Day 3 - Critique
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…continue working on their collage of a mechanical/biological creature on their final sheet of paper. When students are finished, the class will have a critique on their success in the project.
Essential Understanding
Inquiry/Learning Target
The main objective of the day is to finish the collage and participate in the critique using vocabulary terms including form, collage, abstract, and composition.
Key Concepts
Compare, Contrast, Collage, Interpretation, Invention, Evaluate Skills Explain steps used when planning; Articulate comparisons and differences in final piece
Art Focus
Investigating composition in collage
Literacy Focus
Students wrote answers on a REFLECT and REFOCUS worksheet.
Students explainied and defendedartistic choices; students also Commented on successes and improvements in a group Critique of their work.
FOR CRITIQUE CONSIDER….
- I chose these images because…
-This (mechanical part) is like a ( animal part) because…
- This creature is special because….
-I made this planning decision because….
- I like how this turned out, but I could do this differently….
Comments from class. If you say “I like it” expect a why/what do you like about it?
We followed this rubric to see how well students followed directions
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…continue working on their collage of a mechanical/biological creature on their final sheet of paper. When students are finished, the class will have a critique on their success in the project.
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
The main objective of the day is to finish the collage and participate in the critique using vocabulary terms including form, collage, abstract, and composition.
Key Concepts
Compare, Contrast, Collage, Interpretation, Invention, Evaluate Skills Explain steps used when planning; Articulate comparisons and differences in final piece
Art Focus
Investigating composition in collage
Literacy Focus
Students wrote answers on a REFLECT and REFOCUS worksheet.
Students explainied and defendedartistic choices; students also Commented on successes and improvements in a group Critique of their work.
FOR CRITIQUE CONSIDER….
- I chose these images because…
-This (mechanical part) is like a ( animal part) because…
- This creature is special because….
-I made this planning decision because….
- I like how this turned out, but I could do this differently….
Comments from class. If you say “I like it” expect a why/what do you like about it?
We followed this rubric to see how well students followed directions
rubric-l1.docx | |
File Size: | 5 kb |
File Type: | docx |
Documentation
The goal today was to finish the work of their first project in this unit, a collage. In this exercise the students made informed decisions about which images represented mechanical parts that would work together with living images to form a new creature. We reviewed the material and had a group discussion about composition choices. Including vocabulary words Contrast,abstract and Juxtaposition. What makes it interesting to combine things that don’t normally go together? One student responded, “It makes us think about how things work.“
The goal today was to finish the work of their first project in this unit, a collage. In this exercise the students made informed decisions about which images represented mechanical parts that would work together with living images to form a new creature. We reviewed the material and had a group discussion about composition choices. Including vocabulary words Contrast,abstract and Juxtaposition. What makes it interesting to combine things that don’t normally go together? One student responded, “It makes us think about how things work.“
Let's take a look at some comments during the critique!
The students filled out a written refocusing exercise where the students were able to reflect on:
This helped them really finalize how their collage was going to look when they were finished.
- The images that they picked
- Why they had picked them
- Where their creature was going to live (background)
Reflections and Findings
When students did the written activity, students were discovering how animal and machine can work together on their collage. They also learned about how to make their final product look nicer by filling the whole page with images or color, instead of leaving a lot of empty space in the background. During critique, we noticed students pointing out improvements to a piece by adding more to the background.
When students did the written activity, students were discovering how animal and machine can work together on their collage. They also learned about how to make their final product look nicer by filling the whole page with images or color, instead of leaving a lot of empty space in the background. During critique, we noticed students pointing out improvements to a piece by adding more to the background.