Lesson Title: Mixed Media Collage, Drawing II, Painting II, AP Art Co-Produced by: Katy Potts & Carol Beth Torrance Grade: 10th - 12th

Dates Taught: Day Five – November 13th - 14th

Day Six – November 15th - 16th Main Idea: Students will create expressive artworks that demonstrate a sense of purpose and

understanding of the relationship among various forms, materials, techniques, and subject matters. Mixed media collage is the type of project that requires equal parts organization and technical skill.

Objectives: Students will create a unified artwork that uses three or more mediums, includes at least three collage elements (one of which is hand-drawn), features one assembled human figure, and

incorporates one found object.

Necessary Elements:

Digital Projector

Introductory PowerPoint

Media

◦ charcoal (vine, permanent)

◦ graphite

◦ pastels (oil, chalk)

◦ paint (watercolor, oil, acrylic)

◦ ink (markers, india ink)

Common Resource Area

◦ magazines

◦ newspapers

◦ butcher paper

◦ drawing paper (fine and heavy grain)

◦ cardboard

◦ picture books

◦ photographs

Accommodations:

Students who need more time to develop their idea, gather materials, or assemble their piece due to disabilities mentioned in their 504 will be allowed the time necessary to complete the project.

DAY FIVE: Unified Statements

Dates: November 13th, 14th

Time

Activity Procedure

Materials and

References Needed

Warm-Up/

Anticipatory Set

The teacher will wait for the students to settle into their

desks (about 15 seconds after the tardy bell) before

Teacher:

- small microphone

Objectives:

Students will practice drawing

unified compositions.

15 _

min

beginning the warm-up.

The teacher will ask two students to pass out blank sheets of 8.5x11 paper. (Alternatively, if the teacher has time,

he/she will place a sheet of blank paper at each student's workstation)

The teacher uses a small microphone to gain the rest of the students' attention.

Teacher: Good (Morning or Afternoon) students, I'd

appreciate it if I could have your attention. Thank you. The teacher puts down the microphone and projects voice

instead.

Teacher: For today’s warm-up, I would like you all to draw a series of shapes in an arrangement that emphasizes unity. First off, what is unity? (If no one answers, teacher

will provide definition)

Student: Unity addresses the need to tie various

elements of a work of art together. Unity is a

measure of how the elements of a page seem to fit

together - to belong together.

Here is an example I created earlier: see attached drawing at end of lesson plan.

Teacher walks around the class, holding the example so

all students can see. Teacher: I drew my shapes in an interlocking lattice

pattern—very similar to a Celtic knot. Although the lines are broken as I had to lift my pen off of the paper, the

shapes appear to be connected—even though they exist in separate cells. Teacher: Give it a try. I know you all have created

colorful mandalas before—so this shouldn’t be too difficult to realize.

After ten minutes have passed, the teacher will walk around and collect the warm-ups. These will allow the

teacher to formally assess how familiar most of the students are with this concept.

- hand-drawn

example of unity Students:

- a ream of 8.5x11 white paper.

- various drawing implements

LESSON ACTIVITIES & PROCEDURES MATERIALS

1stActivity Before students enter the classroom, the teacher will have Teacher:

Perspective and

Environment: Review

Objectives:

Students will review the elements of unity

and identify how to apply these

design elements within their own collage.

_15_

min.

queued a PowerPoint presentation. The slides contain

examples of mixed media collage by the artist, John Diebel.

Teacher: Our mixed media projects are coming along nicely. Now that we have collected our materials and

arranged our compositions, we can begin the process of gluing everything down. But, before we make any permanent decisions, let's talk about unity, one of the

important elements/criteria in your collage.

Slide #1: depicts the word unity, a picture of Legos, and the definition of unity.

Teacher: Unity can be defined as the relationship among the design elements of an artwork that helps the varied

elements to function as a whole. Unity gives a sense of oneness to a visual image. With your collages, you are combining several resources to create a unified

statement—therefore achieving unity should be your top priority.

Slide #2: depicts, 'Settlement', a mixed media collage by John Diebel

Teacher: Here, we have a mixed media collage by John

Diebel. This piece is called, 'Settlement'. Could someone please tell me how Diebel manages to convey unity within this artwork? Or: What design principles does

Diebel use to emphasize the unity within his artwork?

If no one answers, the teacher will call on a student. Student: Well, he's using a lot of the same images...

Teacher: Correct, even though his figures are isolated, his

use of repetition helps to promote a sense of harmony. Slide #3: depicts, ‘Forshadowings’, a mixed media

collage by John Diebel

Teacher: This collage, by the same artist, is called ‘Forshadowings’. Someone tell me how Diebel unified this artwork. Or: What design principles does Diebel use

to unify this artwork?

Student: The collage elements are easy to read, the composition is arranged cohesively.

One

PowerPoint Presentation with images of mixed

media collages by John Diebel.

(Settlement, Foreshadowings, The Future of the Past)

- One painting by Jacopo Pontormo

(Deposition) - One digital projector, screen

Teacher: Right, here Diebel is using a circular

composition to achieve a sense of storytelling, foreshadowing—if you will.

Slide #4: depicts, ‘Deposition’, by Jacopo Pontormo.

Teacher: Although this arrangement is unique to Diebel, circular compositions such as these have been around since the Mannerist period—directly after the

Renaissance.

Slide #5: depicts, ‘The Future of the Past’, by John Diebel.

Teacher: As our final composition, I want you all to really analyze this artwork. Why did I choose this to represent

unity? What design elements did the artist use here to emphasize a cohesive whole out of multiple parts?

The teacher will call on a student to answer after the class has spent about 10 seconds staring at the collage.

Student: Well, the observation deck, night lamp, and watch tower all help to frame the subjects.

Teacher: Yes, and what about the subjects? What object

are they interacting with? Student: The sun.

Teacher: Correct—we know this because the two bird-like

figures are staring towards it, but can someone think of something else that ties these three subjects together?

Student: Color. These objects are all primary colors.

Teacher: Yes. The purposeful color choice helps to unify these subjects.

2ndActivity

Collage

Background

Perspective:

Individual Practice

Objectives:

Teacher: Today, I would like for you all to work on

achieving unity within your mixed media collage. Like John Diebel, you could achieve this through color choice,

composition, or repetition—but don’t limit yourself to these three principles. There are several ways to design unity, simply look over there (Teacher points at posters of

design terms in North East corner of classroom) if you need help creating a unified statement.

Teacher: Remember, after today, you will have only one

Media

- charcoal (vine, permanent)

- graphite - pastels (oil, chalk) - paint (oil, acrylic,

watercolor) - ink (markers, pens,

india ink)

Students will

draft/sketch ideas and collect, arrange, or create

resources to use in their mixed

media collages. _~ 55 minutes__

min

class period to finish your collage—please try your best to

have 85% of your collage finished within the next hour. Teacher: Those of you who are not sure what I've been

talking about for the past 15 minutes should flag me down as I make my way around this classroom. I would love to

discuss your work. As students work, the teacher will circulate around the

room and offer help where needed, give advice, and informally assess how well the lecture communicated the

lesson's objectives. The teacher will also make note of any information that need re-teaching, or methods for providing better insight to students struggling with the

content.

Material Resources

- magazines - newspapers - paper (drawing, card

stock, newsprint, watercolor, fine grain,

large grain) - cardboard - picture books

- photographs

CLOSURE ACTIVITES & PROCEDURES MATERIALS

1st Activity

Clean-up: Whole Class

Housekeeping _5__

min

Seven minutes before class ends, students will be asked to put any stray paper clippings in the recycle bin, add their

collected resources to their portfolios/drawers, and generally clean their work areas.

When the class' condition is satisfactory, the teacher will make a final announcement.

- trash can - recycle bin

2nd Activity

Collage

Techniques/Pro

cess: Review

Objective:

Students will identify/define unity and

consider how to finish their

collages. 3

min

Teacher: Before you leave, I would like to review a few ideas from our earlier discussion. Could someone please

define the term 'unity' for me? Student: Unity is a design principle that suggests a

composition of many parts forms a cohesive whole.

Teacher: Correct. Before our final work day—that is, this Thursday, please think about what you need to do to finish your collage. Does it lack unity? Is your

composition strong? Is your theme cohesive? Is your media mixed? And finally, have you fulfilled all of the

requirements the rubric demands? Pay attention to the rubric's criteria—for that is the first thing I will check off when I grade these.

Class is dismissed.

DAY SIX: Criteria Review

Dates: November 15th, 16th

Time

Activity Procedure

Materials and

References Needed

Warm-

Up/Anticipatory

Set

Objectives:

Students will identify the

project criteria by analyzing the instructor's

mixed media collage.

_12

min.

Before students enter the classroom, the teacher will project an image of a mixed media collage the teacher

his/herself has created. The teacher will wait for the students to settle into their

desks (about 15 seconds after the tardy bell) before beginning the warm-up.

The teacher uses a small microphone to gain the rest of the students' attention.

Teacher: Good (Morning or Afternoon) students, I'd

appreciate it if I could have your attention. Thank you. The teacher puts down the microphone.

Teacher: For today's warm-up, I am inviting everyone to

critique the mixed media collage that I created as an example for this project. I tried to follow the criteria of my own rubric as closely as I possibly could—but having

looked at this piece for the past three weeks, I have noticed several weaknesses. I encourage you all to really speak your minds at this

juncture—I can guarantee that whatever you say about my artwork in this room cannot possibly be worse than

what my art professors put me through during my portfolio review.

Teacher: With all that said, (teacher names student), what do you think is the theme of my collage? Is it readily

identified? Can you put it into words? Student: Not exactly. I see that your collage tells a story—

but the figures are somewhat random.

Teacher: You're absolutely right. The randomness of my appropriated images detracts from the unity of my piece.

Teacher: And what about my hand-drawn elements? (teacher names student) are they particularly strong?

Student: I really like the texture of your hand-drawn resources—but all you drew were patterns. You could

have incorporated more of your drawings into the collage's subjects. That could have encouraged more

unity.

Teacher: - One Picture of a

mixed media collage created by the teacher - One digital

projector, screen - One microphone

Teacher: Finally, let's talk about the assembled human

figures. What do you think of them (teacher names student)?

Student: They are assembled...and human for the most part...but they're a little small and assembled from the

same resource: magazines. Teacher: Good. What I'm having you all do with my

work, I want you all to do privately with your own collages today. Really try to analyze your artwork

objectively. If you notice major changes that need to be made, talk to me and I'll help you with damage control.

LESSON ACTIVITIES & PROCEDURES MATERIALS

1st Activity

Collage Project

Criteria:

Review

Objectives:

Students will

compare their collages to the

criteria projected upon the board.

_6__ min.

Teacher: Because today is the final day we will work on this project, I'll keep my opening remarks short.

Teacher: While the vast majority of these collages are nearing completion, I have noticed that many of you need

to work on mixing your media a little more. I keep saying 'mixed media collage' but it looks like a lot of you don't seem to understand what is meant by 'mixed media'.

Mixed media means that you are drawing collage materials from multiple resources. If more than 60% of

your mixed media collage was appropriated from magazine images, then you need to think about how to incorporate a wider array of media and resources into

your collage.

Teacher: I'm going to project the Collage Project criteria on the board. Please take five minutes and check to make sure your mixed media collages align with these

standards.

The teacher projects the project criteria upon the board. Do you have at least

One assembled human figure?

One found object?

One hand-drawn element?

Three different media?

Three different collage elements?

Teacher: If you have these elements, then consider the strength of your composition and the unity of your

artwork. How might you make seemingly random elements belong? What finishing touches might you apply

Teacher: - Computer - Digital Projector,

screen - A list of project

criteria

to unify each element?

2nd Activity

Collect Collage

Resources:

Independent Practice

Objectives:

Students will choose various media and

collage materials to lay upon their

completed background.

Students will continue to

draft/sketch ideas and collect, arrange, or create

resources to use in their mixed media collages.

_~65__

min

Teacher: Let's get to work.

As students collect resources and draft ideas, the teacher

will circulate around the room and offer help where needed, give advice, and informally assess how well the lecture communicated the lesson's objectives.

The teacher will also make note of any information that needs re-teaching, or methods for providing better insight

to students struggling with the content.

Media

- charcoal (vine, permanent)

- graphite - pastels (oil, chalk) - paint (oil, acrylic,

watercolor) - ink (markers, pens,

india ink) Material Resources

- magazines - newspapers

- paper (drawing, card stock, newsprint, watercolor, fine grain,

large grain) - cardboard

- picture books - photographs

CLOSURE ACTIVITIES & PROCEDURES MATERIALS

1st Activity

Clean-Up: Whole Class Housekeeping

_5__ min

Seven minutes before class ends, students will be asked to name and date their collages if they have not already. The

collages will be left in either the students' drawer or portfolio to be graded at a later date. (During the grading process, students will be called individually to the front of

the class where they will discuss their work with the instructor before the instructor uses the discussion and the

rubric to assign a final grade.) The students will then be instructed to put any stray paper

clippings in the recycle bin, add their collected resources to their portfolios/drawers, and generally clean their work

areas. When the class' condition is satisfactory, the teacher will

make a final announcement.

- trash can - recycle bin

2nd Activity

Teacher: Before you all leave, I was wondering if anyone

would like to voice an opinion about this project. Were

Collage

Composition: Whole Class Review

Objectives:

Students will identify various design elements

that were implemented in

today's lesson. 2

min

the criteria too specific? Not specific enough?

Students: X

What would have helped you be more comfortable creating your mixed media collage?

Students: X

Teacher: Tell me something you enjoyed about this project.

Students: X

Teacher: Tell me something that could have been implemented better.

Students: X

Teacher: Thanks! See you all next week.

Assessment:

Formative – The teacher will formatively assess student understanding based upon the questions they

have during and after the project discussion, the resources they collect, and the content that needs re-teaching.

Summative – The teacher will summatively assess student understanding based upon the mixed media collages the students create as a result of this presentation. The collages will be graded based upon the criteria found within this project’s attached rubric (in email).

TEKS: Four basic strands

(b) Introduction.

1. perception, creative expression/performance, historical and cultural heritage, and critical

evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and

life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing

disciplined effort and problem-solving skills. 2. By analyzing artistic styles and historical periods students develop respect for the traditions

and contributions of diverse cultures. Students respond to and analyze artworks, thus

contributing to the development of lifelong skills of making informed judgments and evaluations.

(c) Knowledge and skills.

1. Perception. The student develops and organizes ideas from the environment. The student

is expected to:

A. analyze visual characteristics of natural and human-made subjects in a variety of ways,

illustrating flexibility in solving problems, creating multiple solutions, and thinking

imaginatively; and

B. analyze visual qualities to express the meaning of images and symbols

2. Creative expression/performance. The student expresses ideas through original artworks,

using a variety of media with appropriate skill. The student is expected to:

A. solve visual problems by planning and attempting a variety of solutions;

B. solve visual problems and develop multiple solutions for designing ideas, clarifying presentations, and evaluating consumer choices, using design skills; and

C. select from a variety of art media and tools to express intent

3. Historical/cultural heritage. The student demonstrates an understanding of art history

and culture as records of human achievement. The student is expected to:

A. study a selected period, style, or movement in art;

B. trace influences of various cultures on contemporary artworks

Attachments:

Settlement

Foreshadowing

Deposition

The Future of the Past