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Generic ART Lesson Agenda Format:

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Generic ART Lesson Agenda Format: Students enter and begin a warm-up activity to move from the left side of the brain To the right side of the brain. – PowerPoint PPT presentation

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Title: Generic ART Lesson Agenda Format:


1
Generic ART Lesson Agenda Format Students enter
and begin a warm-up activity to move from the
left side of the brain To the right side of the
brain. Normally this is completed in 2D form,
however may also be in 3D on occasion. Announceme
nts Anticipatory set Guiding question Short
video clip visual illusion Power
Point Demonstration (this will also be included
in the guided practice portion and the
Independent practice portion) Activity Guided
practice/ studio Guiding questions, discussion
of differences/ similarities between
creation/ process/ materials that will be
involved in unit/ lesson/ artwork. Pen and ink
line drawings/ pencil and shading line drawings/
Studio Students work independently or with
other students to complete the project based Art
TEKS/ criteria introduced and evaluated with the
use of a rubric Closing Review / Tomorrows
hook / Questions / Celebration
2
Generic ART Lesson Agenda Format Students enter
and begin a warm-up activity to move from the
left side of the brain to the right side of the
brain. Normally this is completed in 2D form,
however may also be in 3D on occasion.
3
Announcements Anticipatory set Examples
Guiding question Short video clip Visual
illusion Power Point Demonstration (this
will also be included in the guided practice
portion and the Independent practice portion)
4
Activity Guided practice/ studio Guiding
questions, Discussion of differences/
similarities between creation and/or
process Media/materials that will be involved in
unit/ lesson/ artwork. Pen and ink line
drawings/ pencil and shading line drawings/
5
Activity Guided practice/ studio Guiding
questions, discussion of differences/
similarities between creation/ process/ materials
that will be involved in unit/ lesson/
artwork. Pen and ink line drawings/ pencil and
shading line drawings are examples.
6
Studio Students work independently and/or with
other students to complete the project based on
Art TEKS/ criteria introduced Projects are
normally evaluated with the use of a rubric
7
Closing Review Tomorrows hook Questions
Celebration
8
Week 6
  • Paper sculptures
  • Students will create a 3D paper sculpture based
    on the subject of their choice
  • Time frame 3 4 days
  • Assessment Class critique and rubric

9
Week 6 and 7
  • From realism to abstract
  • Students will create an abstract piece of art
    based on a realistic piece that is personally
    chosen
  • Material Self hardening clay supplied by
    instructor
  • Time frame 4 6 class periods
  • Rubric assessment

10
Week of October 13 -16 --------Week 7 and 8 3D
ART II Notes to Students Sketchbook assignment
for the week Complete the manikin worksheet to
scale. Drawings from all views of manikins.
Minimum Of 3 per page with ½ border. 3 pages
due. Manikins should be in different poses. -3
poses will result in a 4 3 views of each pose
on each page Shading to enhance the illusion of
edges, not lines
Rubric Studio Assessments such as the assessment
on Abstract Natural Sculpture See page 23
uses the form in text, Week 8 and 9 Wire
Sculpture Study Chapter 1, Study Chapter 2
Modeling Take notes always! You are responsible
for the material in this chapter. You must
first pass the test with an 80 or above to be
able to work the studio part of the Modeling
Chapter. Most studios will be in class. Therefore
, writing and researching should be completed at
home as homework due to time constraints in
class. Tests will cover but not be exclusively
these subjects Vocabulary, Critiques, Research,
Techniques, Tools, History, Artists
Class Projected Agenda
11
  • Weeks 8 and 9 October 13 - 23
  • Unit Sculpture Linear Wire Calder Manikin
  • Lesson Plan Expressive Linear Sculpture
  • This unit is helpful in moving students from a 2D
    thought process to a 3D
  • thought process.
  • Description
  • Students will create a wire sculpture that
    illustrates the proportions of
  • a manikin either in motion or at rest.
  • Materials 18 gauge wire, other miscellaneous
    wire that I own.
  • Tools provided by instructor/
  • Student Objectives Students will develop skill
    in 3 D context and associating
  • Line with experimentation
  • Outline
  • Contour Line
  • Gesture line
  • Students will gain experience utilizing simple
    wire attachment techniques of twisting

12
Week 9 and 10 We are going into clay!
  • Projected clay opener Wednesday, October 28,
    2009
  • Study Chapter 1,
  • Study Chapter 2 Modeling Take notes always!
  • You are responsible for the material in these
    chapters.
  • You must first pass the test with an 80 or above
    to be able to work the studio part of the
    Modeling Chapter.
  • Most studios are completed in class. Therefore
    ,writing and researching should be completed at
    home as homework due to time constraints in
    class.
  • Tests will cover but not be exclusively these
    subjects
  • Vocabulary, Critiques, Research, Techniques,
    Tools, History, Artists
  • Always, always, always take notes!

13
Artist PPT presentations
Due Wed.. October 28, 2009
  • Students will investigate a 3D artist in art
    history
  • Synthesize the information and create a PPT that
    summarizes the artist, their life, their art and
    their contribution to the world.
  • Collect images of the artists work that will be
    included in the presentation.
  • Create a source page of the images and the
    information on the last slide.
  • Write a brief critique of one of the pieces.
  • Present to the class
  • Evaluate on the rubric included.

14
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17
Alexander Calder
In his studio
Student study sheet
18
Alexander Calder
  • http//www.calder.org/
  • Modern art
  • Both parents were artists
  • He began by developing a new method of sculpting
    by bending and twisting wire, he essentially
    "drew" three-dimensional figures in space.
  • He is renowned for the invention of the mobile,
    whose suspended, abstract elements move and
    balance in changing harmony
  • Also know for large metal sculptures with bolts
  • Attended Stevens Institute of Technology after
    high school and graduated in 1919 with an
    engineering degree
  • Influenced by Mondrian, his time as a firemen in
    New York, and his job as a sketcher for the
    National Police Gazette (circus interest)

Student study material
19
  • Calder Foundation
  • Foundation devoted to collecting, cataloguing
    and archiving the works and heritage of the
    American sculptor.
  • www.calder.org
  •  
  • National Gallery of Art - Alexander Calder 1898
    - 1976 Virtual Tour
  • Virtual tour of modern sculptor Alexander
    Calder's mobiles, stabiles and circus.
  • www.nga.gov/exhibitions/caldwel.shtm

Student study material
20
What makes Calder so important in the art world?
  • Alexander Calder (1898-1976), whose illustrious
    career spanned much of the 20th century, is the
    most acclaimed and influential sculptor of our
    time. Born in a family of celebrated, though more
    classically trained artists, Calder utilized his
    innovative genius to profoundly change the course
    of modern art. He began by developing a new
    method of sculpting by bending and twisting
    wire, he essentially "drew" three-dimensional
    figures in space. He is renowned for the
    invention of the mobile, whose suspended,
    abstract elements move and balance in changing
    harmony. Calder also devoted himself to making
    outdoor sculpture on a grand scale from bolted
    sheet steel. Today, these stately titans grace
    public plazas in cities throughout the world.

Student study material
21
Henry Moore
  • Focus on form
  • Known for Public Sculptors such as Reclining
    Woman
  • Abstractions of organic shapes were his primary
    motif
  • "The observation of nature is part of an artist's
    life, it enlarges his form and knowledge, keeps
    him fresh and from working only by formula, and
    feeds inspiration." Henry Moore
  • "In my opinion, everything, every shape, every
    bit of natural form, animals, people, pebbles,
    shells, anything you like are all things that can
    help you to make a sculpture." Henry Moore

Student study material
22
Henry Moore
  • Home - Henry Moore - Modern Abstract, Organic
    Sculpture
  • This site is a tribute to Henry Moore, the modern
    sculpture artist specializing in abstractions and
    organic shapes.
  • www.henrymoore.com/
  •  
  • Henry Moore Foundation
  • The Henry Moore Foundation is an arts charity
    established by the artist in 1977 to promote
    sculpture in general and Henry Moore's work in
    particular.
  • www.henry-moore-fdn.co.uk/

Student study material
23
Henry Moore
  • Henry Spencer Moore (30 July 1898 31 August
    1986) was an English artist and sculptor. He was
    best known for his abstract monumental bronze
    sculptures which are located around the world as
    public works of art.
  • His forms are usually abstractions of the human
    figure, typically depicting mother-and-child or
    reclining figures. Moore's works are usually
    suggestive of the female body, apart from a phase
    in the 1950s when he sculpted family groups. His
    forms contain hollow spaces.
  • Moore was born in Castleford, the son of a mining
    engineer. He became well-known through his
    larger-scale abstract cast bronze and carved
    marble sculptures, and was instrumental in
    introducing a particular form of modernism to the
    United Kingdom. His later life ability to satisfy
    large-scale commissions made him exceptionally
    wealthy.
  • Yet he lived frugally and most of the money he
    earned went towards endowing the Henry Moore
    Foundation, which continues to support education
    and promotion of the arts.

Student Study Sheet
24
Student Study Sheet
25
Hilaire-Germain-Edgar Degas
Student study material
  • "No art is less spontaneous than mine," the
    French Painter Edgar Degas once said. "What I do
    is the result of reflection and the study of the
    great masters.
  • Superior draughtsman, painter, sculptor
  • Impressionist
  • Famous for dance and ballet themes
  • works exhibit his command in portraying movement
  • his initial aspiration historical artist, a
    career to which he was naturally inclined as a
    result of his strict academic education coupled
    with careful study of classical painting
  • become a classical artist of modern-day life
  • http//www.buzzle.com/editorials/7-27-2006-103651.
    asp

26
Andy Goldsworthy
  • Environment Artist-collaborates with nature to
    make his creations
  • Goldsworthy regards all his creations as
    transient, or ephemeral. He photographs each
    piece once right after he makes it. His goal is
    to understand nature by directly participating in
    nature as intimately as he can. He generally
    works with whatever comes to hand twigs, leaves,
    stones, snow and ice, reeds and thorns. 
  • "At its most successful, my 'touch' looks into
    the heart of nature most days I don't even get
    close. These things are all part of a transient
    process that I cannot understand unless my touch
    is also transient-only in this way can the cycle
    remain unbroken and the process be complete."
    -Andy Goldsworthy
  • http//www.arthistory.sbc.edu/artartists/photoand
    y.html
  • Digital catalogue
  • www.goldsworthy.cc.gla.ac.uk
  • http//www.morning-earth.org/ARTISTNATURALISTS/AN_
    Goldsworthy.html

Student study material
27
Artists to Research and use in wire sculpture
creations Sheryl McRoberts George
Segal Michelangelo Henry Moore Alexander
Calder Ken Little Louise Nevelson Arthur
Silverman
Student study sheet
28
Student Technique material
29
Student Technique material
30
Student Technique material
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