Name: Dale A. Gregg
School District: Conestoga Valley
Lesson Title: The Non-Objective Object
Grade Level: 3rd
Piloted with students in grade: 3rd
PA STANDARD AREA: ARTS AND HUMANITIES
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9.1 Producing, Performing and Exhibiting |
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9.2 Historical and Cultural Contexts |
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9.3 Critical Response |
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9.4 Communicate Aesthetic Response |
Specific Standard:
9.1.3 (3) A, B, C, H, J
A. Know and use the elements and principles of visual art form to create works in the arts and humanities. Elements - (color, form/shape, value).
B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts. (Balance, contrast, emphasis/focal point, repetition, and unity/harmony).
C. Recognize and use fundamental vocabulary within each of the arts forms.
H. Handle materials, equipment and tools safely.
J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
9.3.3 (3) B
B. Know that the works in the arts can be described by using elements, principles, and concepts.
Lesson Topic/theme: Non-objective art: a tissue-paper montage
Overview: Students will create a non-objective work of art in the style of Helen Frankenthaler. Along the way, decisions will be made regarding the elements and principles of art, especially focal point.
Keywords: Montage, Helen Frankenthaler, emphasis/focal point, pattern, form/shape, line, value, balance, contrast, repetition, and unity/harmony.
Learning Objective(s):
Students will be able to identify the focal point in Helen Frankenthaler's work.
Students will create a non-objective project featuring 3-5 colors of tissue paper while showing evidence of size, shape, and value variations.
Students will be able to identify the focal points of their piece and the pieces of others.
Students will be able to describe works of art (their own and others) by using the arts elements and principles of design.
Students will demonstrate proper use of the materials, equipment, and tools.
Materials:
Oaktag or scrap matt board (9" x 12"), tissue paper (various colors), glue, brushes, paint palettes, water containers, ebony pencils, #2 pencils, white-colored pencils, and scissors.
Frankenthaler visuals:
The Bay
Acrylic on canvas, 6ft x 8 3/4
(http://www.artsednet.getty.edu/ArtsEdNet/Images/P/bay.html)
Robinson's Wrap
Acrylic on Canvas
(http://www.artchive.com/artchive/F/frankenthaler/frankenthaler_robinsons_wrap.jpg.html)
Warm-Up:
Students will be introduced to the work and style of Helen Frankenthaler. Students will also be introduced to the concept of non-objective art. The concept of finding a focal point will also be covered.
Procedure:
Using 3-5 colors of tissue paper (selected by students from an assortment of colors), apply tissue paper to the oaktag or matt board with a glue/water solution (half and half mixture). Students should be reminded about composition, size, shape, and overlapping of the colors. Pieces of the tissue paper should be cut or ripped, arranged non-objectively, and then secured. Once to this point, the project should be allowed to dry. White colored pencil, ebony pencil, and #2 pencil work can then be added to the piece. Again, it is important to emphasize simple pattern, value, and line while avoiding the addition of recognizable (i.e., objective) shapes. When completed, the students will participate in a critique session sharing their thoughts, responses, and judgments with the class.
Correctives:
Pair students so that those with strengths can help those who need extra attention. This will allow students to conference with others to share ideas and brainstorm.
A simple cut-paper project featuring works of other non-objective artists like Ellsworth Kelly, Frank Stella, and Mark Rothko can be used to re-emphasize the principles and design elements. The techniques of the original lesson can be reinforced.
Extensions:
Students working ahead can complete a simple cut paper project featuring works of other non-objective artists (see above). This activity will continue to emphasize the principles of art as well as the design elements and allow for the further development of the techniques from the original lesson.
Assessment-Task Criteria: How will you judge below basic, basic, proficient and advanced? Do you have a model/exemplar of your expectations?:
Below Basic Student work shows no elements of
non-objective art. No focal point is evident
and the principles of design are
non-existent. The project is not
completed. The student is unable to express
thoughts about their work of the work of
Frankenthaler. Materials, equipment, and tools were
used improperly or not at all. Basic Student work shows some of the
elements of non-objective art. A focal point
is easily recognized and imitates the style of
Frankenthaler. Some principles of design are
incorporated into a completed project. The student is able to express
thoughts about their and Frankenthaler's work to
the class but is unable to share their thoughts
about the work of others to the class. Materials, equipment, and tools were
used properly. Proficient Student work uses the elements of non-objective
art. One focal point is apparent and used
with other design principles. The project is
complete, well though-out, and clearly follows the
style of Frankenthaler. The student is able to express thoughts about
their work, Frankenthaler's work, and the work of
others utilizing keywords of the session. Materials etc. were used properly and with
ease. Advanced Student work is clearly recognized as
non-objective. All elements of art and
principles of design are found with the focal point
an overwhelming feature. The project is
extremely well thought-out and constructed in the
style of Frankenthaler. The student freely expresses thoughts about
their work, the work of others, and the work of
Frankenthaler utilizing keywords of the
session. Materials etc. were used properly and with
masterful skill.