NOT YET MEETS

MEETS EXPECTATIONS

EXCEEDS EXPECTATIONS

CRITERIA

required elements are not evident

only the required elements are present

the required elements and additional elements are used

CREATIVITY

few or no attempts to use original ideas is apparent

some efforts to use new ideas is shown but not developed fully

numerous experiments striving to be creative  are present

THEME

the theme is unclear or not evident

the theme is thoughtful and understandable through most of the book

the theme is thoughtful and  obvious throughout the entire book

CRAFTSMANSHIP

the book is sloppy, messy, torn or otherwise not well taken care of

the book is basically well crafted with a few areas that are distracting

the book is extremely well crafted and has no areas of distraction 

Rationale for Teaching Lesson:

Students will transform a discarded book into a creative work of art that encompasses a theme and utilizes a variety of media and techniques.

Lesson Objectives:

1. Students will learn about altered books as a form of art.

2. Students will create an altered book around a theme of their own choosing.

3. Students will use a variety of materials to create the books: collage, paint, and two of their own choosing.

4. Students will use the some or all of the Elements of Art to communicate their theme: Form, Color, Line, Shape, Space, Value, Texture.

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 Students will create an altered book around a theme of their own choosing.

#2 Students select and use a variety of media and techniques to accomplish the goal of creating the themed book.

#3 Students will compare and contrast altered books, as well as written reflection and self assessment.

#4 Students will look at a variety of "altered" art - and books through time (book shrines, jeweled books) - as well as a variety of contemporary artists altered books.

Lesson Procedures:

Lesson Segments:

Resources listed above

Materials:

1.       Introduction to the history and art form of altered books using PP.  Make a Media Chart to use as reference for ideas once they are working. (1 class) 

PP presentation of altered books.

2.       Have students’ select a discarded book to begin, have students trace their hand onto the cover of the book.  It may extend into the title page of the book.  Fill with Patterns/Textures, and paint around it. (1 classes)

Discarded books of various shapes and titles.

3.       Go over rubric, using PP of student samples. (1 class)

PP of student exemplars, xeroxes of rubric.

4.       Demo of the Letter Transfer Technique.  Students cut and prepare to transfer letters. (1 classes)

Magazines, packing tape, scissors, deep plates for water to soak.

5.       Transfer letters.  Decide on theme – discuss various possibilities – reference student samples from PP. (2 classes)

List of possibilities of themes.

6.       Block pages together into four sections using glue.  Introduce ideas for each section – there must be at least one collage and one painted section, the other two are choice. Demo techniques for collage, using concepts of contrast and positive/negative space. Work on collage pages. (2-3 classes)

Elmer’s Glue, Various collage materials – papers, fabrics, magazines, etc., glue, gloss medium, scissors.

7.       Demo techniques for painting, including masking out text. Work on painting pages. (2-3 classes)

Acrylic, tempera, watercolor paint, brushes, water containers.

8.       Brainstorm variety of other choices for pages – refer to Media List, look back at examples.  Reinforce idea of exploring theme rather than just illustrating it. (5 classes)

X-acto knives, hole punches, assorted papers, ribbon, lace, fabric, objects, Xerox copies for transfers, Citrsolve or colorless blenders for transfers, glue, glue sticks, gesso, markers.

9.       Artist Statement, grade using rubric. (1 class)

Xeroxes of Artist Statement, extra rubrics.

Do Now: Describe what you think an “Altered book” might be.

Teacher Input: Discussion of altered books and their history using open-ended questions and PP presentation.

Teaching Style:

    Guided Practice– Using PP, discuss examples of altered books, and the history as an art form.  Make a Media List of the materials seen in the samples using large paper.

    Ind Practice –

HW:

Closing: What is an altered book?  What can you do with a discarded book?

Assessment Method: Verbal

Modifications:

Segment 2: OBJ - SWBAT select a discarded book to work with and begin to alter the cover.

Do Now: Define
-          Pattern
-          Texture

Teacher Input: Have students select a book to alter. Demo tracing hand onto cover of book, and discuss filling with patterns ad textures.

Teaching Style:

    Guided Practice– Choose a book – decide based on size, shape and content.  Once you have it, trace around you hand in pencil.  Think about how you want it to be: What message might it send to a viewer straight up or down, or fingers spread wide?  Play with the composition before you trace.  This will be filled with patterns and textures – define both with the students, and demo on a book.  Discuss media choices to make cover.  Tell them to leave space for their name which we will do as a tape transfer.

    Ind Practice – Students choose books and trace hands, and begin to fill it with a pattern.

Closing: Define Pattern, Texture.  What kinds of choices did the students make in positioning the hand, why? If time – what kinds of themes did the books make them think of – they have a few days to think about it, but some students might already have ideas.

Assessment Method: Verbal

Modifications:

Segment 3: OBJ - SWBAT understand the criteria of the altered books project.

Do Now: List what you think would be important to evaluate this project.

Teacher Input: List criteria from rubric, then using student samples in PP, go over rubric.

Teaching Style:

    Guided Practice– List criteria from rubric, then using student samples in PP, go over rubric.

    Ind Practice – If time, students continue to work on hands.

Closing: What are the criteria which will be used to grade the altered book?

Assessment Method: Verbal

Modifications:

Segment 4: OBJ - SWBAT cut letters of their name and prepare them for tape transfer. 

Do Now: Write down what you already know about “tape transfer”, or what you know about Silly Putty.

Teacher Input: Demo of tape transfer of letters of names.

Teaching Style:

     Guided Practice– Demo of tape transfer:  

• Cut letters of name, colored letters work best.  

•   Place letters face up and in order.  

•    Place a piece of packing tape over the letters.  

•  Put the tape with the letters in a tray of water, soak overnight.  

• Tomorrow, remove the tape from water, and gently rub the magazine paper off the back, leaving the ink of the letters.  

• Let dry, trim if desired, then press the tape with the letters onto a page in your book.  

• Gently burnish the tape so that it blends into the rest of the page.  

    Ind Practice – Students make a tape transfer of their name.  During waiting time, they are finishing their hand on the cover.

Closing: Describe the process of tape transfer.

Assessment Method: Verbal

Segment 5: OBJ - SWBAT explore the possibilities of a theme and decide on one for the altered book.

Do Now: Write down three ideas for a theme for your book: places, events, objects.

Teacher Input: Brainstorm themes with the students.

Teaching Style:

    Guided Practice–

To choose a theme, discuss different ways to choose one:  

• Using the Do Now, take the ideas, and write them on three separate pieces of paper, and randomly choose on.  

•  Explore a social issue – poverty, homelessness, free speech, politics, etc.  

• Use a trait of character education: tolerance, commitment, responsibility, respect, etc.  

• Visually tell another story or a poem  

• Visually tell the story of the book  

• Use some of the words of the text to create a different meaning.  

Use a PP to show examples of some of these, both students and artists

    Ind Practice – Students choose a theme, write it down, and hand it in at the end of class.

Closing: Share chosen themes from written papers.

Assessment Method: Verbal

Modifications:

Segment 6: OBJ - SWBAT glue together sections of the book, and begin the first.

Do Now: Define “collage”.  How have you made collages in the past?

Teacher Input: Demo of gluing together pages, and collage techniques.

Teaching Style:

    Guided Practice– Define collage, then demo:

       - Glue together 3 sections of the book using Elmer’s Glue.  If the book is thick enough, a section can be glued to the back cover to create a place to cut a niche which can be used for three dimensional work.

      - A section is two open facing pages. One section (it can be any one of the four) should be collage. Demo/discuss contrast and positive / negative space.  Discuss different was to make collages – cut/torn paper, using magazine images cut up to form others, or magazine images whole, or combine any technique.

    Ind Practice – Students begin gluing sections together, then begin collages, and work on them for 2-3 classes.

Closing: What are the different artist choices you have for the collage?

(what section, and above choices)

Assessment Method: Verbal

Modifications:

Segment 7: OBJ - SWBAT begin painting a section of the altered book.

Do Now: Describe the different kinds of paint you have used.

Teacher Input: Discussion of paints and their qualities, and demo, including masking the text to reveal some of the existing words.

Teaching Style:

    Guided Practice–  Demo various painting ideas:

- Acrylic washes – add medium to acrylic paint

- Masking techniques

- Gold oil crayons, seal with acrylic medium, proceed with acrylic washes and paint.  Scratch through washes and shine from gold leaf comes through

    Ind Practice –  Students use one or more techniques to paint an image in the altered book. (2-3 classes)

Closing:

Assessment Method: Verbal

Modifications:

Segment 8: OBJ - SWBAT state the choices for the last section of the book.

Do Now: What other choices do you have for the other section you need to do?

Teacher Input: brainstorm and list artist choices for the other section.

Teaching Style:

    Guided Practice– See list of choices, demo, and discuss ways to create the last section of the book.

    Ind Practice – Students work on the other section (3-5 classes)

Closing: What are some artist choices you have for the lat section?  What are your choices?

Assessment Method: Verbal

Modifications:

Segment 9: OBJ – SWBAT reflect on their work in an Artist Statement, and grade it using the rubric.

Do Now: What is an Artist Statement? 

Teacher Input: Review what an Artist Statement is, and how it might be used, and how to grade the art using the rubric.

Teaching Style:

    Guided Practice– Review what an Artist Statement is, what the questions are, how they should be answered (written form), how it might be used by artist and viewer, and how to grade the art using the rubric.

    Ind Practice – Students write Artist Statement in class, and type it for HW.  The art should be graded using the rubric.

HW: Type the Artist Statement.

Closing: Share responses and books.

Assessment Method: Verbal

Modifications:

Extension: Make a sculpture base to display the book - Or make a "shrine box" (see Medieval books)

Excellent

20

Good

17

Adequate

14

Unsatisfactory

12

Score

Hand

Hand with at least 5 different patterns and textures drawn in very neatly – no lines cross each other unintentionally

Hand with at least 4 different patterns and textures drawn in pretty neatly – and/or lines may cross each other unintentionally in one or two spots

Hand with at least 3 different patterns and textures drawn in pretty neatly – and/or lines may cross each other unintentionally in some spots

Hand with at least 2 different patterns and textures drawn in pretty neatly – and/or lines may cross each other unintentionally in many spots

Tape Transfer

Tape transfer of letters of your name has been done successfully – all the letters can be clearly seen against the background

Tape transfer of letters of your name has been done pretty successfully – most the letters can be clearly seen against the background

Tape transfer of letters of your name has been done somewhat successfully – but some of the letters can’t be clearly seen against the background

Tape transfer of letters of your name has not been done successfully – many of the letters can’t be clearly seen against the background

Collage of Theme

The shapes are very neatly cut out or torn everywhere and the gluing is very neat, and all the edges are down 

The shapes are pretty neatly cut out or torn everywhere and/or the gluing is pretty neat, and most of  the edges are down 

The shapes are somewhat neatly cut out or torn everywhere – there may be a few rough spots and/or the gluing is somewhat neat, but a few of  the edges are up 

The shapes are somewhat messily cut out or torn in many places and/or the gluing is messy with many of the edges up 

Acrylic Painting

The acrylic painting uses mixed colors and values, and tries a some different techniques: dry brush, washes with medium, flat color

The acrylic painting uses mostly mixed colors and values, and tries a few different techniques: dry brush, washes with medium, flat color

The acrylic painting uses some mixed colors and values, but there may be a few unmixed straight from the tube and/or tries only 1-2 different techniques: dry brush, washes with medium, flat color

The acrylic painting uses only a few mixed colors and values, and there are several unmixed straight from the tube and/or tries only 1  techniques: dry brush, washes with medium, flat color

Artist Choice

The artist has chosen an “experimental” technique for the third section which is different from the first two, or combines one with a new technique

The artist has chosen an “experimental” technique for the third section but it may be somewhat similar to one of them or combines one with a new technique

The artist has chosen an “experimental” technique for the third section but it may be very similar to one of them  - you almost can’t tell the difference

The third section of the book repeats a technique from a previous section

Grade:

Excellent

50

Good

43

Adequate

37

Unsatisfactory

32

Score

Theme

The theme is thoughtful and obvious throughout the entire book

The theme is thoughtful and understandable throughout most of the book, but there may be a question somewhere

The theme is understandable throughout most of the book, but there may be some questions

The theme is unclear or not evident

Craftsmanship

The book is extremely well crafted in all sections and there are no areas of distraction

The book is very well crafted but there may be 1 or 2 areas of distraction where the work is messy or sloppy

The book is basically well crafted but there may be a few areas of distraction where the work is messy or sloppy

The book is sloppy, messy, torn or otherwise carelessly put together