Submitted by: Shannon McGraw, The
Parish Episcopal School, Dallas, TX
UNIT: Sculpture - 3D Design - Mixed media - Recycling
Lesson: Self Portrait using watch parts and tin - Mixed media
Grade Level: Middle School
Watch Me Get Out of the Box
Watch Me
Dance
A Time to Fly
Lesson Summary: Students
utilized watch parts along with other tin objects to create a
'self-portrait.' The portrait had to address the metaphor or
the watch parts by having either the word 'watch' or 'time' in its
title. They were to use originality and imagination when creating
their body parts while being able to demonstrate an understanding
of certain elements and principles of art like focal point,
repetition, texture and balance. They also had to add a word
of words that further clarified their theme. (click images for
larger views)
Objectives:
Materials:
- create whimsical self
portrait using watch parts and tin - recycling
- demonstrate safety in
using tools - use a variety of materials to create a
work of art
- demonstrate
understanding of the elements and principles of design
( focal point, repetition,
texture and balance)
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old
watch parts*
assortment of tin cans
tooling foil, assorted metal objects
assorted screen materials
tin snips, hole punches, awls
wire brads/fasteners, rivets/tools
E600 or Goop Glue, wood boards |
Teacher preparation:
*Gather watch parts from repair shops around
town (Shannon's watch parts were donated). Cut wood boards to size
(Shannon used old barn siding). Bring in a collection of tin/aluminum cans.
Instruction/Motivation:
- Present the whimsical work of Beth
Piver and show tin art from book by Bobby Hansson, The
Fine Art of the Tin Can
- Demonstrate safe use of tin snips, awls
and rivet tools. Show various ways to join metal.
Procedures:
- Plan figure - arrange on paper.
Students looked through the watch parts
and were to bring in tin that had good letters, colors and
patterns on them. Each student decided on their theme.
They were to work from large to small, have a focal
point and utilize repetition, while paying attention to
detail.
Students measured out a
12"x15" paper and began gathering, cutting, and
arranging. Shannon had them work on a white piece of
paper, the same size as the wood, because she wanted them to
see how the background, in terms of color and texture, would
transform their portraits.
- Attach pieces together - use rivets, wire
brads, E600 Glue (or Goop). Glue together/join then mount on background wood.
Will some parts move? How will you do that?
- Title work - class critique - discussion
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:
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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 –
Planning and preparation
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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 –
Use of elements and principles: focal point, repetition,
textures, color
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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 –
Assemblage of figure - creativity
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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
x
2 = 100
(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:
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 |
5.
Reflecting upon and assessing the characteristics and merits
of their work and the work of others |
| 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 multiple purposes for creating works of art |
| 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 |
Students
use subjects, themes, and symbols that demonstrate knowledge
of contexts, values, and aesthetics that communicate
intended meaning in artworks |
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[MIDDLE
SCHOOL LESSONS]
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