Submitted by: Judy Decker**
UNIT: 2-D design - Drawing - Science integration - Copyright/Trademark
Law
Lesson: "Metamorphosis" - Organic object to
in-organic
Grade Level: Middle school and up
(images to come)
Metamorphosis of a Rabbit® *
Summary: Students will
select an organic object and transform it to an inorganic object
in five (or six) steps. Preliminary sketches may be used to
complete a value rendered drawing. Students will find realistic
image sources on line and write a permission to use letter to the
source of the image as an exercise in copyright/Trademark law - making a
"derived" art.
Objectives:
- awareness of copyright/trademark law - what
is "Fair use" and what is not.
- seeing objects in a new way
- going through processes a
designer might go through - Design as career
- fostering imagination
- artist as researcher -
documenting sources
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Materials:
Internet for image source - disks
for image storage
Nature reference books - collection of objects
Word® (or document software) for letter writing
Email for sending letters electronically
Newsprint, white drawing paper, pencil, fine point markers |
Resources:
Insect
Growth and Metamorphosis has definitions and line drawings to
illustrate. Check Google
images for many examples
Butterfly
rendering from Fotosearch (as example for color illustration)
Morph
of two objects - sketch by Chelsea Bremner, Conestoga High
School
Images
sources - already approved for student use
Rabbit
Illustration - Roger Hall Scientific Illustration Wildlife Art
VW®
Rabbit® Photograph - by Mr. Sharkey
Copyright
Law - See
FAQs - Fair
Use - Derivative
Works - Exclusive
Rights
Easy
to understand Fair Use page
by Cathy Newsome
Instruction/Motivation:
- Present the idea of
Metamorphosis - "a
complete or marked change of physical form, structure, or
substance" - " something that has gone through
a complete or marked change" - "a complete or
marked change in the form of an animal as it develops into an
adult, for example, the change from tadpole to frog or from
caterpillar to butterfly" These definitions come from
Microsoft® Encarta® Reference Library 2003. © 1993-2002
(Note from Judy: I highly recommend this software). Show
examples of metamorphosis in nature (science integration).
Students can brainstorm on other occurrences in nature.
- Show some everyday objects - what
do they remind you of in shape? Do they resemble any natural
form?
- Brainstorm some possibilities students
could use. Ask if they could do a mouse - changing to
Mickey Mouse. See what their response might be.... then
present copyright law (Disney would not allow Mickey to be
used without expressed written permission) Ask if they
could change a beetle into a VW® Bug®. See what their
response might be. Cite the case on the lesson plan for Visual
Puns (lesson by Don Stewart). VW®
hold exclusive rights to the silhouette/outline of the VW®
Bug®. I would allow this as an idea, but make them email the
customer service/public relations person on Volkswagen of
America site. Of course, they would also need to get
permission for the reference photo as well - as they are
making a derived work from that photograph.
- Demonstrate a common object
transformation - suggest the two object should have
something in common - some kind of connection. Maybe
demonstrate a sunflower changing to a light bulb.
- Instruct student how to find images
online - Make sure the know how to save images and have
them save their image sources (links) and email address to
permission to use letters.
Procedures:
- Brainstorm: Think of some
transformations you might want to make. List the
organic/natural object and what it could transform into
- Sketches: Make some rough sketches
of how the transformation might take place - thumbnails on
newsprint.
- Find images sources: Find an image
source for your organic object (OR bring in the actual object
and draw from observation). Find an image source for your
inanimate/manmade object (OR bring in the actual object).
Brush Rabbit © by Roger
Hall
VW® Rabbit® - 1981 model Photo by Mr. Sharkey
Permission granted for this
lesson
Permission granted for this lesson
- Write brief permission to use letters and
send them - electronically is easiest. Include in your letter.
"If I don't hear back from you, I will assume that
permission is granted for this lesson" (note to teachers:
you will not have time to wait for replies - even though the
law requires permission for making a "derived"
work).
- Draw you metamorphosis -Work from
your images sources and original rough sketches. change your
natural object in six drawings (or what ever number teacher
chooses for this lesson)
- Outline in fine point marker
- Optional: Complete as fully
rendered value study drawing in choice of media
- Mount drawings in a horizontal row
for display and matting.
*Note from Judy Decker: Images
originally shown on this lesson were removed. This lesson use of
the VW® Rabbit® falls under Fair Use/parody. You won't have time to wait for permission to
use the images to inspire. However, you may not be able to put the
images on your school web site if permission was not granted (as
in the case of the VW® Bug® image. Auto repair shops are being
sent orders to remove the Bug® from their sites as well. This
page is in no way affiliated with VW® of America or endorse by VW® of
America. Words are used
for descriptive purposes. Another
permission to use was send 1/15/2006
** Credit to this lesson goes to Mary Lou
Shepp, high school art teacher at Bath High School in Lima, Ohio.
The first time I saw "Metamorphosis of a Rabbit" was an
example done by one of her students in the 1980's while I was
substitute teaching. I don't recall the student's name.
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:
Metamorphosos
Organic to In-organic
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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 – Preliminary research
and rough sketches. Permission letters - documentation
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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 – Logical
transformation - six steps including original and final
object
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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 – Skill in rendering
images
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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
(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:
What
did you learn about copyright law?
Teacher
Comments:
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 |
6.
Making connections between visual arts and other
disciplines |
| Students
select media, techniques, and processes; analyze what
makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their choices |
Students
generalize about the effects of visual structures and
functions and reflect upon these effects in their own work |
Students
integrate visual, spatial, and temporal concepts with
content to communicate intended meaning in their artworks |
Students
compare the characteristics of works in two or more art
forms that share similar subject matter, historical
periods, or cultural context
(design of the manmade
object as an art form)
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| Students
intentionally take advantage of the qualities and
characteristics of art media, techniques, and processes to
enhance communication of their experiences and ideas |
Students
employ organizational structures and analyze what makes
them effective or not effective in the communication of
ideas |
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Students
describe ways in which the principles and subject matter
of other disciplines taught in the school are interrelated
with the visual arts |
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Students
select and use the qualities of structures and functions
of art to improve communication of their ideas |
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(Note:
students make connections to real life experiences of
artists - knowledge of copyright law crosses all
curriculum) |
National
Visual Arts Standards Courtesy of Kennedy ArtsEdge
[MIDDLE
SCHOOL LESSON PLANS] [HIGH
SCHOOL LESSONS]
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