Elizabeth Lor The first day of the unit plan which is titled Demo Day will begin by doing a VTS showing the students 2 lino cut images by Valenti Angelo and one by Elizaberth Catlett. After the 3 images are shown, then a couple of short videos from YouTube demonstrating how to do a lino cut print will be shown. Also, new vocabulary words will be introduced and time will be given to begin brainstorming ideas for their own image to create. Valenti Angelo (1897-1982) was an Italian-born U.S. artist active as an illustrator. He illustrated about 250 books! (He was also a writer, winning the Newbery for Nino in 1939. Ive never read it, but I guess now Ill have to go check it out.) As a printmaker his favorite medium was linoleum. Some of Angelos illustrations are the epitome of midcentury modern style, with simple lines, flat shapes, and stylized figures, but he had a long career with plenty of work both before and after the midcentury, so no one style defines him. Themes that are most common to his prints discussed his everyday encounters and scenic areas that are familiar to him. Sharecropper by Elizabeth Catlett Elizabeth Catlett Catlett was born in 1912 in Washington DC a black American child in a country of racism, living in the capital city of the country of the free. She was the grandchild of former slaves. Life took a shift for Catlett though. A spark flew and took her off in a direction that would lead her to become one of the most celebrated artists of not one but two countries. After she was refused admission to the Carnegie Institute of Technology (yes, of the darling Carnegie- Mellon University right here in Pittsburgh, PA) on the basis of her skin color, she attended Howard University, where she started making art about black identity. She went on to receive the first ever Masters Degree of Fine Arts in Sculpture from the University of Iowa School of Art and Art History. Vocabulary Words 1. Identity: Condition or character that defines who you are. Includes beliefs, culture, qualities, etc. 2. Design: Plan or convention of an object, image, ideas, etc. 3. Carve: To cut as to form something. 4. Shape: To give a form or work with material to create something. 5. Print: Transferring an image or information to a page as to document. Key Concepts for Day 1
What we want the students to know
1. Lino Printmaking 2. Procedures 3. Vocabulary Terms 4. Identity Essential Questions for Day 1
How is lino printmaking done and why is it
important for the arts? What procedures are required for lino printing and what are some considerable steps? Are any of the vocabulary terms relatable to your process? If so, why does is this significant for you? What symbol will you appropriate for this project and what does identity mean for you? Lesson Objectives for Day 1 1. Students will be able to verbally communicate what the visually see during VTS. 2. Students will be able to verbally communicate the artist's process and evaluate if the artist work by applying the principle of design (Design, Shape, Carve, and Print). 3. Students will be able to make connections between the artist learned and effectively gain skills through demonstrations provided by the instructor. 4. Students will be able to discuss the big idea (Identity) and discuss how VTS, artist and demonstrations related to beliefs, cultural traditions, etc. 5. Students will be able to have time to brainstorm and support their and peers opinion during discussion. 6. Students will be able to ask further questions before starting their lino prints. On day 2 which is a studio day the students will have further time to brainstorm ideas in relationship to the big idea, which is identity. Students will create a lino print that reflects their personal identity and are expected to discuss the significance of the chosen image. We will do a demonstration for making a linocut print and review students ideas for the projects. Allowing the rest of the class period for studio time and questions. Crystals work Crystal using a different color Crystals finished images Elizabeth's work Samantha carving on both sides of block Part of the process Inked up and ready to make print Samanthas finished images Key Concepts for Day 2 What we want the students to know.
1. Identify with an image that relates to their own identity.
2. Manage and appropriate their time. 3. Using tools and follow printmaking procedures. 4. Vocabulary terms. Essential Questions for Day 2 1. 1.What image do you associate your identity with and why is the image important? 2. How will you manage/appropriate your time in class to complete your project? 3. Will you insure to use tools as demonstrated and are there any further steps that need clarifications? 4. Are any of the vocabulary terms relatable to your process? If so, why does is this significant for you? Lesson Objectives for Day 2 1. Students will be able to identify their interest through brainstorming ideas and verbally communicating their ideas to peers. 2. Students will be able to verbally communicate their process and evaluate if their work has effectively followed all procedures and the application of principle of design (Design, Shape, Carve, and Print). 3. Students will be able to make effective use of their time in class and verbally explain how the print relates to beliefs, cultural traditions, etc, and if it is of influence to their work. 4. Students will be able to support their and peers opinion during discussion and overview of current progress. 5. Students will be able to ask for help or demonstrations if having trouble with their project. Day 3 is also a studio day. The Students should be close to finishing their projects and finalizing the prints. Key Concepts and Essential questions are the same as Day 2. Lesson Objectives for Day 3 1. Students will be able to identify their interest through brainstorming ideas and verbally communicating their ideas to peers. 2. Students will be able to verbally communicate their process and evaluate if their work has effectively followed all procedures and the application of principle of design (Design, Shape, Carve, Print). 3. Students will be able to make effective use of their time in class and verbally explain how the print relates to beliefs, cultural traditions, etc, and if it is of influence to their work. 4. Students will be able to support their and peers opinion during discussion and overview of current progress. 5. Students will be able to prepare their final prints and prepare for to display their work for critique day. Day 4 is the final day of this project. The teacher will begin with showing a video on what is an art critque and how an art critique can improve their future artworks. Then the teacher will facilitate the critique, go over the vocabulary terms for their project, and encourage all the students to participate in a verbal discussion.
All Vocabulary Words
1. Identity: Condition or character that defines who you are. Includes beliefs, culture, qualities, etc. 2. Design: Plan or convention of an object, image, ideas, etc. 3. Carve: To cut as to form something. 4. Shape: To give a form or work with material to create something. 5. Print: Transferring an image or information to a page as to document. 6. Art Critique- is an oral or written discussion strategy used to analyze, describe, and interpret works of art. Key Concepts for Day 4 1. Reflection and critique of visual cultures defines us and connect us to our worlds. 2. The visual arts are about giving form to ideas and expressions for the purpose of engaging and interacting with self and others. 3. How powerful images are culturally. 4. How powerful a single image can be to represent a person. Essential Questions for Day 4 1. How does a critique of an artwork help us connect to the society we live in? 2. What do you think could be done better? 3. What have you gained through examining the images created? 4. What were your initial intentions when starting this work and how did it change during the process of making it? Lesson Objectives 1. Visual Art: The students will be able to use art vocabulary terms introduced in this project verbally during the art critique. 2. Visual Art: The students will be able to verbalize positive analysis of each others work. 3. Multicultural: The students will be able to explore their own cultures when deciding what image to create as a representation of themselves. The teacher will congratulate the students on their hard work they performed in making their images and for the constructive input during the critique at the end of the class period. In closing the teacher will then discuss the successes of the students finished artworks.