unit plan charlotte barcia are 4352. ceramics: kathy king love me? plate, 2008. carved porcelain,...

UNIT PLAN CHARLOTTE BARCIA ARE 4352

CERAMICS: KATHY KING Love Me? Plate, 2008. Carved Porcelain, Glazed.

KATHY KING Any Name Here Plate, 2008. Carved Porcelain, Glazed.

KATHY KING Wormy Thoughts, 2007. Carved Porcelain, Glazed.

KATHY KING Disturbing, 2007. Carved Porcelain, Glazed.Delicious, 2007. Carved Porcelain, Glazed.

STATEMENT OF ORIGIN The 1992 article by Heather Anderson persuaded me to create lessons that examine the work of women artists to the same degree as male artists, if not more. Anderson writes a quote from Charlotte Rubinsteins book that states, Women sculptors have been innovators who contribute their own points of view, influenced by the complex circumstances of their lives class, race, gender, social outlook, and specific personal history. (Rubinstein, 1990, p. xii) (p.17).The artist Kathy King presents narratives from a womans point of view with irony, sarcasm, and satirical humor that would be relatable and appealing to students. Also, the idea to use humor in artwork was inspired by the 2008 article by Sheri Klein. My choice of artist was influenced by a suggestion made during a presentation by a UCF graduate and ceramics teacher from a local high school.

STANDARDS NGSSS: VA.912.O.2.4- Concentrate on a particular style, theme, concept, or personal opinion to develop artwork for a portfolio, display, or exhibition. VA.912.O.3.1- Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience. VA.912.S.2.1- Demonstrate organizational skills to influence the sequential process when creating artwork.

OBJECTIVES Students will examine artwork by Kathy King to understand how the artist translates her own experiences, from a contemporary womans point of view, in relation to social cultural issues. Students will learn different types of humor used in contemporary art to analyze the humor displayed in Kathy Kings work. Students will examine the sgraffito technique used by Kathy King and translate this method in the creation of a new art piece with a gender-specific point of view.

PROCEDURES Examine artwork by Kathy King. Group discussion of Humor Genres Table, and questions to consider: How does Kathy King use humor in her artwork? What is her point of view? How can you celebrate and poke fun at yourself? Watch a video on sgaffito technique by Kathy King: http://ceramicartsdaily.org/clay-tools/carving-tools/three-potters-share-their- best-sgraffito-tips-plus-a-bonus-video/ Practice and experiment with sgraffito technique on pre-made slabs.

(PROCEDURES CONT) Activity: Create a ceramic plate with a humorous narrative carved by sgraffito technique. (DISCLAIMER---Must be appropriate for an audience of all ages) Sketch at least 3 planning drawings in sketchbook. Edit and Select final design Draw design onto tracing paper. Make a clay plate from a mold. Allow the plate to dry until leather hard. After plate is leather hard, paint 3 coats of black underglaze on your plate. Use your tracing paper drawing to trace and transfer your design. Use scrapping tool to carve out the transferred design. When plate is finished, place it on your class periods To Be Fired cart. When plate is finished firing, pick it up from the Bisque cart. Apply 1-2 coats of clear glaze. After plate is dry, place it back on your class periods To Be Fired cart. Retrieve your plate from the Glazed cart.

Black comedy or Dark comedy Dark humor, relies on the effect of morbidity, and confronts topics such as, death, chaos, violence, disasters, and personal crises. Dark humor often merges with pun, satire, and irony and can use techniques of exaggeration and transposition. Character Comedy Derives humor from a persona invented by a performer; often from stereotypesstereotypes Cringe Comedy A comedy of embarrassment, in which the humor comes from inappropriate actions or words; usually popular in television shows and film, but occasionally in stand-up as well Deadpan comedy Not strictly a style of comedy, it is telling jokes without a change in facial expression or change of emotion Improvisational comedy Improvisational (sometimes shortened to improv) comics rarely plan out their routines; television show examples: Curb Your Enthusiasm, Whose Line Is It Anyway?, Thank God You're HereCurb Your EnthusiasmWhose Line Is It Anyway?Thank God You're Here Irony Irony utilizes images and texts that result in contradictory meanings and associations through use of juxtaposition. Mockumentary A parody using the conventions of documentary style Musical comedy A form of alternative comedy where humor is mostly derived from music with (or sometimes without) lyricsmusiclyrics Observational comedy Pokes fun at everyday life, often by inflating the importance of trivial things or by observing the silliness of something that society accepts as normaleveryday life Parody Results from the endless variations on recognizable cultural icons or images. May utilize the techniques of appropriation, exaggeration, juxtaposition, and transposition. Prop comedy Relies on ridiculous props, casual jackets or everyday objects used in humorous ways Spoof The recreating of a book, film or play for humor; it can be used to make fun of, or ridicule, a certain production Sitcom Scripted dialogue creating a thematic situation; commonly found on television series Sketch A shorter version of a sitcom, practiced and typically performed live Surreal comedy A form of humor based on bizarre juxtapositions,absurd situations, and nonsense logichumorjuxtapositionsabsurdnonsense Satire Relies on headlining important news and current affairs. May utilize techniques of juxtaposition, transposition, appropriation, exaggeration, disguise, and often juxtaposition. Wit/ word play More intellectual forms based on clever, often subtle manipulation of language (though puns can be crude and farcical)punsfarcical

CHECK LIST

ASSESSMENT Graded Skills Student Teacher 1. Content Uses humor to tell a personal narrative Content matches intended point of view 543210 2. Preparation/ Planning 3 planning sketches Sgraffito practice slab 543210 3. Craftsmanship/ Mastery of Process Technique Elements & Principles of design 543210 4. Creativity/ Originality New idea or changed significantly Avoids clich, or uses it for a purpose 543210 5. Followed Directions Addresses all criteria Clean up after yourself 543210 6. Time Management Utilized time in class Stays on-task 543210 Tot al Humorous Ceramic Plate Rubric Grade Scale: 5- Exceeds Expectations 4- Meets Expectations 3- Could use Improvement 2- Needs Improvement 1- Needs Substantial Improvement 0- No Work Presented Comments:

REFERENCES Anderson, H. (1992). Making Women Artists Visible. Art Education, 45(2), 14-22. King, K. (artist). (2008). Love Me? Plate [carved porcelain, glazed], Retrieved April 15, 2015, from: http://www.kathykingart.com/http://www.kathykingart.com/ King, K. (artist). (2008). Any Name Here Plate [carved porcelain, glazed], Retrieved April 15, 2015, from: http://www.kathykingart.com/ King, K. (artist). (2007). Wormy Thoughts [carved porcelain, glazed], Retrieved April 15, 2015, from: http://www.kathykingart.com/ King, K. (artist). (2007). Disturbing Plate [carved porcelain, glazed], Retrieved April 15, 2015, from: http://www.kathykingart.com/ King, K. (artist). (2007). Delicious Plate [carved porcelain, glazed], Retrieved April 15, 2015, from: http://www.kathykingart.com/http://www.kathykingart.com/ Klein, S. (2008). Comic Liberation: The Feminist Face of Humor in Contemporary Art. Art Education, 61(2), 47-52. [video] from: http://ceramicartsdaily.org/clay-tools/carving-tools/three-potters-share- their-best-sgraffito-tips-plus-a-bonus-video/http://ceramicartsdaily.org/clay-tools/carving-tools/three-potters-share- their-best-sgraffito-tips-plus-a-bonus-video/

DRAWING: ALINE KOMINSKY-CRUMB Need More Love, 2006. Mixed Media.

ALINE KOMINSKY-CRUMB Detail from Love that Bunch, 1990. Book.

STATEMENT OF ORIGIN In this lesson I wanted to continue the humor theme that was inspired by the 2008 article written by Sheri Klein. Also found in this article is the reference for the artist Aline Kominsky-Crumb. Another goal of mine was to continue spotlighting women artists as encouraged in the 1992 article by Heather Anderson. The use of humor and connecting the assignment to a personal experience is my strategy to capture and attain students interest in the artists work and art making of their own.

STANDARDS NGSSS: VA.912.C.1.2- Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme. VA.912.C.1.5- Analyze how visual information is developed in specific media to create a recorded visual image. VA.912.H.1.8- Analyze and compare works in context, considering economic, social, cultural, and political issues, to define the significance and purpose of art.

OBJECTIVES Students will examine the work of Aline Kominsky-Crumb to continue analyzing comedy in contemporary women's art. Students will analyze Kominsky-Crumbs use of self-depreciating humor to tell stories of insecurities, fears, hopes, and dreams. Students will learn two techniques from the artists work, mixed media and cartooning, and apply one in the creation of a new art piece that tells a humorous personal story.

PROCEDURES Examine artwork by Aline Kominsky-Crumb. Group discussion of questions to consider. What type of humor is used in the work? How is it shown? What is the story being told? Can you relate? How does the artist represent insecurities, fears, hopes, or dreams? Activity: Students choice 1.) Cartoon drawing -or- 2.) Mixed Media piece, that uses dark humor to tell a story. (DISCLAIMER---Must be appropriate for an audience of all ages) Brainstorm by making an idea web in your sketchbook. Sketch at least 3 thumbnail designs in your sketchbook. Select a design, edit, and sketch final composition. Gather any needed materials. Create your artwork. Write your Artist Statement. At least 1 paragraph (3-4 sentences) Rough Draft Final Copy

CHECKLIST

ASSESSMENT Graded Skills 1. Content/ Artist Statement Uses dark humor to tell a story Uses art vocabulary 543210 2. Preparation/ Planning Idea web 3 planning sketches 543210 3. Craftsmanship/ Mastery of Process Technique Elements & Principles of design 543210 4. Creativity/ Originality New idea or changed significantly Avoids clich, or uses it for a purpose 543210 5. Followed Directions Addresses all criteria Clean up after yourself 543210 6. Time Management Utilized time in class Stays on-task 543210 Total Dark Comedy Piece Rubric Grade Scale: 5- Exceeds Expectations 4- Meets Expectations 3- Could use Improvement 2- Needs Improvement 1- Needs Substantial Improvement 0- No Work Presented Comments:

REFERENCES Anderson, H. (1992). Making Women Artists Visible. Art Education, 45(2), 14-22. Klein, S. (2008). Comic Liberation: The Feminist Face of Humor in Contemporary Art. Art Education, 61(2), 47-52. Kominsky-Crumb, A. (artist). (2006). Need More Love [Mixed Media], Retrieved April 15, 2015, from: http://www.artnet.com/magazine/picturepostcard/picturepostcard.asp Kominsky-Crumb, A. (artist). (1990). Detail from Love that Bunch [Book], Retrieved April, 15, 2015, from: http://www.personal.umich.edu/~phoebeg/comics/artists/kominsky.crumb.html http://www.personal.umich.edu/~phoebeg/comics/artists/kominsky.crumb.html

PAINTING: ALEXIS ROCKMAN The Farm, 2002. Oil & acrylic on wood panel.

ALEXIS ROCKMAN Church and White, 2009. Oil on wood.

ALEXIS ROCKMAN Sea World, 2001-04. Oil & acrylic on wood panel.

STATEMENT OF ORIGIN My idea to incorporate interdisciplinary studies and research was inspired by the 1993 article written by Dr. Floyd W. Martin. In the article Dr. Martin states, What is valuable is not only the facts, but the process they have experienced (p. 4). I feel that it is extremely important for students to gain experience in conducting their own research for future reference when answers are not given but need to be sought out and found through self sufficiency. The artist Alexis Rockman was found in the book Themes of Contemporary Art: Visual Art after 1980, written by Jean Robertson and Craig McDaniel.

STANDARDS NGSSS: VA.912.H.1.1-Analyze the impact of social, ecological, economic, religious, and/or political issues on the function or meaning of the artwork. VA.912.H.1.7- Research and report technological developments to identify influences on society. VA.912.F.2.5- Develop a personal artist statement, rsum, presentation, or digital portfolio to interview for an art-related position or exhibition.

OBJECTIVES Students will examine the artwork of Alexis Rockman, analyzing STEM themes and the use of perspective in his work. Students will incorporate surrealist painting techniques and one-point perspective to create a new painting with a STEM theme from Rockmans work or from students own hypothesis. Students will write and record video of an artist statement to present digitally.

PROCEDURES Examine paintings by Alexis Rockman. Group discussion of questions to consider. What STEM themes are present in the work of Alexis Rockman? What hypotheses do you think Rockman is making in his work? How does science change our lives? Where can you find information on new scientific discoveries and innovative technologies? How does your perception of objects change in relation to their location in space? Research STEM topics and developments to identify influences on society. Present findings to table group, and discuss collective ideas with the class. Group work:

PROCEDURES CONT) Choose a STEM theme found in Alexis Rockmans work, or from individual research, and brainstorm in sketchbooks how to depict the theme using 1-point perspective in the creation of an 18 x 24 painting. Sketch at least 3 planning drawings in sketchbook. Select a design, edit, and sketch final composition onto an 18 x 24 sheet of watercolor paper. Gather materials: paints, brushes, paint palette, a filled water container, towel Paint your composition. Write your artist statement. At least 1 paragraph (3-4 sentences) Rough Draft Final Copy Record a video of you reciting your artist statement with your finished painting, and post it on the class website. Participate in viewing class exhibition with aurasma app. Individual work:

ASSESSMENT Graded Skills 1. Artist Statement/ Content At least 1 paragraph description Uses art vocabulary Video recorded Posted on class website 543210 2. Preparation/ Planning At least 3 Sketchbook thumbnails STEM research 543210 3. Craftsmanship/ Mastery of Process Surrealist Painting Technique 1-point Perspective Elements & Principles of design 543210 4. Creativity/ Originality New idea or changed significantly Avoids clich, or uses for a purpose 543210 5. Followed Directions Addresses all criteria Clean up after yourself 543210 6. Time Management Utilized time in class Stays on-task 543210 Total STEM Painting Rubric Grade Scale: 5- Exceeds Expectations 4- Meets Expectations 3- Could use Improvement 2- Needs Improvement 1- Needs Substantial Improvement 0- No Work Presented Comments: Student Teacher

REFERENCES Martin, F. M. (1993). Teaching Art History: Research and Synthesis. 1-8. Robertson, J., & McDaniel, C. (2010). Themes of Contemporary Art : Visual Art After 1980. New York : Oxford University Press. 36-71. 233- 263. Rockman, A. (artist). (2002). The Farm [painting], Retrieved April 15, 2015, from: http://alexisrockman.net/work/projects/ Rockman, A. (artist). (2009). Church and White [painting], Retrieved April 15, 2015, from: http://alexisrockman.net/work/projects/ Rockman, A. (artist). (2001-2004). Sea World [painting], Retrieved April 15, 2015, from: http://alexisrockman.net/work/projects/ http://www.aurasma.com/#/whats-your-aura

SCULPTURE: THOMAS GRNFELD Misfits (St Bernard), 1994. Taxidery.

THOMAS GRNFELD Misfits (penguin/peacock), 2005. Taxidermy

MICHELLE READER Redshank, 2010 Materials include: steel tubing, bar stool, electrical cable, copper wire, coffee tins, aluminum drink cans, shower curtain, spring hooks, bicycle mud guard, plastic colanders, buggy tire, shelf brackets, window blinds, fabric, wood.

MICHELLE READER Red Kite, 2011 Materials include: steel gear wheel, wooden knob, broom handle, forks, tea strainer, coffee cups, wooden beads, scrap paper.

MICHELLE READER Jaguar, 2012 Materials include: satellite dishes, remote controls, metal brackets, cables, nuts and bolts, rubber casing from multimeter. All materials used are reclaimed from Uniparts recycling facilities in Rugby and Baginton, where they recycle materials for BSkyB.

MICHELLE READER Elk, 2008 A small sculpture made from aluminum cans.

STATEMENT OF ORIGIN The lesson was inspired by a quote from the 1991 article by Elliot Eisner that states, Each of the different art forms participates in a different history, has its own features, and utilizes different sensory modalities. By learning to create or perceive such forms, the arts contribute to the achievement of mind (p. 16). By incorporating research and literature into the lesson, students are able to further engage in creative, critical thinking and participate in the art making process from the beginning steps of development. Applying the use of recycled materials is not only resourceful, but also allows students to explore new possibilities and experiment with a familiar medium being used with inventive methods.

STANDARDS NGSSS: VA.912.C.3.3- Examine relationships among social, historical, literary, and/or other references to explain how they are assimilated into artworks. VA.912.F.1.1-Use divergent thinking, abstract reasoning, and various processes to demonstrate imaginative or innovative solutions for art problems. VA.912.F.1.2-Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications.

OBJECTIVES Students will examine the artwork of Thomas Grnfeld and research German folklore (Wolperfinger) and other moralizing tales. Students will examine the recycled artwork of Michelle Reader and brainstorm materials they could use in creating a sculpture. Students will choose characters and/or themes from a folktale, apply Grnfelds technique of seamlessly combining 2 different animals in a unified piece, and apply Readers technique of using recycled materials to create a sculpture of an invented creature.

PROCEDURES Examine sculptures by Thomas Gr nfeld and Michelle Reader. Group discussion of questions to consider. Do you know any folktales? What is the story? What morals do they represent? How does Michelle Reader create recycled art? How can you turn trash into treasure? Watch a video on Michelle Reader and her process: https://vimeo.com/46254869 Conduct research on folklores/folktales and traditional stories (Example: 3 little pigs, tortoise and the hare, Charlottes web). Present findings to table group. Choose 2 animals from a selected tale to use in creating a seamless, unified sculpture from recycled materials. (DISCLAIMER--- No animals or real animal components will be used in any form for the creation of this sculpture) Sketch at least 3 planning drawings and brainstorm possible materials to use. Select a design, edit, collect materials, and begin construction. Write a 1 paragraph Artist Statement

CHECK LIST

Assessment

REFERENCES Grnfeld, T. (artist). (1994). Misfits (St Bernhard) [sculpture, taxidermy] Retrieved April, 15, 2015, from: http://www.genetology.net/index.php/865/beeldende-kunst/ Grnfeld, T. (artist). (2005). Misfits (penguin/peacock) [sculpture, taxidermy] Retrieved April, 15, 2015, from: http://www.artnet.com/artists/thomas-gr%C3%BCnfeld/ Reader, M. (artist). (2010). Redshank [sculpture] Retrieved April 15, 2015, from: http://www.michelle- reader.co.uk/Wildlife.html Reader, M. (artist). (2011). Red Kite [sculpture] Retrieved April 15, 2015, from: http://www.michelle- reader.co.uk/Wildlife.html Reader, M. (artist). (2012). Jaguar [sculpture] Retrieved April 15, 2015, from: http://www.michelle- reader.co.uk/Wildlife.html Reader, M. (artist). (2008). Elk [sculpture] Retrieved April 15, 2015, from: http://www.michelle- reader.co.uk/Wildlife.html Mantio, C. (Producer), & De Luca, M. (Director). (2012). Salvaged Form. Michelle Reader, artist [video] England: Ginger Studio. https://vimeo.com/46254869https://vimeo.com/46254869 Eisner, E. (1991). What the Arts Taught Me about Education. Art Education, 44(5), 10-19.

MEDIA CRITICISM

STATEMENT OF ORIGIN My idea for the lesson was inspired by my belief in the need for diversity training in high schools and the promotion of self and peer acceptance. Students need to be aware of current human rights issues and understand nonbiased views. A class discussion that applies discipline techniques addressed in the 1997 NAEA Advisory, written by Pearl Quick, will provide an interactive approach to engage critical thinking.

STANDARDS NGSSS: VA.912.H.1.5- Investigate the use of technology and media design to reflect creative trends in visual culture. VA.912.S.2.4- Use information resources to develop concepts representing diversity and effectiveness for using selected media and techniques in a sketchbook or journal.

OBJECTIVES Students will use the Feldman model to critique a Kelloggs advertisement and complete the Art Criticism Worksheet. Students will use the Feldman model to critique a Victorias Secret and Dove advertisement to complete Art Criticism Worksheet. Students will be involved in sensitivity training with the LGBT community and explore the medias influence on body image.

PROCEDURES Class discussion and overview of the work sheet- Art Critique steps by the Feldman model. Discuss what methods and strategies are used in companys advertisements. How can the Feldman model be applied to critique an advertisement? Review the Art Criticism Worksheet View the advertisements Class brainstorm: Describe Analyze Interpret Evaluate Use notes to write a paragraph for each step (4) in sketchbook.

ART CRITIQUE STEPS

ART CRITICISM WORKSHEET

ASSESSMENT Graded Skills Student Teacher Score Score 1. Artist, Title, Date, Medium 543210 2. Describe 1 paragraph (3-4 sentences) What can be seen? Facts only 543210 3. Analyze 1 paragraph (3-4 sentences) What elements/ principles are incorporated in the artwork, why? 543210 4. Interpret 1 paragraph (3-4 sentences) What is the meaning of the piece? 543210 5. Evaluate 1 paragraph (3-4 sentences) What is your evaluation of the work? 543210 6. Time Management Utilized time in class Stays on-task 543210 Total Art Critique Assignment Rubric Grading Scale: 5- Exceeds Expectations 4- Meets Expectations 3- Could use Improvement 2- Needs Improvement 1- Needs Substantial Improvement 0- No Work Presented Comments

REFERENCES Kelloggs. (2014, November 7). [Advertisement]. Retrieved April 15, 2015, from: http://cnsnews.com/mrctv-blog/michael-morris/tony-tiger-says-wear-your-stripes- pride-gay-pride Victorias Secret & Dove. (2013). [Advertisement]. Retrieved April 15, 2015, from: http://www.womenyoushouldknow.net/fantasy-vs-reality-victorias-secret-vs-dove/ Quick, P. (1997). Survival Skills For New (And Not So New) Teachers: Classroom Management and Organization. NAEA Advisory, Ed. Andra Nyman, NAEA. 51-52. http://www.cpalms.org/Public/search/Search

unit plan charlotte barcia are 4352. ceramics: kathy king love me? plate, 2008. carved porcelain,...

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