Submitted by: Stephanie Corder,
AZ Academy, U.S. Virgin Islands
UNIT: Altered Books - Tip Ins
Lesson: Tip Ins - "Games People Play"
Grade Level: high school (adaptable to middle school)
Objectives and Standards:
With
the intent of creating a new book from a recycled one, students
will design a page spread within the theme of "Games People
Play" to be photocopied for everyone to have one page from
each classmate. The challenge will be to after each copy in a way
that makes it unique from the others. To complete this project,
students will permanently attach the pages they receive from the
other students into their books, also known as "tipping
in". Standards: 1. HS. B&C, 2.HS.A&B, 3.HS.B,
5.HS.B,D,E, 6.HS.C
Materials:
Recycled
books with the pages cut out 8'/2"
x11"
Paper
Mixed
media - colored pencils, markers, watercolors, acrylics - collage
materials, etc, YES glue, glue sticks (or other wrinkle
resistant glue - regular rubber cement is not recommended)
References:
See
Altered Book Lesson Plan
Procedures:
1.
Students plan a design around the theme of "games people
play" incorporating at least three different techniques such
as collage, paint, pencil etc. into their design as well as a
piece from an actual game into their composition.
HW:
Four thumbnails (small sketches with ideas for your design)
2.
Once design is completed students will obtain 13 photocopies to
attach to "good quality" paper and then plan how to make
each page individualized. For example, could hand color an element
in each page, add a collage, etc.
3.
Once pages are complete, students will do a page exchange, with
everyone receiving one page from each
classmate to glue into their books.
Tip In
procedure
Remove pages
except for 1/2 inch tab. The pages are glued in between two tabs.
It is advisable to place wax paper between the pages until the
glue is dry. PVA (or regular Elmer's) works well to glue the pages
in. Brush the line of glue very thin.
Rubric:
|
Tip
In Books: Games People Play
Student
Name:
|
|
|
Excellent
|
Good
|
Average
|
Needs
Improvement
|
Rate
Yourself
|
|
Effort:-Made
good use of time to develop project to the best of
ability.
|
4
|
3
|
2
|
1
|
|
|
Craftsmanship
–Work is neat, clean & complete? Made skillful
use of art materials?
|
4
|
3
|
2
|
1
|
|
|
Project
shows thought in how it was designed?
|
4
|
3
|
2
|
1
|
|
|
Understanding
of elements and principles of design
|
4
|
3
|
2
|
1
|
|
|
Final
Grade:
|
|
|
|
|
Your
Total:
|
Fellow
student critique:
Please write two positive comments about the art work you
are critiquing. Try
to remember to not say anything that you wouldn’t want
anyone to say about your own work!
1.
2.
Explanation
of Grades: How
to get an A in Art
(Revised
from rubric published by Woody Duncan)
A
90-100 Wow it is remarkable. EXCELLENT! You showed initiative, lots of creativity, and went beyond
the limits of the project!
B
80-89 It is GOOD, you did
everything required, with a bit more effort and
imagination, it could be an “A”
C
70-79
Average craftsmanship, not bad, but could be
better.
D
60-69
Poor craftsmanship- Needs improvement did you not
care for this project? It is unfinished; shall I leave your grade unfinished as
well?
F
Below 60
Big fat O, Missing Project, I saw you working on
it, where’d it go?
|
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
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
identify intentions of those creating artworks, explore
the implications of various purposes, and justify their
analyses of purposes in particular works |
| 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 |
|
| |
Students
create artworks that use organizational principles and
functions to solve specific visual arts problems |
|
Students
reflect analytically on various interpretations as a means
for understanding and evaluating works of visual art |
[MIDDLE
SCHOOL PLANS] [HIGH SCHOOL PLANS]
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