning students numbers 1-4 depending on how big the class is. This will have them randomly picked for groups. Students will be assigned to a group for six weeks this should take 5 minutes. As soon as students sit in their assigned groups, we will discuss what we learned last class such as vocabulary terms on graphic design and discuss some of the issues we learned last class. This should take ten minutes. Following that students in their groups are to pick a social issue and do the project over that. Once they picked their issue out students will be using the remaining of their class time getting their sketchbooks out and draw things that represent that specific issue. This part of the project may take up to 2-3 days depending on how groups agree and disagree on specific issues. 
• Lesson 3:  This lesson is a exercise on how to make signs using symbols and letter forms. Students will be given 10 thumbnail paper for them to sketch on. Students going by their groups will be getting a specific object to represent.  This is to help them get a good understanding of a graphic design process used, and that this exercise may help out with their social issue project. This will be the only thing they will work on that day, they will turn in their papers for a daily grade participation. .
• Lesson 4: This will be a lesson specifically on signs and labels. I will be giving a demonstration on how printmakers, graphic design companies or just businesses present their signs. I will show that graphic designs are used everywhere. I will be asking students for their opinion if these businesses got their point across, or if they think it works to promote something specific in that sign. I will be asking what colors are used in some signs? Do colors represent something as well as images? This class day is an exercise on observation, this will be the only day using this exercise.
•  Lesson 5: The groups will discuss their sketches amongst each other and decide on what images, symbols or words to represent in their signs. They are not limited on what they use to represent the social issue, they just have to wonder if it is going to work.This may take up the whole class day.
• Lesson6: Students are to be able to conclude on their decision on what they want to use to represent their issue. The groups will start making their own signs. This process will take up the whole week in half depending on the time we start and when to finish up quickly due to the cleaning process. Groups are to be assigned for a specific cleaning task.
• Lesson 7: Groups are to be finished with their signs, they will be having a critique day. All students in the groups except special inclusion unless they want to have to present what they did on the sign. Groups that are not presenting must be aware that they are being graded on participation; so they need to make a comment or ask questions. This gives them an idea that presentations are to have the most attention and that it is rude not to listen when an artist is giving out their concepts of their artwork. 
• Lesson 8: Groups are to hang up their signs to promote the awareness. They will be given a test on Vocabulary discussed during the six weeks. I will also give them a paper to reflect on this project. This counts a participating daily grade.

Cross Curriculum: 

• This project can be crossed on the social studies events such as The Great Depression, The Civil Right Movement, The American Unions developing in the Great Depression,  and Women Suffrage Movement. These events each had labels, signs, logos or images to promote what they stood for. 
• Technology is used when presenting the topic and researching the critical issues are society has today, along with researching the past for the social issues. The students will also use technology as a issue maybe as a object that cuts quality time with family or friends. 
• Art is used when creating the signs through graphic design exercises. 
• Science is used when discussing the issues of Biology in the environment, such as global warming, and waste issues.

National Standards:

Students are learning Visual arts in a historical context and promoting social justice.

Students are learning different issues all around the world in Visual Arts, which makes this topic a multicultural experience.

Differentiation: 

• For my special inclusive students I will have them split into the groups they are assigned to. They  will still sketch out ideas on issues we have today as a society, classmates that are in groups will be able to help explain the issue out. This a collaborating process; so all students will have a input. My inclusive students will be having a different vocabulary test based on images rather than a literacy test. They do not have to explain their project out in front of class if they do not want to. Most of their grade will be based on participation rather than skills that would be necessary to make the project.

Student Reflections on Assignment: 

• Have students reflect on this assignment and write to the instructor how they felt about this project. 

• Was this assignment a fun experience for you?

• Did you learn anything from this project?

• How can I make this project better?

Barbra Kruger

Tona Williams

Jody Barton

Chain Reactions by Darren Matsler

Finding Art's Place part 2 katie

I thought the conversation with Savon, Sabrina, Tameka, and Michael was very confusing. The format of it made it hard to read. I also thought the thought-provoking questions on 146 and 147 were really nice. I have to admit, the format of the book made it REAALLYY hard to follow. A giant portion of the book I had no idea what I was reading.

Finding Arts Place Cont. Eric Parr

Looking at the second half of finding arts place, I found that I really enjoyed Sadie Benning and her use of medium. Now I hate to use words and terms in this description that the artist may not of even been aware of when she created her work but nevertheless these words and terms are the vocabulary of our classes. Sadie Benning used "Digital Media" in a way that would make most professional teachers and practitioners alike cringe. However, she spoke real truth into her work allowing her choice of medium to complement her work, not take away from it. Many times we are taught that using digital media means using the newest latest and greatest software to create an work that glistens in the sun. We not taught to to use digital media to express ourselves or use it to fuel the fire inside of us. Thus many times we as students see digital media as a medium that lies outside of our grasp when in fact it is the opposite. It is possibly the easiest and most accessible form of art that is available to all social groups. All in all I believe that Sadie Benning truly showed this when she began creating her diary and major work on a "Childs Toy".

Finding Art's Place - Part 2 (Emily)

Like many of my classmates I found that allowing the children to use cameras were interesting. In many places funding and lack of trust prevent children from having access to things such as cameras that they can use to take pictures of anything. I found this to be very much like what Jane is wanting to accomplish with the boys and girls club currently.

Finding Arts Place Comments - Britt

I really enjoyed the fact that the students were able to explore photography as a medium.  As a 2D artist, and one that is particularly interested in photography, I thought it was really cool and not something that I ever really got to play with for school before college.  I also liked how the students were free to photograph anything.  I know Reyna and I discussed this on Friday at HOPE Shalom, and honestly I hadn't really thought about it when reading, but the situation with James is a little bit like William.  I know that I said that whenever James makes comments about not wanting to do the projects or anything like that I take them with a grain of salt because he always ends up doing them and seemingly enjoying it.  However, that isn't always going to be the case with students.  I'm curious to learn better ways to handle a situation like this.  I think as educators we are always looking for ways to make sure the students are involved and enjoying what they're doing and I want to be as prepared as I can be.

Britt Barlag 20/20/20/20 Artist List

http://brittbarlag.blogspot.com/p/20202020-project.html

Finding Arts Place Continued

I appreciate that the children get  to take pictures of anything they want. I like the fact that Nick is involved with the children's lives; however, when he is trying to connect with William it is sad. William know's his life hard and I believe he know Nick knows his struggles. The comment on page 134 where William says " What is this, some kind of school today?" This was the snap that caught my attention, I believe William uses his photography as an escape of his reality and for Nick trying to connect with him in a schooling manner made him upset because school also is another stupid reality to him and why should school interfere with his art.

 This reminded me of James at Hope Shalom last Friday, while he was doing his project with Conner and Eric he mentioned at low voice that this was like another hour of school. I did not know if this comment was a good one or a negative one, but it made me think a lot on what else we can do to break the traditional boundaries of school projects in art.

Life of Wendi & Art: 20/20/20/20-a beginner list of artists I know/enjo...

Life of Wendi & Art: 20/20/20/20-a beginner list of artists I know/enjo...: Living Non-White Artists 1.    Ai Weiwei  http://aiweiwei.com/ 2.    Makato Fijimura  www.makotofujimura.com 3.    Yisehak  www.yisehakfi...

Wendi Coats-"Partitives" comments

This was another hard to decipher article.  Overall, I was able to half understand what what was being said and even that was difficult. It seemed that Paley was excited about the various experiments but also very removed from the whole thing and more interested in the abstract concepts. 

Wendi Coats- "Shooting Back" comments

This article was interesting. I liked the premise of allowing the kids to take pictures of what they're interested in and showing them the process of development. Toward the end, in the interviews, one of the boys talked about how he appreciated the opportunity but felt it didn't help him improve his station in life. I can understand his feelings and perhaps showing the students ways of marketing their art as a business would be helpful. 

Drag Queen Teaser Trailer

I am not sure if any of you would be interested, but her is a teaser trailer for the documentary film I am working on with my brother, fiance, and some of the drag queens.


http://vimeo.com/92256593

Finding arts place- kim

I always loved the idea of mixed media, juxtapose art. Opening the projects for the kids to alter is a fantastic idea for them to bring in their culture, their lives.. Their experiences. I found when teaching at Matthews high school that students who come from a rough background work better when they can express themselves through what their making. You could see the dull expressions of creating art that they could not relate with. Most of the students had serious issues at home or in their lives so focusing on painting a flower was not important. I can see why Rollins opened up the lessons to the students to get them active.

Finding Arts Place

Looking at the introduction to finding arts place it was hard to see the meaning behind the Literary jargon. However, I have a theory that all people write at least two writing levels above what they communicate in on a daily basis. This being said it was good to see an academic pursuing and publishing a different style if thought which may not be accepted by the art academic community. Specifically with regards to how students should not just be made into autonomous robots. They should be taught to think and do with a mind of thier own that is confident of the actions that they choose. Also he is pursuing the education of art students on the front line which is incredibly important when writing a book that May or may not influence the foundation of future teachers. That is to say a teachers future theory.

Britt - Finding Arts Place Comments

Wow.  That introduction.
I liked that Rollins took the lives of his students and brought them into the classroom.  I also liked that he seemed to take the time to learn about them and played to their strengths and weaknesses with his projects.  I liked the book project, probably because I love to read.  For me, reading has always been something that goes hand in hand with art making because when I read I paint a visual of the story and the characters in my head.  Incorporating books into your art also brings into play english, so you could have kind of a cross-curriculum thing going on.

Finding Arts Place Katie

I liked a couple things about the book "Finding Art's Place." First, I liked that Tim Rollins made his students gather around and have collaborative sessions reading books and figuring out as a group what the theme was. I feel like it probably helped get their creative juices flowing much more quickly than if they had done it on their own. I also liked that they drew pictures from what the story inspired them and not just literal illustrations from the book. I also liked that Sadie Benning started out using a Pixelvision camera after hearing gunshots and seeing her friend get hit by a drunk driver. She mentions that the camera didn't judge her. I think that cinematography is an underused medium to express emotions and ideas. I also liked that she did more "controversial" themes like being a lesbian and speaking on gender roles.

Finding Arts Place. Reyna K.

 The Amerika series are sophisticated and have conceptual thoughts.
              If you you could be a golden instrument,
              if you could play a song of freedom and
              dignity and your future and everything
              you feel about amerika and this country
             what would you look like?
I like that this question sparks up an exciting interest to the K.O.S.
I would have liked to see the Red Badge of Courage, since it was actually one of my favorite books in high school.

Project inspired by 'finding arts place.'

On page 40 of finding arts place they do projects based off of books. One example they did was George Orwells 'Animal Farm.' Heres an oil painting I did (of Miranda Grey)  of John Fowles 'The collector.'

Finding Art's Place intro-114 - Emily

Tim Rollins + K.O.S.

I really like the way that Rollins changed his style of teaching based on the abilities of his students, but not in the sense of dumbing it down. He played to his students strengths and interests while encouraging the growth of his own work as well.

The way Rollins worked with the K.O.S by inviting and working through their lives outside of the after school program is very similar to what we are taught to do with things such as the "where i'm from..." poems and community outreach.

April 14 Class information

All,  

Quick reminder we will be discussing the introduction to pp. 114 in our text, Finding Arts Place. Please post your comments on the blog if you have not done so. The introduction is dry and a little difficult to get through, but the stories are very interesting. 

Another change to the syllabus. It has been brought to my attention that there is no class April 21, so we will discuss pages 115 to 183 of Finding Arts Place on April 28th. 

If you have any questions please text or e-mail me. 

Sent from my iPhone

Group Project- Recycled Material (Mixed Media)

 Our Recycled flowers where created using parts from motorcycles/cars and plastic bottles. After cutting numerous bottles into petal like shapes, we then slowly melted them with lighters giving them an organic shape.

Faith Ringgold

FAITH RINGGOLD
I love her combination of mediums, painting, quilt making and storytelling. I enjoy how she incorporates her life into her works and I also enjoyed the background behind her work. Not only a woman artist, but a woman of color. I can appreciate the amount of work she put into getting her pieces into galleries and fighting to be seen as an artist. I personally love mixed media pieces and I love how she paints on the fabric detailing before sewing the materials into a quilt.
Her pieces are very powerful, the Feminist Series, Slave Rape Aeries, American People Series... All incredibly vibrant and inspiring!

Faith Ringgold entire book

I liked this book, because it portrayed her for more than just an artist. As it states in chapter 3, "Ringgold ... [demonstrated] just how much of a force she could be -- not only as a painter, but equally as a political dynamo." It really discusses how she fought to overcome the oppression and adversity she faced. I especially loved her Feminist Series visually. I really enjoyed all the details she was able to put into story quilts and how she was able to tell a story in just one 'picture.' Lastly, I found the Slave Rape Aeries to be very powerful.

2nd process Eric Parr

final process Kyle Garcia

Ch 5-6 Ringgold

I didn't like that she considered feminist art was soft because some art work have strong conceptions that are not taken consider of. The guerrilla girls and Barbra Kruger's graphic designs are an example of bold moves. However I do like that she says feminist work is highly innovative and that we are opened up to new things.

 Her quilt making is precious, I like the fact that she brings traditions into her work and that she is opened up to doing crafts as her high art. I consider this type of craft as artwork because she thinks over her process carefully. She then  takes time number her different pieces to make the stitches and fabric pieces to be fitted perfectly.

Faith Ringgold - Emily

Personally I was intrigued by the Thangkas. I really liked the way they were like a homecoming to her. I also like that she worked so closely with her mother on both of them. I like Faith Ringgold in general because I like the combination of art, storytelling, and quilting all in one. I also really like the way that her aft relates so personally to her life and the things that she went through growing up as an African American woman.

This makes me think about a lesson plan that involves making a collaborative "quilt" between all of my classes. I think that each of my classes could collaboratively make a quilt square and then we could combine all the squares together and use the quilt to make money to fund a larger art project or use it to get new equipment for the art classroom.

Faith Ringgold Commentary - Britt Barlag

I think Faith Ringgold is an interesting artist to read about and, because of this, I enjoyed the book.  It is interesting to read her opinions and accounts of every prejudice she has faced and worked to overcome.  I appreciate what she does and has done with her art in the realm of social justice, because I think that subjects such as racism are often ignored in public settings because they have an almost taboo air about them.  Because they are sensitive subject it almost seems better to not say anything at all out of fear of being attacked for one's opinions.  While I appreciate the effort and meaning behind her art, I will admit that her works aren't particularly visually appealing to me.  However, I do still enjoy reading about them.  I also think that a lot of her work can be molded into some really nice lesson plans for K-12 which is awesome.

I personally think I am a horrible collaborative artist when it comes to my own work - I don't like giving up the control, or adapting to someone else's style - but I think it's amazing that she collaborated with her mother.  I would love to do that with my mom, but alas, art isn't her forte and I don't think she would enjoy it as much.  (:

NAEA Lesson/Unit Plan - Kyle Garcia

NAEA Lesson/Unit Plan Template

 

Name:  Kyle Garcia

     

School:  School, District, and State

 

Lesson/Unit Title:  Lego Perspective Drawing

     

Lesson/Unit Overview: Apply the concept of ratios to find correct heights of objects as they recede in space, and create drawings in perspective based on these ratios. This lesson will help students to see how math can be used to understand logical relationships between objects in perspective drawing.     

 

Grade Level:   High (9 – 12)

   

Media Type:  Black & Grey Scale

     

Duration:  6 Week for 50 minutes a day.

 

Entry Point For Generating Lesson/Unit Ideas:  Learn how to create artificial perspective in two dimensions and three dimensions.

     

Media: Ruler, 24x30 paper, pencil.

   

Subject Matter: Perspective Drawing

     

Concepts: Creating 2D & 3D perspective drawings.

   

-Teach students how to construct a 2D & 3D perspective drawing.

-Look at lego figures that have accurate perspective and inaccurate perspective.

See if the students can find the difference.

-Use the methods from this lesson to find the ratios between the rows of tiles. Then, compare the figures and objects in the painting to those ratios. Are they correct?

 

Enduring Ideas: Students will learn how to create 2D & 3D perspective drawings.

 

Theme: Perspective Drawing.

 

Rationale: Teaching perspective drawing is important for the students so they can understand how real life objects are made.

     

Objectives: Learn how to apply a ratio, in the form of a decimal, to a measurement, to find a new measurement.

 

Objective(s) for Planning:  The students will learn and then demonstrate how visual perspective is based on lego figures.

 

Objective(s) for the Product(s):  Students will begin to be able to determine analytically how to make objects recede toward the background in 2-dimensional art.

     

Objective(s) for Student Reflection: Knowledge objectives that measure student understanding: personal message/meaning, understanding of the relationship with the artist or theme, the process and media used, the technical skills that were gained.

 

Examples of Objective(s) for Student Reflection:

• Students will share results of an “architectural detail hunt” based on the architecture identified at school and in the community.
• Students will write a summary and present their final Architectural Pattern project to classmates, stating which styles they used, what color scheme they chose, and how emphasis was created.

     

Assessment: Did the student demonstrate his or her understanding of linear perspective by tracing the implied lines in three paintings to find the vanishing point? Did the student successfully draw an object using linear perspective?

 

Assessing student planning:  Formative assessments that measure idea generation, refinement of plans, and choice making in relation to making a product.  These can take the form of checklists, sketchbooks, or planning sheets.

 

Examples of Assessing Student Planning:

• Identify four different architectural details found in local buildings and record them on a worksheet.
• Select and arrange at least four details from the worksheet as well as two other sources onto a six-inch square.

     

 

Assessing student products:  Summative assessments that measure the application of skills, media, and art concepts in a product generated as a result of the lesson.

 

Examples of Assessing Student Products:

·        Do all vanishing lines go back to the vanishing point?

·        Are all vertical lines perpendicular to the horizon line?

·        Are details added to enhance the realism? Are all vanishing lines thoroughly erased?

·        Did they use their class time wisely?     

 

Assessing student reflections:  Summative assessments that measure student understanding of personal message/meaning, understanding of the relationship with the artist or theme, the process and media used, the technical skills that were gained.  These can take the form of checklists, brief constructed responses, peer assessments, etc.

 

 

Examples of Assessing Student Reflections:

• Explain why you chose this particular color scheme and how you used it to create emphasis for your pattern.
• Discuss the architectural details you chose in your pattern and why you felt they would make a good pattern.

          

Materials: Paper, ruler, pencils

 

Procedure:

 

Motivation

Students will learn to draw in perspective using mathematical processes they can perform independently and apply later.

 

Instruction

Explain art historical significance of artificial perspective

Explain why a ratio works to find new measurements.

 

Modeling

Display reproductions of lego figures

Revive, Contemplate, and Integrate

 

Guided Practice

Students will construct lego figures, and follow instructions to complete activitypages to solve the problem (first and second activity page.

 

 Independent Practice

Students use a blank page to create their own perspective drawing. In this drawing, students will have an opportunity to exercise artistic decision making skills and express personal meaning.  

 

Differentiated Instruction: Each student will be given same lesson. The lesson is broken down so that each student can learn it simply.

     

Searchable Keywords: Perspective Drawing.

Chapter 3-4

Chapter 3. I find Faith Ringgold Passion very heartening. I thought the piece Flag for the moon, Die Nigger was gutsy especially during that time, but giving a good understanding of why she did it. The U.S.A is spending their money to beat another country in the Cold War race rather than taking care our citizens at home. I thought this piece could be a ideal for a social justice or any cross curriculum course lesson in classrooms. I would have students make a picture of anything, it could be in any form of mediums, but they have to put a hidden message somewhere within the picture. 

Chapter 4

I loved the fact that she made collaborated with her mother with the thangka's. She said it was a "homecoming" to her. This sparks up another lesson plan that is class based and students home based. Student will create art work on paper in the classroom based on their style or skills they like doing, they take their artwork home to have their guardians or any relative and have them create artwork on that same piece.

ch 1-2 faith ringgold

In ch one Faith Ringgold had endured a lot of obstacles that could have prevented her success as a artist. I admire the fact that she keeps promoting social justice in communities such as civil rights to the feminist movement and more. She said that "prejudice was blindly accepted as beyond anyones control." This quote is reflects some issues today. I believe she meant that speaking about racism and any type of prejudiced remarks are shut down because it is a sensitive subject to talk about in the school system so lets stay quiet about the situation.

Chapter 2  the American People Series were very interesting to look at.  She says its in the category of Pop Art and is considered super realism, but I find the series to be in the category of social realism instead. Either way I love the vibrance, but yet  the dark meanings she is displaying in her work. I like that she is trying to inspire women in any category, she is a role model to those who feel as though they are owned by their partner.