Rotating Still-Life: 9-12th grade
Objective: Students will draw a still-life that they, as a small group created. The students will travel around the table using the same marker but on different sheets of paper to complete the drawings as a group.
Materials:
Paper
Markers
Tape
Rotating cake turntable
Procedure:
1. Students will learn about Portia Munson's work and her collections of similar objects, which may or may not factor into what they include in their still-life.
2. Students will begin their first of four drawings using a marker.
3. Students will spend three minutes at each drawing corner, traveling with their color marker and continuing on the work that their peers have been doing as well.
4. The drawings will be attached to the turntable and spun around, discussing how we are taking a 3-d object, making it 2-d, and attempting for it to appear 3-d.
5. Students will be asked to point out focal points, juxtaposition and overlapping.
Artist used:
Portia Munson
Materials:
Paper
Markers
Tape
Rotating cake turntable
Procedure:
1. Students will learn about Portia Munson's work and her collections of similar objects, which may or may not factor into what they include in their still-life.
2. Students will begin their first of four drawings using a marker.
3. Students will spend three minutes at each drawing corner, traveling with their color marker and continuing on the work that their peers have been doing as well.
4. The drawings will be attached to the turntable and spun around, discussing how we are taking a 3-d object, making it 2-d, and attempting for it to appear 3-d.
5. Students will be asked to point out focal points, juxtaposition and overlapping.
Artist used:
Portia Munson
Stencil Still-Life: 9-12th grade
Objective: Students will use the cut out objects provided to create a Mark Fox inspired still-life. Students will be expected to apply vocabulary terms to their design approach.
Materials:
Posterboard
Black cut-out stencils
Tape
Scissors
Procedure:
Begin with looking at Mark Fox's work, Dust. We will talk about length of time put into a work, individuality, innovation and inspiration.
1. Students will use the cut-outs provided to create a still-life on the posterboard.
2. Students will use the six vocabulary terms: cropping, space, overlapping, focal point, emphasis and juxtaposition.
3. Artwork will be photographed throughout the process to use in discussion: when is artwork finished? Is less really more?
4. Students will discuss and show where they used the vocabulary terms. Discussions will occur concerning involvement from those in the group, alterations made, innovations applied and interest in the artwork.
Artist used:
Mark Fox
Materials:
Posterboard
Black cut-out stencils
Tape
Scissors
Procedure:
Begin with looking at Mark Fox's work, Dust. We will talk about length of time put into a work, individuality, innovation and inspiration.
1. Students will use the cut-outs provided to create a still-life on the posterboard.
2. Students will use the six vocabulary terms: cropping, space, overlapping, focal point, emphasis and juxtaposition.
3. Artwork will be photographed throughout the process to use in discussion: when is artwork finished? Is less really more?
4. Students will discuss and show where they used the vocabulary terms. Discussions will occur concerning involvement from those in the group, alterations made, innovations applied and interest in the artwork.
Artist used:
Mark Fox
Edible Still-Life: 9-12th grade
Objective: Students will draw a still-life at six various stages to document either a progression or digression depending on the viewer's perspective. Students will be able to interact with and shape the art throughout the drawing process.
Materials:
Paper
Markers
Pencils
Erasers
Procedure:
Before beginning, we will look at the work of Janet Fish and her paintings of saran wrapped fruits in grocery stores. We will be creating an inspired still-life.
1. List on the back of the paper all of the objects in the still-life, As we introduce layering (postmodern term), we will begin drawing the still-life as it is under two layers of saran wrap/shrink wrap.
2. The third drawing will be that of the still-life with no layers added.
3. The forth drawing is of 3-5 objects from the still-life, zoomed in and defined.
4. Students will then interact/eat the objects in the still-life and draw the 3-5 objects again after they have been manipulated.
5. The final drawing will be of the entire still-life, after human interaction with the objects.
6. Students will label the drawings in numerical order of the one with the highest to the lowest value and will present their reasonings behind these conclusions.
7. Students will write a one page paper about the process and how it impacted their drawing before and after interacting with the work. Add items to the list that you may not have included in the beginning, for example, the wrapper of a package, the layers of the onion.
Artist used:
Janet Fish
Materials:
Paper
Markers
Pencils
Erasers
Procedure:
Before beginning, we will look at the work of Janet Fish and her paintings of saran wrapped fruits in grocery stores. We will be creating an inspired still-life.
1. List on the back of the paper all of the objects in the still-life, As we introduce layering (postmodern term), we will begin drawing the still-life as it is under two layers of saran wrap/shrink wrap.
2. The third drawing will be that of the still-life with no layers added.
3. The forth drawing is of 3-5 objects from the still-life, zoomed in and defined.
4. Students will then interact/eat the objects in the still-life and draw the 3-5 objects again after they have been manipulated.
5. The final drawing will be of the entire still-life, after human interaction with the objects.
6. Students will label the drawings in numerical order of the one with the highest to the lowest value and will present their reasonings behind these conclusions.
7. Students will write a one page paper about the process and how it impacted their drawing before and after interacting with the work. Add items to the list that you may not have included in the beginning, for example, the wrapper of a package, the layers of the onion.
Artist used:
Janet Fish
The Value of Warhol: 9-12th grade
Objective: Students will discuss the values of art and ownership. Students will be exposed to the lawsuit Andy Warhol faced from Patricia Caulfield. We will discuss valuing arts and personal aesthetic reflections. Students will be asked to define value, whether it is personal, monetary, influenced by curators and critics, etc.
Materials:
Images (provided and labeled by teacher)
thumbtacks
bulletin board/foam board
Procedure:
1. Introduce students to pop artist icon Andy Warhol. Discussion forums in small groups will take place with students defining value.
2. Students will be given a series of 5 images and will be asked to initial the back of them before placing them in rank order on the board.
3. We will discuss pop art terms and Warhol's art making. The focus will be on his Flowers prints.
4. I will have the PowerPoint still on and we will go through some slides where students will “guess the monetary value” of the works of art.
5. Students will have the opportunity to move their "votes" and place them where the feel they belong. Students will also write a one page paper (approximately one paragraph on each of the images) and explain why they were given their specific values.
Artists used:
Andy Warhol
Patricia Caulfield
Materials:
Images (provided and labeled by teacher)
thumbtacks
bulletin board/foam board
Procedure:
1. Introduce students to pop artist icon Andy Warhol. Discussion forums in small groups will take place with students defining value.
2. Students will be given a series of 5 images and will be asked to initial the back of them before placing them in rank order on the board.
3. We will discuss pop art terms and Warhol's art making. The focus will be on his Flowers prints.
4. I will have the PowerPoint still on and we will go through some slides where students will “guess the monetary value” of the works of art.
5. Students will have the opportunity to move their "votes" and place them where the feel they belong. Students will also write a one page paper (approximately one paragraph on each of the images) and explain why they were given their specific values.
Artists used:
Andy Warhol
Patricia Caulfield