Submitted by: Norma Allende
UNIT: Value Shading - Art with Text
Lesson: Ed Ruscha 3-D Ribbon Letters - Pencil Shading
Grade Level: Upper Elementary through middle school (examples
are 8th grade)
   
CONCEPT: Value shading: Modern Art Ed
Ruscha Changing values can make a form look 3 dimensional.
Determining source of light can show feeling of space
OBJECTIVES: After learning about the art of Edward Ruscha
and making a three-dimensional model of a single word students
will explore shading and value, and will create a drawing of the
model. Student will render ribbon strip letters in varied values
to show 3-D quality
SKILLS: shading, understanding of value and proportion,
observation - determining source of light
VOCABULARY: Ruscha, perspective, shading, hatching, cross
hatching, overlapping, depth, 3-D
MEDIUM/TECHNIQUES: lead pencil and watercolor or tempera
MATERIALS/RESOURCES: visual aids, paper, lead pencils,
scissors, glue, colored construction paper, heavy weight white
paper.
MOTIVATION: Students observe some of Ruscha's works and
discuss it. How was the work done? Is the work realistic? How did the artist achieve contrast? Where is the light coming from?
SUGGESTIONS: Students could do names
- first name, last name, initials, nick name - OR character
education words.
PROCEDURES:
- Cut strips of white paper 3" wide *
(After I did the lesson I think 2 inches will be better).
- Demonstrate few examples of how to make a
3-D letter. Create individual letters to form the word by
bending and folding the paper. Explain to students they can
use paper clips to hold the folding in place until it is
glued in place.
- Once all the letters are finished glue
them on colored paper. Explore how the light
affects the shading on the letters by moving the 3-D work in
different
directions.
- Choose one point of view and place the
work on the desk. Draw the work with lead pencil . Study
source of light. Shade drawing light to dark to give illusion
of space.
- After the drawing is finished, paint the
background matching the background color in the 3-D
design.
Note: Explain that they must keep the model in the
same place, otherwise the point of view and the direction of the light will change.
CLOSURE:
Write a reflection in jour
journal describing the process employed in this project. Include thoughts on the problems
encountered and how they were solved.
Here are Mike Sacco's Middle School student examples:
http://www.myschoolonline.com/page/0,1871,6775-205612-4-83969,00.html
Resources:
Ed Ruscha feature-National Gallery
http://www.nga.gov/feature/ruscha/ruscha.htm
More Ruscha:
http://www.artcyclopedia.com/artists/ruscha_ed.html
Assessment: Modified Rubric
Name
____________________________________________ Date __________
Rubric For Ruscha
Ribbon Letters
|
|
Exceeds
4
|
Meets
3
|
Progressing
2
|
Unsatisfactory
1
|
|
Created name
paper relief with strips of paper so word could easily be
read - glued letters securely
|
|
|
|
|
|
Shaded letters
with pencil to show 3-D effect and source of light
|
|
|
|
|
|
Painted
background to match construction paper - showed cast shadow
|
|
|
|
|
|
Made good use of
class time - on task
|
|
|
|
|
|
Demonstrated
craftsmanship in gluing and pencil shading
|
|
|
|
|
| Score |
|
Additional Teacher
Comments
Additional Student
Comment
National Standards:
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
3.
Choosing and evaluating a range of subject matter,
symbols, and ideas |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
| Students
know the differences between materials, techniques, and
processes |
Students
know the differences among visual characteristics and
purposes of art in order to convey ideas |
Students
explore and understand prospective content for works of
art |
Students
understand there are various purposes for creating works
of visual art |
| Students
use art materials and tools in a safe and responsible
manner |
Students
describe how different expressive features and
organizational principles cause different responses |
Students
select and use subject matter, symbols, and ideas to
communicate meaning |
Students
describe how people's experiences influence the
development of specific artworks |
| |
Students
use visual structures and functions of art to communicate
ideas |
|
Students
understand there are different responses to specific
artworks |
|
