Unit Plan Presentation

1. Unit Plan Presentation Deanna Price ARE 4351 Dr. Brewer November 29th, 2010

2. Lesson Plan 1: Drawing Raymond Pettibon “Untitled” 1993

3. Raymond Pettibon “No Title (My uniform desire)” 1992

4. National Standards: Understanding and applying media, techniques, and processes • State Standards: The student understands and applies media, techniques, and processes • Statement of Origin: The idea for this lesson was received from reading Jean Robertson and Craig McDaniel’s Themes of Contemporary Art: Visual Art after 1980 (2010) and reading about Raymond Pettibon. After looking at Pettibon’s piece Non Title (What’s Better Science) I came up with the idea to have students read a work produced by an author and draw their personal interpretation of what they see. Additionally, I got the idea for this lesson after reading Olivia Gude’sPrinciples and Possibilities: Considerations for a 21st- Century Art and Culture Curriculum (2007) in the section about “playing.” The article Lesson Planning Packet (from 5359) in the University Reader’s was also an inspiration for this lesson. • Objectives: After completing this lesson, students will be familiar with artist Raymond Pettibon. Students will learn how to make their own representation of what they visualize when reading a work by an author such as a poem, a piece of literature, etc.

5. Procedures: • 1.) Students will look at a presentation on artist Raymond Pettibon. Students will observe his works and discuss what they see. • 2.) Students will be instructed to pick something they have read in the past; either a poem or a novel. They will be instructed to reflect upon the piece of work they choose. Questions such as: What do you think the author was trying to make you see? What do you see? Where is this poem or novel taking place? • 3.) After students have gained an interpretation of a work they have read, students will be given an 18x24 sheet of paper and various colored pens with different tip sizes. With Pettibon’s influence in mind, students will be instructed to draw what they visualize based off of the novel or poem they chose. Students will be instructed to set the drawing up in a comic- book like manner, meaning, having different boxes on the one sheet of paper to represent different scenes described by the poem or novel they chose. • 4.) Upon completing this lesson, students will have a presentation of their work and discuss the poem or novel they chose to use. • Assessment Procedure (see rubric)

6. Lesson Plan 2: Painting Alexis Rockman “The Allure of Land” 2001

7. Alexis Rockman “Fracture Zone” 2003

8. National Standards: Making Connections between visual arts and other disciplines • State Standards: The student makes connections between the visual arts, other disciplines, and the real world. • Statement of Origin: This lesson inspired by Jean Robertson and Craig McDaniel’s Themes of Contemporary Art: Visual Art after 1980 (2010) and coming across artist Alexis Rockman. I want students to not only create art, but to learn about environmental issues for the objective of promoting awareness. I also got the idea for this lesson from the National Art Education Association’s November 2010 magazine issue which contained the following two articles: Shades of Green: Growing Environmentalism through Art Education by Hilary Inwood and Water: Social Issues and Contemporary Art Education by Angel Cornelius, Ernie Sherow and B. Stephen Carpenter, II. • Objectives: By the completion of this lesson, students will have learned about current and potential environmental hazards that can inevitably affect our oceans. Students will be familiar with eco- art and will learn that global issues can be discussed and expressed by creating artwork.

9. Procedures: • 1.) Students will be given a presentation (which will include pictures) on the Earth’s oceans and three factors that are affecting the ocean in a negative way: Oil spills, pollution, and marine debris. There will be a discussion on the things mentioned above. Students will have the opportunity to express what they think. Questions such as: 1.Which of the environmental hazards do you think is our biggest problem, 2. What do you think the underwater sea life will look like if this continues, and 3. How do you think it is affecting the life that lives below, will be asked. • 2.) After the presentation, students will be introduced to artist Alexis Rockman’s two works The Allure of Land and Fracture Zone. A discussion about these two works will take place. Students will have the opportunity to express what they see and how it makes them feel. • 3.) After both presentations, students will be instructed to choose one of the 3 environmental hazards the ocean is experiencing and use inspiration from Rockman’s two paintings to express their reflection on the issue. Students will be asked to create what they believe the underwater world looks like or will look like if the problem they chose to express continues to occur. They must include sea creatures. Making an 8”x10” collage of actual pictures of the hazards will be required before beginning the painting (so students can have an idea for their composition). • 4.) After students have completed their collage, they will use it as a reference for their painting. Students will sketch out their piece then use either acrylic or watercolors to paint. • Assessment Procedure: (See rubric)

10. Lesson Plan 3: Ceramic Deborah Halpern “Angel” 2006

11. Deborah Halpern “Power of Community” 2008

12. National Standards: Choosing and evaluating a range of subject matter, symbols, and ideas • State Standards: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions in visual art • Statement of Origin: The idea originated from this lesson by randomly coming across artist Deborah Halpern’s piece Angel. The variety of faces integrated in this piece gave me the idea to have students make a self portrait, but instead of actually creating themselves, they would instead create things that are symbolic of who they are. I got the idea for the technique being used from a piece I created about a year ago. • Objectives: Students will learn how to create a self portrait by using symbols that express who they are as an individual. Students will also learn about artist Deborah Halpern.

13. Procedures: • 1.) Students will watch a presentation on artist Deborah Helpern. Her two works Angel and Power of Community will be presented. • 2.) Students will be asked to think of images and or objects that they believe identify who they are. Questions such as: What is your favorite season, what is your favorite color, what is your favorite food, will be asked. Students will create a few thumbnail sketches of images and or objects that identify who they are. • 3.) Students will be instructed to create a cup out of clay. Rather than just simply painting it, students will be required to do inlay work (a demonstration will occur before). Students will refer to Helpern’s piece for inspiration on design. Students will lightly sketch the images they have chosen that are symbolic of who they are. • 4.) After sketching, students will lightly carve away at the sketch, making sure not to go through the other side. • 5.) Students will pick a color to do inlay work on the part carved away. • 6.) After everyone has completed their piece, students will share their work with each other and the class. • Assessment Procedure: (see rubric)

14. Lesson Plan 4: Sculpture Kiki Smith “Born” 2002

15. Kiki Smith “Party Girl” 2000

16. National Standards • 1. Understanding and applying media, techniques, and processes. State Standards • 1. The student understands and applies media, techniques, and processes. • Statement of Origin: I got the idea for this lesson by looking at Kiki Smith’s work. An idea came to me about having students create a sculpture from found objects and clay that depict animals doing human activities. • Objectives: Students will look at works by Kiki Smith and create a piece of an animal performing a task a human would do, for example, cooking, working, cleaning. Students will portray a world in which animals are taking on daily tasks that humans do.

17. Procedures: • 1.) A presentation will be given on Kiki Smith and her work. Students will be prompted to have a discussion about her pieces Born and Party Girl. • 2.) Students will be asked why they think in the piece Born the artist decided to have the animal birth a human instead of an animal or a human giving birth to another human. The significance of this will be discussed. • 3.) Students will be asked what they think it would be like if animals could perform daily tasks like we do. For example: Cook, work, clean, drive. • 4.) They will then be directed to choose one thing they do daily or one thing they enjoy doing and create of sculpture of an animal doing it rather than them. • 5.) Students will choose one animal and sculpt it out of clay. After their animal is fired in the kiln, students will paint their animal. They will then collect found objects that will create a scene depicting the daily activity they chose to portray. • Assessment Procedure: (See rubric)

18. Lesson Plan 5: Media Criticism Penelope Cruz with and without makeup.

19. Carrot Top before and after plastic surgery.

20. National Standards • 4. Understanding the visual arts in relation to history and culture State Standards • 3. The student understands the visual arts in relation to history and culture Statement of Origin • The idea for this lesson was conceived after reading Gaye Leigh Green’s Imagery as Ethical Inquiry and understanding the power images in the media have. Objective • Students will gain awareness that most celebrities do not really look how they are portrayed in the media. They will learn that many celebrities wear tons of makeup and or have had plastic surgery. Students will hopefully learn that the way an individual naturally looks is and can be beautiful. The goal of this lesson is to emphasize the importance of inner beauty and that the way a person appears on the outside is not everything.

21. Procedure • 1.) Students will be presented to photographs of celebrities with and without makeup. Students will also see images of celebrities before and after plastic surgery photographs. The class will compare and contrast celebrities with and without makeup and before and after plastic surgery. • 2.) A discussion will be prompted on why it is important to be able to recognize that the way most celebrities are portrayed is not how they really look. Students will be asked if they think who a person is inside is more important than who they are on the outside and why or why not. • 3.) Students will be asked to reflect on their appearance. Students will create a self portrait of their “natural beauty.” They will pick a color scheme then use shreds from magazines to form a self portrait from colors from the color scheme they chose. Students will have to include in the background in their self portrait the feature they like best about themselves, ex: eyes, ears hair. • Assessment (See rubric attached)

22. Grading Grading is based off of the following color system: Green:Exceeded expectations Yellow:Met some expectations, but needs improvement Red:Overall needs improvement, did not meet many expectations Categories Originality- Student’s piece is creative. It is not a replica of another student’s work or another artist’s work. Participation-Student actively participates in discussions. Student cleans up work area after working on project. Student shows effort in working on project. Student followed directions. Craftsmanship- Student does not rush through piece, but takes his or her time in completing it. Piece is neat and sturdy. Piece is produced thoughtfully. Assignment goals-Goals for individual assignment are met. Rubric

23. References Raymond Pettibon(Artist). (1957- ). Untitled, 1993, [Ink on paper], Exhibited at Feature Inc., Fall 1993. RayondPettibon(Artist). (1957- ). No Title (My uniform desire), [Pen and ink on paper], Exhibited at David Zwirner, Spring 2000. Alexis Rockman(Artist). (1962- ). The Allure of Land, 2001, [Oil and acrylic on wood], Exhibited at Gorney, Bravin + Lee, Winter 2002, Artists Rights Society (ARS), New York . Alexis Rockman(Artist). (1962- ). Fracture Zone, 2002, [Acrylic and oil on wood], Exhibited at Gorney, Bravin + Lee, Spring 2003, Artists Rights Society (ARS), New York. Kiki Smith(Artist). (1954- ). Born, 2002, [ Bronze], Exhibited at Pace Wildenstein, Winter 2002. Kiki Smith(Artist). (1954- ). Party Girl, 2000, [ Nepal paper, resin, and pencil], Exhibited at Pace/MacGill Gallery, Spring 2001.

24. Penelope Cruz With and Without Makeup [Image] (2008). Retrieved October 30th, 2010, from http://www.amazingmakeup.com/archives/date/2008/06 Carrot Top Before and After [Image] (2009). Retrieved November 23rd, 2010 from http://www.2samachar.us/carrot-top-before-and-after/29252.html Robertson, J., McDaniel, C. (2010). Themes of Contemporary Art: Visual Art after 1980. New York, New York: Oxford University Press. Gude, O. (2007). Principles and Possibilities: Considerations for a 21st- Century Art and Culture Curriculum. Art Education, 60(1), Pp. 6-17.

25. Lesson Planning Packet (from 5359). Cornelius, A., Sherow, E., Carpenter, B.S. II. Water: Social Issues and Contemporary Art Education. Art Education, 63(6), Pp. 25- 32. Inwood, H. Shades of Green: Growing Environmentalism through Art Education. Art Education, 63(6), Pp. 33- 38. Angel [Image] (2006). Retrieved November 28th, 2010 from http://upload.wikimedia.org/wikipedia/commons/5/5a/A ngel _by_Deborah_Halpern_01a.jpg Power of Community [Image] (2008). Retrieved November 28th, 2010 from http://upload.wikimedia.org/wikipedia/commons/4/4a/ Haper n_Sculpture_BeautyPark_Frankston.jpg Gaye Leigh Green, “Imagery as Ethical Inquiry,” Art Education, November 2000. Pp.19-24.