mini activity: second chances
Grade Level: 8th
Name: Christine Huang
Name: Christine Huang
Date: 1/30/14
Theme Concept(s):
Art Production Concept(s):
Creative & Critical Behaviors Students Will Enhance:
Aesthetics, Art Criticism, Art History:
Teaching Strategies:
NJCCCS (Standards & Indicators) (one visual arts & one non-arts)
Visual and Performance Arts 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and or/presenting works of art in dance, music, theatre, and visual art. D. Visual Art. 8: The visual possibilities and inherent qualities of traditional and contemporary art materials (including digital media) may inform choices about visual communication and art-making techniques. 6: Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Writing Standards 6-12: The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Grade 8 students. 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Materials and Supplies: cardboard, plastic bottle caps, plastic bags, toilet paper rolls, plastic take out containers, bubble wrap, food wrappings (such as candy),
http://inhabitat.com/tag/recycled-art/
http://inhabitat.com/yuken-teruya-transforms-a-mcdonalds-bag-into-a-delicate-tree/http://davidbsmithgallery.com/work/detail/notice-forest-what-victory-tastes-like-new-york
http://www.yukenteruyastudio.com/images/Projects/LargeImages/large_corner3.jpg
http://www.happy-pixels.com/wp-content/uploads/2012/10/wim-delvoye-02.jpg
http://www.timnobleandsuewebster.com/wild_mood_swings_2009-10.html
Artmaking Steps:
Aesthetics Steps/Questions:
Step 1. Divide students into a group of 4 students. Give each group photocopies of Yuken Teruya’s McDonald’s bag art.
Step 2. Ask each student to answer the following questions: (1) What do you think this artwork is about? (2) How is the artwork important in relation to our topic of recycling? (3) How does Teruya’s artwork relate to your own life? (4) How might Teruya’s artwork affect your society?
Step 3. Ask students to form groups of 4 and ask each group to answer the following questions: (1) What is another title you could use for Teruya’s artwork? Explain why you chose that particular title. (2) Do all the students in your group agree on the meaning of Teruya’s artwork? (3) What other materials and/or techniques could be used to convey the same message?
Step 4. Ask each student to write brief responses to the following questions: (1) In what ways could Teruya’s artwork be improved? (2) How does using a different material change the meaning of the artwork? (3) How can recycled art affect your life and society if more artists used recycled materials?
Teacher's Sample
Theme Concept(s):
- · Recycling: So much waste is produced daily in our world. Objects are used only once before they are thrown out. If waste could be reused, then we can protect the world from further damage.
- · Bricolage: the collect of different figures and parts put together into a new form. By assigning a new purpose for objects, whose original purpose is no longer needed, new functionality and ideas can be created.
Art Production Concept(s):
- · Unity: Unit is how the different parts of an artwork make up the whole object. This unity plays a role in the meaning and representation of the artwork. Incoherent parts make the meaning of the artwork unclear.
Creative & Critical Behaviors Students Will Enhance:
- · Materiality: Students will think about what the materials are made out of and how those materials affect other objects as a coherent and whole artwork.
Aesthetics, Art Criticism, Art History:
- · Contemporary artists, such as Yuken Teruya (toilet paper rolls), Wim Delvoye (tires), and Tim Noble and Sue Webster (shadows).
Teaching Strategies:
- · Introduction
- · Demonstration
- · Group Activity
- · Discussion
NJCCCS (Standards & Indicators) (one visual arts & one non-arts)
Visual and Performance Arts 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and or/presenting works of art in dance, music, theatre, and visual art. D. Visual Art. 8: The visual possibilities and inherent qualities of traditional and contemporary art materials (including digital media) may inform choices about visual communication and art-making techniques. 6: Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Writing Standards 6-12: The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Grade 8 students. 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Materials and Supplies: cardboard, plastic bottle caps, plastic bags, toilet paper rolls, plastic take out containers, bubble wrap, food wrappings (such as candy),
http://inhabitat.com/tag/recycled-art/
http://inhabitat.com/yuken-teruya-transforms-a-mcdonalds-bag-into-a-delicate-tree/http://davidbsmithgallery.com/work/detail/notice-forest-what-victory-tastes-like-new-york
http://www.yukenteruyastudio.com/images/Projects/LargeImages/large_corner3.jpg
http://www.happy-pixels.com/wp-content/uploads/2012/10/wim-delvoye-02.jpg
http://www.timnobleandsuewebster.com/wild_mood_swings_2009-10.html
Artmaking Steps:
- Build on prior knowledge & experience
- Introduce the idea of making an object mean another subject
- Introduce materials (students will be asked to bring materials for this class)
- Demonstrate how materials could be used by looking at contemporary artists and their works
- Ask students to work in pairs
- Each pair looks at the materials they have
- Each pair thinks about the usage and design of their assembled object
- Each pair begins to build their assembled object
- Students write a description of their artwork
- Show and discuss works
Aesthetics Steps/Questions:
Step 1. Divide students into a group of 4 students. Give each group photocopies of Yuken Teruya’s McDonald’s bag art.
Step 2. Ask each student to answer the following questions: (1) What do you think this artwork is about? (2) How is the artwork important in relation to our topic of recycling? (3) How does Teruya’s artwork relate to your own life? (4) How might Teruya’s artwork affect your society?
Step 3. Ask students to form groups of 4 and ask each group to answer the following questions: (1) What is another title you could use for Teruya’s artwork? Explain why you chose that particular title. (2) Do all the students in your group agree on the meaning of Teruya’s artwork? (3) What other materials and/or techniques could be used to convey the same message?
Step 4. Ask each student to write brief responses to the following questions: (1) In what ways could Teruya’s artwork be improved? (2) How does using a different material change the meaning of the artwork? (3) How can recycled art affect your life and society if more artists used recycled materials?
Teacher's Sample