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PREP
Select a well known work of art. (one with a lot of
textural brush strokes works best)
Make
an 11” x 17” black and white photocopy – make sure it
is light enough to show detail throughout the entire image.
Lightly
grid the photocopy off into a matrix in which each block is
a 3:4 proportion (see
figure 1).
On
the back side of the gridded photocopy, number each block in
sequence so that each has a unique identifier. (I photocopy
the numbered back side for later reference to avoid
confusion.)
Use
an X-Acto knife to carefully and exactly trim each block
out. (see figure 2)
Put
each numbered photocopy block into fishbowl number one.
Prepare
small slips of paper, each labeled with one of the
following: monochromatic, complementary colors, primary
colors, analogous colors, charcoal, colored pencils, tempera
paint, etc. (slips for each color color and for each medium
used. Provide enough slips for all student in class) You
decide how many different media you want to use. Alternate
idea would be to limit to one medium (i.e. all do tempera -
or oil pastel on black paper might be interesting)
Place
each slip of paper into fishbowl number two (students will
choose at random - a color plan strip or media strip)
LESSON
Open with a slide show of large matrix Chuck Close
artworks. Be sure to show images from a distance as well as
close ups. Discuss the illusion of detail created by
Close’s matrix of painted information: each block is
unique yet, collectively, they form a visual “whole.”
figure
1
Have
students choose one matrix block from fishbowl number one.
In
their journal, students should clearly record the number
from the back of their selected photocopy piece.
Using
glue, they should then affix the photocopy piece securely
into their journal above the number. (This helps to avoid
the problem of small pieces of paper getting lost … and
totally gumming up the works!)
Have
students choose one slip of paper from fishbowl number two
and again glue it into their journal (student will have
selected a medium to use or color plan -the third element is
his/her own choice)
Explain
that each student will create a unique and abstracted
artwork, that every learner’s tools and assignment will
vary – but that when they are presented together something
very special will happen visually. Do not tell learners what
their images will collectively form.
Distribute
6” x 8” pieces of drawing paper.
Explain
that each learner must enlarge and reproduce the details of
the small photocopy from bowl number one, being observant of
proportion and value. However, learners will need to apply
the color scheme or use the material selected at random from
bowl number two.
Learners
are always very curious about what their image will form.
Some may even guess accurately – I encourage this
speculation but do not tell them. This keeps interest high.
I
usually teach at least three sections of 8th
grade Art and I have all of my classes working on segments
of the mural simultaneously. When I grid out the original
photocopy I try to make the blocks small enough so as not to
give away the secret of the original, yet large enough to
show detail and to be easily observed. Usually my students
will have to generate two or three blocks so that we have
enough pieces to complete the entire puzzle – I have to
carefully gauge the number of grid blocks against my
enrollment (and plan contingencies for when some kids,
invariably, are out of class and to avoid having any holes
in the final construction.)
Depending
upon how many grid pieces each student is required to
complete, the number of days of production time will vary
considerably.
display
In the past, when
all pieces have been completed, I carefully attach each grid
piece to the hallway wall with wax after students have
left for the day. This ensures a great surprise on their
arrival the next day. Another way to build the mural is to
have a prepared area of the wall covered with white paper
that has an accurate grid lightly penciled and numbered. As
each student completes a grid piece they can attach it to
the background, allowing the mural to reveal itself one
piece at a time.
figure
2
Alternate
Idea: Portrait of Principal
Students
might enjoy doing a portrait of their principal (don't let
on who or what it is). Take a good photograph with some
contrast - and experiment with some texture filters (get
some brush stroke effects). Follow same directions above.
See
related lessons |
