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Submitted by: Lydia
Horvath, Alliance Academy of Toledo, Ohio
Unit: Collage - African American Art
Lesson Title: Romare Bearden/Martin Luther King Collages
Level: High School (adaptable
to middle school)
Click images for larger views
Content Standards:
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Explain how and why
visual art forms develop in the contexts (e.g., cultural,
social, historical and political) in which they were made.
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Select a culture and
create an original work of art that demonstrates
understanding of a historical, social or political issue of
the culture.
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Create expressive
artworks that demonstrate a sense of purpose and
understanding of the relationship among form, materials,
techniques, and subject matter.
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Critique their own
works, the works of peers and other artists on the basis of
the formal, technical and expressive aspects in the works.
Objectives: Students
will
Terms and Vocabulary:
collage, political,
foreground, background, photomontage
Resources:
Romare Bearden Visual
Jazz Video.
Romare
Bearden Internet resources
Martin
Luther King, Jr. Resources Many public domain images of King
can be found on line.
Martin
Luther King. Jr. quotes
Materials:
Poster board cut to
desired size; magazines/newspapers; variety of scrap papers;
envelopes to keep cut images in; Martin
Luther King quotations, printed out and cut into separate
quotes; scissors and white glue
Procedure:
1.
Students discuss the life and art of Romare Bearden, and
look at a variety of examples of his artwork (especially
photomontage work from the 1960’s); his work with the Spiral
group during the Civil Rights Era, and the political content of
his work, is to be particularly emphasized.
2.
Students choose a Martin Luther King, Jr. quote; they
must make sure they understand the meaning of the quote (some
are more difficult than others!).
They then list at least 5 objects/images that could
represent the quote, and decide what type of setting the collage
will have (i.e. city, country, interior, etc.).
3.
Students create a thumbnail sketch of the planned layout
of their collage.
4.
Students begin searching through magazines and newspapers
to find their images. They
will usually need reminders about cutting images around the
edge, eliminating the original background, so they can become
part of a new context. Images can be stored in envelopes until needed.
5.
Once they have a good amount of images, students can
start the collage by creating the background.
Glue must be applied right up to the edge of images, to
reduce “fly-away” pieces.
Students can turn
the cut-out upside down on scrap paper, and use a small piece of
poster board or other thin cardboard to "scrape" the
glue all the way to the edges. Once the background is complete, they should begin
arranging and gluing the images in the foreground.
Emphasize mixing of individual images, especially
figures/faces! Remind
students that if a particular image cannot be found, they can
always make it from cut plain paper.
6.
When the collage is complete, students should go through
the entire collage, and make sure all edges are completely glued
down. A small
paintbrush with glue works well for this. Lift loose edges and
apply glue with small brush.
7.
When the collage is complete, students fill out their
self-assessment form (this is a Publisher file - alternate
Rubric below).
8.
A group critique can be held to discuss craftsmanship,
creation of foreground/background, and the how well each collage
represented the quote chosen.
Assessment 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:
Romare
Beardon/Martin Luther King, Jr. Collage
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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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Teacher’s
Rating
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Criteria 1 –
Planning sketches - Brainstorming.
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10
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9 – 8
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7
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6 or less
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Criteria 2 –
Overall Design of collage - use of elements and principles
of design
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10
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9 – 8
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7
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6 or less
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Criteria 3 –
Communication of desired quote.
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10
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9 – 8
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7
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6 or less
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Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good
use of class time?
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10
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9 – 8
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7
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6 or less
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
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10
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9 – 8
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7
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6 or less
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Total:
50
x
2 = 100
(possible
points)
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Grade:
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Your Total
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Teacher Total
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Student
Comments:
Teacher
Comments:
National Standards (standards
covered depend on class discussion and reflection writing)
| 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
(Social studies)
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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 |
Students
demonstrate the ability to form and defend judgments about
the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art |
Students
reflect on how artworks differ visually, spatially,
temporally, and functionally, and describe how these are
related to history and culture |
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Students
identify intentions of those creating artworks, explore
the implications of various purposes, and justify their
analyses of purposes in particular works |
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| 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 |
Students
apply subjects, symbols, and ideas in their artworks and
use the skills gained to solve problems in daily life |
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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 |
| |
Students
create artworks that use organizational principles and
functions to solve specific visual arts problems |
(Advanced)
Students describe the origins of specific images and ideas
and explain why they are of value in their artwork and in
the work of others |
Students
analyze relationships of works of art to one another in
terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such
conclusions to inform their own art making |
Students
reflect analytically on various interpretations as a means
for understanding and evaluating works of visual art |
(Advanced)
Students synthesize the creative and analytical principles
and techniques of the visual arts and selected other arts
disciplines, the humanities, or the sciences |
[MIDDLE
SCHOOL ART LESSONS] [HIGH SCHOOL
ART LESSONS] |
