Written by: Judy Decker
LESSON PLAN:  7^th Grade Art                                                         WEEKS:
UNIT: Drawing from Life – Cultural influences/Common Threads
PROJECT: Hand Drawing with textile patterns –Collage – Sculpture intro.
Alternate Lesson by Lotte Petricone (below)

Description:

This was a unit working with textile studies (research was done for textile images on the Internet using the Art Web Site)...Textures were created using hatching, cross-hatching, stippling -- any means of creating visual texture designs. Students are asked to draw their hand holding a ribbon. The ribbon flows from the center of one side (6" side) to the center of the other side and winding around the fingers in-between. All hands will be reproduced on the copy machine with enough copies for each student in the class to have one of each class member. These are to be bound together accordion-style into a book form. Each student will create a hand sculpture using plaster gauze to be decorated in cultural patterns of the student’s choice. The original hand drawing will be the focal point of a collage work including some of the textile patterns found on the Internet that inspired the textures in the drawing. This idea is courtesy of Mrs. Bunki Kramer, Los Cerros Middle School.

Objectives:  The learner will

 AH: Compare and contrast various forms of artistic expression associated with specific groups of people, geographic regions, or time periods.
AH:  Investigate processes and beliefs used by various cultures and institutions, past and present, to create works of art.
AP:  Combine the elements of two or more arts forms to communicate ideas or information --Control a variety of materials, tools techniques and processes while creating works of art --Use observation skills to draw hands--Recognize how technical elements affect works of art-- Connect ides, materials, processes and techniques while creating works of art – Created a variety of textural designs inspired by world cultures--Demonstrate craftsmanship in drawing, sculpture, and painting

AC/AE:  Describe how artists get ideas-- Describe how artists use materials, tools, images, and ideas to create works of art--Compare and discuss works of art based on similar sources of inspiration--- Perceive and describe differences in art works that have the same subject
AE:  Discover how a group's beliefs and values are reflected in its art forms and stylistic choices

Materials:

6”x 9” white drawing paper
pencils – erasers – 3 ½” 2HD disks
Ultra fine point markers, fine point markers and Micron pens
Photocopies/books of textile design
Handouts of examples (Los Cerros Middle School)
Assorted images from Internet (student research - Floppy disks - PC and printer)
Assorted printed cultural patterns (available from Sax)
Fadeless paper, 9” x 12”black construction paper, scissors, rubber cement (you may use the non-toxic water base cement)
1/4" Ribbon (cut 18" to 24" per student)

Books:
Corrugated cardboard, plaster gauze, fabric, ribbon, glue, acrylic paints, fabricx paints, fabric dyes (optional), wax resist (optional). Photocopies of student drawings. NOTE: We were going to use fabric to cover our books - but ended up using paper instead)

Instructional Resources:

Drawing Hands - Hands in Art

World Cultures Oriental Art  Art of India  
Oriental Patterns

Pre-Columbian Art  Textiles

Americas Diversity  Kuna Molas

African Art Links African Art Lesson

Video: Elements of Design-Gerald Brommer
Video: Principles of Design- Gerald Brommer
Posters – Elements and Principles of Design
Numerous textile books and sample fabrics.
PowerPoint – George Segal Sculpture (teacher made) 
(Note: Student research from this lesson was used to create the Textiles page listed above)

Vocabulary:

Elements of design- line, color, shape, texture, value, space

Principles of design – Emphasis, repetition/rhythm, unity, pattern, contrast, eye movement

Techniques: stippling-- cross-hatching—hatching – collage

Color planning: complementary – related/analogous –  triad

Plaster addition

Color symbolism – various cultures

Instruction/Motivation:

1.    (Day 1) Demonstrate contour drawing of hand—Holding hand in a comfortable position –close observation of details. Students will do a ‘skills assessment” drawing on 9x12 white drawing paper before beginning this project. (This was done my students first day in class for the trimester -rules were also covered this class period)

2.     (Day 2 - or later in lesson if you prefer)  Lead students through Internet lesson –demonstrate saving images to floppy disk – Instruct students to save a minimum of three textile images from any culture of their choice. Copy and paste URL for sites into a Word Document and save to floppy.

3.      (Day 3) Lead students in discussion of similarities and differences in cultures they found -- discuss textiles as status symbol in many cultures. (Main focus was on cultures they already studied -- or would be studying in social studies)

4.     (Day 3-4) Present art vocabulary – Video: Elements of Design and video work sheet

5.     (Day 4) Demonstrate drawing hand holding fabric ribbon (the ribbon that ties us all together—uniting for Peace). Demonstrate various methods of shading the hand—using hatching-cross-hatching-stippling. Ribbon must have at least three twists and/or bends.

6.      (Day 4/5) Demonstrate dividing the negative space into a minimum of three different textile patterns (teacher prep—run off computer prints of textile images found on the Internet by students)

Collage:

1.      Video : Principles of Design – Students write brief definitions

2.      Demonstrate use of design principles in selecting textile images and fadeless paper for collage - using colors that work together

3.      Demonstrate collage arrangement for unity –and interest in space around drawing.

Book:

1.      Discuss plaster sculptures of George Segal (show PowerPoint)

2.      Demonstrate plaster addition technique—plaster gauze.

3.      Demonstrated batik/ tie dying methods for book cover (we ended up using paper to cover our book covers)

4.      Demonstrate book assemblage. 

Procedures:

1. Students do a skill assessment drawing – on 9”x12” drawing paper
2. Research Internet for textile images
3. Draw hand holding ribbon on 6”x9” white drawing paper – mark 6” ends in center for ribbon to continue through out book.
4. Outline hand with ultra fine point markers. Use ultra fine point markers and micron pens to shade hand with stippling and/or cross hatching
5. Add a minimum of three textile designs in negative space around hand—These could be student’s own images (Note: teacher will assist in getting all student images printed for use)– or those found by other students. Many books are also available for ideas.
6. Create eye movement with interesting contrasts – some areas filled in around motifs with black marker
7. Select collage materials if finished with drawing before the rest of class.
8. Create Surreal hand drawing while classmates get caught up.
9. Turn in hand drawing for grade and for photocopies to be made for books
10. Create hand sculpture for cover – select a partner to cover hand—with two layers of plaster gauze. The partners switch to do the other member’s hand. (One class day for this –finish during academic assist)
11. Complete collage with original hand drawing as a focal point. Select fabric prints images and colored fadeless papers—color plan should be centered around the selected fabric images.

Extend line of hand composition to edges of black paper. Use black markers on colored papers –White colored pencil on black paper. Patterns from drawing should extend out to edges of composition for unity.

12. (optional) tie dye or batik fabric for book cover
13. Paint hand to reflect culture selected for fabrics. Colors should relate to those used in collage.
14. Assemble books per handout. (I made a hand-out similar to the Teacher Vision one - We used 1" strips of paper glued to back of photocopies along the 5 1/2" side. I placed two drawings together on photocopier and reduced slightly to copy onto 8 1/2" x 11" paper- then cut apart on paper cutter). Glue a blank sheet to first and last drawing to be glued to back side of cover.

Closure:

Review elements of design important in composition
Review Principles of design used in collage
Review importance of craftsmanship
Review significance of textiles designs in various cultures (select different cultures daily)

Evaluation:

Drawing: contour of hand, value shading with techniques presented
Variety of textile patterns and use of design principles – color planning/unity
Craftsmanship is drawing-painting- plaster addition—cutting and gluing

 [BACK TO MIDDLE SCHOOL LESSONS] [ART HOME] [HANDS INTERNET LESSON]  

Rationale for Teaching Lesson:

  Creation of a collage integrating a variety of texture and textile images with drawing from observation and drawn visual textures

Lesson Objectives:

1. Internet research of textiles from a variety of cultures

2. Draw from observation – hand holding ribbon or other symbolic object

3. Create visual textures

4. Integrate textile images into a collage with visual textures

New York State Learning Standards:

Standard 1: Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.

Standard 2: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Standard 3: Students will respond critically to a variety of works in the arts, connecting the individual to other works and to respond to other aspects of human endeavor and thought.

Standard 4: Students will develop and understanding of the personal and cultural force that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

How the Standards are addressed in this lesson:

#1 Creation of hand collage, integrating drawn visual textures and textile images

#2 Internet search for textile images in computer lab

#3 Compare and contrast textiles from various cultures, and hands from different times in history and what they can communicate

#4 Compare and contrast individual use of textiles and drawing to communicate in a work of art.

Lesson Procedures:

Lesson Segments:

  Materials:

1. Compare and contrast hands in art and what they communicate

1. PP presentation

2. Blind contour drawing – practice!

2. Small paper to draw on

3. Computer Lab – Internet search for textile images – save to E://

3. Webquest on WebSite

4. Discussion of printed images and similarities and differences between the cultures

4. Printed images (Note: magazine collage may be added for "personal identity" lesson)

5. Demo drawing of hand holding the ribbon or other object – “ribbon that ties us together”

5. Ribbon, good drawing paper, 6”x9”

6. Demo various shading techniques – crosshatching, stipling,

6. Brush pens, ultra fine markers, micro pens

7. Demo dividing the negative space into minimum of 3 different texture patterns, use of printed textiles to arrange composition: Contrast, Variety

7.

8. Complete collage by adding fadeless color paper – discuss Unity

8. fadeless color paper scraps

9. Extend lines of drawing to edges of collage

9. brush pens, ultra fine markers, micro pens

Segment 1:  SWBAT Compare and contrast hands in art and what they communicate

Do Now: Write down what is important to remember in a class discussion about art

Teaching Style:

Guided Practice – discussion of art of hands with a PP presentation focusing on the communication in the position and objects holding

Assessment Method: Verbal – What are some different things that hands can communicate in art?

Modifications:

Segment 2: SWBAT Blind contour drawing – practice!

Do Now:  1. Write down 2 ways hands can communicate in art

              2. Write down what you think it means to “draw what you see, not what you think you see.”

Teaching Style:

Guided Practice - Review art discussion, demo of blind contour drawing.

IND Practice – Students create several blind contour drawings, and draw with opposite hands

Assessment Method: Verbal – what happens when you draw

Modifications:

Segment 3: SWBAT search for textile images on the Internet through Ms. Petricone’s website

Do Now: Log on, go to Internet, FFMS, Art Dept, Ms. Petricone’s website

Teaching Style:

Guided Practice – Intro to lesson via Internet, give instructions on how to save to E:// so they can be printed.

Ind. Practice – Students do webquest

Assessment Method: Share findings

Modifications:

Segment 4: SWBAT create a drawing of hand holding the ribbon or other object – “ribbon that ties us together”

Do Now: Describe the procedure to draw “what you see, not what you think you see”

Teaching Style: Review blind contour drawing.  Demo drawing hand from observation.

Assessment Method: Sharing of drawing experience

Modifications:

Segment 5: SWBAT discuss the printed images and similarities and differences between the cultures they are from

Do Now: Write down one thing you found in common about the images you saved, and one thing that was different

Teaching Style:

Guided Practice – Share images and thoughts on differences/similarities.  If time, demo from next segment!

Assessment Method: Review similarities and differences and how they are communicating in their art using them…

Modifications:

Segment 6: SWBAT begin to add various shading techniques to the drawing – crosshatching, stippling

Do Now: Define Value.  Describe some ways to create value using pen and ink.

Teaching Style:

Guided Practice – Demo various ways to create textures & value with pen & ink: stippling, crosshatching, lines spaced in different ways

Ind. Practice – Students create textures and values with various techniques

Assessment Method: Share responses to using various techniques

  Modifications:

Segment 7: SWBAT divide the negative space into minimum of 3 different texture patterns, use of printed textiles to arrange composition: Contrast, Variety

Do Now: Define Contrast & Variety

Teaching Style: 

Guided Practice - Add min. of three textiles in negative space around hand in composition – discuss Contrast, Variety

Ind. Practice – Students add the textiles

Assessment Method: Verbal Define Contrast & Variety

Modifications:

Segment 8: SWBAT complete collage by adding fadeless color paper – discuss Unity

Do Now: Define Unity

Teaching Style:

Guided Practice – Demo adding fadeless color paper to unify the collage  

Ind Practice – Students add color paper to unify the collage

Assessment Method: Review Unity

Modifications:

Segment 9: SWBAT extend lines of drawing to edges of collage

Do Now: What do you need to do to UNIFY the collage?

Teaching Style: demo extending lines to edges where necessary to unify the collage

Ind Practice – Using marker, extend lines

Assessment Method: Share collages

Modifications:

 Segment 9 Reflection

Prepare a series of question for students focusing on objectives. Students will answer the question while evaluating their own art.

Alternate approach to this lesson:

Personal Identity.

Students would find images in magazines that relate to them/their interests. The images would be collaged around the hand and the textures and patterns continued on the hand drawing. Drawing would also include inventive textures and textures from nature

Excellent

20

Good

17

Adequate

15

Unsatisfactory

D13

Score:

The hand has been drawn very carefully from observation, and the artist was clearly “drawing what she sees, not what she thinks she sees” – there are lots of details

The gesture of the hand communicates very clearly the IDEA the artist is trying to communicate – it has obviously been thought about

The drawing has at least five textures drawn in the negative Space around the hand, using a Variety of Lines

The drawing of the hand has at least 4 Values drawn in the hand itself, using a Variety of Lines

The hand and background Textures have been very carefully and neatly inked

Excellent

20

Good

17

Adequate

15

Unsatisfactory

D13

Score:

The background includes at least 4 very clear Textures printed from computer images that are very clearly related to the idea

The background includes at least 3 drawn Textures that help bring Unity to the collage

The hand has been continued to the edges of the collage

Excellent

50

Good

43

Adequate

38

Unsatisfactory

34

The artist has completed 2 thoughtful, honest, clearly written and typed Artist Statement with no spelling or grammar mistakes, and the organizer was used

The artist has completed 2 somewhat thoughtful, honest and typed written Artist, but the writing could have been expanded somewhat or there are some spelling/grammar mistakes