Valentina Loseva

Spring 2016
Visual Culture
Printmaking
Exhibition: Beauty at Cooper Hewitt
Artist in focus: Kyuha Shim

Brief Description of Lesson

Students design and create stamps that they use to print a word that they choose to describe
themselves, using the positive forms and negative space created by printing the stamps.

Background Information
Grade/Age of Students: 3rd grade, inclusion class: 12 students
Experience/Classroom Situation:
There is one teacher in the classroom.
There are twelve students in the room, 6 boys and 6 girls. They sit at two tables
at the front of the room, with three students at each side of the table.
There are two large sinks in the back of the room and cabinets, shelves and
closets with supplies at the perimeter of the room.
There is a smartboard at the back of the room.
The teacher demonstrates at the front of the room by a table and easel
When visual rubrics are composed for the work, they hang at the side of the
room with explanation.
Prior Learning:
Students have had 75 minutes of art per week since they have been in
elementary school.
Students have just completed a learning segment on Chinese calligraphy and
Japanese Sumi-e painting. They experienced creating different kinds of lines by using
different brushstrokes that
Brief Description of Lesson 1:
Students observe and discuss the use of stamps and space in Shims work, identify two words
that describes them and design and create their stamps that they will use to print the words,
using the positive forms and negative space created by the stamps.
Learning Objectives:
Students list the components of Shims work
Students describe the process by which Shim uses stamps to compose words.
Students list their strengths, favorite animals, and favorite things about
themselves on a worksheet/mindstorm
Students analyze their worksheet/mindstorm to come up with two words that
describes them.
Students create two stamps by incising patterns on two one-inch square of
styrofoam attached to cardboard handles
Students plan their word in pencil on the piece of paper and how they will layer
the stamps to create it
Students print their designs over their plan to create the word that they feel
describes them by printing the forms.
Students map out the second word in pencil for which they will use the negative
space created by stamps

 Students print in the space around the letters created in mapping, erasing the
pencil marks once the work dries.

Visual Arts Standards:

NCCAS Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re8.1.7a: Interpret art by analyzing artmaking approaches, the characteristics of form and
structure, relevant contextual information, subject matter, and use of media to identify ideas and
mood conveyed.
NCCAS Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.3.7a: Apply visual organizational strategies to design and produce a work of art, design,
or media that clearly communicates information or ideas
Math Standards: CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.
Motivation:
Open Ended Question:
What did Shim use to create the words you see in his work?
Did Shim use one stamp to make all of these prints?
Are all of Shims stamps separate or do some of them overlap?
What happens when they overlap?
Why do you think he chose these words to turn into works of art/how do you think they were
important to him?
Association:
What are some words that you feel describe you? (after mindstorm)
How will you use different kinds of lines to make designs and patterns?
Transition to Work
Who will start with straight lines to design their stamps?
Who will make each of their stamps into a picture? Think about how they will look if you want
them to overlap.
What can you do if you have a picture and you still want your forms to overlap? You can overlap
parts, you dont have to overlap the whole stamp.
Which two colors will you choose?
Instructional Strategies and Learning Tasks Support Diverse Learners:
Students see artworks by Shim on the smartboard
Students observe and ask questions on a demonstration on designing the stamps and printing
with them
Students complete a mindstorm worksheet to help them identify words that describe them.
Name:

Class:
Words that best describe me Mindstorm
My Strengths: (choose 3-4)

My favorite animals (1-3)

The things I like about myself

the most (3-5)

The words that best describe me are:

Procedure:
Students observe and discuss the components of Shims work and hypothesize
strategies used to create it
Students identify examples of negative and positive space (such as writing in the
condensation or dust (negative) and writing in chalk (positive))
Students complete mindstorm worksheet and share the words that best describe
them
Students design the patterns or images they will incise into their styrofoam
stamps.
Students incise their images or patterns into the styrofoam stamps.
Students map their first word in pencil
Students choose a color to print their word
Students use their stamp or stamps to print their word
Students map out their second word on a different piece of paper
Students print in the negative space created by the letters to complete the print.
Assessment of Learning:
Teacher hears students participation in the facilitated discussion about the
components and process of Shims work
Teacher reads students completion of the worksheet and their identified words
that describe them
Teacher sees that student designed their stamps on paper and transfer their
design to the styrofoam stamps
Teacher observes that student mapped out their words to prepare them to print
with their stamps and use positive and negative space to compose the words in the
works of art
Teacher sees the printed works of art
Valentina Loseva
Spring 2016

Visual Culture
Drawing and Design
Exhibition: Rage for Art (Once Again) at Pierogi Gallery
Artist in focus: Ward Shelley and John OConnor

Ward Shelley
Work, Spend, Forget (Dissected Frog Polemic), 2013, Acrylic and toner on mylar, 34.25 x 75 i

John OConnor
Last Week (Detail), 2016, Graphite and colored pencil on
paper, 76 x 68 inches

TEXT AND IMAGE Lesson

How does the appearance of text influence the way we look at artwork?
Grades 9,10

Background Information
Grade/Age of Students: 9th grade, 24 students
Experience/Classroom Situation:
There is one teacher in the classroom.
There are 24 students in the class and students sit at six tables in groups of four.
There are two large sinks in the back of the room and cabinets, shelves and
closets with supplies at the perimeter of the room.
There is a smartboard at the front of the room. For demonstrations the teacher
uses an overhead camera attached to the smartboard.
Prior Learning:
The learning of the students is very different as this is their first year in a public
high school. Some students have had replete artistic experiences and some have had
none.
Students have just completed a learning segment on watercolor painting and
drawing from observation
Brief Description of lesson:
Students observe and discuss works of art by Shelly Ward and John OConnor, analyzing the
placement, form and role of image and text used in the works of art. Students choose a topic
with which they are familiar to create a power work of visual design using text as an element of
design.
Learning Objectives:
Students identify differences in the way they look art artwork with text and without
Students list roles of text in the artworks by Shelley and OConnor and
hypothesize other roles that text can serve in works of art.
Students identify a topic that they know a lot about by completing a mindstorm
Students create four visual and textual components for the subject matter.
Students analyze their textual and visual components for similar themes or
trends
Students synthesize their visual and textual components in a final drawing using
a medium of their choice.

Visual Arts Standards:

Anchor Standard 1: Generate and conceptualize artistic ideas and work
VA:Cr1.1.Ia
Use multiple approaches to begin creative endeavors.
VA:Cr1.2.Ia
Shape an artistic investigation of an aspect of present day life using a contemporary practice of
art or design.

Motivation:
Open Ended Question:
What are the main themes that you sketched about?
What are some key points you wrote about?
How did Shelley and OConnor arrange their work differently according to their themes?
Association:
Which theme or themes will guide you in arranging your work?
Transition to Work
What will your focus be? What is the most important piece of information?
Instructional Strategies and Learning Tasks Support Diverse Learners:
Students observe the works of art by Shelley and OConnor.
Students have a daily goal posted on the smartboard with examples for a visual rubric.
Procedure

Students identify differences in the way they look art artwork with text and without
Students list roles of text in the artworks by Shelley and OConnor
Students hypothesize other roles of text and describe their hypotheses
Students complete a mindstorm to help them choose a topic
Students sketch four visual symbols for their topic
Students draft four textual components for their topic
Students identify one or two themes in their visual and textual components
Students arrange their components through collage
Students compose a final drawing.

Assessment of Learning:
Teacher hears students identify differences in the way they look art artwork with
text and without
Teacher hears list roles of text in the artworks by Shelley and OConnor and
hypotheses of other roles that text can serve in works of art.
Teacher hears the topic identified by the students by completing a mindstorm
Teacher observes the four visual and textual components for the subject matter
created by the students about their topic.
Teacher hears and observes the analysis performed by students about their
textual and visual components for similar themes or trends
Teacher observes the synthesis their visual and textual components in a final
drawing using a medium of their choice.

Differentiation for ELL students

ELL students will be given the option to write in their native language if they can.
Varying amount of text can be used in the project

Valentina Loseva
Spring 2016
Visual Culture
Textures in Painting
Exhibition: Hill of Munch, Rachel Uffner Gallery
Artist: Alicia Gibson

Alicia Gibson, If It's Not a Famous Artist that I Make It as I'm

Gonna Be a Fucking Rapist in a Jason Mask, 2015, oil and
various on canvas, 60 x 40 inches, (152.4 x 101.6 cm)

Background Information
Grade/Age of Students: 3rd grade
Experience/Classroom Situation:
There is one teacher in the classroom.
There are thirty students. They sit at two tables at the front of the room, with 7/8
students at each side of each of the two tables.
There are two large sinks in the back of the room and cabinets, shelves and
closets with supplies at the perimeter of the room.
There is a smartboard at the back of the room.
The teacher demonstrates at the front of the room by a table and easel
When visual rubrics are composed for the work, they hang at the side of the
room with explanation.
Prior Learning:
Students have had 75 minutes of art per week since they have been in
elementary school.
Students have completed a printmaking learning segment and a unit on cubist
drawing.
Brief Description of Lesson 1:

Students discuss the the role of textures in painting and compose their own painting based
around their textures.
Learning Objectives
Students identify different textures in a painting, print and collage
Students verbalize the different uses of texture in the three works of art by Alicia
Gibson
Students compare and contrast the textures in the three works of art with a
partner
Students hypothesize reasons for the artist using textures in a painting
Students match textures to ideas of what they may represent
Students compose a drawings that synthesize two textures.
Visual Art Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.5a Combine ideas to generate an innovative idea for art-making.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.5a Experiment and develop skills in multiple art-making techniques and approaches
through practice.
Motivation :
What kinds of things do you think of when you see or feel something fuzzy? Where do you see
a lot of fuzzy or furry things? How about bumpy? Can you imagine a place in which you might
see those together?
Association : Which two textures did you get? How will you combine them? What kind of story
can you tell?
Transition to work : Where will you place them? Will you start with the setting or by gluing down
the textures?
Instructional Strategies and Learning Tasks Support Diverse Learners:
Students see Alicia Gibsons work on the smartboard
Students see details of the work
Students handle the different textures before making their paintings
Students see pictures of objects, animals and environments of different textures.

Assessment of Learning
Teacher hears students identify different textures in Gibsons painting and
different uses of those textures.
Teacher observes students select two textures
Teacher hears students propose different responses about their two textures
Teacher observes students compose a drawings that synthesize two textures.
For students with special sensory needs

Students can receive exaggerated textures or minimal relief textures depending on how they
respond to textures.