Generic ART Lesson Agenda Format:

1. Generic ART Lesson Agenda Format: Students enter and begin a warm-up activity to move from the left side of the brain To the right side of the brain. Normally this is completed in 2D form, however may also be in 3D on occasion. Announcements: Anticipatory set: Guiding question – Short video clip – visual illusion – Power Point Demonstration (this will also be included in the guided practice portion and the Independent practice portion) Activity: Guided practice/ studio Guiding questions, discussion of differences/ similarities between creation/ process/ materials that will be involved in unit/ lesson/ artwork. Pen and ink line drawings/ pencil and shading line drawings/ Studio Students work independently or with other students to complete the project based Art TEKS/ criteria introduced and evaluated with the use of a rubric Closing: Review / Tomorrow’s hook / Questions / Celebration

2. Generic ART Lesson Agenda Format: Students enter and begin a warm-up activity to move from the left side of the brain to the right side of the brain. Normally this is completed in 2D form, however may also be in 3D on occasion.

3. Announcements: Anticipatory set: Examples: Guiding question – Short video clip – Visual illusion – Power Point Demonstration (this will also be included in the guided practice portion and the Independent practice portion)

4. Activity: Guided practice/ studio Guiding questions, Discussion of differences/ similarities between creation and/or process Media/materials that will be involved in unit/ lesson/ artwork. Pen and ink line drawings/ pencil and shading line drawings/

5. Activity: Guided practice/ studio Guiding questions, discussion of differences/ similarities between creation/ process/ materials that will be involved in unit/ lesson/ artwork. Pen and ink line drawings/ pencil and shading line drawings are examples.

6. Studio Students work independently and/or with other students to complete the project based on Art TEKS/ criteria introduced Projects are normally evaluated with the use of a rubric

7. Closing: Review Tomorrow’s hook Questions Celebration

8. Week 6 • Paper sculptures: • Students will create a 3D paper sculpture based on the subject of their choice • Time frame: 3 – 4 days • Assessment: Class critique and rubric

9. Week 6 and 7 • From realism to abstract: • Students will create an abstract piece of art based on a realistic piece that is personally chosen • Material: Self hardening clay supplied by instructor • Time frame: 4 – 6 class periods • Rubric assessment

10. Week of October 13 -16 --------Week 7 and 8 3D ART II Notes to Students: Sketchbook assignment for the week: Complete the manikin worksheet to scale. Drawings from all views of manikins. Minimum Of 3 per page with ½” border. 3 pages due. Manikins should be in different poses. -3 poses will result in a “4” 3 views of each pose on each page Shading to enhance the illusion of edges, not lines Rubric Studio Assessments such as the assessment on Abstract Natural Sculpture; See page 23 uses the form in text, Week 8 and 9: Wire Sculpture: Study Chapter 1, Study Chapter 2: “Modeling” Take notes always! You are responsible for the material in this chapter. You must first pass the test with an 80% or above to be able to work the studio part of the Modeling Chapter. Most studios will be in class. Therefore , writing and researching should be completed at home as homework due to time constraints in class. Tests will cover but not be exclusively these subjects: Vocabulary, Critiques, Research, Techniques, Tools, History, Artists Class Projected Agenda

11. Weeks 8 and 9: October 13 - 23 • Unit: Sculpture: Linear: Wire: Calder: Manikin • Lesson Plan :Expressive Linear Sculpture • This unit is helpful in moving students from a 2D thought process to a 3D • thought process. • Description: • Students will create a wire sculpture that illustrates the proportions of • a manikin either in motion or at rest. • Materials: 18 gauge wire, other miscellaneous wire that I own. • Tools provided by instructor/ • Student Objectives: Students will develop skill in 3 D context and associating • Line with experimentation: • Outline • Contour Line • Gesture line • Students will gain experience utilizing simple wire attachment techniques of twisting • Crimping etc • Students will explore a variety of techniques for mounting a sculpture to a base. • Artists: Alexander Calder, Henry Moore (see slides following) • Students will present a PPT on one of the 3D artists: due Wed. October 28, 2009

12. Week 9 and 10We are going into clay! • Projected clay opener: Wednesday, October 28, 2009 • Study Chapter 1, • Study Chapter 2: “Modeling” Take notes always! • You are responsible for the material in these chapters. • You must first pass the test with an 80% or above to be able to work the studio part of the Modeling Chapter. • Most studios are completed in class. Therefore ,writing and researching should be completed at home as homework due to time constraints in class. • Tests will cover but not be exclusively these subjects: • Vocabulary, Critiques, Research, Techniques, Tools, History, Artists • Always, always, always take notes! • Monday – Wednesday Presentation PPT and studio: • NISD Holiday Card Due Thursday, October 29, 2009. • Don’t forget: your presentations on the Artists are due Wednesday: We will begin with a guided practice of CM Russell.

13. Due: Wed.. October 28, 2009 Artist PPT presentations: • Students will investigate a 3D artist in art history • Synthesize the information and create a PPT that summarizes the artist, their life, their art and their contribution to the world. • Collect images of the artist’s work that will be included in the presentation. • Create a source page of the images and the information on the last slide. • Write a brief critique of one of the pieces. • Present to the class • Evaluate on the rubric included.

17. Alexander Calder In his studio Student study sheet

18. Alexander Calder http://www.calder.org/ Modern art Both parents were artists He began by developing a new method of sculpting: by bending and twisting wire, he essentially "drew" three-dimensional figures in space. He is renowned for the invention of the mobile, whose suspended, abstract elements move and balance in changing harmony Also know for large metal sculptures with bolts Attended Stevens Institute of Technology after high school and graduated in 1919 with an engineering degree Influenced by Mondrian, his time as a firemen in New York, and his job as a sketcher for the National Police Gazette (circus interest) Student study material

19. Student study material • Calder Foundation Foundation devoted to collecting, cataloguing and archiving the works and heritage of the American sculptor. www.calder.org • National Gallery of Art - Alexander Calder: 1898 - 1976: Virtual Tour Virtual tour of modern sculptor Alexander Calder's mobiles, stabiles and circus. www.nga.gov/exhibitions/caldwel.shtm

20. What makes Calder so important in the art world? • Alexander Calder (1898-1976), whose illustrious career spanned much of the 20th century, is the most acclaimed and influential sculptor of our time. Born in a family of celebrated, though more classically trained artists, Calder utilized his innovative genius to profoundly change the course of modern art. He began by developing a new method of sculpting: by bending and twisting wire, he essentially "drew" three-dimensional figures in space. He is renowned for the invention of the mobile, whose suspended, abstract elements move and balance in changing harmony. Calder also devoted himself to making outdoor sculpture on a grand scale from bolted sheet steel. Today, these stately titans grace public plazas in cities throughout the world. Student study material

21. Henry Moore Student study material Focus on form Known for Public Sculptors such as Reclining Woman Abstractions of organic shapes were his primary motif "The observation of nature is part of an artist's life, it enlarges his form [and] knowledge, keeps him fresh and from working only by formula, and feeds inspiration." ~ Henry Moore "In my opinion, everything, every shape, every bit of natural form, animals, people, pebbles, shells, anything you like are all things that can help you to make a sculpture." ~ Henry Moore

22. Henry Moore • Home - Henry Moore - Modern Abstract, Organic Sculpture This site is a tribute to Henry Moore, the modern sculpture artist specializing in abstractions and organic shapes. www.henrymoore.com/ • Henry Moore Foundation The Henry Moore Foundation is an arts charity established by the artist in 1977 to promote sculpture in general and Henry Moore's work in particular. www.henry-moore-fdn.co.uk/ Student study material

23. Henry Moore • Henry Spencer Moore (30 July 1898 – 31 August 1986) was an English artist and sculptor. He was best known for his abstract monumental bronze sculptures which are located around the world as public works of art. • His forms are usually abstractions of the human figure, typically depicting mother-and-child or reclining figures. Moore's works are usually suggestive of the female body, apart from a phase in the 1950s when he sculpted family groups. His forms contain hollow spaces. • Moore was born in Castleford, the son of a mining engineer. He became well-known through his larger-scale abstract cast bronze and carved marble sculptures, and was instrumental in introducing a particular form of modernism to the United Kingdom. His later life ability to satisfy large-scale commissions made him exceptionally wealthy. • Yet he lived frugally and most of the money he earned went towards endowing the Henry Moore Foundation, which continues to support education and promotion of the arts.[ Student Study Sheet

24. Student Study Sheet

25. Hilaire-Germain-Edgar Degas Student study material "No art is less spontaneous than mine," the French Painter Edgar Degas once said. "What I do is the result of reflection and the study of the great masters.” Superior draughtsman, painter, sculptor Impressionist Famous for dance and ballet themes works exhibit his command in portraying movement his initial aspiration = historical artist, a career to which he was naturally inclined as a result of his strict academic education coupled with careful study of classical painting become a classical artist of modern-day life http://www.buzzle.com/editorials/7-27-2006-103651.asp

26. Andy Goldsworthy • Environment Artist-collaborates with nature to make his creations • Goldsworthy regards all his creations as transient, or ephemeral. He photographs each piece once right after he makes it. His goal is to understand nature by directly participating in nature as intimately as he can. He generally works with whatever comes to hand: twigs, leaves, stones, snow and ice, reeds and thorns.  • "At its most successful, my 'touch' looks into the heart of nature; most days I don't even get close. These things are all part of a transient process that I cannot understand unless my touch is also transient-only in this way can the cycle remain unbroken and the process be complete." -Andy Goldsworthy • http://www.arthistory.sbc.edu/artartists/photoandy.html • Digital catalogue • www.goldsworthy.cc.gla.ac.uk • http://www.morning-earth.org/ARTISTNATURALISTS/AN_Goldsworthy.html Student study material

27. Artists to Research and use in wire sculpture creations: Sheryl McRoberts George Segal Michelangelo Henry Moore Alexander Calder Ken Little Louise Nevelson Arthur Silverman Student study sheet

28. Student Technique material

29. Student Technique material

30. Student Technique material