Submitted by: Ken
Schwab,
Leigh H.S.
UNIT: Abstract/Non-Objective Art - Mixed media
Lesson: Road Map Relief - Mixed Media painting
Grade Level: High School (adaptable to middle school)
click images to see larger views
| Materials:
Newsprint -
Pencils - Maps
Chipboard - mat board scraps
Toilet paper sheets
White glue
Acrylic paint - brushes
Oil Paint - Rags
Crystal Clear |
Objectives:
- Awareness
of abstract /non-objective art
- Found composition (using map) -
shows awareness of elements and principles
- Work in relief - mixed media -
create layers
- Give antique patina
- Critique non-objective art -
discuss possible influences - how artist get ideas.
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Procedures:
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By using Maps as a
guide create finders to look for a composition of lines in the
maps. When you
have found a composition then use tracing paper to make a
composition of the roads for lines, and areas of cities to be
shapes.
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Enlarge the idea, on
newsprint, to the size of the format you are going to use.
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Transfer to the chip
board, plywood or canvass, canvass panels.
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Coil up paper towels
and lay them in the areas for the roads, dip in white glue to
adhere to the canvass. Use matt board to build up other areas
(note: corrugated cardboard scraps could be used).
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Cover the entire board
with sheets of toilet paper brushed with white glue.
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Let dry.
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Cover the entire
format with a thin coat of gesso to create a ground.
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Paint with acrylic or
tempera using a color scheme, neutrals, but make it very
bright, more than you want.
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Antique with oil paint
black and a small amount of Van Dyke brown. To antique you
must paint oil paint over the entire area and then wipe of
with a rag so that the texture is still there from the toilet
paper and use leave lower areas dark.
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When dry spray with
Crystal Clear spray to bring out color and give a shine.
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Look at examples of
non-objective art. Critique. Speculate on inspiration - source
of ideas. Compare/contrast. Critique student art.
Assessment: Modified
Rubric (adapted from Marianne Galyk)
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Assessment
Rubric
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Student Name:
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Class Period:
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Assignment:
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Date Completed:
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Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
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Excellent
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Good
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Average
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Needs
Improvement
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Rate
Yourself
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Teachers
Rating
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Criteria 1 Shows awareness of
elements and principles of design in selecting composition
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10 - 9
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8 - 7
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6 5 4
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3 - 2 - 1
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Criteria 2 Developed interesting
bas relief 3-D surface
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10 - 9
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8 - 7
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6 5 4
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3 - 2 - 1
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Criteria 3 Selected pleasing color
plan and antiques to show surface variation
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10 - 9
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8 - 7
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6 5 4
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3 - 2 - 1
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Criteria 4 Effort: took time to
develop idea & complete project? (Didnt rush.) Good
use of class time?
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10 - 9
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8 - 7
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6 5 4
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3 - 2 - 1
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Criteria 5 Craftsmanship Neat, clean & complete? Skillful use of the
art tools & media?
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10 - 9
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8 - 7
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6 5 4
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3 - 2 - 1
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Total:
50
(possible
points)
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Grade:
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Your Total
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Teacher Total
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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 |
4.
Understanding the visual arts in relation to history and
cultures |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
6.
Making connections between visual arts and other
disciplines
(this can be brought in)
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| Students
apply media, techniques, and processes with sufficient
skill, confidence, and sensitivity that their intentions
are carried out in their artworks |
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Students
reflect on how artworks differ visually, spatially,
temporally, and functionally, and describe how these are
related to history and culture |
Students
differentiate among a variety of historical and cultural
contexts in terms of characteristics and purposes of works
of art |
Students
identify intentions of those creating artworks, explore
the implications of various purposes, and justify their
analyses of purposes in particular works |
Students
compare the materials, technologies, media, and processes
of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis |
| Students
conceive and create works of visual art that demonstrate
an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use |
Students
evaluate the effectiveness of artworks in terms of
organizational structures and functions |
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Students
describe the function and explore the meaning of specific
art objects within varied cultures, times, and places |
Students
describe meanings of artworks by analyzing how specific
works are created and how they relate to historical and
cultural contexts |
Students
compare characteristics of visual arts within a particular
historical period or style with ideas, issues, or themes
in the humanities or sciences |
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Students
create artworks that use organizational principles and
functions to solve specific visual arts problems |
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Students
reflect analytically on various interpretations as a means
for understanding and evaluating works of visual art |
(Note:
Look at the examples of non-objective art - make connections
to literature, music and world events when those works
were created) |
[MIDDLE
SCHOOL LESSONS] [HIGH SCHOOL
LESSONS]
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