Found Object Creative Drawing:

Course: Beginning Drawing Grade: Intermediate Drawing (High School Level) Alex Kolbo

Belief Statement: Students will be able to open their mind to new ways of thinking about an object or task. Definition: A process of taking a random found object to use as an experimental drawing tool. Rationale: Students will stretch their creativity by learning to solve a problem in an unconventional way. This will further improve the students openness to new ideas and new solutions. Seeing how to creatively think about this will inspire to think about other problems in a creative way as well. Key Concepts: An artist can think of new mediums to do art. An artist can develop new tools or ways to use a tool to make art. Essential Questions: What objects can be used to make marks? How can a drawing tool be used differently to make marks? What strengths or opportunities do different objects/ tools provide for drawing? Goals: Students will learn how to apply this brainstorming of possibilities and creative problem solving to other classes or aspects of life. Objectives: The learners will evaluate the success and creativity of the medium and techniques in their own work. Students will be able to break away from normality and the rules they have been taught about proper drawing techniques to come up with their own rules and style. Narrative: Students will bring in objects and materials to experiment with to make marks or set up some sort of drawing machine. Then, they will make a final piece after exploring the possibilities of a new technique by combining the use of line, composition, contrast, etc. Anticipatory Set: Students will be asked to move away from conventional thinking and away from seeing an object, tool, or medium in the way it is commonly used. Students are most likely at a level where they have been told the right techniques for drawing. Now they will be asked to come up with an original technique. Procedure: -Previous Class: -Introduce vaguely the project -Ask students to bring with them to class random tools, mediums, objects, that can be used to make a mark -Beginning of class: -State objectives and overall project -Focus activity to involve class -Demonstration: -Definition -Rationale

-Connect to art history/ artist -Student Practice: -Have students start experimenting with mark making with brought objects -Introduce more materials and objects to be used -Allow students to move about class to give and take ideas from each other -Present examples to inspire more ideas -Start thinking of composition -Start making a final piece Prompts for students: -Constantly ask yourself what if? -Maybe use your whole body. -How can you use motion? -How can you use your environment/surroundings? -Can you use a tool backwards? Upside-down? Sideways? -Use a tool for its strengths. -Once you find an interesting mark/technique then start experimenting with it. -Is there something you like that others are doing? Experiment with that too. -Experiment with mistakes to be opportunities and strengths -Dont borrow someones idea/technique, steal it, expand upon it and make it your own. -Start thinking about how you can make a good composition with your strongest discoveries. -Can you make marks without physically making the marks yourself? -Can you make a machine to make the marks? -Can you set up a situation to make the marks? -What can you join together to make a marking tool? Length of time: Allow for about two hours of time to experiment with the materials and tools. Then redirect the students to start working on making a final drawing for at least an hour. Materials: -Each student should bring materials with them that they find at home, trash, or locker. -Provide random materials -Paints, inks, pencils, pastels, crayons, etc. -Scissors, whole punch, brushes, etc. -Trash, bottles, wrappers, etc. -Paper, cardboard, foam core, etc. -Tools, drill, sander, screws, nails, hammer, etc. -Straws, feathers, toothbrush, hairdryer, comb, etc -Food, fruits, veggies, paste, coffee, frosting, etc. -Rocks, leaves, sticks, dirt, sand, etc.

Assessment Narrative: Students will be judged by how much they experiment outside of conventional ways: how many new tools they tried, how many tries they took to discover something new, etc. Extension Activity: For students having difficulty, or who have came to a lull in their creative process, show them examples of others works to see if they can take inspiration from it. Or give them a tool and ask them some of the prompting questions directly. Resources: Works from Angeles Cassioss Intermediate Drawing Class