Grade 6
Lesson 1: "What is art?"
Project: String press prints (Minimalism)
Students viewed a series of photos and decided whether or not the depictions were works of art. Each student shared their own opinion on their piece, in terms of design, giving reasons for considering it successful or unsuccessful. Some works were straight forward, such as a famous painting or sculpture. Others required deeper thought and consideration, such as Marcel Duchamp's "Fountain". Students really enjoyed listening to each others' opinions and were eager to participate in the discussion.
Students created prints by dipping a piece of yarn in tempera paint, laying it on a sheet of card stock, then pressing a piece of newsprint over top of it. Other than following simple directions in order to complete the project, students were told not to put much thought into what the piece was about or why they were making it. After the prints were completed, we discussed whether or not we considered them art due to the fact that there truly was no intended meaning or emotion connected to the pieces. Students were not afraid to speak up about their opinion and it became quite a debate!
We then studied a style of art called Minimalism and discovered that the pieces we created had similar characteristics. After developing an appreciation for this style, students looked at their work in a new light, accepting the simplistic nature of it.
Project: String press prints (Minimalism)
Students viewed a series of photos and decided whether or not the depictions were works of art. Each student shared their own opinion on their piece, in terms of design, giving reasons for considering it successful or unsuccessful. Some works were straight forward, such as a famous painting or sculpture. Others required deeper thought and consideration, such as Marcel Duchamp's "Fountain". Students really enjoyed listening to each others' opinions and were eager to participate in the discussion.
Students created prints by dipping a piece of yarn in tempera paint, laying it on a sheet of card stock, then pressing a piece of newsprint over top of it. Other than following simple directions in order to complete the project, students were told not to put much thought into what the piece was about or why they were making it. After the prints were completed, we discussed whether or not we considered them art due to the fact that there truly was no intended meaning or emotion connected to the pieces. Students were not afraid to speak up about their opinion and it became quite a debate!
We then studied a style of art called Minimalism and discovered that the pieces we created had similar characteristics. After developing an appreciation for this style, students looked at their work in a new light, accepting the simplistic nature of it.
Lesson 2: Pattern
Project: Tessellations
Tessellations are everywhere! We studied the work of M.C. Escher and his tessellations. The definition of a tessellation is any surface completely covered in repeating shapes without space in between them. Once we started looking around, we realized that we see them in our everyday lives. Everything from tile floors and brick walls to honey combs and turtle shells are examples. In Escher's work, many of the designs within his works are morphed from the tessellated shapes themselves.
In order to create our own tessellation, we cut out shapes, traced them onto our background, then added design to them. Many students morphed their shapes into existing objects or imaginative creatures, while others added a variety of abstract designs. Since this project is rather large and detailed, it is a rather lengthy process; but the outcome is sure to please.
Project: Tessellations
Tessellations are everywhere! We studied the work of M.C. Escher and his tessellations. The definition of a tessellation is any surface completely covered in repeating shapes without space in between them. Once we started looking around, we realized that we see them in our everyday lives. Everything from tile floors and brick walls to honey combs and turtle shells are examples. In Escher's work, many of the designs within his works are morphed from the tessellated shapes themselves.
In order to create our own tessellation, we cut out shapes, traced them onto our background, then added design to them. Many students morphed their shapes into existing objects or imaginative creatures, while others added a variety of abstract designs. Since this project is rather large and detailed, it is a rather lengthy process; but the outcome is sure to please.
Lesson 3: Symbolism
Project: Sgraffito technique with clay
After analyzing the meanings behind cave art symbolism, students created symbols that represented themselves, based on their personality type and their hobbies. Then they rolled slabs of clay, applied an underglaze to the slabs, and carved away their symbol. When carving the symbol, the student removed the layer of colored underglaze to reveal the original color of the clay. The contrast between the clay body and the underglaze is what makes the carving stand out. This is called Sgraffito.
(Examples of this project can be found in the photos of the 3rd trimester showcase, located on the homepage of this site.)
Project: Sgraffito technique with clay
After analyzing the meanings behind cave art symbolism, students created symbols that represented themselves, based on their personality type and their hobbies. Then they rolled slabs of clay, applied an underglaze to the slabs, and carved away their symbol. When carving the symbol, the student removed the layer of colored underglaze to reveal the original color of the clay. The contrast between the clay body and the underglaze is what makes the carving stand out. This is called Sgraffito.
(Examples of this project can be found in the photos of the 3rd trimester showcase, located on the homepage of this site.)
Lesson 4: Surrealism
Project: Magazine collage of a dream
After studying the work of Salvador Dali and various other Surrealism artists, students created a scene from a dream with magazine clippings. For many, they subject of the composition came to them easily, but the arrangement of the piece was the real challenge. When creating a collage that is required to have a foreground, middle ground and a background, the artist must assemble from the backround and work their way forward. Students were encouraged to analyze the symbolism of their dream, in an effort to understand more about their sub-conscience. We ran out of time at the tail end of this project. Most students finished assembling their piece, but we did not get much of a chance to share our dream analyses. The point that I drove home was the fact that reflecting on one's dreams, thoughts, and actions is something that everyone should do regularly. When we become aware of WHAT and understand WHY we think, say and do certain things, we are able to make clearer, more deliberate decisions, understand others' points of view, and most importantly we are able to get a better understanding of who we are as individuals and why we each operate the way we do.
(Unfortunately photos are unavailable for this project. Sorry!)
Project: Magazine collage of a dream
After studying the work of Salvador Dali and various other Surrealism artists, students created a scene from a dream with magazine clippings. For many, they subject of the composition came to them easily, but the arrangement of the piece was the real challenge. When creating a collage that is required to have a foreground, middle ground and a background, the artist must assemble from the backround and work their way forward. Students were encouraged to analyze the symbolism of their dream, in an effort to understand more about their sub-conscience. We ran out of time at the tail end of this project. Most students finished assembling their piece, but we did not get much of a chance to share our dream analyses. The point that I drove home was the fact that reflecting on one's dreams, thoughts, and actions is something that everyone should do regularly. When we become aware of WHAT and understand WHY we think, say and do certain things, we are able to make clearer, more deliberate decisions, understand others' points of view, and most importantly we are able to get a better understanding of who we are as individuals and why we each operate the way we do.
(Unfortunately photos are unavailable for this project. Sorry!)