Week 5: Interactive Collage

Theme Grade Level Class Size Time Community Art 5-6 14 students 90 mins

National Visual Arts Standards AH: (5-8)6a: Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context. AP: (5-8)3b: Students use subjects, themes, and symbols that demonstrate knowledge of context, values, and aesthetics, that communicate intended meaning in artworks. AE: (5-8)5a: Students compare multiple purposes for creating works of art. Illinois State Goals, Learning Standards and Benchmarks AC: 25.A.3e: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology. AH: 27.A.3b: Compare and contrast how the arts function in ceremony, technology, politics, communication, and entertainment. AP: 26.B.2d: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching, and constructing. AE: 26.A.2e: Describe the relationships among media, tools, technology and processes. Comprehensive Components Addressed: HC, AC, PF, AM Domains Addressed C1, C2, C3, C4, C6 OVERVIEW Students will be presented information on Rafael Lozano-Hemmer, Felix Gonzalez-Torres, and Erno-Erik Raitanen. They will then split up into small groups and be given seven minutes to use either watercolor, pastels, colored pencils, or ink on one sheet of paper. After the five minutes, the students will pass their paper to their neighbor, who will use a different medium from the previous classmate. Once the students get their original paper passed back to them, they break apart from their groups and work with the piece to create a new collage. RATIONALE By creating an interactive collage, students will problem solve using different media and techniques in their work. By comparing how the arts function on display and in the public, students will . By participating in a debate about Art Making Processes and Techniques Collage Watercolor and acrylic painting/ splattering/ blotting Pastel blending Ink/pen Visual Art Concepts Addressed Collage Installation art Student Pre-Requisite Skills/Knowledge No previous knowledge needed. Instructional Methods direct instruction, teacher demonstration, hands-on student involvement, group discussion, small group work, independent student work

LESSON OBJECTIVES As a result of this lesson, students will be able to: Historical/Cultural After looking at Rafael Lozano-Hemmers art, verbally describe at least one influence or purpose behind his work, and define what interactive and installation art is. National: (5-8) 5a State: 27.A.3b Domain: C1, C2 Art Criticism Students will examine the personal meaning in their work in writing, and give at least two ways they communicated their concept through elements and principles. National: State: 25.A.3e Domain: C4 Philosophical Frame After completing a collaborative collage, students will verbally criticize the interactive process in regards to mediums used in their finished work, giving one reason as to why they do or do not like it. Students will explain one reason for creating collaborative art. National: (5-8) 5a State: 26.A.2e Domain: C6, C2 Art Making Students will produce a collaborative collage working with a minimum of six different peers, and no less than six mediums. National: State: 26.A.2e Domain: C3 TEACHER MATERIALS Poster of Elements and Principles of art STUDENT MATERIALS 18x20 watercolor paper Pens Pencils Acrylic paint (red, yellow, blue)

Power point presentation on Rafael Lozano-Hemmer

Computer Projector

Magazine clippings Watercolor Paint brushes Blow dryer Colored pencils Sharpies

Glue Pastels Paper towels Scissors Markers

VOCABULARY Installation art - Three-dimensional works that are often site-specific and designed to transform the perception of a space Interactive art Art that involves the spectator in a way that allows the art to achieve its purpose. Collaborative art Art that is made by two or more artists. Water resistant The phenomenon that happens when someone uses watercolor after using crayons or pastels. The water color is resisted wherever the wax is Paint splattering - The technique that involves a twitchy wrist movement to apply paint from an implement to paper. Collage - art made from the assemblage of different mediums.

ARTISTS Rafael Lozano-Hemmer : Open Air; People On People Felix Gonzalez-Torres: Untitled (Portrait of Ross in L.A), 1991 Erno-Erik Raitanen: Cotton Candy Works Arturo HerreraLESSON ACTIVITIES Set Induction The students will enter the room, and create their nametags and draw while waiting for the rest of the class to enter the room. The instructors will have music playing, and the objectives for the day written on the board. Instruction Powerpoint: The teacher will give a presentation on Rafael Lozano-Hemmer. During the presentation, instructors will involve the students in a discussion about modern art, and installation art, or if they like the artists work. -Have any of you ever been involved in an interactive piece? -What is the first thing that comes to mind when you hear interactive art. Introduce Project: Referencing the teacher examples, teacher asks, How would you define collaborative art? Teacher introduces project: Students will have seven minutes to work with different mediums. Each medium will be placed at a different table. No more than three students are allowed at each table. At the end of the seven minutes the students will switch their paper (18x20 watercolor paper) with a peer. This is repeated ____ times. Remember to have students write their name on only the first piece of paper they handle. The goal of this lesson is to have each student work with every media provided and have each medium on every finished work. Students should also be able to identify when a specific medium needs to be incorporated into a work. At the end of the collaborative art project, students will find their original piece of paper and assess the work. Class will participate in a discussion about what went well, or wrong; what the students liked or did not like. Time

Time AH 10-15 mins

AP 65 mins

AE 10

Week 5: The teacher will review what was done on the fourth week. The teacher will introduce Arturo Herrera and watch a clip from PBSs Art 21. Ask students about the materials he uses. Does the amount of time you take to make art make it more or less powerful of a piece? How does his work connect with collaborative art? Introduce Project: Students will have the opportunity to work with whatever media they choose to add or subtract from their work. Teacher will stress the importance of incorporating the classs collaborative work. -Students are required to keep at least 50% of their peers collaborative work. Teacher will also ask student to work on one theme, using elements and principles to help share that theme. Teacher will introduce what an adjective is.

AH 5 min AE AP

AC ENG

 Students will write an artist statement about their work using 5 adjectives that describe their art, and how the elements/ principles When parents arrive they will create something on a 4x6 piece of paper, and the students must incorporate it into their art.. Lesson Closure Once the students have finished their work, the class will walk around the room and look at their classmates work. The instructors will ask the class if they can point out any elements or principles of art in anyones work, and how it relates to their concept. Students will then discuss the connection between this project and the artist discussed. Teacher will ask the students what they liked, or disliked from the collaborative experience. What is an advantage or disadvantage to this process? Independent Practice/Homework No homework will be assigned for this lesson

Time AC 5-10 mins

PF

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS Adaptations and Accommodations Enrichment and Extensions Students will reflect on their work, along with their classmates work, in a written reflection. Along with the students reflection sheet, the students will list the different elements and principles found in their work. Activity for Early Finishers Students will be given the opportunity to work on reflection sheets and extra drawings, after finishing early. OBJECTIVE-DRIVEN ASSESSMENTS Historical/Cultural Discussion Art Criticism Discussion Philosophical Frame Discussion Art Making Critique INTERDISCIPLINARY CONNECTIONS Overview of adjectives for artist statements. REFERENCES Art Institute of Chicago. Retrieved from http://www.artic.edu/aic/collections/artwork/152961 Lozano-Hemmer, Rafael. Retrieved from http://www.lozano-hemmer.com/open_air.php PBS, Arturo Herrera, Retrieved from http://www.pbs.org/art21/watch-now/segment-arturo-herrera-inplay Raitanen, Erno-Erik, Retrieved from http://www.erno-erik.com/cotton_candy/cotton_candy.html * Developed and written by Emily Evensen, Jenelle Grosser, and Emily Schranz, Art Education, Illinois State University, 2012 *