Day 2
Project/Unit description/Expedition.
In the unit plan Let’s Get Steampunk’d, the students will be doing 3 lessons which investigate drawing, planning, collage, 2D and 3D projects. It will expose them to the work of some assemblage and collage artists. The unit is focused on the idea oftransformation, found object work and deconstruction/reconstruction in making art. The students will experience how to uses mechanical tools to disassemble everyday objects and reform them into a creature which means something to them. Through this process over 4 or 5 class periods, they will learn the importance of planning and contemplate the reasons artists use found objects in relationships of artistic inspiration and cultural significance.
In today’s learning experience students… students will explore connections between organic and mechanical materials by searching for images in magazines and creating a collage out of the found images. Key concepts they will explore will be compare/contrast, collage, plan and create.
Essential Understanding
Inquiry/Learning target
What is the difference between animal and machine? What happens when you combine animal and machine? Students will be inspired to create their own creature out of mechanical images found in magazines.
Key Concept(s)
The students will compare and contrast by selecting images of both mechanical and organic nature and combining them in a collage. Key concepts they will explore will be compare/contrast, collage, plan and create.
Skill(s)
Students will be able to compare and contrast animals and machines by observing images found in magazines, selecting images that appeal to them, collecting and categorizing those images, then creating a interesting composition using those images. SCISSOR TECHNIQUES GLUE TECHNIQUES COMPOSITION CATEGORIZING COLLECTING COMPARE/CONTRAST Cleaning up procedures
Art Focus
The art focus for the day was collage, drawing and ideation of their own collage.
Literacy Focus
The literary focus for the day was to express their ideas verbally, to explain and defend some choices in a video collaborative collage. To write down some examples of what an art sketchbook can be used for and how they think they may use theirs.
Documentation
After a short game of introduction to get to know the students names we discussed what we had learned last Friday. Isaiah from Tom’s class gave us a clear definition about the term steam-punk and it’s association to the Victorian era of Steam powered engines! Alicia’s class also defined the terms learned from last week such as collage, form, and abstract.
The focus of day two was to allow the students a large amount of student work time. They were excited and ready to get to work. While cutting out images Hannah asked several students to explain their choices.
The students thoughtfully cut out images of living and mechanical images and rearranged them several times to try to fit them together in interesting ways. Some students chose mechanical parts which looked like or could be compared to the animals real parts. Other students wanted their images to be as abstract as possible.
In the unit plan Let’s Get Steampunk’d, the students will be doing 3 lessons which investigate drawing, planning, collage, 2D and 3D projects. It will expose them to the work of some assemblage and collage artists. The unit is focused on the idea oftransformation, found object work and deconstruction/reconstruction in making art. The students will experience how to uses mechanical tools to disassemble everyday objects and reform them into a creature which means something to them. Through this process over 4 or 5 class periods, they will learn the importance of planning and contemplate the reasons artists use found objects in relationships of artistic inspiration and cultural significance.
In today’s learning experience students… students will explore connections between organic and mechanical materials by searching for images in magazines and creating a collage out of the found images. Key concepts they will explore will be compare/contrast, collage, plan and create.
Essential Understanding
- Artists compare/contrast ideas for inspiration to create art.
- Media properties are explored during the planning process to create successful work
Inquiry/Learning target
What is the difference between animal and machine? What happens when you combine animal and machine? Students will be inspired to create their own creature out of mechanical images found in magazines.
Key Concept(s)
The students will compare and contrast by selecting images of both mechanical and organic nature and combining them in a collage. Key concepts they will explore will be compare/contrast, collage, plan and create.
Skill(s)
Students will be able to compare and contrast animals and machines by observing images found in magazines, selecting images that appeal to them, collecting and categorizing those images, then creating a interesting composition using those images. SCISSOR TECHNIQUES GLUE TECHNIQUES COMPOSITION CATEGORIZING COLLECTING COMPARE/CONTRAST Cleaning up procedures
Art Focus
The art focus for the day was collage, drawing and ideation of their own collage.
Literacy Focus
The literary focus for the day was to express their ideas verbally, to explain and defend some choices in a video collaborative collage. To write down some examples of what an art sketchbook can be used for and how they think they may use theirs.
Documentation
After a short game of introduction to get to know the students names we discussed what we had learned last Friday. Isaiah from Tom’s class gave us a clear definition about the term steam-punk and it’s association to the Victorian era of Steam powered engines! Alicia’s class also defined the terms learned from last week such as collage, form, and abstract.
The focus of day two was to allow the students a large amount of student work time. They were excited and ready to get to work. While cutting out images Hannah asked several students to explain their choices.
The students thoughtfully cut out images of living and mechanical images and rearranged them several times to try to fit them together in interesting ways. Some students chose mechanical parts which looked like or could be compared to the animals real parts. Other students wanted their images to be as abstract as possible.
Here you can view students explaining their collages, what choices they are making and how they are incorporating animal and mechanical parts.
Reflections and Findings
Students were discovering that not all the images they found were going to fit perfectly together in the way they initially wanted them to. Students had to problem solve and find new and different ways they were going to have their animal and mechanical parts working together. Examining the FORM of the mechanical parts, students would COMPARE and CONTRAST the shapes of animal parts to arrange their COLLAGE.
Students were discovering that not all the images they found were going to fit perfectly together in the way they initially wanted them to. Students had to problem solve and find new and different ways they were going to have their animal and mechanical parts working together. Examining the FORM of the mechanical parts, students would COMPARE and CONTRAST the shapes of animal parts to arrange their COLLAGE.