DRAFT: This module has unpublished changes.

Grade Level:  7th and 8th  

 

Big Idea: Thoughts

 

Lesson Objectives: (Students will be able to…):

-Incorporate theme of thoughts to create a three dimensional sculptor through a process of art activities.

-Understanding of main artist and increases knowledge in art history.

-Improve skills for building and creating sculpture.

-Achieve personal goals and objectives.

 

Art TEKS:

-Generate many new and different ideas.

-Demonstrate awareness of works of art and the art history that preceded them.

-Make intellectual selections based on personal values and intent to construct or interpret meaning.

-Express thoughts and feelings in a personal way through a variety of visual art materials.

-Devise and employ methods for critiquing art.

 

Interdisciplinary Connections:

Art History, Math (understanding of geometric shapes)

 

Teacher Materials:

-Slideshow introducing French artist Jean Dubuffet

-Example of final project

 

Student Materials:

-Sketchbook

-Thin black sharpie

-Ruler

-Wood glue

-Wooden blocks (5x4x3)

-Wooden beads

-Primary colored acrylic paint, and black paint

-Various types of paper, thin and thick

-Thin malleable wire

-Paintbrush

 

 

ELICIT:

Describe how the teacher will uncover prior understandings about topic

Powerpoint introducing Big Idea, “Thoughts” and the artist Jean Dubuffet

 

Short summary about the artist:

“French painter, sculptor, printmaker, collector and writer. He was temperamentally opposed to authority and any suggestion of discipline and devised for himself a coherent, if rebellious, attitude towards the arts and culture. For all his maverick challenges to the values of the art world, Dubuffet’s career exemplified the way in which an avant-garde rebel could encounter notoriety, then fame and eventual reverence. His revolt against beauty and conformity has come to be seen as a symptomatic and appreciable influence in 20th-century culture.”

 

“Dubuffet's Hourloupe style developed from a chance doodle while he was on the telephone. The basis of it was a tangle of clean black lines that forms cells, which are sometimes filled with unmixed color. He believed the style evoked the manner in which objects appear in the mind. This contrast between physical and mental representation later encouraged him to use the approach to create sculpture.”

 

“His primitive approach to art making, with its simple, childlike figures and bold, visually dramatic palette, has universal appeal and is instrumental in modern psychology and studies of mental development.”

 

-Lesson is primarily focused on Hourloupe style. Students are shown examples of his Hourloupe sculptures.

-Students discuss and talk about Thoughts: ideas of thoughts and how Dubuffet’s artwork represents them. Good, bad thoughts? Differences? Examples?

-Show more examples of artist who make art based on their own thoughts, memories, or experiences.

 

ENGAGE:

Describe how the teacher will be able to capture the students interests

 

Mind Doodle Activity:

Dubuffet’s Hourloupe style developed from a doodle he created while he was on the telephone. Students will practice such an activity to see what kind of doodles they can create.

-Students are given a partner in the classroom. They are arranged to face them at a desk or table in the classroom.

-They are given a sketchbook and thin black sharpie.

-Students will be in a conversation/discussion with their partner while they have to simultaneously doodle. They are not allowed to talk about what they are drawing.

-Objective: To create doodles that do not portray or represent anything, but rather have an abstract feel that may portray thoughts or discussion.

-Sudents will use the best of these doodles to create sculpture

 

EXPLORE:
(Hands on activity described above)

Questions Related to Big Idea: Thoughts

-How do you express your thoughts?

-What can thoughts be?

-What would your thoughts look like visually?

-How does Dubuffet express thoughts through his sculptures?

-What kind of thoughts do you think he was having while he was creating his doodle that inspired his sculptures?

-If you were to place one of his sculptures anywhere in the world, where would you put it and why?

-How do you relate to Dubuffet’s life and work?

-What do you think about the color’s Dubuffet chose in his sculptures?

-What do you see represented in his drawings?

-If you were to change anything about his work what would you change, why?

-How do you think he created his sculptures?

-What title would you give his work?

-What are the most evident elements of design in his work? (line, shape, space)

-What are the most evident principles of design? (movement, balance)

-How does the added color change the way you see his work compared to if it were just black and white?

-What feelings or emotions arous when you see his work?

-In your opinion, what are his strengths or weaknesses as an artist?

-What do you like or dislike about his work?

 

EXPLAIN:

Have students create a short paragraph describing their thoughts, ideas, and feelings behind their sculptures. Create teacher example to help the students understand assignment.

 

ELABORATE:

Students will be able to develop a more sophisticated
understanding of the artist and the big idea though successfully completing and exploring the assignments.

 

Vocabulary:

-Line

-Texture

-Hourloupe

-Primary Colors

 

EVALUATE:

-Though completing and submitting final project. The students will have discussed and planned with teacher and peers. Receive feedback throughout the process of creating the project.

-Students will participate in class critique. They will also evaluate their own work and give themselves a grade.

 

EXTEND:

 The students will be able to display and convey their thoughts visually and through dialogue. Also have a better understanding of how scultures are created and made.

 

Differentiation strategies to meet diverse learners needs:

-For blind students, they will use string to create drawings, final project will be elaborated drawings. Students are still requires to write an explanation about their work.

-For disabled students, the teacher will accommodate and meet their needs specifically based on disability.

DRAFT: This module has unpublished changes.