I
chose a lesson educating students on designing site-specific sculptures. The students will gain an understanding of
the factors that go into designing site-specific sculptures through creation of
their own sketch and proposal. I will
begin the lesson with the NJ Core Curricular Standard 1.1.5.D.1 for Visual Arts. It focuses on the elements of art and how
using them to enhance function and purpose will have an effect on the
individuals who will see it. Firstly, I will
display an image of Mark
di Suvero’s sculpture Lao Tzu on the
whiteboard. This will be followed by a
Q&A session to get the students thinking about such issues as why the
sculpture may be outside, what it might be, and how it may have been made. These are general warm up questions. I will then hand out a
visual organizer that I will display on my whiteboard.
I will ask the students to tell me elements of art that we have
previously learned. Once completed, they
will fill in their visual organizers. Once
I check for comprehension I can prompt them for any of the elements they may
have missed. I will be utilizing NETS II
communication and collaboration. This
supports individual learning and also supports the learning of others in the
class.
Next, I chose the NJ
CCS from Visual Arts 1.4.5.A.2. It deals
with making decisions and judgments based on composition and different
viewpoints. I would show the students Youtube video on Mark and Lao Tzu on the whiteboard. I would ask the students to make sure to take
note of background information about the artist, his techniques and personal
beliefs. But primarily focusing on his exact
methods for designing sculptures for specific spaces. Allowing students access to video and audio,
and not just written text is helpful for students who are English language
learners as well as students who’s first language is English. In addition this is beneficial in giving the
students a better understanding of the sculptures surroundings, a view of all
angles as well as view its true scale in relationship to people. I would then follow up by prompting the
students with compositional questions about the piece and how these
compositional decisions affect the sculpture and the surrounding landscape. I
would then have the students break up into small groups and come up with a list
of Marks methods for creating site-specific sculptures that they can use in
creating their own sculptures. This
utilizing NETS IIII critical thinking, problem solving, and decision-making.
I
then went on to the NJ CCS 1.3.5.D.3 from Visual
Arts. It deals with identifying common
and distinctive characteristics of genres of visual artworks using technology
and experiment with compositional approaches.
The students would continue to work in small groups, they will continue
to use their visual organize. Their goal
would be to come up with ideas of where they could design a sculpture on school
grounds. They will also discuss what function or purpose the sculpture could
serve and create a list of important characteristics that they’re sculpture
will and will not have. Some of these
will be based on the ideas from the Lao
Tzu. However, students are
encouraged to come up with their own characteristics as well. After the group
work students will do Internet research on their tablets to make sure that they
have conceivable additions on their lists.
I am utilizing NETS IIII use multiple processes and diverse perspectives
to explore alternative solutions.
Next,
I will show the students how to take pictures.
Followed by instructions on how to write a detailed description, as if
you are explaining the location to a blind man. Then, I will take my students
to the agreed upon location to sketch out their ideas. They will use tablet software to complete the
work on the sketches. Once there they will
work in groups of 2 to take pictures and write descriptions. It will assist them in the comprehension of
how a sculpture is viewed, from different angles and points of view. It will give them a reference for when they
are back in the classroom. As well as help students to see art elements they
would have normally missed. They will
use these as self-assessments to check their sketch for agreed upon
characteristics and elements. We will be using NJ CCS for Visual Arts 1.4.5.B.3 to evaluate
the strengths and weaknesses of a piece of art.
I am utilizing NETS II, communication and collaboration.
I
will then use NJCCS 1.3.5.D.1
for Visual Arts. It entails working
individually and collaboratively to create 2D and 3D dimensional works. Students will complete their sketches and
attach a written letter of proposal. In
their letter the student must explain how their design is suited to the
specific location based on its elements, characteristics and the
surroundings. All sketches with attached
letters will be uploaded to an eportfolio database that can be viewed on the
whiteboard. Students will give brief presentations
of their work. They will also be viewed
by peers, the principal, as well as the student’s parents. The NETS used is creativity and
innovation.
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